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).

4.1

When I reflect critically on Goal 2 as set out in the ‘Melbourne Declaration on Education goals for Young Australians’, “that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens” (ACARA 2016), although the entirety of this goal (and indeed Goal 1) is equally important, as a pre-service Teacher across my subject area of Civics and Citizenship I have a particular interest in how I can best ensure that my pedagogy enables that young people are ‘active and informed citizens’.

For me, a core component of this is, how do we make meaning in our life? Make sociological meaning? Form opinions? Decide which way to vote? If young Australians are asked in 5 years time to vote on Australia becoming a republic though a referendum, will they have a full comprehension of this? and ascertaining models put forward? But also contributing to the debate? Indeed, in my own State of South Australia the Premier has committed to a ‘referendum’ through a plebiscite in 2018 for a nuclear waste dump (this won’t change the South Australian constitution, as is seeking feedback from the majority of South Australians one way or the other).  Similarly, the South Australian State Government has committed to a formal referendum in 2018, seeking a change to the state’s constitution, related to the function of voting in the State Upper House, and also of dealing with ‘deadlock’, so houses of parliament could potentially be dissolved more quickly (these are by no means, trivial. But are incumbent on citizen engagement and awareness).

To make meaning of these issues and to come to an informed decision, there will invariably be a range of images presented in media (on the television, internet, bus stops etc) and elsewhere; for students to be able to critique these and then drill down to formulate an opinion, is an excellent example of being an ‘active and informed citizen’.   

Further to this, regards images and visuals that are designed and generated by learners, learners also are required draw on higher order thinking, critical thinking and skills related to Blooms Taxonomy, but why is this so? If a learner is required to generate an image for a certain reason, let’s say it’s to promote their blog around whether their local council should vote to sell a parcel of land, to fund a dog park (for instance), the use of imagery to ‘persuade’ others to their position will be critical. For students to draw on their ICT capacity to create imagery, but also source imagery from the internet (and understand the Copyright component) are both key skills on their learning journey, and represent their learning purpose.

To expand on this example more fully, reflecting the SAMR model; I would propose to integrate the use of blogs and visual images, in my pedagogy, as follows:

Substitution:

Students set up two blogs, one blog is to vote ‘yes’ (for) to sell the land and create the dog park, the other blog is to vote ‘no’ (against) to the motion to sell the land and vote for the dog park.

By utilising a blog, students are substituting would otherwise be done either hand written, or let’s say by the use of a Microsoft document only. Students take photos of the site, and load these images on their blog page.

Augmentation:

Students now enhance the blog, both for and again; by using google earth to show pictures and imagery of the land that is to be sold; and the location in which the dog park anticipated to be built.

Student’s also start to research the issue, including previous council reports on the matter; and have hyperlinks to this; as well as hyperlinks to the plans for the dog park etc.

The display, for instance, the ‘master plan’ and ‘concept design’ of the imagery on their blog page.

Modification:

Students now engage with members of the community (post logistics) around their views of the issue; and record, document and capture these on their blog pages – wether for or against. Students also interview the relevant council managers who have created the reports for public consultation; and engage with them through their blog posts – around how engagement occurred, and how this informed the proposals.

With this information; students then develop ‘concept maps’ with imagery – that attempts to capture a summary of the issue; the master plan of the dog park, and the earmarked land to be sold and concept map out the issues, such as:

·       Voters/community member feedback and support for and against

·       Links to relevant documents and local media issues

·       Links and google earth to other council areas with dog parks have been achieved

·       Bar graph information related to the ‘expenditure’ to build the dog park, and the steps to ‘revocate and sell land’ etc

·       etc

Redefinition:

In the week leading up to the vote; the students engage with the elected councillors; and as them their views as they lead into the vote. At this stage, media could also review the students blogs and drawn on content, to be published in the local messenger newspaper; which reaches a wide audience. As the students are constituents, Councillors would be engaging through their blog.

Students then create a final ‘info graphic’ on the issue (and ask Councillors to review these before they vote); and finally would then link the ‘live stream’ of the council meeting; through their blog pages (and, with permission of their parents, can watch the council proceedings, debate an ultimate vote/decision).

Reflections from week 4 readings:

schooltube:
https://en.wikipedia.org/wiki/SchoolTube


Please note: this is not reflection 4.1; but is in reference to '1. Using Media for Learning', which asks us to google digital media in the science classroom.

I have done this for my subject area of Humanities and Social Sciences; and although a lot of the content is American; I believe - putting aside the curriculum details for a moment - this is a good clip; where the teaching  integrating technology through research of an individual migrant at the turn of 19th Century America:


http://www.schooltube.com/video/ed9ff3c8ce86a1d87466/Digital%20Media%20in%20the%20Social%20Studies%20Classroom

I am looking forward to reading the rest of this content; to ascertain the intent of the readings wether it will be integrating 'media' (as in the mass media, such as newspapers, online such as abc); or wether it is reviewing the use of digital media more generally.


Use of images:

http://www.managetrainlearn.com/page/old-hag

Although the use of counterparty technology around photo manipulation can at one level, be ‘light hearted’ and almost fun; and to a large extent a part of contemporary culture. For instance, if we thinking about celebrities, and airbrushing to achieve certain fashion etc. The importance of teaching students to think critically (per the readings) takes on new meaning, when the full implications of ‘historic airbrushing’ are explored by students (NB: this does not distract from the importance of critical analysis of contemporary and of culture, and analysing and discerning its role in the ‘market place’, or ‘self esteem’ and wellbeing etc; which is also of critical importance).

The website below provided as an example is noteworthy. For instance, the picture edited to remove Benito Mussolini’s horse handler, and how this aims to frame the Fascist Leader in a certain light, that linked to his status – and ultimately Italy’s part in the ‘Axis Powers’ of the War.

http://twistedsifter.com/2012/02/famously-doctored-photographs/

When thinking across my curriculum area of civics and citizenship; and for instance the role of political parties; reviewing political photos from the National Museum would be key:

http://www.nma.gov.au/exhibitions/behind_the_lines_the_years_best_cartoons_2009/leaders

I would use these to explore and critique meaning; and link this to the curriculum (as noted above).

Reflection 3.3

Up until this point; I have spent the majority of my energy using Blogger and customising my blog page; whilst initially setting up weebly – without deep diving into its functionality.

As I have progressed this week by playing around with the functionality of weebly; I do sincerely enjoy the intuitive functionality of the ‘drag and drop’ feature; and the relative ease in which to embed videos, audio and picture; and indeed I am a fan of embedding weblinks within pictures; when an a visitor hovers their mouse over an image. Where your weebly site can be positioned for a range of purposes, additional functions such as this ensure a great range of functionality.

However, of course a downfall may be not allowing a multi author capacity (since it is a website after all); however there are ways around this, including the comments function for visitors (however this lacks in effectiveness, compared to say a blog). However in this context, I have enjoyed the multi-page ability of weebly, including the link to a blog – this increases its universality and function, particularly therefore in its application to an education setting.

By way of example, drawing on the SAMR model (across the civics and citizenship teaching area):

Substitution:

As a teacher, I could have a weebly page; and on this page there could be a range a multimedia videos and links to the Australian ‘Parliamentary Education Office’.

By viewing content, by way of video – such as ‘what is the Australian Constitution’, this is being substituted from reading in a text book.

Augmentation:

On the weebly page, at the end of the page on ‘referendums’ and the ‘Australian Constitution’ for example, as a teacher, I could then have a quiz, with various questions that students could answer. I could enable students to respond into the webpage through a comment, or perhaps on the blog section of my weebly page (this way they could contribute to each others responses; and this could be done in a variety of ways, such as each student answering one question, and the next responding). Equally, this type of work could be done in a ‘forum’ setting on the weebly page, so it is more interactive. This would also necessitate students drawing on higher order thinking, drawing on blooms taxonomy; including analysing the material just viewed etc.

Modification:

In exploring the constitution more fully, and as required as part of the curriculum, students would explore the process for referendum. A traditional approach may be, to research in a text book what have been the constitutional changes since 1901 and how many referendums have not achieved a constitutional change. Students could interview a cohort of the community around how this change affected their life or that of a cohort or community; such the 1967 Constitutional change enabling the Parliament to legislate regarding Aboriginal Australians. They could then present their findings in the blog section of weebly.

Redefinition:

Continuing in the context of referendum and the constitution; students as a class could decide on an issue that failed at referendum, such as Australia moving from a Constitutional Monarchy to a Republic. Again, research could centre around the debate for and against, and the utilisation around a range of digital tools on the weebly page. Such as, the class could set up one weebly page for a change to a Republic and a page that remains. Through this, we could then engage both formally with ‘entities’ that champion a republic (such as the Republican movement) and a constitution monarchy (such as Australians for a Constitutional Monarchy); and ask these entities to contribute to the weebly page (this way, really connecting socio-politically with this issue); indeed the Class could also engage their Federal Member of Parliament, and ask them to provide a 30 second video on their position; and this could be embedded on the Weebly.

Reflection 3.2

Although I have ‘struggled’ a little in my fluency of the technical functionality of creating and editing my wiki space; on review of the literature and multiple examples I can really see the relevance to the utilisation of a wiki. Critically, a wiki acts as a platform for learners to contribute and be collaborative on a live page. Importantly, a wiki is a ‘living’ page and can have multiple authors contribute to the page; although unfortunately a wiki does not have the capacity for multi authors to be updating the page at one time (this is one shortcoming of a wiki page).

When thinking of a wiki as a on-line ‘butcher’s paper, per the reading (https://moodle.cqu.edu.au/mod/book/view.php?id=418563&chapterid=29403) there are great advantages from a pedagogical perspective, to optimise student engagement in learning, however consideration must be given that unlike a blog a wiki is not ‘chronological’, but users add, update, delete and then contribute to material. (Of course it must be noted however, that there is a history of editing; but this is not necessarily ‘fit for purpose’ to measure distance travelled of a learner’s journey and contribution).

By way of example, drawing on the SAMR model through the utilisation of a wiki across my curriculum area of Humanities and Social Sciences (Civics and citizenship) ACHCK090 students are required to understand: “The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region” (ACARA 2016):

Substitution:

The Teacher and students creating two lists: one with Australia, and one with (for example) Indonesia, on a white board with the teacher facilitating the learning and discussion based on what has been learnt;

Incorporating a wiki:

The class now substitute this for a wiki page, where they are to each individually add to their list. (this enhances what otherwise might be done on a physical whiteboard).

Augmentation:

Students then ‘augment’ this, by embedding direct webpage links to the ‘official’ Government webpages of both Australia and Indonesia that describe their key features ad values of their system of Government.

Additionally images could then be added, of the countries various parliaments; and also ‘you tube’ and other videos from Government sites that explain the countries system of Government from official Government webpages.

This would ‘augment; what otherwise would be read in a text book.

The transformative levels could include:

Modification:

On the wiki page, students could then be split into two groups, one group would concentrate on Australia, and another on Indonesia. Each group would set up a link to a new wiki page; and they would perhaps record a 30 second recording, explaining the key features of the countries system of government; form their new page of wiki.

Redefinition:

Through facilitation, the class would then interact through the wiki, with a school in Indonesia where they would share their recorded summaries of both Australia’s and Indonesia’s systems of Government; and invite these students to contribute to their reflections on Australia’s system of Government from an Indonesian students perfective, and also to provide feedback on our students understanding and summary of Indonesia’s system of Government.

Importantly, although through the redefinition phase would take a level of logistics to realise (as embedded within the wiki functionality; and other relevant ethical, safety and legal concerns), I feel the authenticity of this would be a profound learning experience; as well as critically working toward the cross-curriculum priority of Asia and Australia’s engagement with Asia.

Reflection 3.1

As we have proceeded to week 3; and also aligning this time with our first weekly embedded task, I do feel (as I have mentioned in previous blogs) that although we are progressing through a lot of content; I am now starting to ‘see’ what I am reading and learning – rather than a ‘haze’ and perhaps a ‘sketch’ – to now having clarity and synthesising the content so I can make sense of it. But critically how this can translate and apply to my own teaching and pedagogy; integrating week 1 and 2 learning.

In this context, perhaps the most important takeaway for me is: how can I keep front and centre in my future lesson design and pedagogy that learning:

·       Needs to be authentic, to increase learner engage and optimise learning outcomes, anchored in a real world context

o   This rests on the premise that students today are living in a thoroughly complex world, that perhaps can seem overwhelming and daunting.

o   This means that to ‘cut through’ our pedagogy must immediately inform the learner of the ‘relevance’ of this content to the world that they inhabit.

o   At the same time, to increase the quality of learning; one must think ‘how can ICT be a cornerstone’ of my pedagogy (and not merely an afterthought); in a way that strikes the right balance between ‘teaching content within the context of the Australian curriculum’ and ensuring co-design and co-learning occurs for students

o   Importantly, all pedagogy must ultimately lend itself to ‘high end learning’, reflecting here on Blooms Taxonomy

o   Finally; the above provides the framework to ensure that the important general capabilities and cross-curriculum priorities are also imbued within delivery; this way ensuring the key goal as set out in the Melbourne Declaration on Education goals for Young Australians “that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens” (ACARA 2016)

As represented diagrammatically here (ACARA 2016):

NB: As just a brief reflection; I think it is a very noble concept to embed these throughout the Australian Curriculum, critically for those students who may be attending their schooling from very challenging and often complex personal and individual circumstances. Particularly, if this cohort of ‘disadvantaged’ learners may become ‘Early School Leavers’, outside of subject content; if the above can be achieved, in my view this will lend itself to an increase across their life outcomes, and future social and economic participation.

When reflecting across my curriculum area, one content descriptor states that students should be taught: “The role of political parties and independent representatives in Australia’s system of government, including the formation of governments” (ACARA, 2016).

Although this content descriptor could be viewed as a gargantuan task, it is important to consider the learner and their prior knowledge, as well as breaking this into potential Units of work to lesson plans. Drawing on week 1 and week 2 learning I would use a blog for this content descriptor as follows:  I would ask each student to create their own blog, and on this blog students would nominate a political party, or independent representative as the theme. As part of this research, prior to commencing the blog we would agree as a class (through workshopping ideas): what would we want to know about this political party? (more on why this is relevant later). In this context, I would be working to ensure the tasks set are in part co-designed with the learner, and learner centred. Ideas may be (for example):

·       The party’s (or independent) history

·       What does it stand for?

·       How many times has the party ‘formed Government’?

·       How many Members of Parliament does it have in the current Australian Parliament?

·       Identify a local Federal Member of Parliament from this political party, and research their most recent speech in Parliament

·       Identify a social issue you may be passionate about, what stance does this political party have regards this issue?

The blog would use the framework above, and have a particular focus on being multimodal; and would have to include links to videos of speeches in Parliament from the MP chosen, newspaper articles on party issues, web links to the Party’s home page etc. Importantly to ensure, reflecting on the SAMR model, that tasks achieve higher order digital learning, as a redefinition task, students would have to engage with their Member of Parliament chosen, or political party, or their various staff representatives; this may be framed by asking the Party representative, their individual views on the social issue that the student is passionate about for instance.

Reflecting on Blooms Taxonomy, the blog would culminate in the student providing an argument as to why their particular party or independent chosen, should form the next Government of Australia, thus drawing on higher order thinking, and critical thinking skills such as analysis and evaluation. Importantly then, the whole blog would act as a ‘campaign’ to convince their audience of the merits of this party forming Government, or the independent members role in the next Government of Australia (thus drawing on the various technical capacity and functions of blogger).

References:

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

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016) http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/7-10?layout=1#level10

Assessment task part A – Week 3:

Reflection of Blogger (reflection 1)

On commencing the unit I set up a wiki space, a weebly and also a blog. After experimenting with my weebly (which I found more aesthetically appealing) I decided however to concentrate my weekly reflections and development, and familiarity, with a blog.

The rationale for this was, I found ‘technically’ that the setting up and the maintenance and growth of the ‘blogger’ functions much more user friendly, which required limited experience to use it, and was highly intuitive; such as inserting an image or a video (simply hovering your mouse over the function buttons informs you wish button enables this); as captured in this screen dump:

I have found the settings allow me to have a range of functionality to adequately custom and modify my blogs, whilst easily returning to past blogs to update or edit, and indeed updating my blog ‘per se’ as I wish to add more content, or further refine; such as a change of ‘theme’. For instance, to make the blog more immediately relevant to the Humanities and Social Sciences area and my interest in politics and current affairs I have updated my blog to include, an imbedded link to a you tube clip of Paul Keating, on my welcome page I have embedded a URL link to the HASS curriculum rationale, that includes an explanatory video. In this way I am aiming to engage my reader in the content of the blog and in this context I find the settings of the technology flexible in scope to enable creativity, and tailoring for the particular purpose a user may wish. Included in this I have embedded a ‘vocaroo’ recording of myself in my header, so I can verbally welcome visitors to my blog.

Further by way of being user friendly, to navigate the blogger page and ensure privacy settings is very straight forward.  Simply going to: settings, blog readers, edit: then immediately you have three choices around privacy, which includes: 1) public, 2) private to only blog authors and 3) private to only nominated blog authors. Therefore, I feel this is a very important component to ‘blogger’ if and when using in the classroom to manage safety concerns and privacy of students. For example, each student could set their blog page to private with only each other student in the classroom for instance. However, there are further ‘layers’ of privacy, such as controlling who is able ‘comment’ in your blog (this would be an effective mechanism against ‘trolls’ and unsolicited correspondence etc), as well as controlling weather a search engine can find your blog; per below:

Also, Blogger has the ability to multi-Author, and importantly comments are easily captured and monitored (more on below, how this could be therefore used in a teaching context):

Critically, there are a range of other technical considerations that are important, that bring the effectiveness of blogger as an ICT instrument for classroom learning that integrates and embeds both Blooms Taxonomy and also the SAMR model.

By way of example, the ‘campaign functionality’ allows the user to have the capacity to set up and manage a campaign, as well as having the functionality to review ‘statistics’ and therefore monitor the effectiveness of the campaign by way of ‘visitor activity’, as well as allowing commentary from those visiting. As I explore in detail in my reflection 2.2., I propose as pedagogy the use of blogger to teach a component from the civic and citizenship curriculum ACHC S073 (http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/7-10?layout=1#cdcode=ACHCS073&level=8) relating to distributing public material for a specific purpose and context.

For example, students may democratically decide on a position on an upcoming ‘motion’ in their local council area (such as approving a council rate increase), and could create a public awareness campaign to raise the profile of the particular issue prior to the council meeting and decision. Further, to enhance this learning embedding the SAMR model, the Local Elected Councillors could engage students on their blogs, relevant to their decision making and voting pattern on this issue. Taking this further, in understanding the principles that sit behind a particular councillor’s decision, the students could then choose another topical issue (perhaps this time a National issue; again, linking this to curriculum) and ‘apply’ what they have learnt, and argue a position, and employing ‘synthesis’ and ‘evaluation’ to enable and ensure higher order thinking.

Lastly, as with all utilisation of ICT and general internet use, as a (pre-service) teacher we must always have relevant legal, ethical and safety protocols front and centre. In a South Australian context, there is a key document “Cyber-Safety, Keeping Children Safe in a Connected World, Guidelines for Schools and Preschools”.

http://www.braeview.sa.edu.au/uploaded_files/document_uploads/CyberSafetyKeepingChildre[2].pdf

Importantly these guidelines have a specific focus and instruction for educators, as well as referencing a number of other policies. In the specific use of a blog, I believe there are a range of safety mechanisms (as mentioned above) that are built into blogger, that should be implemented when utilising blogger in a teaching context. Other considerations relate to the use of material that students may ‘post’ on their blog, the Smart Copying website sets out in comprehensive detail the prescriptions related to use within an education context:  http://www.smartcopying.edu.au/.

My First Post (Adam Sherwood)

Visit to hear a great summary of the importance of the Civcs and Citizeship subject area

2.2

I found this weeks readings particularly insightful. And admittedly I have read and re-read to ensure I increase in my understanding and familiarity to fully grasp the content, and its application to the profession of teaching. Indeed, after re-reading a few times, I must acknowledge that I found the content particularly enlightening, as I believe it was able to ‘cut through’ to get at the core of thinking and sophistication in thinking in designing pedagogy, with the view that all our pedagogy has the end goal of being ‘high end’ teaching with high quality learning.  

Further, it was able to provide (me at least) with the language to apply when designing pedagogy within the context of my subject area, that is further practically enhanced by the SAMR model to ICT.

In summary Blooms taxonomy provides the ‘skeleton’ and the framework to apply when designing pedagogy, and indeed should act as a reference point and a measuring stick in all our classroom delivery as (pre-service) Teachers. Importantly, the application of Blooms Taxonomy is truly universal in nature, as opposed to subject area dependent.

There are multiple overlaying links between the content of Blooms Taxonomy and the goals and intent of the Australian curriculum and embedded within subject areas.

For instance, as students progress in their skills from lower end thinking to higher end thinking, students are being equipped to meet Goal 2 of the Australian Curriculum: “all young Australians become successful learners, confident and creative individuals and active and informed citizens” http://www.australiancurriculum.edu.au/StudentDiversity/Student-diversity-advice. By way of learning critical thinking skills beyond learning by rote and recall, or the simple remembering of facts; to its application, synthesis and evaluation; it is these skills that will be the ‘passport’ for young people to navigate an extremely complex world!

Importantly, when reviewing the ‘framework’ and ‘quality benchmark’ articulated in Blooms Taxonomy; shown as follows:

 ref: http://www.psia-nw.org/wp-content/uploads/Blooms_Taxonomy.jpg

And the review of the SAMR model and digital pedagogy as shown in the readings; as follows:

The immediate parallels are related to ‘low end’ and ‘high end’ delivery of pedagogy and the skills that are required as part of the learning. In this context, by way of application in approaching the ‘profession’ of teaching it is a profoundly critical to ensure my thinking is within this context.

When reflecting on my middle years curriculum area (Humanities and Social Sciences), the possibilities to teach content, that is anchored in a real world context and framed against the taxonomy and enriched by the SAMR model, will mean that learning (or perhaps, at least the pedagogy) will become of a high quality and meet expected standards as articulated n the Australian curriculum.

For instance, a content descriptor in civics and citizenship notes “Present evidence-based civics and citizenship arguments using subject-specific language”, with the elaboration noting: “creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)” 

Ref: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/7-10?layout=1#cdcode=ACHCS073&level=8

When thinking about pedagogy and lesson plans for this particular content descriptor; embedding the framework of Bloom and the SAMR model a number of options come to mind, including but not limited to:

·       Deciding on which material (content/subject matter) and for which purpose for public distribution

·       The method to decide may be debating teams, emulating a mock court and applying the concepts already learnt (and therefore drawing existing knowledge and learning); with a democratic vote to decide. With individual voters having to explain their reasons for voting one way or another (and indeed, then utilising a range of tasks to capture this. e.g. written work on why you decided the way you did, observations of what swayed votes etc)

·       Through this process – ICT aligned to SAMR could be implemented to scaffold throughout. For example, at a substitution level the students may watch identified ‘you tube’ footage from the Australian parliament website explaining what ‘democracy is’, and then footage of Government Ministers presenting legislation or publicly arguing for the ‘material’ in which the class had decided on. Or the class may review the minutes (capturing motions and decision) of their local council, on an issue that they chose, such as funding a new dog park for instance.

·       This would then go through to ‘redefinition’ level around ‘publicly displaying’ the material; for instance the students may create a ‘class blog’ on the issue of a dog park; and ask their local Ward Councillors to comment on their ‘position’ of the dog park and ask for the Councillors reflection on why they voted one way or the other. This would then be discussed with the class.

·       Aligning this back to Bloom; a task could be set to ask the students to make clear the principles implicit in the decision making of their local councillors; and then ask the students to apply the principles learnt to another (but new) real world example – such as the current nuclear debate in South Australia; and taking this further they could then be ask to 'persuade; their class room peers to their position on this subject; and outline a strategy of how they would convince their family members for instance.

Overall I found that this weeks readings ‘hit the mark’ by way of introducing me to the required level of thinking and systemic approach to work toward or ensure quality teaching and learning.