Reflection 5, Week 6.

Introduction

Well here we are in week 6 how time flies when you're having fun. This week was about mobile phone and tablets and how they can be incorporated into the learning environment.

This week I have had some real fun again mucking around with ICT tools and I choose QR codes (Quick Response). I now actually understand them and there functionality a lot more after this week's learning's.

I then further explored how I could relate QR codes in the learning environment of key learning area, Business and applied SAMR model.

I hope you enjoy.

QR Code

I couldn't resist as soon as I finished getting through this week's learning materials I just had to create a QR code. So I jumped straight in and downloaded a QR code reader for my IPad and IPhone and uploaded it to the device. Then it was decisions, decisions what do I make my first QR code link too? The possibilities where endless, URL's, Email addresses, videos and pod-casts pretty much anything that is on the internet, that's how I understand it anyway. Well what better way to link my learning and create a QR code for my blog which can be found in Fig 1. Go on if you have a QR code reader test my work, I dare you. lol.

Fig 1. QR Code to my blog. (Kaywa QR MGMT, n.d.) 

Well I tested it on my IPhone and it worked. So if it didn't work for you then there is something obviously wrong at your end. :-)

Fig 2. Iphone Problem. (bindapple.com, n.d.).

The QR code reader I downloaded was so simple to use. I even downloaded another version which was better as it did not come with advertisements which filled my Iphone screen after scanning the QR code. 

Some of the examples detailed in this week's readings of how the QR code can be used in the learning environment I found very clever. From sports lessons to setting up a treasure hunt. The treasure hunt I could really relate to as QR codes spark the imagination and I guess this is why they have eventuated into a marketing tool. 

From its first simple beginnings as a new type of bar-code for businesses that required more information than the traditional 1D bar-code. The QR Code filled a demand by offering a 2D code which could have multiple amounts of information applied to it (QRcode.com, n.d.). 

Anyone that has a curiosity wants to find where the QR code will take them. With today's generation becoming more and more technological savvy these types of ICT tools spark interest and fill that curiosity urge.

How I use QR Codes in the Learning Environment

This was a interesting concept because unless the QR code is used in the right context it is simply a hyperlink in a sense. This would then only reach Substitution or Augmentation in the SAMR model. My key learning area being business a way I believed students could incorporate this into their learning would be to be ask them how a QR code could be used in a business outside its usual mode of a product code? I then created a mind map on ways I explored this task see Fig 3.

Fig . QR Code use in class room mindmap (Edelman & Amelyan, 2006). 

To reach redefinition students could be asked how the use of the QR Code could be used in business and then choose one of these areas and incorporate it into their work. For example design a website displaying a company's safety performance and create a QR code which could be displayed beside the safety notice board in an actual business.

Thanks again for reading and any comments are always much appreciated.

Week 6.

Final Post: 12/04/15.

References:

bindapple.com. (n.d.). iPhone Problems

Retrieved from: Link

Kaywa QR MGMT (n.d.). QR Management Plans and Pricing

Retrieved from http://qrcode.kaywa.com/dashboard/

K, Edelman. L, Amelyan. (2006). Bubbl.us. Mind mapping, Brainstorming, Organising Tool. [Computer software]. Milwaukee, Wi: LKCollab, LLC.

QRcode.com. (n.d.). History of QR Code

Retrieved from http://www.qrcode.com/en/history/

Reflective Synopsis

Introduction 

The final blog entry is a reflection of the last six weeks learning's. I conducted a Positive, Minus and Interesting analysis (PMI) on the process of the blog learning process.
I then conducted a SAMR Model (Substitution, Augmentation, Modification and Redefinition) on how the blog process would have been developed through the use of ICT's.
I then concluded with some final thoughts on my blog experience.

PMI (+ - ?)

Positives 

Being able to view and comment on other student's work really opened up my view and opinion to their reflections, thoughts and ideas. Some of the other student's statements I agreed with, but had not necessarily thought of myself. It was great being able to then make comment and discuss topics on the blog and provide feedback on their blog. I also found it very comforting as I received praise on my work from other student's and it also confirmed you were on the right track with your work. I find this aspect very interesting as it shows the benefits from peer review and in some learning environments the teacher will not always be available to provide praise or constructive feedback. This type of learning would be related to the learning theory Social Constructivism this is learning that takes place with the collaboration with others (GSI Teaching and resource centre, 2015). 

Minus

Some areas of concern I found with the blog task was there seemed to be a lot of confusion from some student's on what was actually required in the blog. I noticed a lot of discussion weekly on the forums of students being confused of what was required. I think student's didn't realise the freedom Gary was giving them in this task. I find this same process happening often in the learning environment and the work place. 
In the work environment certain employees can be given a basic explanation of what is required and then left to complete the task with little guidance or assistance. Then there other employees who really need a lot of guidance and instructions. The individual learning styles of students is an area I will need to be aware of in my own teaching. In my future teaching experiences I will be sure to come across student's who fall into different learning styles. I will need to identify these student's preferred styles of learning and then proceed accordingly and tailor parts of my lessons to these student's different learning styles. 

Interesting

From the first week I could really see the benefit of this task. I have always struggled to remember material being taught especially if only reading from a text book. This really reinforced material for me through the use of imagery, video and sound on the sensory level. This cognitivist theory of approach really started to give me a better understanding of how I learn. This can be seen as a schema or symbolic mental construction (Learning-Theories.com, Cognitivism, 2013). 
I was also experiencing neurological pathways being laid and the knowledge was being retained. Creating a blog weekly forced me to recover areas I had learnt but still had not retained. By the end I found the knowledge was there and easy to tap into. An example of this was expanding the SAMR model. At first I had to keep referring back to areas where the abbreviation had been expanded out. By about week four I had memorised what each letter stood for and the concept behind it. I then started to think about the process of the blog and how it was helping me remember certain areas/topics in the learning materials. This ability to think about your own thinking is what neuroscientists call metacognition and as your metacognitive abilities increase research shows they also achieve higher levels (Price-Mitchel, 2015). Although I had read about this and viewed videos on this topic of metacognition this was the light bulb moment for me. I had witnessed and experienced it first hand in my own learning's.

Fig 1. Auto Collage on thinking about thinking.

(C.Falconer. 2011).,  (Love this Pic. n.d.)., (Moran89. n.d.)., (Redlands. n.d.)., (Showbiz Geek. n.d.). (Y. Toribio. 2014). & (K. Tschiesche. 2012). 

SAMR Model 

I also analysed the blog task and processed its movement along the SAMR model and how I believe it has eventuated to the final category of the SAMR model, redefinition. 

Substitution
This would have been typically a task completed as a journal entry. Obviously this would have had restrictions when using a traditional pen and paper technique and the use of ICT's would have been limited or to the basis of a word document.

Augmentation
The augmentation process would have been starting to use more features of the word document like styling and even pasting digital images into the document.

Modification 
This would see the transition from a word document for example to starting to use a blog software to upload entries. The use of the web to publish and produce the journal.

Redefinition
This is where Gary now has the process of a weekly blog entry which encourages the use of different software styles. The input of multiple media files not just text based but the blog can consist of presentations, images, video and podcasts. Also the ability to view and comment on peers work creates greater engagement which would have most certainly not been possible for a pen and paper or word document based task.

Conclusion

Overall I found the blog task aided my style of learning perfectly. In the past I have kept notes as I completed the subject but found none of this material was retained. This has really enhanced my view, on my own learning styles. It has brought to my attention of how other students learn and that I will need to always tailor my teachings to the different learning styles which I come across in the learning environment. 

(The Slides. n.d.). 

Oh and don't forget to,

(folkalley.com. n.d.).

References:

C.Falconer. (2011). 5 Fertile Thoughts for Personal Growth: Thinking about Thinking. Retrieved from http://www.pickthebrain.com/blog/5-fertile-thoughts-for-personal-growth-thinking-about-thinking/

folkalley.com. (n.d.). Leave a comment. Retrieved from Link

GSI Teaching and resource centre (2015). Social Constructivism

Retrieved from
http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

K. Tschiesche. (2012). Logical Thinking: How to use your brain to your advantage. Retrieved from http://bookboon.com/blog/2012/02/logical-thinking-how-to-use-your-brain-to-your-advantage/

Learning-Theories.com, Cognitivism (2013). 
Retrieved from http://www.learning-theories.com/cognitivism.html

Love this Pic. (n.d.). Thinking about Thinking. Retrieved from http://www.lovethispic.com/image/51468/thinking-about-thinking


Moran89. (n.d.). Stop Thinking About Thinking. Retrieved from http://moran89.deviantart.com/art/Stop-Thinking-About-it-188170132

M, Price-Mitchell. (2015). Metacognition: Nurturing Self-Awareness in the classroom. Retrieved from: http://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell

Redlands. (n.d.). Metacognition-thinking about your thinking. Retrieved from http://www.redlandsyear6.net/metacognition/

Showbiz Geek. (n.d.). The Simpsons, Homer Thinking . Retrieved from Link

The Slides. (n.d.). Doc Pad Presentation. Retrieved from Link

Y. Toribio. (2014). Metacognition: Connecting my Bloom-ing thoughts. Retrieved from http://www.coetail.com/yenidil/2014/09/20/metacognition-connecting-my-bloom-ing-thoughts/

Reflection 4, Week 5.

Introduction

This week I will be examining two types of ICT tools (Information Communication Technology). After listening to the on line tutorial this week Gary mentioned some exciting tools to get stuck into and have a play with. 

The first of the Group three ICT tools  I have decided to use is the Prezi tool which is much like power point but has some really cool features of how you can make the presentation zoom in and out. 

In my discussion I have related this to the SAMR Model (Substitution, Augmentation, Modification and Redefinition) and also conducted a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) on the ICT tool. 

The second is from the Group four ICT tools which is the Bubbl.us mind mapping program. With this tool I used it as an example of how a task could be incorporated into the learning environment.

Group 3 ICT Tool

Prezi SAMR Model

The Prezi tool is the ICT tool from the Group three list I decided to engage with. It has a range of different tools when compared to the traditional Power-point used for presentations. I decided to create a brief presentation explaining the break even point in business. It did not take me long to become accustom with the tools and modification was very simple. 

This could be a great tool for students but keeping in mind the SAMR model (Substitution, Augmentation, Modification & Redefinition) where the focus would be ensuring the use of the tool was associated to the upper section on the SAMR model of either modification or redefinition.

A perfect example of this would be a task where the students could create their own presentation. This would fall under modification on the SAMR model as it is getting the student away from the traditional methods used for presentations. 

My main subject being business, power-point presentations are used frequently in business and often people do not look for tools outside the traditional source of a power-point. I believe if students where to create a Prezi presentation this would wow many people in the business community. It would also keep the audiences engaged longer in a short presentation rather than having a power-point presentation. 

After creating my own Prezi which can be viewed in Fig 1. I then decided to create a SWOT analysis on the Prezi tool. Overall I did not find a lot of threats and believe it could become a meaningful and valuable ICT tool used in the learning environment. 

SWOT Analysis on Prezi ICT tool.

Strengths:

• Easy to use and simple quick log in.
• Displayed publicly so anyone can see (On free version).
• Easy to insert images from the web.
• Ideal for short presentations.
• Grabs audience's attention quickly.
• Breaks away from traditional presentation platforms.

Weaknesses:

• To obtain privacy of your publication must buy a version of Prezi.
• Images inserted are straight from the internet making it hard to reference these images.
• Limited templates (On free version).
• Zoom feature can be over used making audience nauseous when viewing presentation.

Opportunities:

• To buy a version to obtain privacy and access to more tools.
• Is more interactive then Power-point.
• Engages students to look for alternatives in presentation styles.

Threats:

• On the free version all Prezi's produced have no privacy setting. 
• Students could post explicit material or breach copyright law.

Fig 1. Prez Presentation explaining Break Even Point in Business.

(Fischer, Halacsy & Arvai 2009)

Group 4 ICT Tool

Bubbl.us

Bubble.us is the second ICT tool from group four I engaged with. It is basically a on line mind mapping tool. The tool is very easy to use and in minutes you can have a mind map with the essentials already listed. 

A major positive I found for tool is its instant styling. Styling can be easily tailored as you work through the process of creating a mind map. 

I have only ever used Microsoft word in the past for the creation of a mind map and always dreaded the task. The actual set up of a mind map in Microsoft Word would be very time consuming. This also stifled my thoughts as I was paying too much attention on the aesthetics of the mind map. 

I wish I had known of this tool earlier as I have already created two mind maps this semester for another subject. This is an ICT tool I will be most definitely going back to use again and again. 

Once again referring back to my subject of Business this would be a great tool where students could be assigned into groups and given a task to brain storm ideas. If the students were given access to it online they could also add to this mind map at any time or day. All members could be given access to the tool making this possible and you the teacher still remain in control as the administrator. This would also encourage learning outside of the classroom. Students could add content as the idea was generated. Not wait until they were back in the learning environment. 

I decided to have a go at the ICT tool and started off generating marketing strategies for a new business which could be associated to any business. This could be a great starting exercise in a lesson for students to get them thinking about ways of marketing a new or any business.

Please refer to Fig 2 for my first mind map created on Bubbl.us.

Fig 2. New Business Marketing Ideas Mind Map.

https://bubbl.us/?h=292b4e/530468/26n1oLJq8n/k6&r=1385802283

(Edelman & Amelyan 2006)

This week I have really enjoyed interacting with the ICT tools selected Prezi from group three and Bubbl.us from group four. 

I believe both these ICT tools would really engage all types of learners as they really appeal on so many different stimulus levels. A learning theory I believe it would have a major impact in would be social constructivism. Social constructivism is learning through the guidance and collaboration with others (GSI Teaching and resource center, 2015). Both these ICT tools could aide this learning of social constructivism. The Prezi could develop this learning theory by either a presentation from the Teacher to the Students or from Students to other students. The Bubbl.us could be a great tool for the encouragement of this learning theory as it can engage students working together both in the traditional learning environment of a classroom or the modern online forum.

I hope you have enjoyed my synopsis on these two ICT tools and feel free to leave a comment below.

Thanks

Week 4.Final Post: 10/04/15.

References:

A, S. Fischer. P, Halacsy., & P, Arvai. (2009). Prezi presentation software. [Computer software].  Budapest, Hu: Sunstone Capital.

GSI Teaching and resource centre (2015). Social Constructivism

Retreieved from http://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/social-constructivism/

K, Edelman. L, Amelyan. (2006). Bubbl.us. Mind mapping, Brainstorming, Organising Tool. [Computer software]. Milwaukee, Wi: LKCollab, LLC.