Reflection 4 – a fresh look at PowerPoint

We have established in our investigation of multimedia tools, that multimedia does have a place because ‘students learn better from words and pictures than from words alone’ (Mayer, 2001, p. 63).  Swisher (2007) warns that the use of multimedia in itself does not guarantee educational success.  We have all endured death by PowerPoint.  Endless slides of boring facts and figures.  I have good news for you!  There is absolutely no reason why PowerPoint presentations should be boring and tedious.  Technology has once again improved, to allow the humble PowerPoint to be interactive.

Mouse Mischief is a free download for PowerPoint, which enables the PowerPoint to become interactive.  Each student can operate a mouse at their desktop, and interact with the slide.  Mouse Mischief also supports collaborative learning, and students can utilise this resource as part of a team.

As a teacher of Certificate II in Engineering at TAFE, I could utilize this technology with PowerPoint.  When doing revision in preparation for exams, the PowerPoint slide could have a multiple choice question.  Students could be divided into two teams, and each team could circle the answer they believe to be right.  This YouTube clip shows how Mouse Mischief can be integrated into the classroom.

PowerPoint has always been known to be an effective tool to engage students aurally and visually.  The integration of such tools as Mouse Mischief now introduces a third sense of touch to the lesson as well.  As discussed in the previous reflection, engaging the senses improves the transfer of information to memory, and assists in the retrieval of this information.

References

Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.

mousemischief. (2010). Mouse Mischief Sultan School CaseStudy.  Retrieved from http://www.youtube.com/watch?v=AGHEU5UowXY

Swisher, D.  (2007).  Does Multimedia Truly Enhance Learning? Moving Beyond The Visual Media Bandwagon Toward Instructional Effectiveness.  Retrieved from http://www.academia.edu/1046356/Does_Multimedia_Truly_Enhance_Learning_Moving_Beyond_The_Visual_Media_Bandwagon_Toward_Instructional_Effectiveness

Reflection 3 - YouTube in the classroom

Research reflects that engaging the students in a variety of ways, and with multiple senses when learning something, enhances the transfer of this information to memory and also with memory retrieval (Stansbury, 2012). 

Young people communicate with one another, and seek information from the internet, using multimedia devices such as mobile phones and computers.   YouTube is a popular library to retrieve video clips, both for education and entertainment.

Students are better engaged in learning when the concepts have meaning to them.  I have found that utilizing humorous YouTube clips to introduce a subject captures the students’ attention and encourages them to focus on the lesson.  When completing a Certificate II in Engineering, it can be difficult for the students to understand why they need to spend time focusing on numeracy and literacy. Humorous clips can capture their attention, showing situations in life where they might use maths and English. I have included a clip that shows what goes wrong when someone fails to measure their bungy rope accurately.  This would be a great opener to a computations lesson where the students learn how to accurately calculate measurements.

I have created a PMI chart to explore the use of video in the classroom

Plus	Minus	Interesting
Positive effect on memory retrieval Caters to multiple of learning styles	Cognitive/Sensory overload Reliant on technology equipment Problems with speed of internet connection	Scaffolding is important when using multimedia for learning The design of lessons are most effective when they reflect the interests of the learner

References

Grasstree123.  (2006).   dumbass bungee jump 100ft rope for 100ft jump.  Retrieved from http://www.youtube.com/watch?v=joBHOpXWVCo
Stansbury, M.  2012.  Analysis: How multimedia can improve learning New research sheds light on students' ability to process multiple modes of learning.  Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/?ast=1

Reflection 2 - The Learning Potential of Blogs

I can see the potential for utilising a blog to engage high school students learning metal fabrication.  Currently, I am involved in a project to build a bio-diesel plant which has a number of community sponsors.  High school students completing their Certificate II in Engineering are involved in working on the plant as part of their studies.

A blog could be created as a project with the students to share with the community sponsors the progress of the bio-diesel plant.  For the students, this would enrich pride in the project, knowing that the public is seeing and appreciating their progress each week.  Often the students’ high school teachers are unaware of what they are achieving at TAFE, this blog could function to inform them of what their students are achieving.  These positive benefits of the blog would serve as a tool to enhance learning through engaging the students.

Another purpose of the blog could be to support the teacher.  The teacher could post on the blog to remind students of the upcoming lesson and what they require to bring and be prepared for.  As I only see the students once a week, this could facilitate the students being better organised and maximise the learning achieved in the lesson.  A blog’s content can be controlled by the teacher, and is transparent, being delivered to the public as a whole, rather than personally communicating with individual students. 

Updating and maintaining a blog takes time.  This could potentially be a weakness in utilising a blog.  If the teacher fails to keep the blog updated, it can be interpreted as lack of interest and this could be reflected in the students’ engagement.  Technical issues could pose a threat especially if the teacher is not skilled in technology.  Some students may not have access to the internet, and this can be seen as discriminatory if those students are disadvantaged.

Other legal considerations would be obtaining consent from parents if photos of students are to be published on the blog.

References

Working legally, safely and ethically online : the issues.  (2013).  FAHE11001: Managing E-Learning, CQU.  Retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=88334

Reflection 1 - My experience learning in a Wiki

This week has involved the participation in a wiki-based learning experience.  A group of students analysed the decision to include mobile phones in learning, using the tool of Bono’s Six Thinking Hats. 

Dr Edward de Bono’s Six Thinking Hats is a tool designed for team members to analyse a decision using a system that requires each person to “tap into their collective wisdom” (deBono Thinking Systems, N.D.).  This is achieved by looking at the decision from six different perspectives, symbolised by six coloured hats.

Each student chose a thinking hat, and entered their response in a graphical organiser.  Students were able to view one another’s responses and comment if desired. 

This style of learning is not typical of Behaviourism Learning Theory.  Bono’s Six Thinking Hats requires students to reflect on their knowledge to analyse a decision and calls on higher order thinking. 

Vygotsky’s Social Constructivism is based on the belief that students can share their collective knowledge and learn from one another, if the teacher provides the right environment.  Scaffolding is of optimum importance to enable the students to move in the right direction towards the knowledge that they require. 

In this wiki-based learning experience, the teacher scaffolded the learning with Bono’s Six Thinking Hats tool.  Although the students involved lived in different towns, all were able to participate and share their ideas. 

Personally as an introvert, this mode of group learning is enjoyable for me.  In a group discussion, I find it difficult to vocalise my opinions and thoughts quickly, and am often over-ridden by others who are extroverts.  The benefit of an on-line wiki is that all participants have the opportunity to be heard and share their ideas equally, regardless of personality.  An extrovert who enjoys face to face discussion would possibly not benefit as well from this mode of learning.

References

A Brief Overview of Learning Theory. (2013). Central Queensland University. Retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=88322

de Bono Thinking Systems. (N.D.)  Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm