CathEdNet myclasses Trial Module 5 – e-Learning, Learning Quests,

1. CathEdNet myclasses Trial Module 5 – e-Learning, Learning Quests, myclasses collaboration tools for learning

2. “I touch the future. I teach.” Christa McAuliffe (first teacher in space) CathEdNet - myclasses Trial

3. The Educational Context for myclasses e-Learning – WWW what is it , where has it come from, why is it necessary for going forward myclasses software in the e-Learning paradigm virtual learning environments augment traditional pedagogy for learning in 21st century myclasses potential for frameworks for effective learning (students)elements of professional principles, practice, knowledge and engagement (teachers) myclasses collaboration tools for learningbenefits of online communities in meeting education goals Aim of session CathEdNet - myclasses Trial

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5. Where Do We Come From? 1998 Online Education Communities Education Web Portals EdNA one stop to relevant education resources Education Mailing lists Oz teachers Information Technology as a discrete subject Business software translated for Education – product assessment Teacher directed curriculum School Library plans Online texts and lesson plans Low bandwidth Access for all learners is limitedIT becomes ICT as core learning in school curriculums Technology skills + knowledge = learning CathEdNet - myclasses Trial

6. Where Are We? 2003 ICT is integrated in all aspects of personal, social, economic and cultural lives Life long learning policies Participation and Equity Bridging the digital divide Teacher as learner and facilitator Integrating learning technologies across the curriculum Learning anywhere, anytime The Internet is an important tool for learning – e-Learning Broadband solutions for Education Enriched web media, multimedia, broadcast, narrow cast, video conferencing, edutainment CathEdNet - myclasses Trial

7. Where Are We? 2003 ICT across the curriculum and embedded in school processes e-Learning Technologies policies and planning Multimedia applications allow for interaction and diversity in approaches to learning Collaboration tools allow synchronous and asynchronous communications Scheduling and tracking, personal profiling – dynamic databases Online education communities include education portals, school intranets, LMS, VLEs providing online Curriculum Resource Centres Effective learners are information literate, and know how to learn. Effective learners are digitally literate knowing how to use physical and electronic resources. CathEdNet - myclasses Trial

8. Everyone is a learner in the knowledge society Learning to learn and in time access to information Skills + knowledge + thinking = learning outcomes IT > ICT > ELEARNING > CathEdNet - myclasses Trial

9. Where Are We Going ? 2006 SOCCI – Schools Online Curriculum Content Initiative Commonwealth government initiative with contributions by state, territory governments and New Zealand work through MCEETYA Ministerial Council on Education, Employment, Training and Youth Affairs. (Learning Federation) Digital curriculum resources for all Australian students. ICT will deliver learning outcomes and opportunities for all Australian students. Research shows that high quality digital curriculum resources increase student engagement and motivation and help teachers to teach better – two key ingredients for improving learning outcomes. Trinitas Report 2000 CathEdNet - myclasses Trial

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11. e-Learning paradigm e-Learning is an effective classroom tool CathEdNet - myclasses Trial

12. Domains Professional Knowledge Teachers know their students Teachers know their subject/content Teachers know how students learn and how to teach their subject/content effectively Professional Practice Teachers plan and assess for effective learning Teachers create and maintain safe and challenging learning environments Teacher use a range of teaching strategies and resources to engage student in effective learning Professional Engagement Teachers reflect on, evaluate and improve their professional knowledge and practice Teachers are active members of their profession http://www.austcolled.com.au/projects/teacherstandqualprof/ACEStandards.html Australian College of Education http://www.aamt.edu.au/standards/index.html Maths Association http://www.stella.org.au – English Association http://www.vit.vic.edu.au/pdfs/science.pdf - Science Association Teacher Standards and Professionalism CathEdNet - myclasses Trial

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14. Teacher Notes • Notes - Outlines the purpose of the learning activity and possible relationship to curriculum outlines • Learning Outcomes- knowledge, skills, understanding • Education Authority Initiative- broad short term and/or long term initiative focus for all schools • Learning Styles– traditional and constructivist modes of learning identified • Assessment Styles – one or more assessment modes related to learning outcome. CathEdNet - myclasses Trial

15. Constructivist Learning Environments Student-centered learning Multisensory stimulation Multipath progression Multimedia Collaborative work Information Exchange   Open ended & socratic questioning Exploratory & authentic, Thinking Curriculumis the integration of content and process Typifies real world situations Content reflects real world experiences Traditional vs. Thinking Curriculum Student masters knowledge Students use knowledge after graduation Students acquire content as they plan, evaluate, solve problems, make decisions, critique arguments and compose essays projects, problem solving and inquiries  with a real-world context A range of perspectives sought on issues Creative Thinking Critical thinking  Higher Order Thinking Proactive/planned action Classroom workgroups and hubs CathEdNet - myclasses Trial

16. Engaged Learning brings together information technology and telecommunications with constructivist teaching and learning strategies including: Inquiry and Problem Based Learning, and Project Based Learning.   Learning styles are simply different approaches or ways of learning. Visual Learners: learn through seeingAuditory Learners: learn through listeningTactile/Kinesthetic: learn through moving, doing and touching http://www.surfaquarium.com/intelligences.htm Learning Styles CathEdNet - myclasses Trial

17. e-Learning theory Benjamin Bloom and Howard Gardner theories developed by Benjamin Bloom and Howard Gardner have a direct application to teaching and learning strategies for e-Learning. Benjamin Bloom – Bloom’s Taxonomy Howard Gardner - Multiple Intelligences De Bono – Six Thinking Hats structured thinking CathEdNet - myclasses Trial

18. e-Learning theory Gardners Multiple Intelligences Visual/Spatial http://www.myinternet.com.au/edu/outback/interviews.html#morgan Musical/Rhythmic Verbal/Linguistic http://www.internal.schools.net.au/edu/musicark_mockup/html/# http://www.myinternet.com.au/edu/mFL/documents.htm Bodily/Kinesthetic http://www.wfu.edu/~mccoy/NCTM99/weather.html http://www.myinternet.com.au/edu/myfuture/myfutureinfoquest.html Interpersonal Intrapersonal http://www.myinternet.com.au/edu/bullying/activities.html CathEdNet - myclasses Trial

19. In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives". Bloom identified six levels of cognitive complexity to make sure that instruction stimulates and develops students' higher-order thinking skills. e-Learning theory Bloom’s Taxonomy Knowledge : Rote memory skills (facts, terms, procedures, classification systems)  Comprehension : The ability to translate, paraphase, interpret or extrapolate material Application : The capacity to transfer knowledge from one setting to another  Analysis : The ability to discover and differentiate the component parts of a larger whole Synthesis : The ability to weave component parts into a coherent whole Evaluation : The ability to judge the value or use of information using a set of standards CathEdNet - myclasses Trial

20. Six Thinking Hats The 6 thinking hats allows for structured thinking Red Hat: Feelings - What are my feelings about this? (emotions, hunches and intuition) Yellow Hat: Strengths - What are the good points? (positive thinking) Black Hat: Weaknesses - What is wrong with this? (negative aspects) Green Hat: New ideas - What is possible? (creativity, new ideas, opportunities) White Hat:Information - What are the facts? (objective, neutral, facts, figures) Blue Hat:Thinking about thinking - What thinking is needed? (organising the thinking) e-Learning theory De Bono CathEdNet - myclasses Trial

21. Web based Educators Tom March work in creating and teaching WebQuests ~ Ozline.comhttp://www.ozline.com/learning/index.htm Bernie Dodge The WebQuest Page for a huge selection of WebQuest links and materials http://webquest.sdsu.edu/ Kathy Shrockhttp://kathyschrock.net/http://school.discovery.com/schrockguide/ Australian Webquestshttp://www.occ.act.edu.au/home/itpd/webquests/matrix.htm Dr Sheila Gersh http://www.schoollink.org/twin CathEdNet - myclasses Trial

22. Students find them fun, motivational, engaging, challenging, different, exciting and relevant. Online curriculum projects provide authentic structured curriculum activities for students, using the Internet (particularly web and email technologies). Online curriculum projects typically involve online research, web publishing and communication beyond the classroom. Many involve collaborative work undertaken with students and teachers of different regions, nations, backgrounds and cultures Many online curriculum projects involve students in collaborative work with other people outside their own class or school. Some provide a website for students to submit work for others to view. http://www.eddept.wa.edu.au/cmis/eval/curriculum/onlineacts/curricprojects/proj1.htm Collaborative Projects CathEdNet - myclasses Trial

23. Online learning -Assessment - Grade - Descriptive - Student Evaluation - Peer Evaluation - Criteria Based - Outcome Based - Rubric Rubric Rubrics are an excellent means by which teachers can objectively evaluate web and ICT based projects. Allows assessment to be more objective and consistent Shows the student how their work will be evaluated and what is expected Promotes student awareness of about the criteria to used in assessing peer performance Provides useful feedback regarding the effectiveness of the instruction http://www.odyssey.on.ca/%7Eelaine.coxon/rubrics.htm http://school.discovery.com/schrockguide/assess.html http://www.myinternet.com.au/edu/indigenous/rubric.html Reflection and Assessment • Reflection • Students prepare a document describing their learning experience over a period of time • http://www.schoollink.org/twin/Reflection%20Letterfrom%20DanielleS.htm CathEdNet - myclasses Trial

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25. e-Learning Folios • online learning - eLFs • Templates for presentation of online learning • task • elementary • weblinks • infoquests • concept quests • knowledge quests • webquests An e-Learning Folio (or eLF) is a means of managing (collecting, organising and presenting) activities, lessons and resources that support varied approaches to teaching as well as the designated learning outcomes of a class project or unit of work. eLFs can be task oriented, scheduled, made available to selected groups, shared with other teachers and may require students to submit components of their work on or offline. CathEdNet - myclasses Trial

26. Create an eLF - Content Title and Template (determined by information added at previous stages) Outline  Online Resources Reflection Student Presentation Format Required   Submission Type Teacher Notes CathEdNet - myclasses Trial

27. Create an eLF - Template • myclasses Template Styles CathEdNet - myclasses Trial

28. Create an eLF- Teacher Notes • myclasses Notes Learning Outcomes Education Authority Initiative Learning Styles Assessment Styles CathEdNet - myclasses Trial

29. Overview of eLF • myclasses CathEdNet - myclasses Trial

30. myclasses presentation format • myclasses eLF Reflection, Student Presentation, Format Required, Submission Type Web pages house the multimedia content for presentation of learning: Oral interpretation Audio files Computer demonstrations Drama performances Videos Instructional designSimulations Bulletin Boards Learning log Interviews Speeches Storytelling Retellings Recitations Drama Videos Reviews Critiques DiscussionsDebates Writing Drawing Photos Animations Diagrams Graphs Tables, Charts Posters3D modelsImage galleries CathEdNet - myclasses Trial

31. myclasses collaboration tools • myclasses Class tools • Class Journal • Class Calendar • Class Text and Image area • Class image • Class Notice Board • Class Email • mydesktop tools • Discussion Room • Forum • Email List Subscriber • Simple text • Notice Board • Vote For • Text and image area • Frequently Asked Questions + CathEdNet - myclasses Trial

32. Web Links Hot Lists Hot Links These online activities are teacher provided topics which require students to develop their understanding from a series of online resources. Relevant URLs are documented Evaluation and Reflection http://www.myinternet.com.au/edu/learningquests/weblink_templ.htm Teachers choose to create Weblinks when... 1. They are new to the web 2. They are in a hurry 3. They want to save student surf/search time 4. They want to add web resources to curriculum they already have 5. They want students to do a smaller component of a larger project CathEdNet - myclasses Trial

33. Hot Lists http://www.coh.uq.edu.au/coh/projects/education/filamentality/listbullyingth.html#cat3 CathEdNet - myclasses Trial

34. Hot Lists http://www.palmdps.act.edu.au/curriculum_links/hotlists.htm CathEdNet - myclasses Trial

35. Web Hunt These online activities are also called Scavenger Hunts or Knowledge Hunts. Students pursue a series of clues to reach an better understanding of the topic. Useful learning activity to develop skills at navigating the web, search techniques, problem solving. CathEdNet - myclasses Trial

36. Web Hunts http://www.schools.net.au/edu/holiday/ CathEdNet - myclasses Trial

37. Adventure Quests http://www.eduweb.com/pintura/ CathEdNet - myclasses Trial

38. Web Hunts http://www.kidshealthandfitness.org.au/lq/index.html CathEdNet - myclasses Trial

39. Web Hunts http://exhibits.pacsci.org/nutrition/sleuth/sleuth.html CathEdNet - myclasses Trial

40. Infoquests Infoquests are teacher directed topics which requires students to develop their understanding from a list of web resources. • Teachers choose to create a Infoquest when... • They want students to feel connected to the topic • They want to motivate students to explore the topic further CathEdNet - myclasses Trial

41. Infoquests http://www.myinternet.com.au/edu/anzac/ CathEdNet - myclasses Trial

42. Knowledge Quests Students are provided with a series of weblinks and complete quests to indicate their comprehension. Students create resources such as webpages in a creative way with the information that they have gathered. http://www.myinternet.com.au/edu/learningquests/knowledge_templ.htm Teachers choose to create a Knowledge Quest when... 1. Students need to acquire a specific body of knowledge 2. Critical thinking is either not a goal is covered using other activities 3. Web-based resources are more current or reliable than traditional resources CathEdNet - myclasses Trial

43. Knowledge Quests http://www.sarasquest.org/ CathEdNet - myclasses Trial

44. Think Quests Think Quests are designed for students to create web based learning materials to teach others. Students engage in offline and online activities to explore a concept. Students respond through critical thinking and analysis providing evaluative and personal responses to the topic. 1.Creative thinking is more important than a uniform response 2. The subject matter benefits from being viewed through new perspectives 3. You want students to engage their emotions and minds in the topic 4. Reflective writing is a course objective CathEdNet - myclasses Trial

45. Think Quests http://www.fahan.tas.edu.au/macquarie_island/index.htm CathEdNet - myclasses Trial

46. Think Quests http://library.thinkquest.org/C001319/home.html?tqskip1=1&tqtime=0518 CathEdNet - myclasses Trial

47. Concept Quests Students are required to utilise higher order thinking skills and presentation of outcomes, demonstrating critical thinking evidenced by research of a variety of information sources, multimedia and first hand information such as interviews • Teachers choose to create a Concept Quest when... • A simple definition is too abstract • Examples of the concept are available on the Web • At least a few critical attributes of the concept are easily perceived you want to engage students in higher level thinking http://www.internal.schools.net.au/edu/webquests/dontcallme/dontcall.htm CathEdNet - myclasses Trial

48. Webquests Webquests, first developed by Tom March and Bernie Dodge utilise an inquiry based framework to challenge student to investigate concepts through co-operative learning approaches, activities which engage, challenge and ask students to contribute in creating a web resource Teachers choose to create a webquest when... 1. They want students to tackle big, complex questions 2. Students could benefit from cooperative learning 3. The subject warrants a deeper understanding 4. Students would benefit from a more real world learning experience CathEdNet - myclasses Trial

49. Webquests There is a huge proliferation of webquests on the Internet Trinity College, Western Australia http://library.trinity.wa.edu.au/teaching/webquests.htm CathEdNet - myclasses Trial

50. Webquests http://www.users.bigpond.com/brade27/underwater.htm http://www.connect.to/hippohelper CathEdNet - myclasses Trial