Personal development of instructional design for my students:
As our students are equipped with devices whole new ways of learning open up to us. Over the last few years I have exposed my students to PLN construction through offering lunchtime introductions to Twitter and LinkedIn, as well as using these tools, Facebook, and access to learning materials in online spaces.
In our region Internet provision is patchy and until recently I have used this as an excuse not to develop too much online material. Aaron Sams in:
For a number of years, I have experimented in a somewhat ad hoc manner with flipping my classroom using a class wiki and exporting lessons from my interactive whiteboard software and adding links to other materials. In the last two years, as senior students in my History Revolutions class have had access to devices I have given them blogging as a means of accessing and reflecting on material.
In the last 12 months, in addition to student technology, there have been a number of improvements to Microsoft Office products that have sped up the process of adoption. The most impact has been achieved with the collaborative OneNote app, which, as a Microsoft school, allows me to seamlessly add my students to a class notebook. In image 1 below you can see the different sections, and part of the name of my first student, with the rest of the class along the top in alphabetical order. The notebook offers me a space to create their “textbook” type materials, (teacher notebook) and each one of them gets their own “exercise book” for working in (you can see Harry’s tab), and we all get access to a collaborative space where I can set up work for them to do together.
In the collaborative space you can see who has added or altered which contribution by the colour-coding, and the student’s initials which automatically appear.
Using Sharepoint I have been able to set up a Mosaic Live Tiles page (which still requires work) that is like a website but is only accessible within the school. This gives me the option of collecting any video clips I make and add to YouTube; any photographs that I have taken, and podcasts I create. This is a space that I am still conquering but which will allow seamless collection of data for student access.
The learning from INF532 has pushed me to develop a greater range of supporting materials to assist my students to master their material. Referring to the table below I can now see a holistic and valid reason for using as many combinations of the different types of learning models in order to assist all learners and learning styles.
This question did not give me any indication of what aspect of technology to target for my artefact.
This supported my personal observations and discussions with teachers and students.
This indicated that there was some understanding of what could be achieved by developing some social media components for teaching.
Of all the possibilities blogging seemed to be the most likely target social media to succeed in classrooms.
Teachers at my school are generally very disinterested in Twitter. Only two others that I am aware of have accounts.
This gave me confidence to proceed with my proposal for the artefact.
Like me, my colleagues use Facebook more for personal connection rather than professional. Interestingly our school has a very active Facebook following which the marketing review realised was well worth tapping into. Some teachers use closed Facebook groups through this medium, but many students are not comfortable sharing this space with their teachers.
The answers overall confirmed that Social Media was an appropriate focus for the artefact, and blogging was the best platform to emphasise.
The next phase was to consider the best platform to use for artefact creation – a time consuming and frustrating process! Products evaluated are presented here.