Week 8, 1.2 Professional Networks

I have been struck around the ‘universality’ of having a Personal Learning Network, although the majority of the detail and content is within a North American context, interestingly in their own reflections in the content provided there is reference to Australia; least of all the alignment of the 4 C’s to the Australian Curriculum.

On enrolment to the Graduate Diploma of Teaching and Learning, after confirming my Subject Areas, I earnestly began ‘googling’ these areas within a South Australian context to see what is existed. Needless to say I was beyond disheartened to find the extend of established professional networks, being the ‘annual HASS’ conference and the annual conference for Legal Studies teachers network. It’s within this context that being exposed to the concept of a PLP has ignited my interest and the relevance to support my current learning, but importantly enhancing my teaching as I proceed. Further, by viewing a PLP as ‘corridor conversation’ that now becomes global, instant and therefore rather than learning and collaborating by happenstance, this can now be facilitated through targeted platforms, is particularly meaningful to me and re-enforces the importance of a PLP to the life of a teacher. It was surprising, but not shocking, to hear both Wendy and Kirschty that 80%+ of their professional development is through on-line content, re: blogs etc.

Equally, beyond obtaining learning/collaboration etc through a PLP globally, particularly in relation to pedagogy etc; I think the nationalised approach of an Australian Curriculum also means that I am able to potentially enhance and deepen my own content and subject area knowledge – whether through a Teacher in Northern Queensland, Metropolitan Sydney or regional Tasmania. By engaging with peers delivering across the same subject areas through a national curriculum excites me, even if the learning is delivered within a localised context, I believe nevertheless will enhance my own content knowledge and learning throughout my professional life, including my own pedagogy in the future.

In a similar vein, considering the requirement to embed 21^st Century skills, whether viewed as the 4 Cs or the general priorities in the Australian curriculum, when considering the benefits of a PLN to a professional teacher (and in fact across industry and sectors) similar benefits can be found for students. For example, if we consider Steven Johnson’s (Steven Johnson) concept of how ideas are formed, utilising a PLN for students to enhance not only their content learning and deep thinking within their subjects for instance, but also by way of growing their ‘capabilities’ that will become their passport in the contemporary workforce; and practically this will also model a mode of learning that they can take with them in post school life, whether in further learning pathways or employment.

References

Riverhead books, video file. Retrieved from https://www.youtube.com/watch?v=NugRZGDbPFU

Week 6

1.2. Authentic Learning

Reflection on Authentic Learning:

On reviewing the content introduced to us through week 6, it is both challenging to me and yet also inspiring and (without exaggeration) almost revolutionary.

Why Challenging?

In the first instance authentic learning challenges my pre-conceptions around explicit teaching and instruction and, dare I say it, Teacher Authority. What I mean by this, how can the students learn if they don’t know the content of what they are learning? (my response and reflections to this below).

I find it also challenging; given (as is acknowledged) one must be prepared to ‘walk the line’ between students obtaining maximum authentic learning and learning how to think and associated skills, and students not diverging too far from learning the actual content. In this context, as is acknowledged the delivery of this type of learning is often refined after many years of teaching.

Equally, overlaying this with the depth of expectation embedded through my learning areas (HASS) in the Australian curriculum, coupled with minimal ‘time allocation’ to cultivate this type of approach; and my mind wonders to the practical reality of this becoming problematic in practice.

Inspiring/revolutionary?

I think back to my entire schooling, and the entire approach was related to explicit instruction, week on week – the teacher explaining the content, we would take notes; and then answer questions (and sometimes answering questions to problems) to demonstrate that we could apply what we had learnt. (seldom did this draw on higher order thinking, by way of Blooms Taxonomy ‘verbs’, and in this context did not enable us the opportunity to think critically in many different ways – related to the content that was being taught).

Although this approach has merit / including the rigour to apply structure; I now think of my own working life – and the skills that I am required to draw on from a daily basis are purely higher order thinking (making meaning from a range of areas and stimulus, interpreting this and applying to decision making on a daily basis. And real life decision making, that if I get it wrong will have dire consequences for me personally and also the organisation I work for).

Therefore, to ‘empower’ Teachers to teach within a real word and authentic context, should necessarily increase the participation of learners and generate greater meaningful learning experiences. In this context, the readings also make clear to me the neurological component of deep learning – i.e. it is only when we apply and test learning to scenarios and interrogated, engage others on it – that the learning becomes deeply rooted in understanding.

Overlaying this with problem based teaching; and although stretching students – drives higher quality learning. For me, this enables Teachers to: teach how to think and teach content in an interchangeably and enmeshed fashion.

Finally, why is it inspiring? Besides connecting the relevance for students into the real world; it enables teachers to be profoundly creative in their pedagogy – in fact almost limitless; and an opportunity to put on display for students the importance and application of content in my subject area (in a manner that enables ownership and self discovery).

For instance, in the context of Civics and Citizenship; rather than just teaching and providing content on Australia’s Political System – we could start with a problem or an outcome we wish to derive. For instance (after workshopping with the students); ‘my Council should build a Central Business District in my suburb and attract Universities and Businesses to be there’; through an authentic learning process we could:

              Work through how Australia’s political system can enable this; such as The role of Local Government in South Australia, the funding mechanisms, the decision making processes, the overarching strategy to achieve this etc.

              By using this approach, it would enable students to ‘road test’ the Political System in action, rather than a teacher providing a handout on Local, State and Commonwealth parliament and then asking students a series of questions to test their ‘recall’.

As I mentioned above, this would be challenging – and of course messy, BUT would it replicate the real world and be profoundly authentic; whilst therefore creating an environment to embed a number of the general capabilities – absolutely!

Week 5 Embedded Task 3

On review of the various digital tools presented this week, as always approximately 90% of the literature and educational concepts introduced are new to me, and as always therefore I am continuing to ‘stockpile’ my repository of pedagogical content and ideas for future use.

In this context, although I am very familiar with Microsoft Power Point, where I use Power Point regularly in employment, I did enjoy observing and playing with enhanced use. However, for my reflection I have dedicated my exploration to Prezi. Why?

When we consider that one of the key expectations of pedagogy is to create a meaningful learning experience for students, the functionality of Prezi presents as being contemporary and highly interactive and engaging for both the user and the student. Equally, where I have never used Prezi, I wanted to spend adequate time to move from a basic use and understating, to progressing in my fluency in the utilisation of Prezi for my future career in Teaching. I was also impressed by Prezi’s corporate commitment including contributing $100 Million in software licenses to Schools throughout the USA, as part of former President Obama’s Connect ED policy (wolfgang 2014).

I signed up for basic Prezi use; however once I attempted to commence with Prezi (after watching multiple You Tube clips, and with the power of deduction), my current web browser did not support any editing of Prezi. As a result, I loaded Google Chrome on a number of occasions as my default browser, and at one stage this seemingly fell out, and I was required to re-install and commence Prezi again. When completing my first Prezi, I pictured myself within my teaching context of Civics and Citizenship, regarding Australian Political Parties and forming Government (ACARA 2016), therefore I chose the use of ‘newspaper’ as the template.

In a not too dissimilar way to using weebly, I found Prezi highly intuitive (whilst having training wheels with a You Tube tutorial running concurrently), with the tools and functions mirroring that of word, including inserting of pictures and videos (including being able to embed You Tube videos and links – which I have included in my Prezi), change of font type and colour, and importantly an ‘edit undo’ button.

Given it’s ‘relative’ ease, moving forward in my career I do think I would sign up to the ‘Edu Pro’ (Prezi for Teachers), at only $4.92 US per month, with the first months use being free. I would then progressively build a repository of content, that could be edited and refined on an ongoing basis to build in contemporary issues. For me this is a key factor, in effect each presentation therefore can become a living document, to ensure relevancy to students lives.

This is my presentation here:

https://prezi.com/view/mmIe3fPIjaJwqYJ12f2M/

In the context of Prezi through the SAMR model, I would suggest the following:

Substitution:

Rather than presenting the Australian Curriculum, role of Political Parties and their role in forming Government ACHCK075 (ACARA 2016), through a text book or handouts, I would ‘substitute’ this through the presenting of the content via a Prezi presentation.

Augmentation:

Students would then be split into small groups, and each group would be assigned a political party and/or independent; that makes up the current Australian Parliament (with one group representing each party or independent).

Each small group, would then jointly create a Prezi Presentation, that would capture all the relevant details of the party, such as their history, how many times they have formed Government, noteworthy achievements, their current composition in the Australian Parliament etc.

Teams would have to necessarily draw on higher order thinking skills, including ‘how are they going to present their Prezi’, as well as ‘soft skills’ such as working in a team etc.

Modification:

After the students then present their Prezi’s to the other groups; the groups ‘swap’ each other’s presentations. At this point each group is now required to research and then synthesise the key policies of each political party; and update the Prezi in a manner that succinctly captures these policies and the importance of them, presenting why this party should win (or be part of, in the case of independents and minor parties) the next election and form Government.

Redefinition:

Students then make their Prezis live; linking them to established blog pages. (once the relevant logistics had been work through); students then make contact with both the ‘party office’ and the ‘closest’ Member of Parliament representing this party. The students request that this Member comment on, after review of the groups Prezi presentation including the students synthesis of policy to win the next election, with the Member or party office then comments to this (which might include part validation of the work, or even augmenting and refining the content of the synthesis).

References:

Wolfgang, B. Obama to announce $400 million in private-sector technology grants. Retrieved from:

http://www.washingtontimes.com/news/2014/feb/28/obama-announce-400-million-private-sector-technolo/

Australian Curriculum and Assessment Reporting Authority. (2016f). Foundation to Year 10 Curriculum, Humanities and Social Sciences, Introduction. Retrieved

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/7-10?layout=1

Assessment 1: Embedded task 2

I have chosen the use of imagery to synthesise my learnings across the readings from this week.

As I reflect on in my blog update 4.1: http://hass-australian-curriclum.blogspot.com.au/2017/03/4.html, when considering some of the key aims of the Australian Curriculum is to ensure “that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens” (ACARA 2016), how do we (as Teachers) actually go about realising this for students?

Reflecting on the range of digital literacies within contemporary society; students will be faced with a vast range and multiplicity of imagery on a daily basis (often that will be contradictory). This imagery will range from marketing contexts, placing them in decisions around their ‘consumer behaviour’ and ‘purchase patterns’, other imagery will be ‘political’ forcing them to place themselves in decisions in relation to voting and contributing to public discourse (such as discussing with friends in a social setting what they think of the Prime Minister); to imagery related to their social beliefs and attitudes (such as the supposed ‘ideal family’), through to making decisions in their future workplaces. The capacity to make meaning, analyse, reflect, discern, think critically and make informed decisions will become a ‘currency’ to their life choices and (I believe) life outcomes.

In the context of pedagogy therefore it is incumbent on us as Teachers to ensure that the learning experience for students is not only memorable, but meaningful; meaning is often created when it is driven and realised from the student and content is anchored in a real world context. The use of imagery therefore, both assessed and created by students creates great opportunities to do this, that are flexible and vast.

For instance, as I have shown throughout my blog posts, images can be saved (downloaded) direct from the internet and then uploaded (such as on a blog page) for explanatory purposes, images can be taken direct by students, and easily shared, whether through handheld devices, such as mobile phones, or digital cameras.  An important component of this is ensuring appropriate referencing and accreditation; I have found when reviewing the readings and updating my blog posts (and thinking about future teaching opportunities) the use of imagery from the: http://photosforclass.com/ is a fantastic resource, with not only global, but Australian photographs; which are ‘creative commons’, meaning they are legal to use and share. And within the context of my teaching area across Civics and Citizenship, I have found and explored some great images through the ‘National Museum’ Australia’ that will make great teaching resources: http://www.nma.gov.au/exhibitions/behind_the_lines_the_years_best_cartoons_2009/leaders. Further, I have found that one of the great features of the use of a blog is that it accepts a range of image types (such as JPG, GIF or PIN, as shown in the image below):

Further, besides the type; the quality and character of images can easily be changed. The purpose and use of this is various, it can be for aesthetic and creative reasons; but equally it can be to create different meaning, colour reality; or, and often most perniciously, to distort or re-frame reality.

Such as these two photos.

Photo one, shows an ‘authentic’ picture of the definition of democracy. On reading it, to me, it conjures something that is positive, empowering and almost utopian.

Photo two (by zooming out and changing the colour to a dim and sombre grey), to me, conjures up a different meaning. One that is perhaps bleak; and the searching for the ‘utopian’ that is captured in the photo above, becoming unattainable. Equally, by zooming out – you can now read the full picture, with the inclusion of the words ……’you call this DEMOCRACY?’, thus lending itself to the unattainable goal, that from the ‘real world’.  

These are just some basic technical options available when working with images. Equally, the use of ‘screen dump’ and ‘snipping tool’, as I have used throughout my blog, are important functions.

Moreover, continuing with technical features; images do not need to be ‘static’ or ‘isolated’. The can form frames within a video, and support audio, as I have shown in my basic video within blog post 4.3: http://hass-australian-curriclum.blogspot.com.au/2017/03/blog-post.html.

There are also a range of websites, where students can easily create their own images. In this context, images are not merely, and don’t have to be, photographs of events; the use of infographics and mind mapping are used more and more to present information (especially within organisations, Government and business); such as this infographic from the organisation ‘Mission Australia’, showing a snapshot of their 2016 Youth Survey:

https://www.missionaustralia.com.au/publications/research/young-people

In designing pedagogy, it is important that use of images (visual literacy) is integrated with traditional literacies, such as reading, critical reasoning and higher order thinking; drawing on images to optimise meaningful learning for students. For example, a ‘topical’ and extremely contentious issue in South Australia at the moment is the potential use of Nuclear Energy proposed by the Premier; this has become rapidly magnified in the wake of the recent ‘energy crises’ (that followed a recent State Wide Blackout), and leading into a State Election imagery and messages about energy and nuclear are abundant.

Referencing this current ‘real’ nuclear debate through pedagogy, with the use of imagery; embedding the SAMR model, I would propose students to identify images that capture ‘nuclear’ in South Australia; such as:

Students would then ‘upload’ these images to their lesson blogs; and describe what these images mean and say to them.

Exploring the issue further, students would then use google earth and maps to identify the proposed locations of Nuclear in South Australia; as well as using google images to identify other nuclear sites across the world; such as Switzerland and Finland. To embed and ensure higher order thinking, students would then create an info graphic to present the process and timeline of the State Vote (plebiscite) on Nuclear (once complete, this would then be uploaded to their blogs): (such as this generated inforgraphic below)

 References:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016) http://v7-5.australiancurriculum.edu.au/generalcapabilities/overview/general-capabilities-in-the-australian-curriculum

BLOG GROUP

WEB-Log

Taylor http://teebee333.blogspot.com.au/

Luke   https://blogazsq.blogspot.com.au/

Adam   http://hass-australian-curriclum.blogspot.com.au/

Sarah  http://sarahallenstudies.weebly.com/

Anna   https://missannaloosmore.blogspot.com.au/

Rhea   http://to-infinity-and-beyond-via-saturn.weebly.com/

4.3

As has been a theme throughout this unit, the scale and scope of the readings and my own ‘learning curve’ has been exponential.

Most importantly, it has been challenging, yet exciting; exciting as the scope and breadth of pedagogy through ICT is almost boundless and limitless. When considering the ICT requirement under the ‘general capabilities’ of the Australian curriculum – coupled with my ongoing learning in this unit, I feel a sense of ‘empowerment’. The key takeaway for me is ‘how do I create memorable learning experiences for my students’, that embeds ICT that is integrated within the context of the SAMR model and Blooms Taxonomy, that is scaled to higher order thinking and high quality learning.

I reviewed a number of the hyperlinks to create videos (and indeed wished Windows Movie Maker hadn’t been withdrawn). I dabbled with a number of them; including the use of Powtoon – although still constructing my video – per the screen dump below; I found Powtoon ‘high intuitive’ and actually create creative; forcing me how to present ‘ley messages’ to the learning content that I would be delivering, within a classroom context.

Equally, on reviewing the paper by Daniel Schwartz and Kevin Hartman (http://aaalab.stanford.edu/papers/Designed_Video_for_Learning.pdf) I equally felt a sense of empowerment of the ‘richness’ in learning through the use of video in pedagogy.

In the context of generating my own video, I utilised ‘videopad’, and although it is rudimentary; it really gives me the sense of a foundation; which I can use to grow and grow my own proficiency and pedagogy as I progress. I am also somewhat pleased to say, that is the first ever ‘you tube’ video that I have launched:

By way of pedagogy, integrating the SAMR model, drawing on both student generated and student accessed videos, I would propose:

‘How laws are made’

Substitution:

Students simply go on the Parliamentary Education Office Webpage, and watch the video on ‘passing of a bill’ and ‘what is parliament’

http://www.peo.gov.au/multimedia/videos.html

Augmentation:

Rather than watching an ‘introduction’ video to how laws are made; students then watch parliament live. I feel this ‘augments’ the use of video, as it enables the students to ‘be present’ in watching how laws are made (at this point, I would utilise a blog, and integrate a rage of pedagogical options (mentioned earlier in my blog) for students to respond to a range of questions around their observation of parliament.

I may coordinate this, relating to a specific piece of legislation (such as the creation of the National Disability Insurance Scheme); and the passage of this legislation into law. Students could track through the use of parliamentary videos, the creation of the NDIS from first reading through to Royal Assent.

Modification:

Once students had reviewed the initial videos (substitution) and then ‘augmented’ this through the ‘tracking of a bill’ to ‘a law’ (example: the NDIS) through parliamentary videos and recordings; students would then each be split into groups, and each group would then be allocated a particular ‘stage’ of making a law.

At this point, students would have to create their own video – capturing this stage of the Bill (although I have mentioned NDIS, students may decide on another issue: i.e. if you could pass a law tomorrow, what would it be? Or, what issue do you want changed in Australia?), at this point I would be drawing students prior knowledge of ICT and various video making platforms to create their video.

Redefinition:

As a class, coming back together; we would then co-join; the videos; that demonstrate and track how a bill becomes law. Once we have created this, we would then share via you tube; and students could embed on their blog. Where the class had decided on a particular issue that they have now ‘legislated on’, through their blog; students would then engage their Federal MP to show them their blog; and using this as a ‘platform’ to as the Federal Member on his response and consideration of the ‘chosen issue’; and indeed, within the right context, the Member of Parliament could introduce legislation to this extent, or utilise other mechanisms within parliament; such as a ‘Matter of Public Importance’ (MPI) to talk to ‘The House’, on the classes creation of the legislation and the importance of this in their education. This video of their parliamentarian speaking, could then also be embedded in their blogs – as a response to the class video of ‘the making of a law’.

4.2

I have thoroughly enjoyed reading this section on audio files and learning; the key reason why? It has fundamentally stimulated my thinking around ‘literacy’ for the 21^st Century. I often approached the ‘concept’ of contemporary multi literacies and digital literacies, perhaps with a little reticence, and perhaps placed it in the same basket as the tired old debate centred around ‘proper English’ and ‘English’ that one might hear in different contexts, such as ‘street’ English for instance; and whether the latter truly constitutes English. However, on reviewing the content, it becomes clear that ‘simply listening’ to a record should not be a one-dimensional approach to learning.

Equally, to my mind, it also presupposes the use of higher order thinking and critical thinking skills, these do not dissipate with the introduction of digital literacies; but in many ways can be enhanced.

It also forced me to reflect on my own High Schooling; and how often things such as ‘watching a video’, including the video ‘Shawshank redemption’ I recall myself and friends and class mates all talked about it for such a long time, and the meaning of it etc; I now reflect to think ‘what richness’ there were in our discussions. However, these occurred outside the classroom; and watching a video was almost framed as a ‘treat’, and from there we simply wrote independent assignments, answered prepared questions on the film independently (so many wasted opportunities).

Therefore, when reviewing this section of podcasting and audio; (and the number of links and articles) it really ‘hit home’ for me the importance of integrating audio as a legitimate ICT function into my pedagogy.

Reflecting again on the SAMR model;

Substitution:

Perhaps rather than students reviewing a text book on the Australian constitution, they listen to a podcast/audio from the Commonwealth Parliamentary Education Office.

Augmentation:

Students then record each other, disseminating and discussing the key ideas of podcast they just listened to. Students may prepare this in writing first, as a script to read from; that the teacher reviews.

Modification:

Students then engage an expert or a commentator and record their discussion on the Constitution.  This could be researched through the internet, such as news articles etc on the Australian constitution, relevant to a particular social issue. This could all be done on-line. Or they could engage a Member of Parliament, and ask them to record via audio their reflections on the importance of Australia’s Constitution (this could be done via voxopop for instance).

Redefinition:

Students then research a key Constitutional issue, that has been judged by the High Court. Students, once learning this, then record a ‘mock’ trial at court, meaning they have to write a script and ‘pull together’ their learnings, for one final court room scene on the Constitution. Indeed, another group of students, could be the media for the day ‘covering the story’ by audio (i.e. pretending to be an ABC journalist for instance).