January 30

Week 13 – Thinking Skills in Relation to my E-Resource

During Mondays class 30/1/17

 

Thinking Skills in Relation to my E-Resource

Thinking Skills – Instructor Perspective

 Concept Formation
  •  what use the counting for in the real world?
 Principle Formation
  •  activities in relation to the objective?
 Comprehending
  •  understanding
 Problem Solving
 Decision Making
 Research
 Composing
  •  creating
 Oral Discource
  •  verbal communication between instructor and pupil?
  • Session 1- will involve verbal communication between the teacher and the class, as the counting story progresses with questions throughout
  • Session 2 –
  • Session 3-
  • Session 4-

 

Thinking Skills – Pupil Perspective

Link to the mindmap – https://www.mindmeister.com/837649484?new=1#

 

**************************************************

Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 23/01/17).

Mindmeister (2017) MindMeister. Available at: https://www.mindmeister.com/ (Accessed: 30/01/17).

Category: Planning, Reading Reflection, Theory | LEAVE A COMMENT
January 30

Week 13 – Thinking Skills Through E-Learning

PRE- Mondays class 30/01/17

How will these Thinking Skills be taken into account with my E-Resource?

1. What are the types of thinking skills involved in learning (not specific to e-learning)?

Creative Thinking, Critical Thinking and Metacognition

2. How do the thinking skills differ or not for e-learning?

These thinking skills do not differ for e-learning. They are very much similar but using different resources with a different objective. Although learning is electronic, individuals still follow the process of thinking creatively, then being critical with sources or through trial and error; while metacognition is in the background of the mind, processing and assessing as you go along.

3. After reading “Developing high-level cognitive skills in e-learning” How will you be applying this information to your project?

E-Learning ‘helps to develop autonomous and organized study skills’ (Otero et al, 2015). This being the case, through inductive learning in session 1- counting story and progression through guided learning in session 2- Scratch game; autonomy will be encouraged and supported towards the independent Kahoot task in session 3- Quiz, where learning will be tested. Then in session 4- further independence will be expected with a little guided assistance with uploading pictures to Padlet, to create a class counting collaboration.
Cognitive skills will be developed through each of these 4 sessions activities, which offers as much flexibility as the individual child would like, for example they can involve siblings and friends during these home activities. Reflective skills will be developed and progressed while performing activities that also use creative thinking, critical thinking and metacognition. Reflection skills will be required in all activities, to develop and scaffold on their prior learning from the counting story in session 1; however reflection will be required for each activity as learning will be scaffolded through each activity onto the next. problem solving skills will be developed mostly in sessions 1,2 & 4, due to the nature of the activities. As these activities will be scaffolding learning from the previous activity, sessions 1,2 & 4 require an increase of independent thinking, as there will be provided suggestions, for example in session 4, but a different thinking perspective will be required to come up with their preferred way of counting or a different way of counting. In sessions 2 & 3, these activities will be providing a different context to prior learning, for example the structure of the counting story will look different to the Scratch game in session 2 and the Kahoot quiz in session 3. Therefore, problem solving will be developed to associate prior learning from one context into another context.

 

*****************

Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 27/03/17).
Category: Reading Reflection, Research, Theory | LEAVE A COMMENT
January 26

Today in Reception Class

On Thursday’s I volunteer in a primary school, and today was my first day in this schools Reception Class.

 

To start the day, both class teachers incorporated the current class topic Counting into ‘Morning Movement;’ which incorporates active movement such as: steps, running, jumping, etc, outside in the playground.

Once the children were back inside the classroom and sat on the carpet in front of the interactive whiteboard, the teacher then announced to the class how many pupils were in class today and who (if any) were not in class.  The teacher then asked the class if we have 19 pupils in class but one isn’t here today, how many do we have in the classroom today?  19-1=?

The teacher then discussed the days of the week, including a days of the week song, and today’s date.  Thursday 26th January 2017.

Later on in the morning, while the pupils were getting ready (washing their hands) for lunchtime, the teacher would wait for all pupils to be lining up at the classroom door and would get everyone to count while she counts them in the line.

 

******

On another day in a year 3 class.

After all the pupils had washed their hands for lunchtime, the teacher would get the pupils to count a times-table (of her choice), for example the 5 times-table, 6 times-table, 7 times-table, etc.

The teacher supported the pupils with their counting and encouraged the pupils to use their fingers if they seemed unsure.

 

******

These school experiences were interesting to observe, as the class teacher was incorporating counting during a typical day in school, so the children could see how numbers can be used throughout the day.

Category: Research | LEAVE A COMMENT
January 23

Week 12 – Design Models

Mondays class 23/01/17

How do the following three design models relate to my E-Resource?

 

Gilly Salmon’s 5 Stage Theory

 Stage 1  Access & Motivation

  •  Welcoming and supportive introduction to the counting Activity.
 Stage 2  Online Socialisation

  • Parents/ teacher will familiarize themselves with the instructions given in Session Activity plan 2.
  • Parents/ teacher will familiarize themselves with the learning objective to the activity task and the required e-learning software.
 Stage 3  Information Exchange

  • Sharing the learning activity with parent/ siblings/ friends.
  • Using  ZPD to encourage and motivate others in this shared activity.
 Stage 4  Knowledge Construction
 Stage 5  Development

  • Activity Session 3 – parents to upload pictures to Padlet.
  • Activity Session 4 – pupils to complete the quiz on Kahoot.

 

ADDIE Model

 

 

 

AGILE Model

 

 

 

******************************************

Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 23/01/17).

Category: Planning, Reading Reflection, Research, Theory | LEAVE A COMMENT
January 16

Week 11 – Gagne’s Conditional of Learning. 16/01/17

16/01/17  Monday class session.

Instructional Design – Gagne’s Conditional of Learning

https://docs.google.com/forms/d/e/1FAIpQLSfWIDNBhOHNmDrGjglgtrS8xGnaOVhxrCEwCZ7OfhUvQXaVKQ/viewform?c=0&w=1

Short-range instructional design ‘ usually accomplished by a teacher in the development of a course outline’ (Gagne, 1974:153).

Extemporaneous design – particular province of teacher activity.  ‘Occurs when the teacher decides upon each new communication as a result of what has immediately gone before within the give and take of a classroom, seminar, or tutoring session’ (Gagne, 1974:153).

 

 

 

Questions to consider in regards to Gagne’s 9 learning events: (one question per event)

  1. How will you get and keep the learner’s attentions?
  2. How will you inform your learners of the lesson/activity objective(s).
  3. How will you remind learners of the applicable knowledge that they learned in the past or their previous experiences
  4. How will you teach the information or what type of learning activity or environment will your create to foster learning
  5. how will you provide guidance  to the learners (scaffolding/support)
  6. what type of homework, practice or learning activities will you provide to help them learn
  7. What will you do to let learners know how they are doing? how will you correct, affirm or encourage them?
  8. How you know that the learners have ‘learned’ the material or can do the desired tasks.
  9. What will you do the enhance the retention & transfer of the new skills, knowledge, and or attitudes

 

Category: Reading Reflection, Research, Theory | LEAVE A COMMENT
January 9

Presentation Feedback from 08/01/17…Further Reflections

Feedback provided by Miles Berry on 08/01/17 requested that I;

Write a blog post to discuss how I used Cognitive Load Theory when designing my E-Resource activities.

Further to my original blog post on Cognitive Load Theory here

Cognitive Load Theory (CLT)can be quite consuming to human attention.  Dependent on the depth of the learning topic, our human brains can find our processing speed and provided attention can vary.

Due to the difficulties that I originally had when reading about CLT, I found that the depth of the journal article was extremely difficult and hard for me to process, therefore, my attention and focus was increasingly reduced the more I re-read and tried to understand this CLT topic.

My e-resource activites sessions 1-4, have been created taking on board the multimedia principles and DfE (2014a, 2014b) curriculum theory.  All 4 e-resource activities provide aspects incorporating: visual, auditory, interaction, social and emotional skills, future involvement, possible future requirement for reuse.  All 4 activities can be adjusted for flexibility, individual requirement, learning needs, and learning ability.  For those activities where developing independence is strongly encouraged, there will always be a teacher, parent, peer, sibling, and even the Padlet blackboard from session 2 can provide help.

 

Therefore, taking CLT into account in relation to the e-resources, all activities offer an outcome that is specific, measurable, attainable, realistic and timely; which can be dependent on the class and individuals.  All 4 activities do not provide too much information that will make it too unattainable and unrealistic, therefore, only small amounts of information is provided at one time, so as to not overload the class pupils.   Therefore, the outcomes from these activities are consistently measurable and longer lasting, in relation to long-term memory and ability to securely develop and scaffold future knowledge, as the experiences and memories are more positive.

 

***************************************

Paas, F., Renkl, A., & Sweller, J. (2003) Cognitive Load Theory and Instructional Design: Recent Developments.  Available at: https://moodle.roehampton.ac.uk/pluginfile.php/370378/mod_resource/content/1/Cognitive_load_theory_and_instructional.pdf  (Accessed: 17/10/16).

The University of Sydney (2008) Lecturing for learning: Cognitive Load. Available at: https://www.youtube.com/watch?v=9ZcjWzXTHng (Accessed: 27/03/17).

Wolf, A. (2012) Introduction to Cognitive Load Theory. Available at: https://www.youtube.com/watch?v=9ZcjWzXTHng (Accessed: 27/03/17).

Category: Reading Reflection, Theory | LEAVE A COMMENT
January 3

First post of 2017…Tuesday 03/01/17

First post of 2017…

So it has been a while, since my last blog post.  We have had the Christmas break and New Year.  Unfortunately, on Boxing day I became unwell and have been forced to take a little break from blogging and other assignments.  I am on the mend but I am still not feeling 100% and I am extremely tired, however, I am back in the blog world and ready to continue with this e-learning activity.

 

Over the Christmas break, I have been thinking about e-learning and have been discussing my ideas with family members.  They have provided positive feedback so far, which has given me a little boost towards this project.

I think the first task that I will set myself in 2017, will be to look into the MS Powerpoint story.  I will do some research into other stories and other possible stories given through the medium of MS Powerpoint.

I will blog again shortly…

Category: Research, Uncategorized | LEAVE A COMMENT