Embedded Task 5: Google Docs

The technology I am highlighting this week is Google Docs. I am lucky enough to have used this application previously during a group assignment in the first year of Uni. Sadly our marks did not reflect the wondrous usability of the program. This technology is breaming with functions which all revolve around simultaneous multiple authors. Google Docs doesn't feature ground breaking programs. It contains spreadsheets, word docs, graphs and the like. Where Google Docs does excel is in its ability to have multiple authors access the documents or spreadsheets simultaneously, creating an instant, dynamic, evolving piece of ‘mutating’ knowledge. There are privacy settings which allow you to keep the ‘Doc’ entirely confidential, where only you can view it. The other two options include allowing anybody with a link to be able to view the information or an all accessible ‘public’ status which means there is no restrictions and anyone who chooses can view it. The space is customisable, but only to a point, you are not free to drag or rearrange the interface completely but google does supply you with a few customisable options from the dropdowns. There are not too many technical considerations regarding this program, all that is needed is an internet connection and a passion for collaboration. There are levels of use in Google Docs so to use its basic functions like editing documents would be a beginner level of experience. Setting up surveys, document storage and Maths tests may require a deeper computer literacy but will be easily nurtured within Googles interface.

Learning outcomes supported by Google Docs and comparable tools is increased technological knowledge and manipulation skills. Focusing on collaboration and higher order thinking. Having students working in small groups, or entire classes, on a task promotes collecting, creating, and collaborating skills. Students could create spelling tests, surveys or even information banks for future students, which themselves are editable. This encourages creating, analysing, applying and understanding.

In my last blogs I had made examples of the use of the technologies toward the area of history, as manual arts is my second minor I decided to dedicate Google Docs to it. I’ve planned a way of using Google Docs as a sort of lesson repository. Where students complete a construction task delivered by me and if they choose to make alterations or modifications to the original design they can draw or film or make a presentation covering the changes and locating it on the ‘shared doc list’ for future teachers or students to view and attempt. This task is meant to encourage students to display most of the building blocks of higher order thinking as well as covering a number of digital pedagogies. The activity offers problem based learning in real-life context as it is the world they live in it also offers learning controlled by the students. It connects to their background knowledge and supports how they learn best.

Below is a link to last years’ assignment. I have changed the setting so you are not allowed to edit, only view  

https://docs.google.com/a/cqumail.com/document/d/1Xmyjv2_dOPlr5YoR7MwfhRAXY10qcx1sKeIR-TiXLJY/edit?usp=sharing

Embedded Task 4: Prezi

The focus of my blog this week is Prezi. I have seen this used in the past and thought I‘d give it a go. This technology is quite handy as it allows the user to not only arrange information in one neat area but extends to an eye catching presentation for education or business. Prezi offers many settings regarding look and operation customisations. It is able to display images and video as well as the ability to add background music which allows users to create an original piece of work. Prezi offers the option of collaborating or multi-authoring in one document, but it cannot be worked on at the same time from separate collaborators. Collaborating and public or private access can be manipulated in the privacy settings, Prezi is able to be accessed by anyone or a very specific group if needed. As mentioned earlier the space is customisable regarding colours, shapes and accessibility and will sure enough get your imagination flowing! It is important to know that you must first subscribe before you are able to operate the space and to gain the full customisable function you may have to pay for its use. Once you have begun your Prezi you will find a user friendly interface, which at the beginning, is rather self-explanatory therefore making it easy to use. Some computer experience is needed and would not be recommended to someone who hasn’t used Word or emails before, but in saying that I still believe it would be possible to use for these people with a little guidance.

The learning outcomes supported by Prezi and similar tools is ICT knowledge and manipulation, collaboration and higher order thinking. Having students working in small groups on a task promotes collecting, creating, collaborating and presenting skills. Students could create a presentation on historical structures with hand drawn models and appropriate information sourced from the web or texts, this encourages creating, analysing, applying and understanding.

I have been thinking of a task in which students could use this technology that could be applied in the classroom. I’m thinking something along the lines of a 1 minute presentation where the students pick a moment in history regarding battles or socially defining moments i.e. Gallipoli, converting from imperial to democratic government or the crucifixion of Christ. Using presentation software display the situation if a pivotal moment had gone the other way and show the hypothetical conclusion of the events. I believe this encompasses the entire higher order thinking spectrum and borrows heavily from the digital pedagogy process. The activity offers problem based learning in real-life context as it is the world they live in it also offers learning controlled by the students. It connects to their background knowledge and supports how they learn best as the can choose the style and artefacts needed in their presentation. This is an entirely student centered activity scaffolded only by the teachers direction regarding ‘historical moments’ and ‘presentation’. I believe this activity would fall under the transformation area of the SAMR model as a navigable presentation allows for significant task redesign, offering interactable information accessible at any time and if the creator wishes, the ability for others to amend it. This means design, modify and manage complex digital solutions or multimodal creative outputs.

Below is a brief example of what can be achieved with this technology.

Embedded task 3: Images, Audio and Video

For this week’s blog I have chosen to focus on the power of a static image. As the youth lean toward glyphs and emoticons for communication, I would like to ensure they are able to differentiate between a smiley face with its tongue out and a deeply reflective insight represented in a photograph. The technical aspects of an Image are pretty basic with most personal devices providing a camera, it really is a matter of point and shoot making it simple for all technical ability levels. A photograph is the capturing of a moment in time, therefore, the experience of the photographer in not relevant, but the time it is capturing is. Images are customisable and are able to have filters applied to them but this merely improves the aesthetic not the message.

In my opinion a great activity involving images is the ‘caption this’ or ‘what do you see in this image?’ the pedagogical options for these activities are vast. For example, showing students a picture of a hipster and having the class call out captions which relate to society and freedom of expression. This simple activity contains scaffolding the students learning by having the ‘freedom of expression’ criteria, which is an open-ended question with no fixed answer. Also encompassing the pedagogical framework including collaborating, learning in real-life contexts, supporting student controlled learning through actively making meaning from experience and being socially supportive. The activity displays higher order thinking skills comprising of creating, analysing and applying.

In regard to ICT being relatable to this activity the process could be enhanced by posing the same question but having students source their own images from public image libraries similar to Flickr, photobucket or the like. Sourcing your own images is a relatively simple task and under the SAMR model probably settles within the unenvious bracket of substitution as images can be located in magazines or books. But collecting images from varying sources and displaying them together in a blog, wiki or website which is accessible and even editable to other students creates a dynamic environment of relatable material. The ability to comment and multi-author elevates the task to the transformation level within SAMR which encourages collaboration and ICT literacy combined with nurturing creativity.

I, myself am not a hipster, partly because the glamorisation of skinny legs through skin-tight jeans is offensive to the viewer and, I’m sure, damaging in the long run for the wearer, but in any case you can find links and images below.

Hipster is not an entirely human concept.