Sunday, August 16, 2009

Reflective Synopsis

Hi Bloggers,

Wow! I must admit this has been a very different journey. Before commencing this course, I thought of myself as digitally literate although of course with room for improvement. However, once the course had begun I was quite amazed at how wrong I was. Firstly, I didn't realise there were so many different technologies out there and there capabilities. Most of the learning tasks we had to complete about the particular technologies were mostly all new to me, I had only heard or used a few of them previously. Therefore when we were informed on our first assessment piece it was extremely daunting anf very overwhelming. Only within the last few days I am beginning to feel relief overcome me which has no turned into satisfaction that I am completing my final blog, on these technology tools. As I would hopefully like to sit down and write a blog every now and then, possibly in perhaps a way of a digital journal, obviously not personal but, still using and interacting with the tool at the same time.

Over the duration of the last few weeks, I found a number of the learning tasks to be quite challenging but also time consuming. However, I learnt that is all just a part of the process. Since then I have acquired PLENTY of new information about a range of online program and technologies in which I will hope to use and incorporate into my own classroom in the near future.

After completing all the work I have also discovered many different uses for the technology tools. Although, there were definitely a few of the ICT tools that stood out more than the rest, possibly for ease of use or I may perhaps found more interesting and engaging. The ideas behind some of the technological tools were also brilliant and very intriguing. I won't go into details about any of them as my thoughts on each tool are included within my blog. I will however list a few of my favourites which included: voki avatars, image manipulation, digital Storytelling, powerpoint button quizzes and file storage.

As well as this I have learnt about the pedagogical frameworks around ICTs and the different styles in which children learn and the proven ways in which children learn best. This helps with the type of method you use to teach the children but also in what environment they learn best.

With all the positives of this learning adventure, there are always some form of negative happenings. As I have already mentioned I found some of the activities to be quite challenging, I found this especially with the WIKIPedia learning task. This is where we had to find educational resources for early childhood. I'm not sure what it was but I didn't manage to find anything, possibly I was typing in the right thing in the search bar, I'm not entirely sure. However, I found activities to be more so time consuming than challenging. Constructing a powerpoint or creating a quiz took up time, more so the quiz in thinking of what questions to write and what content was going to be within the quiz. Therefore my main aim was to learn how to use the technology rather than exactly what content it provided within the quiz, as this was a challenge in itself learning how to use each tool. I must admit the instructions provided on the moodle course website have been a massive help and were very detailed. Without these this assessment piece would have been even more challenging and taken a lot longer to complete, that and also it would be very difficult to learn how to use them to begin with.

As an early childhood educator, I would definitely use the voki avatars within my future classroom. I believe this is an excellent tool especially a great way to introduce a new lesson to younger students. It could also be a great tool for a complete learning journey, with the incorporation with the character into the unit of work. This way the students are engaged, the lessons include a form of digital ICT in which the way the world is going. They would find the character interesting and would be able to relate to it, with the teacher completing the work behind the character as in what it says etc.

What are your final thoughts?

Cheers,
Courtney.

Thursday, August 13, 2009

Flickr

Hi Bloggers,

I have already explored the wonderful website of Flickr during this university course which I wrote a blog about earlier. I absolutely loved the use of this program and for free of charge - it couldn't get any better.

Due to insufficient time and availability of resources such as computer access this activity can't be completed with my year one class group. However if so the students would set up and create their own personal accounts as instructed on moodle website. (Central Queensland University, 2009). Following through with the previous theme or unit used which is countries, students would have to find and locate famous landmarks pictured on Flickr and upload them to their account/blog. They would then have to explain why they chose this picture and why? Also an explanation on what the iconic landmark or place is and where it is situated. This sort of research could be completed through use of atlases or online search engines or any other possible resources.

I believe this would be a good activity as it would fit within the unit. Yet they are still learning the skills or searching for other pictures, setting up accounts, uploading pictures off a digital camera and providing explanations whilst also using technology sources that have been integrated within. However, at the same time would be extremely challenging for quite a few of the children, as this would be new to all of them, especially setting up their own account. Therefore, it would have to be very teacher guided and teacher direct at the beginning especially whilst setting up. Then throughout teh activity you would provide the students with more opportunity to complete activities by themselves as the learn by doing which has a 75% retention rate. (Active Learning Online, 2000).

References

Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm

Central Queensland University. (2009). Flickr. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Flickr. (2009). Photostream. Retrieved on 30th July, 2009, from: http://www.flickr.com/

Digital Storytelling

Hi bloggers,

I thought digital storytelling would be about the use of technology within the story however, I've since learnt that it's more about the story. Students can "bring stories to life in a media rich environment." (Central Queensland University, 2009).

I thought these stories would be make-believe. Although depending on the type of digital story that is created mostly they contain elements and messages from past traditions and honours cultural aspects within our world. This relates back to the Engagement Theory where the learning is problem-based. The students relate the issue back to real-life, they create solutions to the problem and or surrounding issues and then they donate that solution back into the real world. (Kearsley & Schneiderman, 1998).

Therefore I could use digital storytelling within a unit of countries. The students could each choose a country from the list we are exploring and working together in groups of 3 could RELATE, CREATE and DONATE their problems, thoughts and solutions to these issues. This way the rest of the class would also learn something more about each of the countries. The students could research each country find an aspect or something interesting that stands out to them, that's their idea and then go from there. By doing this, it gives the students a choice but will pick something that is most likely interesting and meaningful to themselves. This could then possibly be used as Assessment tool in particular for this unit as it shows many different capabilities and skills within such as creativity, writing skills technical skills, personal development skills and speaking & visual skills.

"Digital kids need learning to be relevant, meaningful, and applicable now." (Digital Storytelling, 2009). this is said by Marco Antonio Torres and I thoroughly agree. Digital Learning provides students with all this and much more. How do you feel about Digital Storytelling?

Cheers,
Courtney.

References

Central Queensland University. (2009). Digital Storytelling. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Digital Storytelling. (2009). Why digital storytelling? Retrieved on 13th August, 2009, from: http://www.lubbockisd.org/sfirenza/storytelling/

Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm

WIKIs

Hi bloggers,

As we have already learnt about WIKI and WIKIPedia earlier you will already know how I feel to this type of activity. I believe it's different but definitely a worthy way of completing a task or activity. The Education Bazaar would agree with this mentioning it as a constructivist approach which is learning by doing. (2009).

Therefore the following information I provide you with is a rough draft of a possible futures orientation unit, although could not be implemented before this is assessment is due as time prevails me.

Basically the task would be as follows: WIKIPedia requires teams of students to improve and expand on its information regarding the countries you have previously been researching and learning about. In particular, they need to know more about the iconic landmarks in the country, places to visit and the culture that the country has to offer. You will need to show and justify where you got any information from and any relevant pictures that you mgiht be able to utilise.

I believe this would be ideally suited to a Year 5 class, however this could be adjusted according to higher or lower year levels with the content and detail required within the task. It fits into the category of SOSE - Study of Society and Environment. The Essential Learnings represent it would fit under the Cultures and Identity strand. (2007). However, it doesn't focus so much on Australia as suggested but the recognises and celebrates the cultures in other countries while also learning new information on their history etc. Other cross-curricula areas would also be used in conjunction with SOSE such as English however, we are currently just focusing on SOSE.

Olivers Learning Design Model suggests real world tasks are created with a problem scenario to them. This purely relates to the real world in the surroundings around us, it also shows a scenario based problem with WIKIPedia needing our help to create new information for the use of everybody else within the world. (1999). Following each section the first is about learning tasks and I believe from the tasks above there is enough information and content for the children to write about. The second sections asks what resources are required. I would provide many resources such as, the school library with books and encyclopedias, computers with internet access and otehr resources that are required. The final section asks about scaffolding provided and learner support needs. They have been scaffolded with the task which provides exactly what information is required to then be turned into a WIKI.

This is also similiar to Kearsley and Shneiderman (1998) model of relate, create and donate. Where a problem is related back to a real-life context and the the students have to create a solution and then they donate it back it in to the world. The donating would be completed when students create the WIKI which is then available for the rest of the online world to view.

As The Education Bazaar (2009) state this would use the process which involves students to plan and prewrite, collaborate, research, draft, edit, review, revise and publish. This could all be clearly seen within the students process of writing. They also state this connects students with the real world.

Students would then be assessed on their WIKI, looking at the elements of the content provided, pictures included, referencing, process of their writing and the collaboration amongst the team members and their efforts towards the task.

What do you think of this activity? Could it work effectively? Your thoughts and opinions would be greatly appreciated.

Cheers,
Courtney.

References

Central Queensland University. (2009). WIKIs. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm

Learning Designs. (2003). TheLearning Design Construct. Retrieved on 15th August, 2009, from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Queensland Studies Authority. (2007). Studies of Society and Environment (SOSE) - Essential Learnings by the end of year 5. Retrieved on 15th August, 2009, from: http://docs.google.com/gview?a=v&q=cache:FmObYABahyoJ:www.qsa.qld.edu.au/downloads/learning/qcar_pd_ws_12_ho_2_el_sose_yr5.pdf+SOSE+essential+learnings+year+5&hl=en&gl=au

The Education Bazaar. (2009). Towards a Process for K-12 Students as Content Producers. Retrieved on 15th August, 2009, from: http://teachers4schools.com/open/?p=24

Quizzes

Hi bloggers,

Due to insufficient time the quizzes activity could not be completed with a class group. However I will provide an overview of what would occur within the classroom.

I firstly would probably choose the option of classmarker for making quizzes as I have used this before and could help the students with those who are having problems with setting up the quiz. Firstly, I would let the students make a quiz about themselves first, jsut something small yet gives them the knowledge and skills to be able to use the online quiz program. Then the students would be broken up into groups for the teamwork.

I most likely would use the curriculum area of SOSE - Study of Society and Environment. This way the study of the countries and multi-culturalism could continue. Each group would be given a country and the students would have to go away and complete their research, write questions and make the quiz. It would then be judged for the competition. However, to make more use of the quizzes I would get each group to complete the other groups quizzes as it would test them on what they know. This would then use the Dimension two methology of model,shape and internalise from the book of Dimensions of Learning. The students would be going away completing research and then writing questions which would model the process. The shaping would be what the students know from their results on a quiz. They could then internalise by going over the answers in which they received incorrect and studying them by researching and writing a few sentences on each. Then the quiz could be re-completed to see if all information had been stored and internalised.

The advantage of setting a task like this is that students will need to conduct research on the desired area and learn the content to be able to write effective questions. (Central Queensland University, 2009). This also demonstrates an alternative view of model, shape and internalise. The model by completing research, they are shaping by learning the content and are internalising by writing questions which display their knowledge. This is more of an individual way of completing the process.

Cheers,
Courtney.

Central Queensland University. (2009). Quizzes. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Classmarker. (2009). Free quiz maker for online testing. Retrieved on 23rd July, 2009, from: http://www.classmarker.com/

Marzano, J.M; Pickering, D.J; Arredondo, D.E; Blackburn, G.J; Brandt, R.S; Moffett, C.A; Paynter, D.E; Pollock, J.E & Whisler, J.S (1997). Dimensions of Learning – Teacher’s Manual. (2nd edition). Aurora, CO: Mid-continent Regional Education Laboratory.

Blogs

Hi Bloggers,

This blog discusses the use of blogs within a classroom of students, with the students centred technology use. However, due to insufficient time and resources this activity is unable to be completed with my Year one class at St Peters. There are also not enough computers to accommodate for this class of 20 students for the completion of blogs, the fact that they are Year one students also comes into this category. Previously I have undertaken little activities with a few of the students where the classroom computer is used, however I have noticed that many of the students are having trouble because they don't know how to use a computer. Hence the insufficient amount of time to try and teach all this in a short few weeks.

If I had more time and everything was set up the first reflective posting perhaps could be about How they find using a computer? This was be good for most of the students and even for those who can use a computer well would be good to get their ideas on what they think too. You need to keep in mind that while working with these young students not much typing would be completed, as thy are still learning to write. Then more series of questions would follow which gets them to reflect like what has been their favourite holiday and why? What did you do?. Following students interests is always important too as the Dimensions of Learnings (DoL) states create classroom tasks that relate to students' interests and goals. (1997, pg 32). Therefore, it would be important to ask children questions that were related around their interests', which would show more engagement in the activity. I guess this could be set up similar to diary entry writing or journal writing for this younger age group.

I would also be sure to hold a discussion with the children about copyright. However, keeping in mind the age group is young so this couldn't be a complex talk of any kind. Mentioning on websites they have the little c down the bottom the copyright symbol. Therefore students would have an activity where they would have to go away and find a website and get some pictures and information off that is a copyright website. This would show their understanding level at this age of public domain and copyright laws. They would also learn about copyright by competing this activity as the average retention rate is 75% by learning by doing. (Active Learning Online, 2000).

I would like to know what kinds of activities you would do with your class in a Blog, for some possible ideas.

Cheers,
Courtney.

References

Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm

Central Queensland University. (2009). Blogs. Retrieved on 13th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Marzano, J.M; Pickering, D.J; Arredondo, D.E; Blackburn, G.J; Brandt, R.S; Moffett, C.A; Paynter, D.E; Pollock, J.E & Whisler, J.S (1997). Dimensions of Learning – Teacher’s Manual. (2nd edition). Aurora, CO: Mid-continent Regional Education Laboratory.


PowerPoint

Hi bloggers,

Wow! This has been a really interesting technology to explore. Powerpoints, however using buttons that take to and from which ever slide you would like. It's quite amazing, I have never even seen this type of function used in any previous powerpoint presentations ever. This definitely took powerpoint to a whole new level, in which I now find interesting.

I have uploaded the powerpoint quiz to my mediafire. The link is as follows: http://www.mediafire.com/?sharekey=ab36d55a17ae53e6d0d290dca69ceb5ce04e75f6e8ebb871
This powerpoint quiz is only very basic and not much, I had a more enjoyable time fiddling around with button function. Therefore, the questions I developed don't contain much content are questions I thought of, this way no privacy or copyright laws are breached either.

The buttons within a powerpoint presentation allow it be used and setup as an automated presentation. (Central Queensland University, 2009). I followed the steps provided by Internet4Classrooms. (2009). The steps were simple and really easy to follow, therefore when creating my powerpoint I left the basis of my original one there and adapted and adjusted those few changes that were necessary to change it into a powerpoint quiz. I had more troubles with were a few of the buttons were supposed to go when i wanted to skip a slide but then I realised you could choose the setting of custom. This setting brought all the slides and you could link to whichever slide was required.

I'd definitely be willing to try and use buttons in a vast majority of my powerpoint from now on. It makes it a little more challenging and time consuming but it enhances and enriches he powerpoint just a little bit more. This would prove to be good for children who are very fluent with powerpoint, it would be an extra activity which proves a little challenge for them. Then you could incorporate it with the quiz aspect also.

Cheers,
Courtney.


References

Central Queensland University. (2009). PowerPoint. Retreieved on 14th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696

Internet4Classrooms. (2009). Using powerpoint: Using buttons on a slide show. Retrieved on 14th August, 2009, from: http://www.internet4classrooms.com/pp_buttons_show.htm

MediaFire. (2009). Free File Hosting Made Simple. Retrieved on 12th August, 2009, from: http://www.mediafire.com/

Wednesday, August 12, 2009

File Storage

Hi Bloggers,

I have used MediaFire as an online file storage system where I can upload my documents and presentations for you all to view. This program was very reader-friendly and its functions were easy to access. As I was not familiar with this website I used the steps provided on the CQU University moodle website. (2009). These were easy to follow, therefore I made sure I retrieved the Sharing URL which was requested and required to be placed within this blog.

The sharing URL is of the following: http://www.mediafire.com/?meoztwijtnt

The above link will take you straight to a video which I uploaded on to MediaFire. The reason I decided to choose this video was because I believed it was relevant. In our university subject ensuring student success, some of you may recall our presentation completed on the NAPLAN testing. The following video is the one in which we had technical difficulties with and therefore could not be viewed. It was an interview held with a student from Parkhurst State School.

Although the video is quite a large file, it only took a few minutes to upload to this online file storage site. it was quite amazed by this, as other websites I have tried to upload similar things to before have either said file is too large or have taken a few hours to upload.

Feel free to leave comments and feedback on your thoughts of the video, that would kindly be appreciated.

Cheers,
Courtney.

References

Central Queensland University. (2009). File Storage. Retrieved on 12th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

MediaFire. (2009). Free File Hosting Made Simple. Retrieved on 12th August, 2009, from: http://www.mediafire.com/

VoiceThread

Hi Bloggers,

I have just had my first encounters with an online program called VoiceThread. (2009) I was introduced to his teachnology through our online courseware website, before that I never knew it existed. I found this program quite easyto use however, a few times a couple of the pictures uploaded blank but after a few attempts they worked. The only trouble I have is that I don't have access to any microphones, so I have used text to write comments on the pictures, therefore I couldn't really try anything different. however in previous times I have used program similiar to this before where a voice has been recorded.

I have provided you with the following link which is where all the pictures I uploaded to VoiceThread are viewable and accessible. The link is http://voicethread.com/share/579147/

Right at the the end of this process I had troubles are making it accessiabole and viewable for the public, but after speding a little time I managed to find this function so it is now readily avaiable for your access and comments.

The presentation I created was one of my family. To me and most other people I would think, family is a big part of everybodys lives, hence the reason for this creation.

Using this type of technology within teaching could be used in a few different ways. The most effective I do believe is possibly presenting children with a range of photos and videos which could be used to show example of different animals or whatever the topic may be that they are learning. However, if the children were to use this technology they could be completing a presentation which alternatively doesn't need any information presented jsut pictures. Instead of putting them of printing out pictures and placing them on a poster, you could connect up a projector which is then big enough for all students and audiences to view. The only way to learn how to use these programs is to practice what your doing. Therefore according to the learning pyramid there is an average retention rate of 75% by learning in this style.

How did your experiences go with the new program of VoiceThread? i'd like to know your thoughts. = )

Cheers,
Courtney

References

Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm

Central Queensland Univrsity. (2009). VoiceThread. Retrieved on 12th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

VoiceThread. (2009). Group conversations around images, documents and videos. Retrieved on 12th August, 2009, from: http://voicethread.com/#home

Using Music on the Web

Hi Bloggers,

The following is a quote I found on The Improviser website which was written by Emma Sheehy.
"Children learn to talk by experimenting and listening; they can learn to make music by experimenting and listening--unless we stop them! Place children in surroundings that are full of "invitations to learn," provide them with encouraging and sympathetic attitudes from adults, as well as knowledge, and amazing things can happen--especially to the sensory perceptions that are central to the arts...do we have the courage to embark with them on what are frequently unknown seas?" (Unknown year).

I completely agree with this quote it's true in all environments there is music that can be made and we can learn this through experimentation. This is especially true for children they start off as babies making different noises with their mouths and then continues on over the following years while growing up to making noises with objects in rooms. If the noise is not made how will you ever know what it sounds like? I believe you wouldn't and that could be something that you might always wonder about.

Therefore I downloaded a track from Incompetech (2009). which was called Enter the PArty which was classed as a funk song. When I first listened to it, I was reminded of techno beats. However, after sitting and listening for a little while I sounded out the bests, one sounded like clicking another tapping and there were many other noises that sounded alike. I thought it was quite interesting in how this piece of music was composed. I personally really enjoyed this piece of music I downloaded and it was the very first one I chose.

I believe this could be used in similiar circumstances whether it be in classroom or a music lesson you could get teh children to recreate this piece. First they would have to listen and see what they could pull out of the music for instnace slipping etc. and then recreate this music piece with musical instruments and any other resources which could be utilised. It would be quite challenging but a very creative activity at the same time. The students would really have to think. Once they had decided they could record their piece of music then put onto the computers for editing and then present it back to the class. They could also burn it on to a cd to take home as a keepsake copy and also to show to parents. Another way this activity could be done is through a software package on a computer possibly Garageband where sounds are already set up they would jsut have to choose which instruments and how long they would like them to play etc. This might encourage how long beats are held for and go into other musical aspects. As well as this task being challenging I could also imagine it as being a lot of fun while working in groups together.

I believe music is an essential part in most peoples lives, and I personally listen to music on a daily basis. I love it for so many different reasons but mostly because it's soothing and helps to relax and sleep. Before today I had never heard of Incompetech and usually don't download music due to copyright and downloading laws which prohibit this however, I plan to use Incompetech in the future not only because it is covered under the Creative Commons agreement but because I would also like to see what otehr music is offered on this site and may be able to use in my teaching somewhere in the near future.

I'd like to know your thoughts and opinions on my music and activity.

Thanks and Cheers,
Courtney.

References

Central Queensland University. (2009). Using Music on the Web. Retrieved on 12th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Incompetech. (2009). Incompetech. Retrieved on August 9, 2009, from http://incompetech.com/

The Improviser - The international journal on free improvisation. (Year Unknown). Music Quotes. Retrieved on 12th August, 2009, from: http://www.the-improvisor.com/muquotes.html




SlideShare

Hi Bloggers,

Slideshare was a whole new program to me as I had never heard of it before, therefore I didn't know what it was used for. After reading information from courseware website Moodle, I discovered that slideshare allows you to upload powerpoint files to a publicly viewable space. (Central Queensland university, 2009). It's basically like an online storage file however with different capabilities. I uploaded a powerpoint presentation which was used last week for a group oral presentation is the subject of Ensuring Student Success. The powerpoint presentation is embedded below.

I was surprised to see that when I uploaded the powerpoint presentation it turned into a video clip which could still be used similar to a powerpoint but made it a little extra exciting as opposed to the normal everyday presentation.

When students have got the skills down for powerpoint and know how to use it properly, to enhance their presentations they could then place it in the slideshare website where it gets turned into a clip. They could then further it and provide an audio clip or record a narrative file for this presentation. Unfortunately I was unable to provide the audio file of a narrative for this activity, as I'm still learning how to complete all those activities and I don't have access to a microphone in which I can complete this at the current time.



Cheers,
Courtney.

References

Central Queensland University. (2009). SlideShare. Retrieved on 15th august, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

SlideShare. (2009). SlideShare: Present yourself. Retrieved on 14th August, 2009, from: http://www.slideshare.net/

Friday, August 7, 2009

WIKIPedia

Hi bloggers,

Wikipedia (pronounced /ˌwiːkiˈpiːdiə/ or /ˌwɪkɨˈpiːdiə/) is a multilingual, Web-based, free-content encyclopedia project. (Wikipedia, 2009). I have used WIKIPedia many times before, especially for the use of finding definitions, although you need to make sure it's what your looking for. Even though there are a tight set of guidelines on what information is contributed, (Central Queensland University, 2009). there are still a few things that are published that have no relevance to the actual topic you are researching. Need to ensure the information you find is accurate and correct before utilising it.

I undertook a search in the area of Early Childhood which is what I'm specialising in. However I didn't really find many resources and those that I did find were not of a technological nature. I found many resources for outdoor use to help with gross motor programs.

Although I did not find the following program of PALS on Wikipedia I felt it was appropriate that I share this with you. PALS which stands for Playing And Learning to Socialise Program, (Inscript creative educational resources, 2007). is quite self explanatory in itself as it's a program designed for children aged 3 to 6 years teaching them the basic skills that are a necessity in life. Some of the skills that are taught are greeting others, identifying feelings and sharing to name a few. The program is already written out and all early childhood educators have to do is follow the program. However, while using this program earlier in the year while on prac at a local Kindergarten I tended to modify the lessons quite a lot to tailor to the students needs and wants.

The use of ICTS is also incorporated into this program with the use of DVDS and CDS, hence why I thought this would be appropriate to share.

I personally think it was an amazing program and the children were very engaged within the topics and skills that it taught the students. It was clear to see that the students also took a lot away from this program.

Please inform me on yours thoughts about the PALS program and also if you find any educational resources for an early childhood cohort that I may be able to add to my list.

Cheers,
Courtney.

References

Central Queensland University. (2009). WIKIPedia. Retrieved on 7th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Inscript creative educational resources. (2007). PALS Social Skills Program. Retrieved on 7th August, 2009, from: http://www.palsprogram.com.au/

Wikipedia. (2009). Wikipedia: About. Retrieved on 7th August, 2009, from: http://en.wikipedia.org/wiki/Wikipedia:About

Thursday, August 6, 2009

WebQuests

Hi bloggers,

"A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web." (Dodge, 1995). This clearly defines a webquest, however i find this difficult to explain in my own words on what exactly it is. I was first introduced and exposed to the technology of WebQuests last year at uni in a SOSE subject.

I found the whole idea of WebQuests daunting at first, however they became quite interesting and also quite fun to utilise and fiddle around with. At first it was slightly difficult to figure out but after spending a little time with the functions, I found it was quite simple to utilise and manage. As I was working with a partner too, I found it made it easier as we would go away and fiddle and come back and show each other the new things we had learnt about the program.

We completed a WebQuest around Recycling, which required the use of a TELSTAR enquiry model. As cited on the Central Queensland University website "a good WebQuest has an authentic context and problem or task. The driving question and its problem task are messy and ill-structured with no single answer or solution. Good WebQuests require small teams of students to relate to the messy, ill-structured problem task, investigate the issues, share what individual team members have learned from their individual research and apply this new knowledge to problem and create an authentic product that can then be donated back into the real world for authentic feedback. (2009). This states the effectiveness and extent to what the WebQuest tasks should involve within them. They are quite complex, the one that was created last year by myself and fellow uni student Jo, had basically all of these attributes and was a good example of a WebQuest hence receiving a high mark for that assessment piece. This shows higher-order thinking needs to be involved within this process, so the students' can actually take something away from this rich and authentic experience while working with WebQuests.

I've already provided an example of how they could be used in a classroom, this was in SOSE on a recycling unit of work which included knowledge and understanding from the Essential Learnings. After completing a few the children could even try making their own in groups possibly, to learn and understand a new technology they are utilising. However, I do believe classroom teachers could experience problems with this method of technology.
1. It can be so intricate and time consuming.
2. To be able to find and utilise the time wisely to complete a WebQuest, you need to ensure it's going to be worthy and cover all the information content that is required.
3. You need to read background information to know exactly how to create a WebQuest.

Personally, I really enjoyed working with WebQuests and thought they were marvelous. I would be happy to use over again, it was just something different yet innovative and attention capturing simultaneously. I would really like to know your opinions on WebQuests to see if your experiences with this technology were as enriching as mine.

Cheers,
Courtney.

References

Central Queensland University. (2009). WebQuests. Retrieved on 6th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Queensland Studies Authority. (2007). Studies of Society and Environment(SOSE) - Essential Learnings by the end of year5. Retrieved on 6th of August, 2009, from: http://www.qsa.qld.edu.au/downloads/learning/qcar_el_sose_yr5.pdf

Webquest.org. (2007). What is a WebQuest? Retrieved on 6th August, 2009, from: http://www.webquest.org/

Google Earth

Hi bloggers,

The topic of this blog is Google Earth, I must say this has been one of the few technologies presented within the uni course that I have some knowledge around and have utilised before. Not only have I used Google Earth but have also used programs that are very similar. However, this was a few years ago when they did not provide the longitude and latitude of where you are currently situated. It's clear over the last few years how much more technology is constantly developing with new and improved gadgets all the time.

I remember the first time I used Google Earth was in high school, and I was like wow that's my house, but suddenly I thought if I can see my house that means everyone can. I kind of thought of this as a bit of a privacy barrier after passing my initial interest in this program. I thought a little more in-depth as to how this could cause problems for people in the real-world with stalkers etc.

However, looking at Google Earth in a different light as in different countries in the world and different towns and other iconic places and landmarks in the world. I see that this could be an effective tool to use in a mathematics lesson with topics such as mapping, latitude and longitude co-ordinates and bearings. it could also be used within SOSE - especially a geography strand. As cited at Central Queensland University, "Google Earth is a fantastic resource for teachers and students as it enables students to see images from different parts of the earth with the ability to overlay streets/roads with latitude and longitude. Students can see their own backyard and those of another country." (2009). this is very true, and I believe this could be an effective tool if used in classrooms appropriately. Teachers need to be on their toes ensuring this is used correctly and for the right purposes.

As I had already used this program before, I didn't really learn anything new from it. However, after all these years I still find it as interesting to use. i would like to learn about your experiences with Google earth so feel free to share them with me = )

Cheers,
Courtney

References

Central Queensland University. (2009). Google Earth. Retrieved on 6th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Podcasting

Hi bloggers,

Wow! Before this topic I never had anything to do with Podcasting, I believe I may have listened to them once or twice in a tutorial at uni before, however this was not exactly broadcasted to us students. Frankly, when I first seen podcasting as one of the tools we are to investigate and utilise I was quite stunned and a bit worries, mainly because I ddidnt really know what it was. I found a video on Youtube called Podcasting in Plain English (Commoncraft, 2008). which helped me to understand exactly what podcasting is and to what extant you can go with podcasting. Podcasting actually stands for Personal On Demand casting (Commonncraft, 2008). which means you can take broadcasts with you anywhere and listen to them anytime, hence personal on demand.

After extensive research I do believe podcasting is a great idea, however it's not something I could become dependen on as technology isn't always reliable as many technical issues occur all the time. it could be used effectively in classrooms, with children learning the process of how to retrieve these podcasts and listen to them. Now, children can even record their own too which could be good for presentation purposes. As many students have access to some form of a MP3. MP4 player and even ipods , teachers can develop activities around the use of them. Such as listening activities could be recorded by the teacher and downloaded onto these devices and taken home with comprehension questions the children have to complete for homework, receiving answers from the podcast. We need to keep in mind that not all students' have this access to devices though so if that's the case, maybe the above activity can be completed within the classroom if the schools can afford these types of resources.

Although, we need to keep in mind that "The power of this kind of technology should not be underestimated as this is a technology that is dear to to our students' hearts. Like video, the most impact is achieved in short segments of less than 10 minutes. (Central Queensland University, 2009). Keeping this in mind for the class activity that has been suggested, the students' ability to listen wouldn't exceed this 10 minutes so this could be potentially an effective activity.

I already know of podcasting being used in schools on ipods, which I observed at Parkhurst State School on the 27th of July, 2009. As the Conceptual ICT Learning Design Framework states "the cast majority of 21st century students are digital natives and media savvy. (Central Queensland University, 2009). A digital native is a person for whom digital technologies already existed when they were born, and hence has grown up with digital technology such as computers, the Internet, mobile phones and MP3s. (Wikipedia, 2009). Therefore, growing up with all this technology means the students' are highly capable of learning and using these technologies especialyl to keep interested and arousal levels high.

Do you think podcasting has the potential to be an effective learning tool?

Cheers,
Courtney.

References

Central Queensland University. (2009). Podcasting. Retrieved on 6th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Commoncraft. (2008). Podcasting in Plain English. Retrieved on 6th August, 2009, from: http://www.youtube.com/watch?v=y-MSL42NV3c

Wikipedia. (2009). Digital native. Retrieved on 6th August, 2009, from: http://en.wikipedia.org/wiki/Digital_native

Thursday, July 30, 2009

Image Manipulation

Hi Bloggers,

This is my experience with the popular online photo editing program Picnik.


before edit
The Before.....


courtney
And the After....

I must say wow.... I have never used a photo editing program ever... and it's amazing... Let alone how the differences between the above two photos are free. I can't believe how different it is. In hte original photo my nose is so red, but now you could never tell the difference.

Therefore, I must say this has been a positive experience to utilise this program. I have never used one because I didn't realise there were any programs free as I thought you had to purchase them straight up.

I must say Picnik is an excellent program and I now most likely will be utilising it again in hte near future often. The only downside is, you can't use all the options as a program premium needs to be purchased. Nevertheless, it makes no difference to the free online version. It's very user friendly which means beginner users in this program like myself, are easily able to work all the functions.

I must admit that I had troubles in uploading the pictures from Flickr into my blog. This was because I was copying the link rather than the HTML code. As you can see, I worked this out for myself as the pictures are displayed above.

I personally would really like to hear from you all about your comments on this program as i thoroughly enjoyed playing around with the different modes and functions on this technology.

Cheers,
Courtney

References

Flickr. (2009). Photostream. Retrieved on 30th July, 2009, from: http://www.flickr.com/

Picnik. (2008). Photo editing made fun. Retrieved on 30th July, 2009, from: http://www.picnik.com/

Flickr

Hi Bloggers,

The following is a picture I found on the online program called Flickr.

Tiny Cute Horses!
I believe William Nicholson is the person who took this photo in 2007 of these two horses. It's a beautiful and cute photo hence why I decided to choose this one to post as someone else's picture.



The folowing is one of my pictures that I imported on to Flickr.

formal
This was taken in November 2007 on the evening of my formal.

The pictures from above have been taken from an online prgoram called Flickr. Flickr is an online repository for images, (Central Queensland university, 2009). therefore basically anybody can set up a free account and place their images on this site for other people to view.

I have used a program similar to Flickr once before it was called PhotoBucket. They are the same thing basically an on-line storage place where other people can view photos and make comments. What I didn't realise is that Flickr allows you to edit pictures by cropping and using other various tools in conjunction with picnik (editing mode).

I think this a rather ingenious and marvellous tool. It could work really well in a school classroom. This might be a could web tool for finding certain pictures for presentations, that may be completed within the classroom. The children could also learn how to edit photos. By having Flickr each child can add other classroom friends and they can view each others pictures maybe from certain holidays they go on. They could import these pictures at any time especially at home and then bring them to school and possibly make a slideshare view with them. Another flipside is that parents can also view these accounts and observe the pictures.

The only thing would be that parents and teachers would have to monitor what students' are searching as there are some photos that may be deemed inappropriate for students' of a primary school age. However, this isn't a problem as monitoring is not an issue. This is an activity they would learn from by doing which has a retention rate of 75% on the learning pyramid, therefore this would be a good experience for the students. (Active Learning online, 2000).

In my opinion, I think this is a great tool, however I am not entirely sure how effective it would be within a classroom. What are your thoughts?

Cheers,
Courtney

References

Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm

Central Queensland University. (2009). Flickr. Retrieved on 30th July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Flickr. (2009). Photostream. Retrieved on 30th July, 2009, from: http://www.flickr.com/

YouTube

Hi bloggers,

Before now, I never really thought of YouTube as a website for educational purposes, but on many occasions have used it for my own benefit of entertainment. However, for the use of incorporating ICTs into a lesson, I think some YouTube clips and especially TeacherTube clips would work and fit into the lesson perfectly. Although it's important that the content is appropriate for the lesson.

The following clip I have decided to utilise is a shape song. I have never used it before I only stumbled across it in my searches for a video. The url is as follows: http://www.youtube.com/watch?v=lj-Z3f2pdCE

Concept/Topic: Shapes
Grade: 1
Time Frame/Unit Length: 7 lessons
CLO: Space. Shape and line S1.1 – Students identify everyday shapes and objects using geometric names and make and describe simple representations of them.(Queensland Studies Authority, 2004).
Relevant Essential Learnings by the end of grade 3: Space - Geometric names and properties are used to sort, describe and construct common 2D shapes, including squares, rectangles, triangles, and circles and 3D objects, including prisms, pyramids, cones, cylinders and spheres. (Queensland Studies Authority, 2007).

This video clip could be utilised in a starting lesson on space to engage the children within the lesson and give them ideas of what they will be learning. I think this video was could as it was eye-catching and colourful, which would capture those visual learners. The song tune was also rather catchy, this could be used at the start of each lesson within this unit, to possibly get the students' into mathematic mode and the thinking.

YouTube is definitely a sustainable website as it has relevant links, however teachers should make sure that the content is suitable for the students to utilise and work with. YouTube could be used in the classroom for when children are creating powerpoint presentations. They may find a clip that is suitable to their relevant topic such as children in Ethiopia.

Cheers,
Courtney

References

Healy, M. (1993). The Shape Song- an instructional song for young children. Retrieved on 30th July, 2009, from: http://www.youtube.com/watch?v=lj-Z3f2pdCE

Queensland Studies Authority. (2007). Mathematics: Essential Learnings by the end of Year 3. Retrieved on 30th July, 2009, from: http://www.qsa.qld.edu.au/downloads/learning/qcar_el_maths_yr3.pdf


Queensland Studies Authority. (2004). Mathematics Years 1 to 10 Syllabus. Retrieved on 30th July, 2009, from: http://www.qsa.qld.edu.au/downloads/learning/kla_maths_syll.pdf

Thursday, July 23, 2009

Powerpoint

Hi bloggers,

I have created many powerpoint presentations over the last few years, however I self taught myself how to utilise the program as I was never taught at school. Therefore, I basically just fiddled around with all the functions, which enabled me to work out how to use the features on powerpoint. At first, I had troubles trying to use it but after playing around for a while, I learnt that it was easy to operate and quite simple (Central Queensland University, 2009). However, since completing the reading I have soon learnt that PowerPoint is the most widely used presentation software in the world (Central Queensland University, 2009). I had never really thought about it in that aspect before but reflecting upon how useful and often I have seen powerpoint utilised, I couldn't disagreement with the statement and don't doubt it at all.

By undertaking the tutorial provided from the course website, I was able to learn many new things, in which I had never knew could be done before.

By using powerepoint for presentations everybody can enjoy them and learn from them in some way. All the functions allow catering for all types of learners. Firstly, it can be visual with the writing videos and pictures and whatever else may be included such as transitions. Secondly, students who learn from the spoken language and listening will be able to engage whether there are voice overs or the presentation is spoken, sound effects may even be added for enhancement. Sound Effects would even be good for all students especially learners who have difficulties in paying attention, certain things that are eye-catching or loud will refocus their attention. These would clearly be affective for learners who are hard on hearing or seeing as mentioned above through words and pictures or sounds and slides.

This could be an interesting way for children to pr sent informational reports, as it is a different way which could then include pictures and videos. It could possibly also be a supplementary tool used to accompany an oral presentation.

Either way, I personally believe that powerpoint is a necessity and that everybody should know the basic features of how to use the program.

Cheers,
Courtney.

References

Act360. (2007). PowerPoint in the Classroom. Retrieved on 23rd July, 2009, from: http://www.actden.com/pp/

Central Queensland University. (2009). Powerpoint. Retrieved on 23rd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Quizzes

Hi Bloggers,

I have recently utilised the program of Classmarker to create my first online quiz, which was a basic quiz based around homophones. The following link will take you straight to my quiz. http://www.classmarker.com/embedded_quizzes/quiz=a62100c44ab635632f24c3fba2e8ed34

I do believe Quizzes are a great tool which can be utilised in classrooms. They provide an effective formative learning resource for students to practice and test their knowledge base (Central Queensland University, 2009). However, these quiz tests have evolved over a number of years and have enhanced students' learning. According to the learning pyramid cited on Moodle website, activities that teach others and are available for immediate use are of a high 90% learning. I believe quizzes could be classes in this category as students' create and make their own quizzes for others to take the may be teaching them something new and they can use it straight away. In the active learning it uses the process of interacting with other people and materials, accessing related schemata in the brain, stimulating multiple areas of the brain to act. (Active learning online, 2000).

Quizzes have certainly changed as they were originally done with pen and paper, however websites such as classmarker can be used to create online quizzes, which are marked instantaneously online. Therefore, students aren't waiting in anticipation for a test paper quiz to be marked. Given the fact that they are done online, on a computer it gives a whole different feel to completing a quiz. From personal experience completing a quiz online, doesn't make me feel under pressure as they generally aren't under any type of test conditions.

Technology is developing constantly and for those schools lucky enough to have interactive whiteboards such as Parkhurst, have the ability to use many amazing programs. This includes the program ActivExpressions which is where each student has a hand-held device and are able to complete quizzes such multiple choice, true/false, short response and many others. The hand-held device allows them to choose which answer or even type in the answer with the device looking like a keyboard on a phone. These results are received instantly also, providing information such as first to answer, percentages of who chose which answer.

I do believe this creates more interest amongst the students, therefore would be an effective teaching tool. Let me know what your thoughts on quizzes are???

Cheers,
Courtney

References

Active Learning Online. (2000). Learning Pyramid. Retrieved on 30th July, 2009, from: http://www.acu.edu/cte/activelearning/whyuseal2.htm

Central Queensland University. (2009). Quizzes. Retrieved on 23rd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Classmarker. (2009). Free quiz maker for online testing. Retrieved on 23rd July, 2009, from: http://www.classmarker.com/

Wednesday, July 22, 2009

Voki Avatars

Hi bloggers,

Recently I had encounters with Voki Avatars through the use of our course website for Managing E-Learning. Since then i have set up my own Voki Avatar which would be used to introduce a segment (Central Queensland University, 2009).

I have found the idea of the Voki Avatars really quite interesting and believe they are a good interactive tool for younger children especially. This so far would be my favourite technology tool in which I have learnt about throughout this course.

I have set up my Voki Avatar as a lady character who travels around the world. The purposes for which I have set up this character is for a unit of Travelling around the world with a young learning group such as any of the early years of primary schooling. This could be an interesting unit to teach possibly when the Olympics roll around every four years. The sole purpose for this avatar would be for the character goes to each place with the children. An interactive tool which can be communicated with, like the avatar could introduce each country with some handy information. However, it could be taken further with the teacher writing letters from the character about the country they are currently in or the next country that they are to visit on the itinerary. I believe this would work effectively and it would keep the students interest levels high through anticipation of a new letter or message from another country by the avatar.


Voki Avatars are really quite simple to create and are user friendly. I have provided the link below which shows my Voki Avatar and how to create your own.
Get a Voki now!


Cheers,
Courtney.


References

Central Queensland University. (2009). Voki Avatars. Retrieved on 23rd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Voki. (2008). Start customising your avatar. Retrieved on 22nd July, 2009, from:http://www.voki.com/create.php


Setting up an e.Portfolio

Hi all,

Until our Managing E-Learning class last week, I had no idea what an e.portfolio was. As it had worked out i signed up at www.mahara.org which isn't the correct mahara we are meant to be utilising.

Since then I have been on our class website of moodle and followed the step-by-step instructions to point me in the direction of the usage of the correct e.portfolio (Central Queensland University, 2009). I found these to be really quite helpful, and only encountered one problem with the use of them, in which payment did not arise, although the account is still active.

Furthermore since creating my account, I have watched a number of Mahara online screencasts which have provided me with good detailed instructions on how to work and manage my Mahara account and settings, although the 'How to set up my individual profile' video wouldn't load.

I really like the fact that Mahara can be changed into different languages by customising the language as observed in one of the videos (Mahara Screencasts, 2008). This would be effective usage within a classroom if you had learners from overseas or different language backgrounds, which created language barriers. For example the child would create their work and have it in their language but the teacher could easily change it back to English upon viewing the finished product.

This could be a good way to manage assessment in schools and classes. For higher year levels of schooling, the Mahara system would be beneficial to students not only for now but for later on in life as they would be able to display and showcase their skills on their page views. It would be an excellent way of submitting their assessment to the classroom teacher. They could complete their ICT types of tasks and display them on here for peer comments and for marking by the teacher. It certainly would be a different experience for the children, they may find it difficult at first. However, with the best necessary guidance I think it's definitely manageable. It would be worthy of trying it out for an assessment piece which could then be evaluated upon. This Mahara site could also be accessible and/or viewable by parents, this way parents could be kept informed of the work their child is completing.

Cheers,
Courtney.

References

Central Queensland University. (2009). Setting up an e.Portfolio. Retrieved on 22nd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

Mahara Screencasts. (2008). Options: How to adjust the e-portfolio system. Retrieved on 22nd Jul, 2009, from: http://www.mosep.org/index.php/lang-en/toolbox/maharascreencasts

WIKIs

Hi bloggers,

The whole subject of WIKIs is new to me. I have previously encountered experiences with Wikipedia - the largest online encyclopedia and that is all (Central Queensland University, 2009). I thought that is what a WIKI was. However, since watching the video called Wikis in Plain English, I have realised that there is a whole new added dimension level to a WIKI. I thought this would be a difficult tool to utilise as it was a whole new concept to me, although from the simple camping inventory list created on the youtube video it appears to be very simple.

This could be a highly effective tool to use in the classroom in a variety of different ways. One activity that could be completed with the older students is an analysis of the actual WIKI system itself. A PMI (Plus. Minus and Interesting) Chart could be completed on a WIKI page itself, where all students provide their input on the system while also demonstrating the use of ICTs (technology) and digital literacy. A PMI is a method for stimulating lateral and creative thinking, it's also a useful way of recognising the value of an idea, rather than being influenced by the emotions that surround it. (New South Wales Government, Year Unknown). Clearly this would be an effective activity for the students to do as it would be evaluating the idea of a Wiki and to see whether the students think it's worthwhile to utilise.

Cheers,
Courtney

References

Central Queensland University. (2009). WIKIs. Retrieved on Wednesday 22nd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

LeFever, L. (2007). Wikis in Plain English. Retrieved on Wednesday 22nd July, 2009, from: http://www.youtube.com/watch?v=-dnLOOTdmly

New South Wales Government. (Year Unknown). Student thinking skills. Retrieved on Wednesday 22nd July, 2009, from: http://www.sustainableschools.nsw.edu.au/Default.aspx?tabid=124&PageContentID=25

Setting up an RSS Aggregator

Hi Bloggers,

The sole purpose of this blog is to explain how I set up an RSS Aggregator. Since completing reading, I have found out that RSS actually stands for Really Simple Syndication (Central Queensland University, 2009.) which acts as a so called 'home base' where you can keep track of several websites at any one time via updates (LeFever, 2007).

I have personally chosen to use Google Reader as my home base. There were multiple reasons for this decision. Firstly, Scot Aldred, lecturer of our course Managing E-learning, made reference that this website was easier to use as it had the folders down the side, therefore more manageable and organised, (Aldred, 2009) which I must say I totally agree. Secondly, I found the google reader link on my blogger page, therefore I clicked on the link and my account was already set up, due to a connection between blogger and google reader. Lastly, it's very simple to use, all you have to do is click on add subscription and copying the URL into it (Central Queensland University, 2009). All your favourite sites are on the left and the new posts and news are located on the right. (LeFever, 2007).

I believe this could be a very useful tool in classrooms, beginning from middle primary all the way through to high school and university. When working on projects as such, students constantly come back to utilise the same website for information, therefore it would be easily accessible to them. There may be updates of newly added information to those particular websites, which would inform the students on a regular basis.

Personally, I think this is a great tool to use and upon learning about this new technology I hope to utilise this in the future as it makes it easier to maneuver around the World Wide Web.

Cheers for now,
Courtney.

References

Aldred, Scot. (2009). Managing E-learning class. Retrieved on Thursday 16th July, 2009.

Central Queensland university. (2009). An Introduction to teachers' Delivery Technologies. Retrieved on Wednesday 22nd July, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=671

LeFever, L. (2007). Video: RSS in Plain English. Retrieved on Wednesday 22nd July, 2009, from: http://www.youtube.com/watch?v=0klgLsSxGsU

Thursday, July 16, 2009

Getting to know me

Hi everybody,

Just posting a blog to make sure this whole blog thing works properly (as I have never used them before) and also to let you know a little about myself.

I'm currently a 2nd year student studying a Bachelor of Learning Management in Early Childhood at CQU Rockhamtpon. I am completing my course on a 3 year structure and if all things fall into place and go to plan, I should finish my degree about October next year.

I am originally from the good old town of Bundaberg, before moving to Rockhampton some number of years ago now. I am now situated just outside of Rockhampton, out near the prison which makes it only about a 10 mintue drive to the university.

I live with my Mum, Dad and little brother Joshua who is 10 years of age. My partner Brenton is a massive help to me and helps to often destress me from my uni work.

Anyway I'm a very friendly person, which I am sure most of you will know already. Be sure to post comments on my upcoming blogs in relation to the Managing E.Learning course, hence the creation of my blogs.

I am looking forward to learning more about technologies and hearing your thoughts on them also, which may provide me with a better understanding of them myself.

Looking forward to hearing from you.

Cheers = )