EXAM – ED2203 Q2.d)

Ensuring that learning occurs at Bloom’s higher level

• Create – they are creating a blog or wiki or flickr etc. this all needs knowledge from the other taxonomies. Creating pages means a person has to put thought in what they are doing. The student has the choice of the many programs available. To differentiate the exceptional students from the average students the teacher can judge on the basis of their final creation.

These tow links are Web 2.0 programs available for all usesrs. This softwear enables users to be as creative as possible.

• Evaluate – because there are so many programs available the teacher need to supply the options they have. An evaluative student will look at what will suit their work, see which program is better and finally which is the safe program.

There is a major difference between iGoogle and the every day Google account. A good evaluative student will be able to see that iGoogle may suit their needs of Web 2.0 and is safe due to the personalised nature of the program.

• Analysing – looking at the necessity of work and applying them

Look at VodPod vrs YouTube

Vodpod is personalised and hold relevant information as well as fun things fom YouTube

• Applying – just using information and adding it to the final work i.e: their web page.

This page is an example of first time users of  wiki’s. they have applied their knowledge to the program they are learning to use

• Understanding – getting the basic concepts and completing the assigned task

Do they understand their work? They should know how to define what is a wiki?

• Remembering – about knowledge and the intake the students chose to absorb.

It is nothing too exceptional if the student can recite URL’s. 

Bloom’s Taxonomy

EXAM – ED2203 Q2.c)

 Classroom management methods

• Good time management – this is held by the teacher and the student
• A structured lesson plan to give direction to the students.
• key questions that have to be answered by the end of class
• Monitoring the screens of students
• One computer per student! Absolutely essential!
• Have a set of rules for the classroom
• Always remind them about copyright issues. (Look at UNDA’s referencing guidlines)  
• Give freedom but not overboard that no work is to be done.
• Monitoring is absolutely essential.
• Allow the students to use programs they are comfortable with
• Allow the student’s input information to the class.

Do not allow them to slack off …. hint hint the picture….

EXAM – 2203 Q.2 b)

The encouragement of collaboration amongst students

• Get them to choose the groups they are able to work with. Together they can chose the subject they want and work on to achieve a common goal.
• Allow them to work together and keep mentioning on their tasks together
• Overtime they should learn to trust each other.
• The teacher should encourage the collaborative culture. This is done through creating a group on facebook, adding each other to your del.icio.us web site, g-mail account and all these other programs.
• Because every one is scared about losing money because of ideas the teacher should mention that money factor is useless. A good example is  Tim Burners Lee – who created the World Wide Web and chose not to make money off it because he thought it’s unethical
• If they are still untrusting, the teacher should mention that the students have to copyright and source all their work – i.e: the task of find 3 articles and evaluate them. Students should copy each other’s links t save time … schemes of collaboration. Classroom activities such as these will be the best thing.
• A blog I wrote on 12 -10 -2007: I mentioned there were people I must thank because they helped me to do this page. This was mainly due to our lecturer who stated that collaborative learning will encourage us to learn. This is correct and now we ALL ask for help and learn faster.

EXAM 2203 – Q2.a)

 The way in which the teacher conveys new information

This website is a small synopsis of the Theorist Lev Vygostky on Social Development Theory. This theory has been a personal favourite of mine because the theory is about socially learning. In the world of Web 2.0 people can do their research, receive information, and collaborate this with other people. The notion of connectivism is and constructive learning is the best option for the classroom. It is a bonus because the students are then able to take their collaborative learning were ever they go. From Home to School or even over seas. Collaborative social leaning is apparent and happening.

A ways a teacher can convey the new information is looking at the students styles of learning. Howard Gardener mentions 7. In the world of Web 2.0 a teacher can use programs such as YouTube, VodPod, Flickr, Bolgs, Wiki’s, iGoogle to attract their attention then be able to teach them how a student will be able to use these widgets and programs to their class work. They would be able to teach each other and reach their Zone of Proximal learning because of the inclusive nature and the MANY means of finding information

They main idea is they are learning new ICT skills and research mainly on computers.

Lesson structure:

• 3 min settle time for the students to log on and be prepared
• 5-10 min of the lesson on what they have to learn in class. In this process the Web 2.0 are introduced the class. They are taught what it can do, as a motivation tool. It must be relevant.
• They are assigned a task and the rest of the time they are to work on it
• To reach the Zone of Proximal learning they should direct their questions to each other or try and figure it out themself.
• They should use the teacher as a last resort
• The teacher must monitor the class
• In they end the teacher should cheek
• what they did for the lesson some the work they completed in the lesson.

Giving the students hint on what is Web 2.0. look at YouTube, iGoogle, blog pages, Wiki’s, what are Wiggets and telling us to collaborate them all in a personal page.\

The way in which the teacher conveys new information

Collaborative learning is when we were given our group assignments and had to work together. Create is the highest form of thinking and blogging using web 2. Built the student’s skills. The teacher can use the principle of ‘Fun’ from Glasser to show them the easiness and enjoyment of these programs. Then use Bloom’s highest taxonomy of ‘Create’ where they can figure out and create means of using these programs.

The teacher will show them the features of how to use the programs. Then ask them to be individuals and see HOW they want their information to be displayed. They will have to analyses this and evaluate the best programs.

To make life easier the students to use only ONE program. It may cut off the line of individualism, but it doubles the work for the class to listen to the same thing twice. If the students are fussing they must use a particular program then allow them, monitoring they are still on track and not going to fall behind because of their stubbornness.

The teacher does not always have to do go the talking. They can use the Web 2.0 technology to teach the class. This will be perfect for the slow learners because they can constantly refer to the information later.

I.E: learning about RSS feed. Click here and learn something new. The future classroom may look at this as a means to teach. There is also a TeacherTube for this reason

EXAM 2203 – Q.1 a&b

(20064136)

ED 2203

Question 1

Marking Blog: http://www.berniebou.wordpress.com/

 Discuss 5 key issues that you had to struggle to get this project to work?

1. Time – we struggled to make time to see each other person to person. As a contingency we used the previous tutorial meetings to think and collaborate with each other. There we planed to meet deadlines of what work needs to be done. It was not until the last week were it all came together; yet we kept lengthening the deadlines. The Wiki was last updated the day before it was due and it still is incomplete.
2.  Place – It only occurred to us that not everyone in the group was in the same tutorial. So we only had two tutorials were we had a physical place to met. As a contingency we shared each other’s e-mail address. We met mostly online throughout the study week. The worst part was two of the three members were not talking to each other. So I had to liaise with them both. It was hard because they were acting stubborn and refusing to meet and discuss. 
3. Communication between 3 people – as I was the one person who was liaising between them, I found that they refused to speak to each other. They had all the technology to be able to i.e: phone, internet, e-mail, facebook. One member would rather tell me how mad they are about the other member, while that other member would rather tell me how clueless they felt. So between trying to get my own work done and delegating what each person should do we waisted time that they could have been able to take care of themselves.
4. Assignment topic- it was easy to choose the subject of Religious Education because collectively it is our major. It took bargaining and looking past stubbornness to figure out what topic we specifically wanted to create the assignment on. As a result we chose ‘Prayer’ because it was the easier topic and it resonated with our other subjects.
5. Information – Matching what each person was to do for their section of work was harder.  It was a struggle to see what information we wanted to put in. Organising who was going to take care of the information that is presented to on the wiki – i don’t think we edited out wok

www.mibechirs.pbwiki.com

Evaluate the worth of collaborative nature of this project in light of motivation that comes from within the person.

Dreikurs’ principles of Democratic Discipline

His theory states there are four reasons why a student will misbehaves

(1) Attention seeking,

(2) Power seeking,

(3) Revenge seeking and

(4) Avoiding failure

Our group’s main cause of misbehaviour surrounded the notion of Avoidance of failure. We had a common goal which was to creat a wiki and make sure it was handed in before the exam.

We can state that our group used Democratic Principles because of the nature of how our group worked together. Though they may not have spoken to each other as much we were firm and stuck to our responsibilities of completing the delegated tasks. Though after the task was complete we did not edit it to be exceptional . as a motivation we had to use Dreikurs’ theory of motivation. That is, we encouraged each other to go back and fix our work. The theory could only work so much. This is because in the end I felt like I was nurturing everyone too much and not being able to preform to the best of my ability. I should not have taken on the leadership role because they assumed it was me.

The democratic choice theory is ‘workable’ in the sense that has they not had the choices to do as they please there would have been a greater power struggle in the group and as the assumed leader I would have had to take care of useless arguments.\

So Dreikurs’ theory did work to a certain extent.

As the liaison, I made sure that we were all on speaking terms with each other.

The democratic process seemed to have work because in the end the assignment was complete due to common goal of the fear of failure. They learnt to respect their responsibilities due to the collaborative nature of the assignment and the consequences if they did not do it.

The Prevention idea is extremely useful. Having to be flexible meant that everyone had a say and it kept the motivation high.