Student centred creations and multimedia

multimedia

ˈmʌltɪmiːdɪə/

adjective

1. 1.

   (of art, education, etc.) using more than one medium of expression or communication.

noun

1. 1.

   the use of a variety of artistic or communicative media.

We use multimedia so much. Microblogging platforms use it, and so does the ACARA Curriculum, in the form of hypermedia (when hyperlinks are embedded into text). Many programs have been written to align with ACARA, like Scootle, and teachers click on links that lead to audio and visual clips or animations, even online games.

Interactive whiteboards use multimedia, as does the iPad, internet and mobile devices.

The major point that is of benefit for teachers her is that students engage when they are using multimedia technology for a range of purposes.The teacher does not have to be the writer, image drawer, mapper etc. The children can do this, and multimedia platforms make this easier.
Blackberry and Woods (2015) Show that ICTs play a huge role in a co-constructed learning environment. These are useful:
Internet, Skype, email, Twitter, Survey Monkey aid accessing knowledge
prezi, You Tube, VoiceThread, WordPress, Glogster, Padlet allow students to turn their learning into multimodal texts. 

Why do children respond to an integrative approach though multimedia?

Beaudry (2015) suggests because of the visual literacy element, and balance of pictures and text, using collaboration and creativity instead of being consumers of a teacher's way of presenting information. 
Beaudry also comments on the improvement in short term memory because children have been able to visually respond and create a customised framework with which to understand. 

Main point: "Can you get your students to learn subject content knowledge without lecturing them?" (Blackberry & Woods, 2015).




Beaudry, J. (2015). Visual literacy for all teachers and learners. In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 54-70). New York: Routledge. 

Blackberry, G., Woods, D. (2015). Teachers and pupils incorporated: Developing a co-constructed classroom.  In Younie, S., Leask, M., Burden, K. (Eds.), Teaching and Learning with ICT in the Primary School (pp. 130-141). New York: Routledge. 

Futures Thinking

Thinking back to earlier readings about the philosophical roots of Technology in education, I can liken futures thinking to critical theory. This is because critical theorists acknowledged that humanity will be able to create technology to shape a desired social outcome. That is exactly what we are doing in Education. We want children to be problem solves, philanthropists, free thinkers, critical consumers and more.

The future of technology is going in the direction of intelligent software, that allows a user to navigate with purpose. Technology is being embraced into the curriculum, purposefully, to navigate the new generations through an uncertain future.


What pedagogy will shape a futures approach?

This is important to reflect on, as I am just starting my career and already, I have seen major changes in curriculum and pedagogies.

If children need to value hindsight, then they will need to be reflective and have good communication skills to evaluate their learning.

If they are to have foresight, they need to be able to choose the best way to design, with the best and most appropriate technologies. They will be discerning and need up to date technology to use and experiment with.

If they are to be responsible in their learning, and have regard for others, they will need team work skills, familiar with role allocating and expectations. If they are to consider the weight of their decisions on the environment, then they need to be aware of the bigger picture, and have the knowledge about how to change.

Students will need to guided through the process of decision making, using tools like the matrix for this course.

Children will also need to partake in social based project learning for social sustainability.

All of this leads to explicit modelling of processes, then pulling away teacher responsibility, to student centred and student orientated responsibilities. Teacher becomes facilitator and guide; the connector.

My evaluation (without peer feedback)

Design specifications: ·         The design is secure and will not come apart ·         The design makes use of lightweight materials ·         The design uses purposeful insulation around the egg ·         The design utilises a container shape/design ·         The design has a minimum of four materials
A need’s analysis for the challenge:
What is the motivation/purpose for the design?	To solve a real life technology and design problem within a famous nursery rhyme.
Who will use the product/system being produced? What is their age, characteristics relevant to the design? How will you find out what their needs are?	The system being produced will only be used by this class and the students as a problem solving challenge.
Are there any stakeholders to consider?	No.
What is the need being met through the design?	The Year One students will challenge their design and thinking skills and they will learn the process and practice computational thinking as well as design thinking.
What alternatives are already available? Why is this design better?	Egg cartons are available. The invented designs will be better because they will be built with a drop from a height, in mind.
Are there any constraints to the degree of freedom that you have in creating the design?	Specific materials list, minimum number of inclusions.
What research will be needed to develop an understanding of how the design and manufacturing process will be enabled, what processes developed by others can be used?	·         Research insulating materials ·         Look at the properties of common materials ·         What do humans use to fall safely to the ground? ·         Look at particular design that failed and evaluate why, and justify the answer. The teacher will facilitate discussion and help with the processes of attaching and binding materials together as this is always an area of difficulty in the early years.
What manufacturing constraints will influence the design – cost, equipment, safety, time?	Only materials indicated by the teacher can be used because cost is a factor. There will be a need to re-use as much materials as possible. No hot glue guns or staplers as a safety precaution. We will only get a lesson to build a design, and another lesson to evaluate and re-design after a test.

Design Technologies – Evaluation of Marketed Product
Name of the producer	Tamara Taumafai
Brief description of product being evaluated	This product is a design that was created out of a problem-based scenario in a classroom: ‘How can we protect an egg from cracking if we drop it from a height? The product is built to safely house an egg when dropped. It consists of a container, string and parachute top.
How aesthetically pleasing is the product and why?	The product is not particularly pleasing to the eye. It is made from newspaper and the parachute element sits limply beside it.
What does the product do?	The product protects an egg when it is dropped from a height.
How does it work?	The insulative properties of the foam, helps keep the egg cushioned from impact, whilst the plastic bag parachute resists the air on its way down, aiding the severity of impact.
Is it well built?	No, the design base, or container is not well built. The string and parachute are secured, but there is a risk the string could come through the holes.
Does it use lightweight materials?	Yes, the plastic bag, string and foam is light.
Does the product insulate the egg?	The foam inside the container insulates the egg.
Who would use the artefact?	This artefact would be used in the classroom, to show how design thinking can come up with ways to overcome problems.
How socially responsible is it to produce the product?	All materials in the product are recycled materials. Yet, the product is not made for longevity, so these will have to be thrown away, limiting the integrity behind the use of recyclables.
What do you particularly like about the product?	I like the product’s use of science and air resistance to aid other design concepts.
What improvements can be made?	The base of the design should probably be paper mache to give it strength, or even a small plastic container, or styrofoam cup. Perhaps helium balloons could be used to create a gentle fall to the ground.

Digital containers

Using my blog and a wiki through this course has given the learning a hands on approach. I can't just talk about it, I have to do it!

I have been able to create a blog from the ground up (which was easy because of all the preset data) and write and edit a wiki. I can see how I can transfer these skills to my own classroom. I can see me creating my very own teacher blog to record and journal my professional growth and reflections against AITSL standards.

I can create a class blog to share with parents who may not be able to come into the school or classroom regularly because of other commitments. I would eventually like to have all my students with their own individual blog account like HICTU, where they could take responsibility for their own written learning goals, formative feedback on their progress in assessments etc. They can audio record comments, type or upload video where relevant. I think it's just wonderful. Like any technology, there can be cons. There would need to be a set number of computers/laptops/tablets in the room to allow for students to use, and allocated times. It would need to be approved by admin, and parents to align with the school's ICT policy and privacy regulations.

On prac currently, there is a teacher, also HOC at the middle primary campus that also acts as the IT specialist in the school. It is a small school, but he is the teacher to go to. With the support of teachers like these, there is always someone to bounce ideas off.

Digital Pedagogy: Web 2.0 and classrooms

Communication is at the heart of Web 2.0 tools (Peace, 2015).

When I read the chapter by Peace, and when I read anything in this subject, I am reading with three heads! This means, I am reading as a learner of technology and design, as a teacher, and as a student. I take on the student’s perspective to aid my learning and become an empathetic teacher. If more teachers reflected on how students positioned what happened in a classroom, I can imagine that there would be many changes.In so far as digital pedagogy goes, Peace describes all Web 2.0 tools as having communication at the heart of it; using technology in a human way. This is wonderful, because the same should be said of classrooms. All classrooms should be using technology to aid collaboration, discussion, sharing perspectives (locally, nationally and internationally). Everything I read has the same content…that technology engages and motivates children. I think we have reached appoint where technology has become akin to cultural assimilation. As I write this, my 9 year old daughter is on the iPad next to me, immersed in it. I have four children and I know that these statements are true.

I like Peace’s 3 E’s of Web 2.0:

Enjoyable/exciting

Energises learning

Emancipatory

I found the third one very in depth, and relevant to pre-service teachers. It discusses how we have a responsibility to use technology for the betterment of our learners, but to also create a new attitude about technology when we do so. In this way, we emancipate ourselves as teachers.The chapter touches on technology making a link between home/school in that students can be engaged in spontaneous learning with technology; in the same way they would, at home. But I see another way too; students completing research, homework and practise of work through online game play (study ladder, reading eggs etc) all monitored by the teacher, in a different location. On previous prac experiences, I have known all students to have their own learning tablets, televisions, and more. I have also experienced schools in remote and poverty stricken communities where a household may have one computer shared between many families. In these situations, school was the only time the children were explicitly exposed to learning through technology. With that in mind, our responsibilities are even more pronounced.

I have found so many ways to use Web 2.0 tools in my future classroom.

·         Class blog
·         Group wiki’s for assessment
·         Padlet for use in whole class discussions
·         HICTU for all students to formatively report on their learning and progress (video, audio and microblogging with text)

I am considering how I would use HICTU on prac, to record learner feedback, rather than sheets per student. 

The collaborative process in studying externally

This process of peer review and discussion has been quite a trial. I was unable to access the group wiki for some time, in the beginning, as a member went into hospital. I did all that I could to access it, but I had to wait until I was invited by that specific member or get a join code from them.

I have not found the wiki space to be very helpful in modifying my own ideas, because the comments to me have not been critical enough, in my opinion. I cannot work with 'good' although, I do appreciate it. At this point, I have had only one comment on my work, which I could not use to better my plan or design. I cannot respond to feedback in any other way than what I am doing now.

I did at one point, send some documents via email to a wiki group member whilst I was awaiting being able to access the wiki. This, unfortunately, did not assist much.

So the ideal of this process is enlightening and focused, but in my reality, it has not been as it should be. There has been a personal situation where I also lost access to the internet all together. All of these things combined, form my experience.

These were challenges, and my lesson was to make it work for me. I have enjoyed visiting other peoples blog pages to see how they have reflected and communicated their tasks. So in a way, I have made attempts to alleviate the lack of collaboration on my wiki page. I also tended to favour my blog a little, doing things on here that should have gone over to the wiki.

Through the completion of my own design I have learned that the design cycle is a non linear process, and that you can begin, ideally by investigating, but can repeat the create and evaluate process many times over. I have noticed, after documenting in visually, that my main focus in on the evaluation, making sure that students think critically about their work, how to improve it, and why. Justification is a big part of the thinking process.

I have realised too, that students must be given explicit teaching in materials and their properties. This knowledge benefits them, so that they can give deeper justification for their choices in their own designs. I think children will use materials his based on aesthetics, as well as suitability. My design leads itself naturally to researching materials that are light weight and ones that have insulating properties. Different design contexts will require different research emphasis, and this is something that I have realised.

Students need to be let in on the criteria from the beginning. This is part of a shift in visible learning that we are seeing in education, as well as clarifying their own plans.

I have learned that 'fancy' software does not necessarily win over drawing or other ways of planning a design! I spent too long trying to use software tools to establish my design and communicate it. This was ineffective. With younger children, planning with real materials, then bringing them back to a drawn design, is the way to go. I would model this process explicitly to show what I am looking for. Labelling will be an important information literacy element.

It was interesting to consider the life cycles of material and how this affects the environment and our choices. This being communicated to children is very important.

Questions to guide my teaching and assessment

• Has the student covered the design criteria?

Make that explicit

• Has the student been able to visualise their design and use an appropriate communication method to show process?

Model how the design cycle will work and how I want them to document working. Use ICT in documenting designs and process, as well as on paper.

• Is the design purposeful, functional?

Explicitly teach what makes a design functional and purposeful in this context.

Lightweight, balanced, able to fall from a height, not fall apart, insulated.

• Are the materials suitable?

Lightweight? Solid, not flimsy. Well put together.

• Has the student been able to use tools and processes and manufacturing methods?
• Has the student been able to trial/test their working design?
• Has the student made relevant modifications based on the trial?
• Has the student engaged in discussion and communication about their trial, and resolved ideas and justified decisions?
• Has the student sought feedback, and made regular progress in their production plan?
• Can the student evaluate the final design product?
• Can the student come up with detailed recommendations on the end product?

My decision-making matrix for design choices

By using the weighted decision making matrix, I was able to see, conclusively, which design was better fitted to the criteria. It was a very good tool for objective decision making. I would use something like this in class and go through it step by step. It would not be set out like this though, it could use balloons and numbers, instead of rows. 

AND THE WINNER IS DESIGN 2!

How do children learn about technology?

Learning in the digital age means that children are coming to school as being enculturated into a world where so much is done with and through technologies.

When my youngest son was only 13 months old, he would go up to the TV and try and enlarge the image as you would do on an iPad. Schooling is changing. Teacher's do 'teaching' reporting, assessment, tracking, timetabling, and so much more, with technology! Schools have Facebook and twitter accounts, and parent-teacher communication can be done online. So this gives implications to how we should be teaching in our classrooms.

So how do learners use technology, how do they learn it? They learn by doing, and being given opportunities to do so. I think children will always be engaged by technology, so there is a definite en internal motivation to try technology out with a process of trial and error. Their learning can be enhanced by teachers who are knowledgeable with technologies, and who can show them how to utilise them at a deeper level, and for specific tasks. Teaching of technology must include knowledge, skills and experiences. Explicit teaching is needed for some elements, then creativity can take over. As a teacher, there must be a level of intentional teaching; explicit teaching of skills.

 A useful study into the pedagogical effectiveness in Early Learning (Moyles et al 2002 cited in Benson, 2012) identifies a number of effective teaching and learning practices for the early years in relation to design, which can be used with technology, including: - ensuring time is available for children to fully explore concepts and ideas and complete tasks to their own satisfaction; - enabling children to make choices, take measured risks, talk and think for themselves and have some responsibility for articulating and evaluating their own learning - making full use of collaborative and co-operative ways of learning - making full use of a range of open-ended, active, hands-on, multi-sensory learning experiences.

I created a Twitter account and my comment to this discussion was:
#EDCU12039 Children learn about technology best when they are able to experience it multimodally; openly and intergrated to other contexts.

Daniella had a similar view, and expressed that opportunity and experience was most important. Her response showed that collaboration was so important when using technology. Isolation breeds no new learning for children!
I could not find any other Twitter comments using the hash-tag.
I really need to collaborate more with this subject. I am probably doing things on my blog that I should be doing on the Wiki. The two sources of communication are a little confusing for me at times, I don't like repeating, but I'd actually prefer to use the blog for everything and have my group log on and make comments. I do understand, however, that the wiki is an -in-time and immediate way to edit another's work.



Benson, C., (2012). Griffith University: Explorations of best practice in Technology, Design & Engineering Education. Griffith Institute for Educational Research. Retrieved from http://www.griffith.edu.au/__data/assets/pdf_file/0004/514768/2012-TERC-Volume-1-of-2.pdf

Creating a decison-making matrix!

So the first thing I needed to do was be clear on the criteria for success. This would greatly enhance my ability to guide marking decisions for the summative assessment piece. What criteria was I going to use?
From earlier planning I had said that:

• ·         The design must be a container that holds the egg
• ·         The design must be original and use a minimum of 4 types of materials
• ·         The egg must not be cracked or broken when dropped
• The design is secure and will not come apart

After more reading and looking the the resources available in Week three, I think I have to change/add to this to include some specifications about material use, quality of design and justifications of design and modifications after conferencing about a prototype. I think perhaps, that the design specifications might stay the same, but I have added much more detail in the assessment criteria and thus, the teaching sequence.

            Students must prepare working communication of design

            Students will create 2 designs and use a decision making matrix to find the most effective design solution

            Students will teacher conference and have small group conferences about chosen design and student will justify               their design choices

            Students will form a production plan with specific attention to materials and their uses, tools and equipment
                         
            Students will be able to test/trial a design and document understanding and judgements about any modifications               that need to be made

            Students will be assessed on the skills in application of materials and the process of visualising a                                           design, prototyping, testing, conferencing, explaining, modifying and justifying a design.

            Students will evaluate their final product and experiment results. 

Week Three: Concept diagrams, decision making matrix, modelling higher order thinking in the design process

In  fleshing out how I was going to communicate my designs, I first went to use technology (software) to present an engaging and professional look. I looked and looked for software that would be suitable for children in a Year 1 class. I stumbled upon TINKERCAD and thought that I had found the perfect solution for a classroom experience. I was sadly let down as I realised just how difficult it was to bring to life a design. I actually sat there for over half an hour, tinkering, but frustrated with how it was not bringing my design to life. The 3D view was great and very good for different perspectives, but the shapes available were not very broad and it wasn't easy to create alternative shapes. It was hard to visualise the design when in the process stage as it is only shown in black. So I decided that the old pencil and paper was best. I considered design pedagogy and how children learn, and could see that them drawing, modelling with clay, plasticine or even play dough. I thought about the students actually using the materials, hands on, and coming up with their designs in a very real way. Taking photographs of the designs and discussions would be a good formative assessment opportunity.

So here are my four designs:

As a teacher, I realised just how important planning was, and interconnected it could be. I began to imagine how a teacher could purposely plan to teach 3D drawing techniques, shapes, drawing from different perspectives etc so that students had some prior knowledge and transferable knowledge to use. I would involve any parents who had professional skills in this arena.