Evaluation of collaborative working with Gurdeep and Shirley on Blended learning e-resource

Working with Shirley and Gurdeep was fun and efficient. We were able to in one 1.5 hour session decide the topic and produce the content of our presentation to a reasonable (if not totally polished) standard.

The input from Tony was extrememly helpful and he pointed us to a useful website to convert media files to alternative formats.

Half way through working together Shirley came the the realisation that we were in effect demonstrating constructive learning by the way we were working together. Both Shirley and Gurdeep were really open to filming our progress, which changed the nature of what we finally produced totally and was really helpful.

Working in this group was easy and fun and everyone was able to input ideas and have their suggestions implemented. Due to assignment deadlines and time constraints it was important for us all that we completed the task within the session.

Usefully, I am now aware of how to upload and embed video into powerpoint and change video files to differeing formats using the media converter website.

It was handy to be able to use my existing hardware (logitec quick cam) as it's the first time i've played with recording video, finding the files and inputting it into other software, it's something i'll use in the future and it adds interest to otherwise fairly dry slides.

Evaluation of Stephen and Jesvirs E-learning resource

First impressions:
The slides are well laid out with brief easy to read text and the colour scheme is easy on the eye.
Nice introduction to what the presentation will cover. Setting blended learning as the context and then leading introducing the two theories of Associative and constructive.

By about slide 5 or 6 I was struggling to stay focussed on the text, a few images or a change of layout/style might have been helpful here, to reinforce what is very good content with a good reminder of the underpinning theorists.

Slide 6 the content introduces some useful fundamentals: analysis into component units, progressions through individualised pathways. It would have been helpful to have a little more depths to further explain these two points.

Gagnes five categories of learning were really helpful as I hadn't looked into these in much detail.

The instructional recipe is something that will be very valuable in the classroom and I will play around with it in a practical setting.

Slide 11. Really nice and easily understandable big picture overview of constructive approach.

Nice link giving the theorists views on blended learning.

On reading this it made me realise that the theory was too light in our presentation and we hadn't made enough of a link to blended learning.

Very helpful presentationto support my assignment, thanks Jesvir and Stephen

2nd April - Blended learning, more fabulous Web2 applications

Todays session has really opened up possibilities.
The functionality of Google has improved considerably since I first started using it a couple of years ago. In particular Forms on google groups will be very useful. An application that I can see immediately for this is post course feedback forms for learners that can be emailed to them to complete in their own time, saving valuable end of term lesson time. The way that google collates responses onto a spreadhseet will be particularly valuable to send to my curriculum manager as she would be able to see the feedback from a whole year collated into one easily readable page. I can see the potential of Google docs when working collaboratively. At the moment I don't have an extended team and therefore may not use this immediately outside of the PGCE but it is certainly a resource for the future.

19th march - creating a distance learning resource

On receiving the task this morning from Wendy, my first thought was what an interesting and multi faceted learning tool - no really! A way of embedding our IT skills in the creation of the new resource, a way of enhancing our assigments by incorporating research in a dynamic way and a way of adding value to our peers as well as receiving it in the sharing of the resources.

What on earth is Blooms two sigma problem? - curiosity has got me - off to hit the books! (or more approrpiatly for Wendy's session - wikepedia :o))

5th March learning reflections on blended learning session

One of the most valuable things from todays' session was the discovering of the Web 2.0 podcast facility via GCast.com. The programme is so easy to use and I can already see how I can incorporate podcasting into my sessions and as resources for use afterwards. It has motivated me to purchase an MP3 recorder so I can record my class sessions for later down load. This would be particularly useful for learners who miss class, but also as a tool for self evaluation and reflection.

I am also interested in creating a series of podcasts that take discrete areas of my subject specialism and expand on them. This would be a useful tool for differentiation in my class for those more able learners. I could effectively have a mini lecture with acompanying worksheet that could be used as extension tasks or homework for keen learners. This would be a valuable resource for my own business also.

Examples of learning theory in practice

Associative;
Children learning modes of behaviour such as tanturms, shouting, anger, crying, signs of affection to get attention. If they get attention in teh first instance they associate that behaviour with being effective and repeat it.
Learning oven is hot through action of touching oven door experiencing pain. Associating pain with that activity prevents repetition of activity.
Associative also incorporates repetition of an activity to develpo a skill - developing muscle memory and neural pathways.
guided instruction - socratic dialogue
Theorists - Gagne / Pavlov


Constructive (individual)
Learning to drive - responding to feedback from instructor and practice, the environment etc
Expanding their view of the world
Self assessment
practical kinaesthetic learning
Student led research - empowering students to expand on what they know without giving them the answer
Individual reflection and problem solving
Theorists - Piaget, Kolb


Constuctive (social) - working collaboratively. bringing individual standards up through being in zone of proximal development and being actively engaged.
Following up in class discussion individual research. Group brainstorm
Online discussion boards
Any computer supported learning that is collaborative.
Theorists - Vygotsky, Laurillard, Pask

Situative
Learning from a more experience person in the appropriate environment e.g Mentoring PGCE students. Observation is key.
Theorists - Lave & Wenger, Cole, Enstrom & Wertsch

26th Feb blended learning session - what makes learning effective?

Class brainstorm

Clear learning objectives for the lesson
Interaction and students being actively involved
Diversity of activities chunked appropriately
Good pace
Comfortable environment
New ideas of interest
Learning that is relevant to life
When the learner feels safe
When they are challenged at an appropriate level
When a state of curiosity is evoked
When the time of day is right
When learners are intrincically motivated
target sriven time bound activities
When there is appropriate reward (medals & missions)
When instuctions are clear
When dialogue is encouraged
Teachers energy and enthusiasm -state is infectious
Being aware of students capabilities
Encouraging leaps of insight and reflective thinking
Physical environment - lighting, heating, layout, hydration