POST FOURTEEN - Mini Learning Event

Mini Learning Event

 

Feedback

Feedback from PRC/UCP Lecturer Mike Willis [notes put into paragraphs];

An Android and iOS application/VLE was presented. There was some good features included in this artefact such as the Login, particularly the social media login aspect. It is a mobile application meaning it is very accessible and does not tie students down to one location/desktop. 

It is a very content rich application with social media and google integration. The calendars are another good feature because they allow students to manage their lessons, assignment deadlines and homework submissions in a simple manner. The inclusion of sound bites or podcasts can really enhance this application because it will support the visual aid be adding audio material.

Changes Reflected

            The feedback received from the mini learning event was very useful and in order to ‘make the most of it’ it was utilised to better the application. The idea was to create as perfect an artefact as possible therefore I any shortcomings and possible prototype applications were identified in the mini learning event they had to be addressed. The feedback was assessed chronologically and systematically to addresses each raised point.

            To addresses the concern regarding quiz feedback this has now been fixed. In between each question the students shall not only learn whether or not the response was correct or incorrect but regardless of the answer they are provided with additional information regarding that specific question. This provides the student with useful feedback as well as a chance to further their understanding regarding the topic. 

            Two of the members who provided feedback also suggested that an audio tab or a podcast element be included. They believed that whilst the Video and Image functionalities are beneficial in providing students a clear visual understanding, some students may benefit from audio material. Therefore a previous lectures tab has been created this shall allow students to catch-up with the previous lecture or lesson by listening to an audio podcast. The benefits of the podcast are that the student can be learning on the go, for example whilst walking home or on the bus whilst not having to be looking down at a screen all the time. It simply adds to the mobility of learning and can help explain certain elements to struggling students.

            The suggestion to include games was particularly useful. It has been provided though many studies that engaging games and interactive material are superior learning platforms than text or other media content. Therefore within the side menu a tab has been included which allows students to play exciting educational games. During their spare times young students play games or spend time on their phone so to provide them with an interesting game to play during their downtime can increase studying periods and should reflect in the students final scores. The ‘About Us’ tab has simply been moved to the side-menu so only the most functional options appear in the main user interface.

            The final suggestions were associated with collaborative learning. It was recommended to myself that a Live Chat and Forum feature would benefit students greatly as they would be able to engage in discussion, share ideas, view content and support each other in their work. Therefore a social wall has been added, this allows students to upload images of their work and comment on the wall to provide resource links or work ideas. Students are able to follow certain discussion and vote ‘up’ certain comments by ‘liking’ them. To address the live chat feature an additional plugin has been included, this allows student to send live and direct messages to their teacher. The teacher can then respond back directly for the student to view their reply within the application. Live chat is particularly useful because it provides a quick and accessible platform for students to communicate to their teachers in order to gain support and advice.

POST THIRTEEN - Artefact Feedback

In the artefact and electronic learning environment I shall attempt to include both summative and formative feedback. The reason behind this is I want to follow the modular structure here at University. During a certain week of the semester we receive formative feedback which indicates the grade where we are heading towards or working on and how we may be able to improve, by highlighting possible weaker elements of our work.

            This shall be implemented in the program throughout. After each History of the British Empire sub-topic the student has to complete a short quiz based specifically on that topic. After this topic the student shall receive a score for the five questions. After each question they receive topic based feedback which acts as useful revision for the student and provides further context to the question. This is provided for both situations is the answer is correct or incorrect but it never reveals the answer, essentially it is a hint for students struggling. This utilises the scaffolding theory, where the student shall work through the questions themselves but they can receive support when they need it.

            The summative feedback is provided when the students complete the final test. This test follows the same principles as an end of year GCSE test because it collates all the topics and selects random questions from the entire curriculum. Once the students have completed this test/quiz which is two times the length as the formative tests they shall receive a grade (percentage and score), this is then used as their final grade. 

POST TWELVE - Assessment

The definition of assessment is the following; process of developing in manageable terms, knowledge, skills, attributes and beliefs. It is an on-going process arising out of the interaction between teaching and learning.

An asessment can be a mix of modular, end of course and periodic.

End Assessment: Summative; summarises learning upto that point.
On-Going: Formative; carried out during course e.g. self/peer assessment.

Without assessment teaching is not possible because there is no evaluation of whether or not students have actually learnt anything. They are also in place to improve students learning and teachers teaching as both respond to information assessment it provides.

An assessment can be either objective/subjective or informal/formal. Formal assessments are often in the form of examinations, assignments and coursework. They often provide feedback in the form of a numerical grade. Informal assessments can appear in the form of discussions or self/peer assessment.

A subjective assessment, is topic bases and does not have one correct answer. An example of this is an examination question where you can justifiy your viewpoint. On the other hand an Objective assessment is built up of right and wrong answeres, for example a multiple choice quiz.

POST ELEVEN - Storyboard

Storyboards are an essential aspect of planning a project but exactly what are they and how can we benefit from using them in work.
A traditional storyboard is a graphical representation usually built of squareswith illustrations andf captions, illustrating and brifely explaining what is happening. They flow through chronologiclaly step by step. Storyboards can be created using pen and paper or of course digitally.

Visual Aid 
A visual aid is more ffective in exlpaining you concept to peers. When trying to pitch an idea or discuss a particular topic with a group, often we 'hit a wall' when they are unable to picture our vision. With a stopryboard we can easily map oput the entire project scope and help others understand as they can see the project concept themselves.

Easier production
By creating a storyboard, essentially a production plan is generated, in the correct order, covering the scope of the proposal and how it shall function. A storyboard allows easier integration for further developments, as new ideas can simply be slotted between phases.
 
Time Consumption
The initial explanation phase will be completed quicker as you will have less struggle explaining your concept. It shall save plenty of time when attempting to make further developments.



Important reasons for storyboarding before finalising concept and developing the project.

1. Storyboards help determine whether or not the concept shall work. The project faults and potential pitfalls can be addressed coherently.
2.  Storyboards are a combination of notes and images, the development team can determine whether or not the intended storyboard image will achieve what is required (notes). The storyboard acts as a blueprint for the project.
3. The visualising of the final project can help determine the timeframe and the cost of the project.
4. Error determing at this early stage shall save production time, effort and cost at later stages.
5. Is it appropriate? Storyboarding can help determine whether or not the proposal is an appropriate and relevant one.
6. The storyboard shall help generate a complete project report (using captions) which can then be used to create a project guidebook and user guide documentation.
7. Storyboard updates can be easily slotted in without having to edit extensive documentation, potential updates can be pushed out to peers who can 'self-explain' through the use of visual aids.
8. Storybaords are images with a few basic captions to explain, therefore any languiage barriers can be overcome.

Overall
Essentially storyboards produce foundational yet fundamental planning doccuments and reduce the risks of producing the concept. Storyboards allow clear communication between all parties invlved, whilst clearly presenting the work concept. It is an easy tool to update the work and manage the scope of the project without complexity.

POST TEN - Incorporating 'Space'

How can 'space' be incorporated into the learning environment?

Technology will allow seamless personal learning for students. When technology is integrated into the classroom, teaching can be revolutionised.

The teachers approach needs to be adaoted and the classroom's physical seup may need to be adapted to fir the the digital platform. "The myth of the digital native", students use technology at home to play games and social media but this does not mean they know how to utilise them for educational means.

Whiteboards and Projectors

•  Interactive websites
• Whiteboard excercises
• Online Videos and collaborative games
• Virtual learning
• Video conferencing guest speakers

Computers

• Taking notes
• Blogging
• Accesss material for research
• Create collborative resources like VLE
• Record Screencasts 
• Create digital storyboards
• Use Moodle to provide traditional lesson plans and structure on a digital platform
•  Present their work in Animation e.g. Moviemaker
• Students work at their own pace
• Live classrooms
• record group discussions and place on VLE
• e-Books
• Online work submission

Integration

 For integraton and icnopration of computerise systems the educational institution shopuld consider the following;

1. What pre-existing skills shall the students need to hacve mastered?
2. How many tools are you going to use?
3. The level of digital classroom integration that you find desirable.

The physical setup can also be a challenge. The resources need to be shared effectively;

• Introductory sessons for new enviroment
• Teachers practice before teaching
• Retain teaching plan
• Communicate with others using the same resources
• Technology fails - have a 'non-tech' backup
• Teach troubleshooting
• Proper problem reporting procedure
• Use the IT department for support

Feedback and Assessment

Teachers can create short quizzes at the end of lessons to evaluate yhe students understanding and any areas that they may require to reiterate in the following lesson. Personalised feedback can also be presented to the students via platforms such as Moodle where one-to-one communication is possible. Screencasts allow the teacher to monitor that the student is foccusing on the work but they can also type in helpful notes on the students page. Freedback can be provided in Audio form also using applications such as Evernote.

Digitial Citizenship
 Students are constantly engaing with technology in this increasing technological world but this does not mean that they know how to use it for learning. They may also use it improperly such as cyber bullying and plagarism. Therefore when usng the online platform teachers need to teach children how to report and avoid cyber bullying, copyright, plagarism and understand the concepts of footprint and online conduct. However each of these needs to be taught in a relevant manner to the relevant age group, a lecture on cipyright will not go down very well with nursery students.

Overall
The question truly is how best to integrate technology into the classroom and no longer whether they should nor should not. Technplogy in the clasroom shall bring mutual beneficial for both students and teachers. The process does not have to be long winded and difficult but can be structured in a manner that provisions the required technological resources. This concludeds the blog on how to integrate computer systems and the online space into a traditional classroom.

POST NINE - Interactive Online Learning

Interactive online learning can be accessed on multiple platforms such as websites, VLE, Virtual Reality, Applications, Augmented Reality, Games, Web Quests and Skype.

Web Quests - This type of a game is essentially a quest that the user is on and takes place within the digital environment. Web Quests give the user a scenario, then provides resources for them to use in order to achieve the goal outcomes.

Interactive Learning games is designed for children and often includes multiple choice quizzes. Many of these 'games' were originally just tests but the addition of a scoring system and levels, makes it more engaging and enjoyable.

There are many types of games, they should not be generalised, so when planning the artefact a clear type is selected;

• Adventure - Puzzles
• Simulation - Flying, Driving and Worlds.
• Puzzles - Problem Solving
• Role Playing - Character
• Strategy - Planning and Orders

The definition of educational game;

"An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become mainstream".

An educational game is a game designed to teach humans about a specific subject and to teach them a skill. As educators, governments, and parents realize the psychological need and benefits of gaming have on learning, this educational tool has become mainstream. Games are interactive play that teaches us goals, rules, adaptation, problem solving, interaction, all represented as a story. They give us the fundamental needs of learning by providing - enjoyment, passionate involvement, structure, motivation, ego gratification, adrenaline, creativity, social interaction and emotion. "Play has a deep biological, evolutionarily important, function, which has to do specifically with learning." (Prensky, p. 6) 

Kolb's Learning Cycle (Above)

The best technique for educational game is known as 'stealth learning'. The game should not be labelled as an educational game but just a game. Otherwise players may see this not as fun and engaging but as a chore or a task meaning they will not interact with the game fully. It is essential that after engaging  the players, they should be motivated via goals and rewards.

Educational Games can either be;

1. Existing Game converted into Education Game
2. Existing Game Package - providing customised platform
3. Design bespoke game to fit players need

The decision also has to be based upon the price of the game, the game can be sold to multiple educational organisations and the public as educational games are very popular on the gaming market.

An example of a Game Package is Portal 2 Puzzle Maker;

• Create Puzzle
• Play the Puzzle
• Logic and Components
• Practice, reflect, design, test and repeat

Simulation games essential provide training in an environment for example;

• Renault Sales Manager
• americanarmy.com

POST EIGHT - QR Image

QR codes can be particularly useful for my application because it is a smartphone android application. The students already have a device capable of scanning a QR code when using this application. Therfore by adding an integrated QR section students can be presented with resource documents that do not need to be individually printed and bound for the students, only to lose. They can simply scan a QR code on the way out of class or during class and they can view either a subject resource page or a document highlighting their homework for the week.

The code can easily be used with the digital learning platform because it shall ensure each sudent has a copy of the work on their mobile device. Also they can be used to reach out to multiple students. Not only does it have the potential to link to the main base of content but can be used to point towards external links and resources.

Librarian Gwyneth Jones (Washington DC Middle School);
"If your organization is thinking about creating mobile content to complement a new exhibition, whether in an app or a mobile-friendly web site, think about what kinds of additional content, information, audio and video, interactivity or social media you can link to, so as to enrich your visitors’ experiences".

http://cble0910.pbworks.com/w/page/105405585/Usman%20QR%20Code