EMBEDDED TASK THREE - PREZI

WOW! Isn't Prezi FUN!

Prezi is fun because there are SO MANY  things that you can do! I have made and embedded a little presentation at the beginning of my blog, listing a few of the traits of this program. What better way to demonstrate what something can do, than to use it..it's simple, but you get the gist. I personally found Prezi difficult to use, until I realised I was other thinking it, then I learnt how really EASY and EFFECTIVE it is as a teaching tool.

At the guts of it, Prezi is a great free tool, but with free usage comes limited access. This includes your privacy settings. Unfortunately when using the free version, you can't limit who can find your file through a search engine. Prezi do however offer a discounted membership for teachers and students, which if your school had funding could open up a whole of potential for this program.

These privacy settings obviously play into our legal, safe and ethical considerations of ICT in the classroom. It is important that students are using creative commons material with permission, that they don't have any personal information within the documents and that anything that isn't creative common is used within copyright perimeters and with recognition.

Students can use an already created theme to create an presentation that is interactive, easy to follow and even easier to navigate (simple use of the arrow keys on the keyboard). Prezi is easy to access and has apps that are available in both the Apple Store and Google Play, this means it is accessible to students across all of their devices. Prezi can be multi author which means students can use this for collaborative projects as well as individual work. Pictures/VideosAudio can all me implemented into these presentations to make them even more engaging. Students can then embed these presentations into their blogs/wikis for collaboration and comment from other students or easy access to assessment for the teacher. Prezi have an easy embedding link that they just modify to contain the direct link to their own presentation.

While there are many features of Prezi, these are the ones that I found most useful and user friendly. You can also download your presentation as a PDF for offline access. This would be beneficial if I was using this as a teaching tool and wanted to print and hand out the presentation for students to take additional notes on.

I would use Prezi in my drama classroom! I think this is the perfect tool to breakdown a play and analyse scenes/sections. To break this down using the SAMR model, continue reading:

Activity: STORY BOARD for DRAMA PLAY

Substitution: Instead of drawing it out on paper, create a story board using Prezi. Giving each scene it's own 'topic' access area. 

Augmentation: Instead of 'dot points' create an individually labelled slide that provides a clear journey and timeline for the play. Using Prezi these can be clicked between when you need to contrast scenes.

Modification: Link in any stimuli that student think represent that scenes theme/mood/characters etc. These could be YouTube videos, pictures, script excepts. Anything that helps the student categories information for this play.

Redefinition: Embed this Prezi into blog for student reflection. See what other students think of your acquired stimuli for each scene, what have you found that they haven't and vice-versa. Share resources. 

Embedded Task 2 - VIDEO

Photo Source: Pixabay

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The tool I have decided to explore further in this topic is 'video'. I have chosen this for that main reason that it has the potential to bring together both images and audio in the one product, but I'll get to that shortly.

At face value, video is a great tool because it will link in what you want to tell students with a visual behind it too, covering multiple bases of learning. This is useful particularly when trying to accomodate to a wide range of personality and learning types in the classroom.

For dance and drama particularly, video is an invaluable tool in the classroom. Students can use this tool to create their assessments which means they can reflect on what they have done as well. In a subject like english for example, when a student submits an assessment it's in hard copy, so a student can reflect on where they have gone wrong and need to improve - for dance and drama assessment can be performed so it is in the moment and the students can't look back..but using video as a tool, they can still do the performance element as well as building on their other skills. 

Students could also source videos as stimuli for their own work, to get inspiration and ideas. There are many invaluable resources for students - what better way to get an idea of style for dance or drama then to actually watch it and immerse in it.

Video is also a very accessible tool for students. Most students would have an iPhone or similar that allows them to record a high enough quality footage that can easily be uploaded to their laptops. Once on their laptops, a program like iMovie is very user friendly.

Photo Source: Program Screenshot

When they open iMovie, the can select from a preset theme. This is great for a student who isn't confident with this tool and is just learning the ropes, the really tricky stuff is done for them - however if they're more advanced or creative, they can definitely create their own theme.

Photo Source: Program Screenshot

Once they have chosen their theme, students can import their media easily using drag and drop. From here, students can link together still and video files to create one project. This program also gives students the ability to introduce audio to their work. Students can easily create audio using Voice Recorder on their iPhones or iPads that will import directly to iMovie from their iTunes library. I love how all of these things link. Students can also search for creative-common music and sound effects to upload into their movies to add to the final quality of the product. 

I have used an example in my Reflection 4.2 on Audio & Podcasts. In this I used the SAMR model to demonstrate students creating a radio play and then using iMovie as a tool to add in sound effects etc. I have linked this in for your further reading. I really enjoy how these tools all link in together and that even though we pick to explore one in detail, we really end up learning about them all! iMovie also has a 'record voiceover' feature which means that students can record straight into their project if they wish and it suits their need. This would be great as a narration tool.

The next great thing about iMovie or most video maker tools is that you can upload straight to a private YouTube channel which then allows for easy sharing for the students. Group collaboration if they embed in their blog, or simply emailing the private link for assessment submission which takes us beyond the days of a file being too big for a USB/DVD etc. Easy! I played around (it's very basic) with iMovie to experiment uploading to YouTube and embedding in my Reflection 4.3. I went in with little knowledge and found it very easy to navigate my way around which would be great for students as they're learning. 

I think that we were overloaded with information in topic four, however I know that it's so we can see that no technology stands completely alone. These tools become even stronger when used together and can be a great asset for supporting pedagogy in the classroom.

I'd love to know your thoughts or ideas?

Ella

Reflection 4.3 - Video (Killed the radio star)

'REFLECTION ON VIDEOS'

I think topic four has been a tad overwhelming in terms of how much information has been passed onto us. There are SO MANY resources available - programs, websites, online programs, devices...the list goes on!

I'll keep my reflection on videos short and sweet, because I have implemented how I would use videos to an extent in some previous posts. I think, for dance and drama - videos are an awesome self-assessment tool. What better way to actually judge and perceive what you do, than to watch it back and learn how to critically analyse (not just criticise) ourselves and our work to achieve a greater standard. I think it's important so students don't just start rambling on about their faults, they have to be able to justify their critiques. 

Example:

"I don't like the part in my drama piece where I turn my back on my scene partner - I feel it makes me disengage and I have to work harder to connect to the person I'm doing the scene with" - The student has to recognise a problem, cause and a solution. The don't realise this stuff by thinking about it in the moment.

As a creative tool for both drama and dance, how awesome to start making their own little films (for drama) or maybe choreograph a 'film clip' for dance - then use media and editing tools to piece it together. Most students would have access to an iPad so iMovie is a really user friendly program, if not Moviemaker on winders or an online editor could be used as an alternative. Having this as an electronic tool would mean students could share this material - maybe they could collaborate with a local band and create a film clip for an original song. This could be a great community initiative - or work in with the music students of the school and work across curriculums. For a bit of fun, I played around in iMovie (because if I can do it, anyone can do it) and put together a few little pictures AND videos from our trip to Italy last year. What a fun process that students could defiantly benefit from - putting together both types of media. This would be a great way to present their final projects - then they upload straight to a private youtube link and can embedded into their blogs! Amazing.


(If you care to watch what I created - it's below. Nothing fancy, I just wanted to try creating, finding creative commons music, uploading to YouTube then embedding).

Music credit: http://www.bensound.com/ - Music gained with permission, provided it is acknowledged. 

Reflection 4.2 - Audio & Podcasts

What an awesome tool for a young drama class! As I sit here, Ex TC Debbie is still leaving her mark and many people are without power in Mackay and surrounds. This would be a great hands on task for students to create a radio play. 

First students would find versions of radio plays. Youtube videos/podcasts/recording etc - anything that is available to them. What dramatic elements are the most important when we can't use things like body language and physical expressions. How can we use these elements ourselves?

It would be great if students could then adapt their own choice of story into a short script. This could be ANYTHING. Ipads all have PDF annotate apps now with are amazing for this sort of work. Having a hard copy of the script is great, but a digital copy makes for easy sharing with classmates and collaboration (SUBSTITUTION)

Students could then find videos of 'melodrama' and take from these actors what is important in their vocals etc - to make notes for their own characters. Being 'overdramatic' in these times and exaggerating is really important so that the emotion will carry across through their voices (AUGMENTATION).

Students could then record their play using their iPad or device. This would mean they could listen back to it, instead of trusting their own ear in the moment. This will allow them to make their own critiques as to needing more/less in their piece (MODIFICATION).

Students could then add other dramatic elements to their piece using a tool like iMovie - Sound effects, music, effects on their voices, playing around with all the tools. This would then be uploaded as a YouTube video and embedded into their blogs to share with other students. The final product would be more involved than anything they could produce in class by just reading it because of all the extra things they could add in (REDEFINITION).

Not to mention there are some awesome educational podcasts that we could listen to in class on our own personal devices and then report back to everyone. Students respond well to a learner driven activity - maybe they could find something of interest and then teach the class about it. I love the idea of giving students ownership of their work. Exciting times with the use of technology.

I'd love to hear your thoughts - I've kept this post short and sweet with a pending blackout during these trying weather times! I hope all fellow CQ residents are safe and dry!

Ella. 

Reflection 4.1 - Images

Photo obtained from pexels.com 

#ShakeItLikeAPolaroidPicture (Outcast, 2003)

I think there is great value in having a visual stimulus for the classroom. My teaching areas are drama and dance. I ALWAYS tend to sway towards drama - but I think that this in particular is relevant to dance.

There are so many domains to find (creative common approved) images on the web. I really enjoyed this first section of topic four, although overwhelming because I feel like there are so many resources, I think it's definitely something that could be explored further.

True to the age old adage 'a picture speaks a thousand words' (not referenced because no one can agree on who said this first) when working through history and cultures, they can be a great discussion starter to spark an interest. If I was using this in my classroom to support my learning area,  I would use it during a 'contemporary' topic.

Instead of students just reading about history - I would show a photo stimulus (SUBSTITUTION)

Credit: http://world4.eu/wp-content/uploads/2013/10/italian_national_costume-002.jpg

Have students discuss and research further all of their questions. Maybe within discussion someone in the class has family history and can share on their experience in terms of emotion/history. Once students have researched their own question, have them explain to the class with a quick 'one minute topic'.

Have students now find examples of this traditional dance on the internet - YouTube clips, photos (that they're allowed to use), music/audio - any documentaries or newspaper articles. Link and embedded these into their personal blogs to share with our class. Quite often choreographers are more than happy to help, linking through their blogs it would be great for students to build their networks and ask a professional choreographer what key elements they would use in a national dance. (AUGMENTATION)

I would like to use my an infographic here for MODIFICATION. I think this would be an awesome visual way for students to present the information they have gathered. Having Italy on the brain - they would start with a map and break into sections, then add in extra facts/anything they think is important.

Now using everything they have learnt - sparked from our initial stimulus, I would like students to choreograph their own one minute piece to music they have found that best suits the stimulus image. (REDEFINITION)

I love this concept because it is so learner driven, and then end result could differ depending on their personal interpretation - provided there is justification, this is amazing and will result in a wide range of styles for an end product. 

Credit: https://commons.wikimedia.org

In regards to a learner generated image, I think it would be really great for them, following the above model to have to stage a photo that they think is an accurate reflection of their piece. They could pretend they were going to promote their piece and have to 'show it in a snapshot'.

We could have so much fun with this in the classroom - who knew dance could be more than just pointed toes and Grand Jetes!

Embedded Task One - Digital Spaces - What's what?

This embedded task requires us to explore in greater detail one of our web spaces we have set up over the last three weeks. I will be exploring the use of blogs further. I have chosen blogs because I think there is such great potential to cover so many things using them - I will discuss below. I have tried to use examples from my own blog as these are my personal learning experiences about this tool;

Photo Source: Personal Blog Screenshot

In terms of construction, blogs are reverse chronological, meaning that the most recent post is at the top and then follows down in date order. Further to this, they can be set up so that there is a sidebar allowing you to quickly search through the blog archive by month or year. I have mentioned in a previous reflection that I think that this tool becomes a great revision tool, especially when students have had to use their blogs for topic summaries and activities. All posts are dated as well which means that marking for deadlines is easier because you definitely know when it was submitted.


The posts themselves are ordered:
- Title
- Post content
- Comment section

Photo Source: Personal Blog Screenshot

This comment section is a great way for students to have input on each others work. In a classroom setting you could request that a student provides constructive feedback on a blog space and then students have to take those changes into account. As I say this, I think to myself "but what if the student doesn't agree with the suggestions" ... well this would be a good time for a healthy debate and justification of why the particular choice was made. This in itself could be a great learning tool. The comment section also allows teacher's to give feedback in a quick way that can be applied without having to wait for a submission date etc. Comments can be turned on and off as the activity requires at the discretion of the student and teacher. The down side to blogs is that they are single author, however I think with commenting enabled, it still gives the students chance to have input and collaborate with each other while being solely responsible for their own works.

It's also beneficial that students can save their work to publish at a later date if they wish. This means they don't have to post their work immediately and can work on it and build it over a couple of days/weeks depending on what the topic requires. This saving as a 'draft' is really handy.

Within the posts...

Within the blog posts themselves the possibilities are endless for what students can submit. Pictures, audio, video media, google docs, hyperlinks, screenshots the list goes on, I even learnt how to embed an interactive mind map. This gives them a wide platform of which they can a) reference their media and sources but b) instead of just telling us about a really great Ted Talk (or any video), they can show us! As we learned when having to embed a google doc in our own blogs, this is a great way for students to share graphs/charts/spreadsheets/templates etc.

Making it your own...

Blogs can be personalised. This is a great way for students (including us) to get creative and make the domain really feel like our own. There are set themes are layouts that you can chose from, or if your skill set permits, you can design your own. You can even customise your colour scheme (I picked red because it's my favourite colour).

Privacy...

One of the great features I found with using my Blogger Blog was that you can limit the audience. This is great in terms of cyber safety for students. You can choose your setting that only permits certain users to be able to access your blog. This would mean that when blogs were set up in class, you have a class list of user names which will determine who can and can't access student work. This is a great tool, because the internet can be a scary place!

It is important while student's blogs are their own, they shouldn't have their actual name as their display name. Personal details shouldn't ever be published to protect student privacy.

Obviously even in a restricted domain, you need to have talent and media release forms from your students to say that parents/guardians give permission for photos or videos of students to be shared, even for educational purposes.

The pedagogy...

As discussed in our first week, it doesn't matter how fancy the technology is, it still has to be what best serves the pedagogy and the learning outcomes for the students. Reading Skill for the 21st Century: teaching higher order thinking higher order thinking is not just the process of retention but the process of transfer. In other words, it's one thing for a student to be able to tell you what something it, but to be able to use it effectively and in a correct manner is more important - this is were we come to higher order thinking and high level pedagogy. Instead of just reading texts, students can engage with them, read other peoples thoughts and connect directly to people with first hand experience in their topic. The internet and positive use of it, is making the world a smaller place which makes it easier to build connections and networks.

You will find in my reflection 2.2 I have discussed the SAMR Model and how I could implement this to one of my drama classes. There are a world of possibilities to use ICTs in the classroom to further learning and understanding, the SAMR Model (Substitution, augmentation, modification, redefinition) is a great tool to follow to implement these successfully. 

One of the greatest aspects of having a blog is that it can connect you to thousands of other bloggers around the world. Blogs that link directly to your topic. For example, while reading about the SAMR Model I came across a great educational blog, that although the information is informal (like most blogs) to gives good reference for further reading and it a good resource. If I was a student, I would save it into my blog, so other people could access it too. I have linked it for you here.

To see a working model of how these tricks can be implemented, please flick through my previous reflections to find video resources, google docs, pictures, links etc. The possibilities really are endless.

Reflection 3.2 - Wikis for learning!

I think I should first of all begin by linking you to my Wiki Space! It's basic - I've played around with it a little bit, so it's messy - but it's an organised mess! Find it HERE!

As I began thinking today about how great these technological tools would be in a classroom, the internet at the library cut out, so I had to find a plan B! I 'hotspotted' my personal device and I kept blogging! Perfect...almost...this wouldn't work in a school setting though, I couldn't have 25 students all logging onto my personal internet...lesson learnt? NEVER rely on technology and always have a plan B, C, D - Z!

Some immediate differences I noticed about a WikiSpace were that it can have multiple authors. This is great for group collaborations and work..I don't like however that it only saves one author's work at a time - this would limit how students worked on these documents outside of school. I think that for a possibility of marking though, a WikiSpace would be a great tool, because I would have access and be able to add in ideas, corrections etc that the students can work with in real time. Long gone are days of waiting for assessment results to come back in.

I like how you can link key words to a new page and then keep elaborating on the new idea! It's like a real life interactive flow chart that keeps information very clear and accessible for students.

My second teaching area is dance and like every other subject in the Australian Curriculum it is very involved! Like most creative subjects - engagement in the younger years is vital. Often these students are coming through because of rotations and not necessarily because they want to be the next winner of So You Think You Can Dance. I think using a WikiSpace could be a great way to engage students in the subject even if the practical side of it doesn't come naturally or easily.


Reading through the description of dance for year seven and eight - I was trying to find one of the elements that I could cover using a WikiSpace and I found one that I thought was perfect!
'draw on dances from a range of cultures, times and locations as they experience dance' if you're interested about reading further into what the dance curriculum covers, I've linked it in for you (or you can focus on your own curriculum, I'm not offended).

To explore this concept, I could set up teams through my WikiSpace! Team 1, Team 2, Team 3 and add students in accordingly. I could then from here, assign each group an area of the world to research in their groups. Instead of just pulling out the butchers paper and having them draw me a mind map with brief descriptions, they could build this online and link actual examples in i.e. youtube clips of traditional dances for those areas. They could set it up how they liked, using new pages for seperate countries or any extra information they want to delve into. The best thing about this is working in groups, we would cover more content in a shorter amount of time and working online means we build a library of resources to refer to. Once we came back together as a class, each group could present it as a discussion and teach the rest of the class about what they had learnt. This could even be done as a practical demonstration if the students were confident with that. This would be a great way to even get the 'non dancers' involved in the lesson!

I still have a lot to learn about WikiSpaces! Imagine what I could plan when I completely understand them!

I'd love to hear your ideas or experiences with WikiSpaces!

Ella.