This post attempts to capture what was shared in the webinar. It's worth watching!
You can access a recording of the LIVE webinar here>>>
Have you considered Flipping your Maths program? A Flipped Maths program rethinks how and when maths instruction can take place, thus potentially changing the role of the teacher in the classroom. This workshop will give a background to Flipped Maths programs, give examples of the ways in which Flipped videos can be produced, options for incorporating these into your maths program and student voice regarding their experience with Flipped videos.
Guest presenter: Angela Stensness (Papamoa College).
You can access all the links that Angela mentions here in one document. This document describes what each of the tools mentioned is as well as giving the link.
Point of the session - not to say “this is the way to do things” but rather to share a journey.
Angela has taught from NE to Year 10.
When students asked why they need to come to school:
Students needed access to equipment from school.
Need direction in terms of order of their learning.
When things are challenging, need someone to help them.
Collaboration and working together.
From these responses Angela started thinking about flipping the classroom. Moving away from the lecture at school and homework later.
With flipping the classroom the “lecture” is done outside of school, possibly at home. Then, when at school, students can access the specific support they need.
Angela was able to travel to the US and talk to people at the Stillwater Area Schools (SAS). They had implemented a programme for their Year 5s and had 6 teachers who wanted to have a go at flipping their maths. They ensured they had parent buy-in, contracts sent home to make it clear that this was what they were going to do for the year.
A year later they (SAS) were working on how far down the year levels they could implement this.
Angela found that some of the students weren’t really engaging with Khan Academy.
With TED Ed (free to register), look for YouTube clips that teach the concept you want and then flip it within TED Ed by creating questions. Still didn’t find the same engagement that she was expecting.
With Zaption you can pause the chosen video at certain points and ask a question. Can be manipulated a bit more.
Angela really found that it was all about relationships. Stillwater Area Schools talked a lot about the teachers talking head. This was what was missing with Khan Academy and TED Ed. We ahve a relationship with our students and they need to see us. If watching a video of some random person then the relationship won’t be there. Realised that she needed to record her own videos.
SAS were using a program called ScreenFlow. Really good but costs and time consuming.
Free option: Angela created a lesson on Prezi to get a chance to really think through what she wanted to share and how to present the content. Then went into QuickTime to record face/talking head and then do a screen recording to film the Prezi and then uploaded to YouTube.
It is quite a bit of work! You might start with just a few videos (don’t need to plan the whole year at a time). But you can re-use the videos year by year—building a bank of resources. You can also share within a syndicate/department. The students could still recognise the other teacher from the school.
Can also challenge the students to create the video tutorial as sometimes other students find that they’ll understand better if a peer explains concepts.
Q: Do you storyboard to plan your videos?
A: Not specifically, but use Prezi to plan them out (which could be a type of storyboarding). Need to think through explaining the concept carefully to students and ensure that students have an opportunity to check their understanding.
Benefits of flipping the classroom:
Replay button! Students can go back and rewatch at any time.
Parents can watch the videos as well and gain confidence. Builds the home-school relationships also.
Self-paced learning. Students can move forward if required or move to what they need when they need it.
Students off school unwell can keep up with school.
Feel like you’re cloning yourself. Can be in front of all students in some way.
Puts responsibility back on the students in regards to learning.
Students engage! It’s a non-threatening way for students to learn.
Can dump a whole lot of knowledge, fill gaps and give students opportunity to learn.
Some students love it. Some don’t like it. There is no silver bullet.
It’s worth pursuing for those students that do like it.
Q: What about students who don’t/can’t access videos at home.
A: Ensure access/opportunities to the videos is also available at school or in class.
During parent/teacher interviews it’s great to give parents the link to the videos as then the parents can direct students to videos. Also make parents aware that others have made great videos also. There are ways to access learning!
Watch the full playback recording here.
This was originally posted by Simon Evans 25 October 2011. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
by Pinelopi Zaka
In 2010, I collaborated with high school teacher Sue Parkes, who was implementing blended teaching and learning for the first time with her Home Economics NCEA Level 2 students, and we carried out a case study. The aim of the research was to look into the teacher’s and students’ blended teaching and learning experiences and to raise discussion on effective blended school education.
Moodle was used as an online learning environment, where the students could access a variety of resources, engage in online discussions and find more information on their assigned tasks. The blended course’s weekly schedule involved 1 hour of practical work, 1 hour face-to-face teaching, 1hour online study with the teacher’s presence and 1 hour independent online study at the school library.
During the blended course, flexibility and ubiquitous access was enhanced for both the teacher and the students. Moodle enabled access to a variety of resources – not always available in paper format – such as selected web sites, videos, Web2.0 tools. This often offered more contextualized learning and enabled student choice to select form a range of tools for their tasks. However, access to resources from school was often limited due to slow school computers and the school’s filtering system.
Learning online helped the students to improve ICT skills and confidence. For example, students who were less familiar with computer use grew to comfortably use technology after some weeks of learning online. Through the Moodle chats and forums, the students continued to interact after school hours, strengthening their relationships with each other and the teacher. The students developed at different levels, independent, self-management and higher order thinking skills; the online environment provided them with structure and guidance during their independent study, but this also allowed longer time to engage, practice and transfer their learning. However, for some, limited access to computers and internet from home was an important issue and teacher support was crucial in remaining engaged and avoiding distractions.
The whole process of implementation helped the teacher to develop her blended teaching skills, constantly reflecting on her practices and looking for resources that could further enrich her knowledge. The teacher was committed to walk the extra mile in order to adapt her pedagogy and effectively use the new tools. Professional development and support from the leadership was vital when implementing new ideas within the school and classroom programmes.
This was originally posted by Simon Evans 27 February 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
Whether you use Skype to talk to the grandchildren, or Adobe Connect to participate in online workshops, you are using web conferencing software. There has been a steady increase in the use of web conferencing software globally as companies go multi-national and as students and teachers look for flexible, low-cost solutions for professional development and further education. With the cost of travel rising, and the cost of technology decreasing, web conferencing has become a means of delivering a wide variety of professional support, from hosting meetings to facilitating students’ programmes of learning.
Skype in the classroom, for example, highlights how teachers are successfully using Skype with their students. The educational potential of having experts, from around the world, Skype into your classroom is coming of age.
So, how are New Zealand schools making the most of web conferencing in our increasingly networked world?
There are many schools around New Zealand that participate in the Virtual Learning Network community (VLNc)'s Programmes of Learning. This is a network of school clusters and educational institutions who collaborate to provide access to a broad range of curriculum and learning opportunities for students through online learning. The Learning Communities Online Handbook was started in 2002 as a guide for rural secondary schools in New Zealand who were exploring the use of video conferencing as a means of expanding access to course options for students.
Web conferencing with peers or teachers can extend learning opportunities, link isolated groups of learners and provide a choice of options for engaging with the curriculum. Another benefit of web conferences is the ability for teachers to be available online for questions or discussion with students. Web conferencing can make learning more flexible and personal; students and teachers can discuss issues via the conference from home and are able to juggle other demands. Web conferencing offers a tremendous tool for educators and students alike.
It is worth noting that, even using face-to-face technology, such as Skype, being able to ‘web conference’ successfully and with the appropriate ‘netiquette’ is a skill students and teachers will require. In addition, online courses or workshops require a certain amount of self-motivation and drive as learners work without the pressure of physically presenting themselves week after week.
Web conferencing tools can include web pages, messageboards and emails, as well as presentational tools, such as Powerpoint, and video streaming. Sessions can be recorded so learners can review or catch up on a missed session.
There is a variety of software available, much of it free for educational use that requires only a headset and microphone. Support material and tutorials for much of the software listed below are available on the main product pages.
ENVIRONMENT: Technology is part of the physical environment of the school to enhance learning and administration. Online learning platforms - such as those provided in web conferencing software - provide student and community access to resources, and to connect to wider networks.
Skype freeware allows users to communicate in real time with or without video connection, and can be used with multiple users on the same call.
ooVoo is a desktop and mobile application VOIP (Voice over Internet protocol) allowing multi-user video conferencing.
Anymeeting is a web-based conferencing service . It is designed for hosting meetings of up to 200 delegates.
Dabbleboard is an online collaboration tool with an interface focused around a shared learning space similar to an interactive whiteboard.
Blackboard collaborate is a comprehensive learning platform designed specifically for education.
Elluminate Live! is a web conferencing program. It "rents out" virtual rooms or vSpaces where virtual schools can host classes.
Face Flow is a free video conferencing software which will allow you to converse with up to four participants at a time.
Adobe® Connect™ 8 provides the means to teach, learn, and collaborate remotely, at any time.
Google Hangouts now allows you to collaborate with others, you can view each other's desktops, view and edit documents together, and scribble and share notes.
Further suggestions from Derek Wenmoth’s blog: Free Web Conferencing Tools.
This was originally posted by Simon Evans 25 June 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
Education using multimedia and other visual aids has always been a strengthening component of many subjects' curriculum. Video presentations are increasing in popularity both as supplemental materials in class and a basis for homework tasks. Teachers are beginning to incorporate the Internet and media-based tools to improve participation and learning. There are some key ways that video presentations can be used to leverage learning opportunities for students:
Although there are many thousands of videos on Youtube for this learning process. Some New Zealand teachers are supporting students in creating their own material to enhance their learning opportunities. Others are producing tailored videos themselves to support their own students learning. YouTube has added a number of new annotations and features that allow greater flexibility in the use of video. One teacher, in the following snapshot, has put these to great effect to help students show their thinking in Maths.
“ I was looking for an interactive tool that students could use to demonstrate their understanding of different strategies to solve mathematical problems. I also wanted to move the learning beyond the four walls of our classroom by giving parents a window into some of the strategies that we teach in the classroom so that they could be more confident when supporting their children at home.”
Emma Martin, Weymouth Primary School.
We need to recognize the responsibility and ethics with the internet; the rise in porn sites and the dangers of cyberspace cannot be overlooked. However, there is great potential for educators to create effective policies and allow students to participate in a positive and productive way and students are engaging in learning with a multimedia format that they are comfortable and familiar with.
This was originally posted by Simon Evans 2 April 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
Greg Carroll highlights some of the benefits for teachers of using wikis for professional development.
More social media, so the argument goes, means better communication, more collaboration, more learning opportunities. But there is more to 21st century learning than simply starting a wiki and hoping for the best. So what might effective learning using wikis in the classroom look like?
Harvard doctoral student and education researcher, Justin Reich, has just released a report and white paper (pdf,578KB) detailing his investigation into wiki usage in K-12 schools in the US. He has identified that just 1% of wikis were "collaborative, multimedia performances of understanding." Over 40% were either failed wikis, trial wikis or those established for teachers to share resources with no student involvement, arguably missing the opportunities for co-construction that wikis present. Choosing the best tool for the job is key here.
On his blog, EdTechResearcher, Reich lists a number of things he thinks educators can learn from his study, including:
The choice of tool is important too. A wiki might be chosen to enhance collaborative construction of text, while a blog would be more suited to reflective journaling.
In this Software for Learning snapshot, Jemma Tutty from Ashburton College has shared how a mini unit on career planning has been enhanced by the use of Wikispaces. One advantage of using wikis is that schools can move towards providing student and community access to ubiquitous resources, and make connections to wider networks. The e-Learning Planning Framework reminds us that we are working towards students successfully engaging in collaborative authentic, learning experiences, enhanced and supported appropriately by technologies. Effective use of a wiki might help them do that.
This was originally posted by Simon Evans 28 May 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
The New Zealand Curriculum identifies five key competencies that are qualities essential to students becoming active members of the community. These key competencies include managing self, thinking, participating and contributing, using language, symbols, and texts, and relating to others.
Although these key competencies are interwoven as part of the broader New Zealand curriculum, the focus for this post is on how technology can support students to develop their ability to think critically and with curiosity.
“Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas.” - Capabilities for living and lifelong learning.
Key Competencies: Thinking - The nature of the key competencies makes reference to the need for a ‘both/and’ approach to the development of approaches to thinking. There are some fundamental thinking concepts and strategies that require explicit teaching but these must also be seen be students, in action, across different subjects and learning contexts.
There are several useful frameworks and approaches that support students to inquire more deeply into a context or idea, such as
So how might we use technology to support our students to become curious, inquiring and aware thinkers?
The e-Learning Planning Framework reflects this process and vision when it suggest that students “select and use appropriate technologies to explore, create and communicate higher-order, authentic learning.” (Teaching and Leaning dimension, ‘Enabling’)
Software to help students plan inquiring questions and to reflect on multiple perspectives:
This was originally posted by Simon Evans 27 April 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
Supporting the key competencies: managing self The New Zealand Curriculum identifies five key competencies that are qualities essential to students becoming active members of the community. These key competencies include managing self, thinking, participating and contributing, using language, symbols, and texts, and relating to others.
Although these key competencies are interwoven as part of the broader New Zealand curriculum, the focus for this post is on how technology can support students to manage themselves.
Self management is associated with self-motivation, the development of autonomy and lifelong learning skills. It is particularly linked to self-assessment. This might include managing projects, personal organisation, goal setting, reflection and strengths and weaknesses, in and beyond school.
How might software, programs and app support students and teachers to develop this key competency?
Through the use of organisational and goal-setting tools, students can be supported to become more resourceful and resilient in the way they manage their learning.
The Ministry of Education cites Zimmerman and Kitsatas (1997) when it advises schools that self management is something to be taught (rather than caught), and describes the following four stage process that helps students to become self regulated learners.
Key Competencies: Managing self - The nature of the key competencies suggests managing self involves self-motivation, a “can-do” attitude, and the ability to establish personal goals, make plans, and set high standards for oneself. It is about students knowing who they are, where they come from and where they fit in.
The e-Learning Planning Framework reflects this process and vision to suggest that students move towards using “technologies appropriately, in a continuous cycle, to support the way they set their learning goals, manage life-long portfolios and work towards becoming self-regulated learners.” (Teaching and Leaning dimension, ‘Empowering’)
So, what software have you used with students to help them to manage themselves?
This was originally posted by Simon Evans 15 Oct 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
As Lynne Silcock points out in the video, not only are there 5% of students with recognisable special needs but a further 5% with moderate learning needs who would benefit from a more differentiated approach to the delivery of their curriculum.
Universal Design for Learning - sees education less of a fixed menu for a large group and more of a smorgasbord where students can select from a variety of materials and methods. Allowing students this flexibility offers greater access for all.
With the ‘Success for All’ initiative the Government has set a target of 100% of schools demonstrating inclusive practices by 2014 and has a programme of activities to achieve this. These activities look at improving inclusive practices and improving special education systems and support. Adopting the principles of Universal Design for Learning offers teachers a framework as they set out to offer students greater access to the information they need, to allow them to express themselves in a variety of ways and to open options for students to engage more readily with the learning process.
Lynne talks about how we can help students be more receptive to information. This may mean designing a more diverse approach to content delivery; for example, not relying merely on the written word but using multimedia. employing visual and auditory support, and ensuring that new ideas build on prior knowledge, culture and experiences.
Lynne notes that it is essential that students are able to express themselves, and this does not always mean in the written word. Many students can discuss and share ideas more easily orally than in the written form. With so much quality software, much of it available for free, there is little reason why that student cannot share through video, audio, images or concept mapping.
There is a clear need to raise the engagement of students in their own education, and it is easier than ever before to harness technology so that we can offer multiple pathways towards learning objectives. For example, YouTube or Google docs or PhotoPeach. There are a large number of examples in Enabling e-Learning's Technologies: Software for Learning focussing on video, mind-mapping, mobile learning or multimedia: audio/sound.
This was contributed by Kellie McRobert, Nayland Primary School and originally posted by Simon Evans on 29 Oct 2012. This is cross-posted as part of the transition of Software for Learning to Enabling e-Learning.
A variety of keynote speakers in the last few years have been heard saying that the rates of change in technology are far superior to the rates of change in education; that we have moved through the analogue, digital and connected learning and are now moving towards ubiquitous learning (Derek Wenmoth 2009); and that we have moved from a book based paradigm to an internet based paradigm (Mark Treadwell 2009).
They spoke of exponential growth in the ‘technology of education’. We need to be looking for ways to use this technology effectively for the future of our students. If the changes we make today won’t have any effect on society for up to 13 years, then how can we teach the way we were taught in and expect our students to manage the world they are living in?
Educators and researchers have identified that the impact of ICTs in the classroom can be very low depending on a number of factors such as delivery, support, authenticity of purpose and infrastructure. So, who is developing the future?
In 2000, the Lisbon Agreement recognised that the future is a knowledge based society, and challenged the European Union to become “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs, and greater social cohesion” by 2010. They held their eSkills conference in 2010 and recognised that they still need increased purposeful use of ICTs in the classroom. And this is a country that was trying to do exactly that for over 10 years!
Dr Christobal Cobo Romani has done research for UNESCO (United Nations Educational, Scientific and Cultural Organisation) and in his paper
“Strategies to Promote the Development of E-competencies in the Next Generation of Professionals: European and International Trends” Monograph No.13 November 2009
He has identified what he thinks is one way to develop the implementation of ICT tools effectively with our students using e-Competencies.
When I looked into this research I found that the concept was very succinct.
eLearning is broken down into 5 competencies (so straight away the structure fits with our understanding of the Key Competencies).
The eCompetencies are;
Each of these areas can be broken down further to really tease them out (for more information visit http://ecompetencies.wikispaces.com/).
The eCompetencies cover creative and critical thinking. They allow us to ensure that our students are getting a depth of understanding. I liken this to the asTTle writing matrix; these are the Deeper Features of eLearning. This is bigger than using pre-prescribed interactive activities and calling it eLearning!
One aspect of this research led me to link the eCompetencies to the New Zealand Key Competencies. My colleague Karilyn Cribb and I developed a planning rubric to ensure depth of coverage of the eCompetencies and Key Competencies in a range of contexts.
Enabling the 21st Century Learner states “ICTs will be an economic and social necessity therefore eLearning can give students much greater control over their own learning experiences by linking to the development of the Key competencies.”
This planning tool could ensure lessons cover both personal and digital skills necessary for the future of today’s students. It is supported by practical applications of the eCompetencies to give teachers ideas and tools to integrate the eCompetencies into their programme.
Check out e-Learning and Teaching>>> the Enabling e-Learning website.