By: Ms V Muller

  • Authentic Learning

    In an education setting, authentic learning is a way of teaching that allows students to learn in a “learn by doing” environment.  Using real-world projects and experiencing real world problems are considered the most effective way to learn (Lombardi, 2016). In my short experience as a teacher, I have found that my students respond much better [...]

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  • REFLECTIVE SYNOPSIS

    Introduction   The beauty of digital media is, the learning never stops. What was used for a task one month, might be replaced the following with a bigger and better tool. For example, as soon as you purchase a new phone, the next model is already in production, making your new acquisition obsolete inside six [...]

    Read more

  • Presenting information using PowerPoi...

    Of all the tools at the disposal of a Digital Media Graduate, who would have thought that I would choose to research PowerPoint.  I even groaned out loud when I read that it was the first topic in Moodle.  But I read anyway…  And I am very glad I did. Many tools are available to Media Students [...]

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  • Spelling Bear Game

    I created this game in the course: Game Development, in the second year of my undergraduate degree. Teaching, especially English, has always been my passion so of course when we had to create a game, my thoughts went straight to what games I could build that could be incorporated into a classroom environment. The genre that [...]

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  • ThingLink

    ThingLink

    The information this week on moodle is AWESOME.  There is so much there I could have been lost for weeks.  We were instructed to narrow our search to something that we could use in class that would benefit students and enhance the learning experience, and one digital tool really captured my attention. In the past I have created interactive [...]

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REFLECTIVE SYNOPSIS

21/04/2016 Leave a Comment Written by Digitalm

Introduction

 

The beauty of digital media is, the learning never stops. What was used for a task one month, might be replaced the following with a bigger and better tool. For example, as soon as you purchase a new phone, the next model is already in production, making your new acquisition obsolete inside six months.

My undergraduate degree was in the field of Digital Media. During this time I used a variety of digital technologies. Since then I have built websites for clients using WordPress and Adobe Dreamweaver. I have used both WIX and Weebly in the past and the blogs I have created in the past were all Google’s site; Blogger. Because I came to this course with some prior knowledge I was determined to use this time to fully investigate other resources and add a few more skills to my portfolio (Google, 2016) (Weebly, 2016) (WordPress, 2016) (Adobe, 2016).

Learning process

So, week one I spent a LOT of time figuring out the full potential of EDU Blogs. I can see that it would have a lot of potential but unfortunately with only a FREE account I could not even experiment with the tools. Some sites, for example, Scoopit, starts your initial registration with a seven day free trial. This gives users seven full days to play around on the site and get comfortable with the added features. Had EDU Blogs provided this service I may have ended up paying for the use of the Blog, even if it was, just for this term (Scoop It, 2016) (EDU Blogs, 2016).

When I have made WordPress sites (EDU Blogs is WordPress) before, I set them up with PAGES, totally disregarding the POSTS. This is how a WordPress template can be converted from a blog to a website. Then I looked on Moodle and saw the video on reverse chronological posting and thought that maybe this is how the blog for this course was meant to be designed (WPMU DEV, 2013). Plus, commenting was another big part and because I can’t code in Facebook comments like I have in the past with Google Blogger, I would have to use POSTS because PAGES have no commenting functionality built in, in EDU Blogs. I have never really liked the way blogs have dynamic content on their front page (new posts appearing at the top) so hopefully I have found a way to blend my preferences with the course content (EDU Blogs, 2016) (Muller, Categories, Posts and Pages Oh My!, 2016).

I created a static front page to greet all visitors (Who Am I), then I created some categories and subcategories. These can then be added to the menu just as easily as pages can. To ensure that a specific POST goes to the correct category, when in EDIT mode, just select the category you like. Designing categories like this is perfect for blogging because users can select the MAIN categories OR sub categories. When MAIN is selected, they see every post for that category in reverse chronological order. When a SUB is selected, they only see the posts for that sub category (Muller, Categories, Posts and Pages Oh My!, 2016).

 

EXAMPLE:

My site’s categories are

  • MAIN MENU– Weekly Reflections
    • Week 1
    • Week 2
    • Week 3
    • Week 4
    • Week 5

Select Week 1 – and you will get every post for week 1

Select Week 2 – and you will get every post for week 2

Select Week 3 – and you will get every post for week 3 etc…

Select WEEKLY REFLECTIONS from the main menu and you will see ALL of those posts in each week given to you in reverse chronological order.

This is why, when I LINKED you (the lecturer) to my assessment items I didn’t just link to one individual post, I linked to the Category that included up to three different posts in each.

Designing the site in this way was so much fun. It introduced me to a whole new way of designing websites. From now on, posts and categories will be extensively utilised on my websites.

Another challenge I faced with EDU BLOGS was sharing social media icons on the site. Most WordPress and Blogger templates have that functionality built in and all that is needed is the URL of your social media channels. There was no option to do this on EDU Blogs so I had to find a work-a-round.

I found a site that helped me code in the social media links via a TEXT widget. First I had to upload the social media icons, then I had to code them into the widget and point the code to the various uploaded images. I had a good time figuring that out. This knowledge will be tucked away in my little bank of goodies (WordPress.com, 2016).

 

Lack of space became an issue after only a few weeks. By week three I was at 115% of my allocated space. This concerned me because I wasn’t sure if my blog would shut down or crash or fail in some way, so I moved most of my images to an image hosting site and linked back to EDU Blogs. I also backed up the entire blog and duplicated it over to my own personal site – better to be safe than sorry (Imgur, 2016).

I continued to work with EDU blogs because I was determined to demonstrate grit and determination in my learning. To demonstrate that I have learned about the versatility of on line environments in a digital setting you are welcome to visit both the BLOG on my personal site, and the website created called HOMEWORK RULES.

In weeks three and four I looked at a lot of different tools on the net. I was amazed at not only the number of tools, but of the variety. It seems limitless. Here are a couple of tools that I had a play with (Thinglink, 2016) (Fotobabble, 2016) (Muller, Word Clouds, 2016).

There are so many more…

Week five I found my biggest surprise yet – PowerPoint. In my course studies last year we were steered away from conventional presentation tools and towards more robust ones like Prezi and Fireworks. When I learned PowerPoint, I understood it to be a presentation program based on slides. I knew that it had a few cool transitions between slides, and fancy text entrances and exits but that was about it. During the course Computer Studies in the Enabling Program at CQU I was introduced to it again, this time more thoroughly. Because I was external and could not physically present to the class, I had to create a stand-alone presentation with my voice pre-recorded into the presentation. I really enjoyed learning those skills, however because of the Program I chose (Bachelor of Digital Media), I never had an opportunity to build on them, until now (Adobe, 2016) ( Prezi, 2016).

I love how one discovery can lead to another and another and another. This was the case with many of the learnings over the last few weeks. I would start on one subject and it would lead to another and another. Just like the SAMR image in week 3 that lead me to the artist, who then led me to Google Cardboard and from there to Google Expedition. Researching PowerPoint did exactly the same thing. I started out wanting to learn how to make a Virtual Museum, Book Review and Quiz and ended up finding Office Mix (Microsoft Office, 2016).

Office Mix is a plug in for Microsoft Office’s program PowerPoint. It engages the audience through interactivity by way of clickable quizzes and polls which allows for on line learning to take on a whole new meaning. For example, I made a little video on how to use EDU Blogs but to make it a little different, at the end of each section I created a little quiz. So you have to pass the quiz in order to continue on to the next section. This demonstration can be found on my Blog on the post PowerPoint (Microsoft Office, 2016).

Safely, Legally and Ethically

Using digital technologies is important because once students leave school they will be thrust into a world that uses digital technology to perform even the simplest of tasks. Teaching students not only how to use the technology, but also educating them on how to use them safely is the key to empowerment (Sang-Keun Shin, 2015). The internet is an integral part of their digital lives because they use it to learn, to communicate and for enjoyment (Australian Government, 2016 (a)). Some of the issues that relate to students are: Balancing online time, Cyberbullying, Online gaming, Photos, Videos and social media, Protecting personal information, Sexting, Digital reputation, Offensive or illegal content, social networking, trolling, Unwanted contact (Australian Government, 2016 (b)).

Figure 1: Teens and the internet (Australian Government, 2016 (a))

 

Figure 2: Accessing the internet outside the home (Australian Government, 2016 (a))

 

Figure 3: Research Snapshot Aussie Teens and Kids online (Australian Government, 2016 (a))

 

As a teacher, we can help by managing the risks. This can include implementing an online safety curriculum and having open discussions with parents to help manage any issues (Australian Government, 2016 (b)). Awareness of users digital footprint, how far reaching it is and how to cover it up will also help to keep students safe (Howell, 2016).

Figure 4: What happens In an Internet Minute (Howell, 2016)

Balancing online time: Although varied from student to student, basically if the online world of the student is impacting on health, family or academic performance at school, then it needs to be addressed (Australian Government, 2016 (b)).

Cyberbullying: Most schools have policies to deal with cyberbullying. This involves support for both students and parent and practical tools to address the issues (Australian Government, 2016 (b)).

Online gaming: Like with everything, using gaming in moderation so that it doesn’t affect other parts of your life (Australian Government, 2016 (b)).

Photos, Videos and social media: Legally, if you are taking photos in a public place, that is fine, however if you are at a private event then you would have to gain consent before hand (Australian Government, 2016 (b)). When uploading images keep in mind who might see the images, are there any other people in the photo who may not want the photo put on line and is this image offensive (Australian Government, 2016 (b))? Photos can also identify your location. So while there may not be any identifiable items in the image (eg: school uniform, local landmark etc) the image itself may identify your precise location in the Geo-location information that any user has access to, once the image is uploaded (Australian Government, 2016 (b)).

Protecting personal information: In an online environment do not disclose any personal information such as: your full name, home address, phone numbers, the school you attend, your date of birth, email address, bank details and definitely never your username and password (Australian Government, 2016 (b)).

Sexting: This involves texting and sending private images of yourself to others. It is never ok to post images of someone else without their consent (Australian Government, 2016 (b)).

Digital reputation: Once on line, it is very difficult to erase. There are however ways to clean up your digital reputation so don’t stress (Australian Government, 2016 (b)).

Offensive or illegal content: Under the Broadcasting Services Act 1992, there is some online content that is considered ‘prohibited’. For more information see this link.

Social networking: This website will give step-by-step instructions on how to control privacy settings on Social Media (Australian Government, 2016 (b)).

Trolling: This is when a user harasses someone anonymously. They purposely try to upset and antagonise other users (Australian Government, 2016 (b)).

Unwanted contact: This is when someone is sending you offensive material or asking inappropriate or personal questions (Australian Government, 2016 (b)).

As a teacher in this new digital world, educating students on how to communicate effectively and safely on the internet is an integral part of their learning.  Most schools will have a policy relating to such education and how they wish to address it so in the first instance, I would consult the school’s policy documentation.


Figure 5: How to report Cyberbullying material (Australian Government, 2016 (a))

Professional Learning

Feedback from my lecturer and peers helped shape my entire blog. The first piece of feedback I received from my lecturer was on the look of the blog. He commented asking if I was going to “Pretty it up a bit”. It was because of this comment that I altered my entire site into what you see now as the end result.


Figure 6: Gary Holmes – comment on my blog

Week two I wrote a “How to” post on my blog about some quick EDU Blog basics and the feedback I received from that was amazing. It really inspired me to keep posting. If I feel inspired by such positive feedback, I can only imagine how my students will react in similar situations.

It is because of this feedback that I decided to do a video tutorial in Week 5 about EDU Blogs.


Figure 7: Susan McDonald and Any Slatter – Comments


Figure 8: Lana Groves – Comment

 

In week three someone asked for suggestions on what they could do with a website or blog for their subject areas, they are Business and IT. Here is a comment I left for them.


Figure 9: My comment to a peer on Week 3 (Note: this image is not linked because it was never published by the blog owner).

Week four I visited two other sites and left feedback:

Figure 10: My comment on a Peer’s post.

On week four there were not many comments on my blog but I went to a peer’s blog and helped them by explaining how to include Facebook in their communications.

 




Figure 11: My comment on Peer’s post

Conclusion

Designing the EDU Blog into Categories and Sub-Categories was an extremely valuable process; not to mention, loads of fun. I now have a brand new way of designing websites that I would never have thought possible – could I have just witnessed SABR in my own learning? From now on, posts and categories will be extensively utilised on my websites.

Using digital media safely, legally and ethically is a choice, and also an acquired skill. One that we must arm our students with so they are ready to use these technologies in their everyday lives.

And this is what makes Digital Technologies such a diverse and interchanging commodity. Knowing a lot about one or two things, does not mean that you are an expert in all things – ESPECIALLY with Digital Media. In the field of education, my knowledge of the variety and scope of digital tools was extremely limited. It has been expanded over the last few weeks however I don’t think any of us will ever be able to say “There is nothing more you can teach me” because new, exciting and more versatile tools are in the making – right now.

 

 

References

Prezi. (2016, April 9). The presentation software for when it matters. Retrieved from Prezi: https://prezi.com/

Adobe. (2016, April 9). Adobe Dreamweaver. Retrieved from Adobe Systems Software: http://www.adobe.com/au/products/dreamweaver.html

Adobe. (2016, April 9). Adobe Fireworks CS6. Retrieved from Adobe Systems Incorporated: http://www.adobe.com/products/fireworks.html

Australian Government. (2016 (a), April 14). Aussie teens and kids online. Retrieved from Office of the Children’s eSafety Commissioner: https://esafety.gov.au/about-the-office/research-library/aussie-teens-and-kids-online

Australian Government. (2016 (b), April 15). eSafety Issues. Retrieved from Office of the Childrens eSafety Commissioner : https://esafety.gov.au/esafety-information/esafety-issues

ClustrMaps.com. (2016, March 18). Visual Visitor Analytics. Retrieved from ClustrMaps: http://www.clustrmaps.com/

EDU Blogs. (2016, April 9). EDU Blogs. Retrieved from EDU Blogs: https://edublogs.org/

Fotobabble. (2016, April 9). Morning fog on the fitzroy river. Retrieved from Fotobabble: http://www.fotobabble.com/m/TURJRG1ZNEEvUzg9

Google. (2016, April 9). Blogger Getting Started Guide. Retrieved from Blogger Help: https://support.google.com/blogger/answer/1623800?hl=en

Howell, D. (2016, April 15). How to protect your privacy and remove data from online services. Retrieved from TechRadar.Pro – IT Insights for Business: http://www.techradar.com/au/news/internet/how-to-protect-your-privacy-and-remove-data-from-online-services-1291515

Imgur. (2016, March 18). Retrieved from Imgur: https://imgur.com/a/mQ8bI

Microsoft Office. (2016, April 9). PowerPint gets interactive. Retrieved from Office Mix: https://mix.office.com/en-us/Home

Muller, V. (2016, April 9). Categories, Posts and Pages Oh My! Retrieved from the reasonings of a preservice teacher: http://thereasoningsofapreserviceteacher.edublogs.org/2016/03/18/categories-posts-and-pages-oh-my/

Muller, V. (2016, April 9). Word Clouds. Retrieved from The Reasonings of a Pre Service Teacher: http://thereasoningsofapreserviceteacher.edublogs.org/2016/03/24/word-clouds/

Sang-Keun Shin, E. (2015, January). Teaching critical, ethical and safe use of ICT in pre-service teacher education. LANGUAGE, LEARNING AND TECHNOLOGY, pp. 181-197. Retrieved from http://llt.msu.edu/issues/february2015/shin.pdf

Scoop It. (2016, April 9). Scoop It. Retrieved from Scoop It: http://www.scoop.it/

Thinglink. (2016, April 9). Hypothetical Biography – Book cover. Retrieved from Thinglink: https://www.thinglink.com/scene/766485735250329602

Weebly. (2016, April 9). The easiest way to make a website. Retrieved from Weebly: http://www.weebly.com/?lang=en

WordPress. (2016, April 9). WordPress. Retrieved from WordPress.org: https://wordpress.org/

WordPress.com. (2016, March 5). Support. Retrieved from WordPress.com: https://en.support.wordpress.com/add-social-media-buttons-to-your-sidebar-or-footer/

WPMU DEV. (2013). YouTube – What is a Blog? Retrieved March 18, 2016, from https://www.youtube.com/watch?v=NjwUHXoi8lM

 

 

Assessment – Embedded Tasks, Week 6, Weekly Reflections

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