Tools For Re Engagement

TOOLS FOR (re) ENGAGEMENT

http://flickr.com/photos/7447470@N06/1345266896/

Access and General Education Faculty ForumDubboMay 8th, 2008

A GLOBAL AUDIENCE?

YouTube - http://www.youtube.com/watch?v=QjA5faZF1A8

Performance by a 13 yr old Korean boy May 6th, 2008: 42,531,468 views; 180,657

comments That’s more than the populations of

Australia 20.1 mIsrael 5.7mDenmark 5.3mFinland 5.1mNew Zealand 3.6mIreland 3.6m, etc

ARE YOU ENGAGED RIGHT NOW?

The Primary Tool of Engagement is:

YOU

The Primary Tool of Engagement is:

YOU

LOOK AFTER THE AFFECTIVE DOMAIN

Digital Natives (Marc Prensky)

http://www.flickr.com/photos/30864080@N00/347520047

Digital Natives are:

Communicating (Instant Messaging, SMS) Sharing and collaborating (blogs, wikis, MySpace,

Facebook) Buying and selling (eBay) Exchanging (peer to peer technology; phone to phone file

transfer) Meeting (3D worlds) Reporting and documenting (camera phones) Evaluating (comments on blogs, photo and video sites) Searching (Google)

They are CONTENT PRODUCERS and CONTENT RANKERS

Many have an online presence. And…they don’t use email!

DIGITAL IMMIGRANTS

ISSUE:

are teaching

DIGITAL NATIVES

Not all Digital Natives are Generation Y

http://flickr.com/photos/stephanridgway/1460848008/

Some Stories (1) eLearning for Youth (2005)

Some Stories (1) eLearning for Youth (2005)

Moral: get students out of the classroom and engaged in real world tasks

Some Stories (2) David Jonassen - Constructivism

Some Stories (2) David Jonassen - Constructivism

Moral: get students working on real problems;They can and will collaborate on tasks that arerelevant to them.

Some Stories (3) US street kids and art.

Some Stories (3) US street kids and art.

Moral: have faith in students to do something of value

Some Stories (4) LeFevre High School Student:

“For years I was asked to do stuff I wasn’t interested in and wasn’t good at.”

Some Stories (4) LeFevre High School Student.

“For years I was asked to do stuff I wasn’t interested in and wasn’t good at.”

Moral: get students working on stuff they are interested in

Some Stories (5) Low level ESL students and Current

Affairs.

Some Stories (5) Low level ESL students and Current

Affairs.Moral: assume ALL students have something to say about the bigger issues (politics, society, morality, etc)

Some stories (6)

Moral: banning access to technology is not a viable option. Tom Wood (15) “The only Internet filter that needs to be installed is between the ears of the user.”

Banning Internet sites/using Internet filters

Audacity

Why Media?

Adrian Miles (RMIT):

“ make our institution…more porous to the students’ private technologies – their mobile phones, their laptops and their cameras.”

Innate human desire/need to create Ubiquity and ease of participatory media

enables creation of art, film, documents, course content, assessments, etc

Media Creation Tools

Audacity ccMixter (collaborative music making online) PhotoStory MovieMaker - example Animoto - example The mobile phone:

Photos and/or movies to FlickR Movies to moblog.co.uk

Voice Thread FlickR Tools (bighugelabs.com) HERE

Mosaic Business cards Billboards, etc

Blogs, Wikis, Podcast sites (Podomatic, Odeo) Blogs/webpages annotated with media – Apture (apture.com);

example

Publicise Student Work

Post to blog, podcast, or wiki sites, and Ask your networks to view and comment:

“Thank you so much for being such supportive, all of you! I hope to continue my learning process and get ready to speak and write in English. I was really surprised to see all the people who wrote about our wiki. It's so cool because it was from all different places of the world... I think that's so great! :)” (Maria, Venezuela)

Virtual Classrooms

Games (Ken Gooding) Invited Speakers; ‘chatting with

heroes’ (AFL Footballers, Philip Nietzsche for Mature Age students , Tom Dawkins [Vibewire] – may engage Gen Y)

Social Justice

Vibewire - Australia Kiva (international)

http://kiva.org/

Course Content

Toolboxes Audio Surveys!

Click pic above forAudio from Glenda McPherson

Survey Tools Eg ZoomerangSurvey Monkey

More at http://users.chariot.net.au/~michaelc/mfo/zoom/results.htm

Course Content

Toolboxes Audio Surveys! Second Life

Click pic above forAudio from Glenda McPherson

Second Life

See Second Life in Education

A Lesson with

Show an image Brainstorm possible tags Distinguish between literal and figurative See what other images have the same tag Have students find or create images on

assigned tag(s) Review images and use as starting point for

discussion (critical thinking) and or creative writing

Have students comment on each others’ images

F.U.N (frivolous unanticipated nonsense!) Jigsaw (http://www.jigzone.com/) Chat with Alice the Robot Other bots at http://www.sitepal.com/,

http://oddcast.com/home/, Codebaby (http://www.codebaby.com/solutions/elearning.html) (not free) Google Fights (eg. ‘what will you do’ v ‘what are you

going to do’; people) Scrabulous Drawing software (isketch.com) Timelines (eg http://www.dipity.com/; example)

SCRABULOUS

Engagement for what?

Image courtesy of Marg O’Connell @The Web: inspiring great online teaching

How hard do you push?

How hard do you push?

“We have to teach

them to take responsibility.”

(Jackie Pedley)

Goal Setting

Present

GoalWhat are the steps to get from HERE, to HERE?

When all is done and dusted…..

Resume/portfolio to document what has been learned

The excellent eteacher:

has an online presence/website (eg course homepage on LMS, or own website, blog, etc)

Knows how to use technology for delivery and assessment and therefore has a blog, a wiki, or podcast site

Includes media in delivery and production of teaching materials and student assessment

Models and teaches digital literacy Creates and provides digital resources Teaches search, validation, and verification skills Employs and models RSS as a means of aggregating

and distributing content

The excellent eteacher:

Teaches about, and employs collaborative approaches

Acknowledges the nature and influence of horizontal learning (multitasking)

Knows when to encourage vertical learning

Switches between sage and guide as appropriate

The excellent eteacher:

Knows when to call in the wisdom of the experts to balance the wisdom of the crowd

Acknowledges the value of informal learning

Accepts that engaging learners is necessary (and that probably means using technology)

The excellent eteacher:

Acknowledges that students may assess the value of a resource via their networks rather than accept the word of the expert (teacher/lecturer)

Uses social bookmarking for collective mining and sharing of resources

Is a good (and frequent) online communicator Knows how to effectively combine synchronous and

asynchronous modes of delivery Is able to teach in a virtual classroom/web conferencing

environment (eg Centra, Elluminate, etc) Must be e-connected and draw on the resources of their

networks to remain current (and demonstrate to students)

Engaged Learners are

Supported Respected Empowered Valued Liked Challenged

Perform activities that are: Task-oriented Challenging Student-centred Authentic FUN And it all starts with YOU

(the teacher)

(Photo courtesy of Ron Oliver)

The teacher of engaged students does not need to be proficient with technology, but should know what available technologies are capable of, and give students the choice of using these technologies for tasks and assignments.

A final word:

http://flickr.com/photos/teachandlearn/250059730/

thank youmichaelc@chariot.net.au