This was a good intro to using Moodle over two breakouts. Unfortunately he was using Moodle 1, his reasoning was that he was waiting for 2.1 to come out to fix stability and bug issues. He covered lots of stuff I did know but a reasonable amount of stuff I didn't. It was OK but maybe not the best use of my time. It was a good reminder of how Moodle can be used. I would really like to have a go at making tests for Moodle and using some of it's built in tracking tools.
Notes follow...
Justin Hyde
Moodle 1.9910 (Waiting for Moodle 2.1)
Quizlet for small tests (good source of pre-made quizzes)
Questionaire plug in
Moodle Vs. Google
Moodle - test marking
Don't doc dump. Make it interactive. 25% Static 75% interactive (assignments count)
Keep structure. Complete to the X picture by the end of the week...
Design tips:
Chunks, Animated gifs etc...
Moodle questions are cool!
Friday, February 25, 2011
Thursday, February 24, 2011
ICT and assessment Breakout 4
Some breakouts hit the mark some miss. This was way off.
The presenter was from a school starting out with using ICT in the class and was showcasing outdated tools. It started very dry talking about assessment for learning and how to manage the workload of formative assessment. Then they started howing off great online tools that would let it happen. It's all stuff we have been doing since the end of 2009.
Yourdraft.com (like a crippled version of google docs)
The presenter was from a school starting out with using ICT in the class and was showcasing outdated tools. It started very dry talking about assessment for learning and how to manage the workload of formative assessment. Then they started howing off great online tools that would let it happen. It's all stuff we have been doing since the end of 2009.
Yourdraft.com (like a crippled version of google docs)
QR Codes Bereakout 3
Very good discussion group on possibilities of QR codes in the classroom. There were people from many areas, primary, senior, National Library. All of us had different ideas of how to use them. The primary teachers were keen on the idea of QR codes as accessibility tools for the very young kids. Easier to scan the code than type a URL or find a bookmark.
I am most sold on the idea of the QR codes as a physical interface to the virtual world. Maybe a solution to kids making a webpage for their inquiry. They could print a few pages plus a QR code link. At the exhibition the pages get attention and parents can follow the link. Links from maths concepts to Wolfram Alpha was suggested.
I didn't hear anything revolutionary. I still don't see them being very useful in maths except as a novelty. The big use is the easy interface to the digital world. It's worth exploring.
Notes follow...
Anatomy of a QR code <- google for image. URLs, Marketing, Straight ot bookings etc. www.jaxo-systems.com <- cam'a'bar www.okotag.com/home/ <- good for older phones. www.quickmark.com.tw <- good for older phones. Adobe air solution <- best of bunch for PC. Then QReader.air
snap.vu <- QR tracker Idea: Create game, print screenshots, print QRcode link to file/site Good for special needs. Just wave in front, not type. Accessibility Randomisation, names in QR codes for groups. Catch attention, its a puzzle that kids will try to crack. Story starters Tales of things
scanlife
"Physical interface to the virtual world"
I am most sold on the idea of the QR codes as a physical interface to the virtual world. Maybe a solution to kids making a webpage for their inquiry. They could print a few pages plus a QR code link. At the exhibition the pages get attention and parents can follow the link. Links from maths concepts to Wolfram Alpha was suggested.
I didn't hear anything revolutionary. I still don't see them being very useful in maths except as a novelty. The big use is the easy interface to the digital world. It's worth exploring.
Notes follow...
Anatomy of a QR code <- google for image. URLs, Marketing, Straight ot bookings etc. www.jaxo-systems.com <- cam'a'bar www.okotag.com/home/ <- good for older phones. www.quickmark.com.tw <- good for older phones. Adobe air solution <- best of bunch for PC. Then QReader.air
snap.vu <- QR tracker Idea: Create game, print screenshots, print QRcode link to file/site Good for special needs. Just wave in front, not type. Accessibility Randomisation, names in QR codes for groups. Catch attention, its a puzzle that kids will try to crack. Story starters Tales of things
scanlife
"Physical interface to the virtual world"
Keynote 2
Nothing groundbreaking here. I enjoyed what Sylvia M. had to say. She was emphasising the importance of getting the kids to do real work. Help out with tech, build websites and resources etc. All the sort of thing that I 've been trying to do but get distracted. It was good to re-invigorate me at the start of the year. I hope it lasts, I know it's all going to be hectic when I get back to school and I'll never have the time to do all the stuff I want :-(
Notes follow...
Marg Mcleod (Min Ed)
A lot of talk about how we are the people who can motivate change and work for a better future etc. Showed a clip from the McKinsey global group about improving education. It was a reference to performance pay for teachers carefully phrased. Marg also pointed out that a big issue for us in NZ is the huge tail. 20% failing is bad.
References:
www.McKinsey.com
All Systems Go (Michael Fullan) Collective collaborative capacity,
Sylvia Martinez (from the Games breakout)
Utilise students. Get them to do something real. Find a practical, useful thing that they can do. I can see problems finding enough to keep 30-60 kids with real authentic projects year on end. If a way can be found it would be good... Eg: Tech angels. This will work in well with getting Vince's programing kids to build resources for PCS.
Find the big prob;ems you have in school and find ways to get students to help out with them. Project based learning. Use Peer assessment and mentoring. Student mentors asses then time is given to fix issues.
Idea:
When doing programing in class take a group to be mentors. They just help out and evaluate. Same for Robotics.
So many producers of content, who will consume it. Maybe it will be that because creating content takes longer than consumption a class can work by having each student spend a week creating part of a course each then spend the next week consuming all the other work.
Notes follow...
Marg Mcleod (Min Ed)
A lot of talk about how we are the people who can motivate change and work for a better future etc. Showed a clip from the McKinsey global group about improving education. It was a reference to performance pay for teachers carefully phrased. Marg also pointed out that a big issue for us in NZ is the huge tail. 20% failing is bad.
References:
www.McKinsey.com
All Systems Go (Michael Fullan) Collective collaborative capacity,
Sylvia Martinez (from the Games breakout)
Utilise students. Get them to do something real. Find a practical, useful thing that they can do. I can see problems finding enough to keep 30-60 kids with real authentic projects year on end. If a way can be found it would be good... Eg: Tech angels. This will work in well with getting Vince's programing kids to build resources for PCS.
Find the big prob;ems you have in school and find ways to get students to help out with them. Project based learning. Use Peer assessment and mentoring. Student mentors asses then time is given to fix issues.
Idea:
When doing programing in class take a group to be mentors. They just help out and evaluate. Same for Robotics.
So many producers of content, who will consume it. Maybe it will be that because creating content takes longer than consumption a class can work by having each student spend a week creating part of a course each then spend the next week consuming all the other work.
Wednesday, February 23, 2011
Lego Robots. Breakout 1
This was a great hands on workshop on using lego robots in class. They had a few really neat simple project and problems to solve that will be great for Ridling.
I hope to use it as soon as we get the robots :-)
I hope to use it as soon as we get the robots :-)
If games are the answer, what is the question. Breakout 2
A good talk. She talked about the different types of games that are used in education and how the types work. She made the very good point that you need to look at what and how the game is teaching to decide if it is teaching the way you think kids learn. Most edutainment games are glorified flash cards. Good if you think rote memorisation is a good thing but otherwise don't get sucked in.
She made the point that the best games are the ones that you can discuss during and afterwards. Even better is getting the kids to make the games themselves. Lunar Lander gives a very superficial 'feeling' for acceleration and momentum but writing the game will give a great understanding.
I would like to get the students to write a game like the laser blaster game from Friday. This would draw together lots of the transformations work we have been doing. Making a game is the best part of modeling and is what gets me excited about maths. The way it can be used to model and explore the real world. This may be a way to introduce this to my students.
Notes follow...
Genyes.org/freeresources
97% teenagers play games (PEW research). Games are old, schools are new. Games are a natural way to learn. Are they useful in school?
Games are great but people like a few genera, not all.
Edutainment
Content, right answers school friendly assessment. Clear subject areas. Economics - small market.
Ask, what are the students doing when they are playing? Are they memorising? working things out? does it fit your idea of how they learn (Mathblaster, encourages quick answers, is this good?) Tabula Digita, DimensionM disguised, not really a game. Aimed at "200 math skills".
Check Alfie Kohn - the more you teach algorythms & exact steps they fall behind grasping the concepts.
Good game - Logical journey of the zoombinis
Serious games Seriousgames.org
Games built to teach something. They take time, good to build into a larger unit.
EG Ayiti: The cost of life.
These games (Arden) sometimes fail to be fun. No time, people or money resources sufficient to get them good (vs $60m for Halo). Games can't be perfectly accurate. Need to modify your assessment to cope, think about what you want to teach. (Check River city)
Alternate Reality (Augmented R)
IKEA AR catalogue
Build virtual things, place in virtual worlds and share.
COTS
Motivating, good quality. Not designed for school, not necessarily accurate.
Teacher: Adapt, reflect, guide.
CIV:
1/4 said too hard
1/4 loved it, great for history.
Played in different ways, gained different understanding
Games do not appeal to everyone, no game appeals to all.
James Gee - What videoo games can teach us about learning
What goes wrong
mars academy of research and science
Looks good, boring and doesn't teach science. Teaches flashcards!!!
Spore, Great game, doesn't teach evolution. Can't always make it fun.
James Paul Gee
Sceptic hat
Play it, is it real???
Adapt. Build a scaffold around it.
Some is a complete crock
Warning flags
Kids love this
Content, Deliver mini-games, standards
So much fun that kid's won't know they're learning
Educational software
Good things
Gameplay you can plan and discuss.
Programable
supporting big ideas
How computer games help children learn. James Paul Gee
Everything bad is good for you. Steven Johnson
Next level, get the kids to write their own games.
lunar lander, give a feel, superficial
Program a lunar lander, much better... (logo TNG, Scratch, Pico, MicroWorlds LCSI)
She made the point that the best games are the ones that you can discuss during and afterwards. Even better is getting the kids to make the games themselves. Lunar Lander gives a very superficial 'feeling' for acceleration and momentum but writing the game will give a great understanding.
I would like to get the students to write a game like the laser blaster game from Friday. This would draw together lots of the transformations work we have been doing. Making a game is the best part of modeling and is what gets me excited about maths. The way it can be used to model and explore the real world. This may be a way to introduce this to my students.
Notes follow...
Genyes.org/freeresources
97% teenagers play games (PEW research). Games are old, schools are new. Games are a natural way to learn. Are they useful in school?
Games are great but people like a few genera, not all.
Edutainment
Content, right answers school friendly assessment. Clear subject areas. Economics - small market.
Ask, what are the students doing when they are playing? Are they memorising? working things out? does it fit your idea of how they learn (Mathblaster, encourages quick answers, is this good?) Tabula Digita, DimensionM disguised, not really a game. Aimed at "200 math skills".
Check Alfie Kohn - the more you teach algorythms & exact steps they fall behind grasping the concepts.
Good game - Logical journey of the zoombinis
Serious games Seriousgames.org
Games built to teach something. They take time, good to build into a larger unit.
EG Ayiti: The cost of life.
These games (Arden) sometimes fail to be fun. No time, people or money resources sufficient to get them good (vs $60m for Halo). Games can't be perfectly accurate. Need to modify your assessment to cope, think about what you want to teach. (Check River city)
Alternate Reality (Augmented R)
IKEA AR catalogue
Build virtual things, place in virtual worlds and share.
COTS
Motivating, good quality. Not designed for school, not necessarily accurate.
Teacher: Adapt, reflect, guide.
CIV:
1/4 said too hard
1/4 loved it, great for history.
Played in different ways, gained different understanding
Games do not appeal to everyone, no game appeals to all.
James Gee - What videoo games can teach us about learning
What goes wrong
mars academy of research and science
Looks good, boring and doesn't teach science. Teaches flashcards!!!
Spore, Great game, doesn't teach evolution. Can't always make it fun.
James Paul Gee
Sceptic hat
Play it, is it real???
Adapt. Build a scaffold around it.
Some is a complete crock
Warning flags
Kids love this
Content, Deliver mini-games, standards
So much fun that kid's won't know they're learning
Educational software
Good things
Gameplay you can plan and discuss.
Programable
supporting big ideas
How computer games help children learn. James Paul Gee
Everything bad is good for you. Steven Johnson
Next level, get the kids to write their own games.
lunar lander, give a feel, superficial
Program a lunar lander, much better... (logo TNG, Scratch, Pico, MicroWorlds LCSI)
Keynote
The first Keynote speaker was very American and tried to raise alarmist flag about jobs being offshored or replaced by machines. He made some good points that even in NZ manufacturing jobs are being replaced by machine or shifted to cheaper labor sources. Routine cognitive jobs ie: taking reservations, helpdesk, travel agent etc are increasingly being replaced by computer. Those that still exist are liable to be moved offshore as well.
The sort of jobs that are left are either services that must be local or are abstract such as design or artistic. The real growth (he was really into growth at all costs, damn the sustainability) is coming from the abstract creative side.
The way we need to educate for this will require a huge shift. Incremental change is not up to it.
We need a revolutionary shift. I don't know how true this is. We will have to work within the existing structures. Schools will still be around for a while yet and I can't see them disappearing anytime soon. There may be small revolutions in individual classrooms, maybe even schools but there will need to be a sea change at the top. The way we assess is hostile to collaboration. It is a bit better at assessing the higher level thinking but has a long way to go. Until the assessment is assessing what needs to be taught any revolutionary change will not be acknowledged.
Notes Follow...
Started with a moment of silence for Chch. Then a clip from uLearn. Speaker Carol Moffatt, Educational architect.
Background on ICT in NZ education. Beginning in the 90's. Learning before boxes. Human infrastructure is much more important than technical inf. He tangata, he tangata, he tangata.
Scott McLeod. http://scottmcleod.net/
Everything is moving to the internet. Face to face is becoming marginalised. 1/8 US marriages start on the net, online dating etc. New big shift is now everyone can produce, not just consume, information. Mix up, mash up, push out. " If you think of the internet as a place to look stuff up you are missing the best part".
Clayton C - disruptive innovation. Game changers. Killing sectors of society. Painful shifts.
Location dependent vs independent. A lot of manual jobs are really independent. Shift manufacturing to undeveloped countries. Loss of skills. Loss of routine cognitive work, call centers, data entry, support, medical interpretation. Replaced by AI. factories replace manual labour, computers/internet replaces routine cognitive work.
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