We all love the Taccle2 website, but we would really like to know what you think about it.
We want to know if you find it easy to use, if the content is interesting enough and if it well structured.
That is why we would like you to answer 5 very simple on-line questions (the questionnaire is available in several languages) :https://www.surveymonkey.com/s/L98VVSW
This will take less than 5 minutes of your time and it will help us a lot to know if we need to improve the website or if you like it just as it is.
Thank you very much for your input.
Always on the lookout for practical ways to use technology in the classroom, Pontydysgu were scoping out new ideas at Bett 2014.
We liked the new Lego storytelling kit. One set gives you a tray of Lego bits, there are minifigs, cats, frogs, brooms, Christmas trees and more. You also get a book of lesson plans and ides and the accompanying software. There’s also a spinner to help choose a genre or character for storytelling inspiration. The idea is that children work in groups to tell a story, each group has a kit with enough lego bits to recreate the same scene 5 times only each one is slightly different as their stories progress. They then take photos of their scenes and upload them to a computer where they can drag and drop the photos into a comic strip style template, add backgrounds and captions and print their story.
The software is nice and simple to use, the lego kit has been carefully selected for optimum storyline coverage and it has the lego brand – guaranteed to spark some interest in even the most reluctant of storytellers.
Now, here at Pontydysgu we like a good idea, but what we like even more is a free idea. So in the tradition of those catwalk-fashion at highstreet-prices magazine articles I bring you “BETT on a budget”
To create your own comic strip you will need;
A collection of small-world-play or dolls house characters and accessories.
A camera/ webcam/ cameraphone with the ability to transfer your photos to a computer.
Internet access.
An app or web based tool for comic strip creation using photographs.
Here are some I’ve been trying out this week;
Web based
Toondoo – Free- You need to create account but it is easy to do. Upload photos, edit, cut shapes out and save, then go to cartoon creator, choose comic strip layout and you can put your own images into a cartoon, choose layout template, drag and drop backgrounds and cliparts, callouts and thought bubbles to create a story.
Downloads
Lego Storystarter software – for creating comics, and other styles Newspaper, old manuscript £107.99 inc VAT (the whole kit based on a class of 30 is £779.99 in VAT)
Comic Life – Cost £11.99 for a single user license or £1,049 for a site license.
Apps for iOS/Android
Comic touch – Free – From the creators of comic life this App cartoonises one photo at a time with no comic strip mode so you would have to print them and reassemble into a comic strip or download the pictures after editing and then use a different tool to put your story together.
Theme 2 of the TESS programme was focused on teaching. The idea was to answer 3 “wh” questions:
Who are we teaching?
What do we want learners to learn/achieve?
How do we want learners to learn/engage?
These 3 questions link back to the way people learn. And they are also related to our one teaching and learning philosophy. In this sense, the act of teaching is connected to our professional values and the principles we share regarding our teaching vocation. Hence, I think it’s important that we ask ourselves what our role as educators is. Do we want to impart (static) knowledge [that’s an easy way to teach] or do we want learners to engage in a culture of knowing in which their activity/role is placed at the centre? This requires learners’ participation. Research does say that learners learn better when they are actively involved. This is due to the fact that participation is an act of belonging. We learn better when we are able to connect, physically and emotionally, to what we are learning. And isn’t learning a process of making connections between old and new information?
From Sage on the Stage to Guide on the Side
This leaves the educator with the responsibility of “animating” the classroom as part of the learning process, making it an engaging experience in which learners feel compelled to take part in. And this is probably our biggest challenge as educators, because it does require that we put that control back into the learning activity.
As part of that we looked at constructive alignment and the need to prepare our teaching sessions in such away that they promote effective learning.
In so doing, we need to be able to answer the 3 questions mentioned above. And those answers can be formalised by the development of clear and achievable intended learning outcomes (ILO) which aim to inform the structure of any given session we prepare as part of our teaching activity.
The learning outcomes – the what? – will then inform the how? in that we need to choose learning activities that may lead to the achievement of ILOs as well as the assessment (which we will explore in Theme 4)
We also looked how to write learning outcomes – these should make use of action verbs that lead the learner to demonstrate what they have learnt and achieved. We explored different types of verbs that help express different stages of the learning process, from the most simple stages such as identifying or following a simple procedure to the creation of something that reflects learning in a particular area. (a list of ILO verbs was provided for this activity)
Photo by GCouros, Retention of Information, (CC BY-NC-SA 2.0)
The session ended with us sharing ideas about how we can teach small and large groups. Our discussions also aimed to demystify the assumptions that we cannot do active learning in a lecture slot, or for that matter, with large groups.
We should approach a lecture just like any other teaching opportunity. It aims to enable learners to learn and be involved in that learning experience. Hence, we should not focus on the meaning the word has acquired throughout the years given the experiences we have had as students ourselves. We should always personalise teaching to match our own convictions (philosophy). It should also take into account our understanding of how people learn and what the purpose of teaching really is! I believe teaching is a form of helping learners grow intellectually, of maturing their ideas… In facilitating that process educators’ grow too. Learning and teaching are not isolated activities. We are all learners and teachers. Understanding this dialectics enables us to understand our role better!
- How are you planning to put these ideas in practice?
- How hard is it to yield the control of the learning experience to the learner?
Resources:
Learning and teaching in laboratories
Short Guide: Postgraduate Demonstrators and Teachers *
* A big thanks to Dr Gemma Lace for letting me attend one of her lab session and share some literature with me.
November is Sharing Good Practice Month at the college where I lecture so I thought I’d jump on the Chalkface blog and share two of my favourite things.
I love historypin. It’s a Google Maps mashup where you can upload pictures from the past and compare them to the current street view. You can add video and audio too. There’s heaps of potential for school projects and it’s a great tool for digital storytelling. Have a look at the Beatlemania tour for inspiration!
Continuing with the maps theme, every maths teacher needs to know about the Maths Maps project. Again using Google Maps this collaborative resource links maths questions to physical places. For example, a pin in Real Madrid Football Stadium invites you to zoom in and calculate the area of the pitch. Further more, one map can cover many topics and colour coded pins allow for age or level differentiation. There’s more information on how to join in with the project on the edte.ch blog.
Racial bias in algorithms
From the UK Open Data Institute’s Week in Data newsletter
This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.
Gap between rich and poor university students widest for 12 years
Via The Canary.
The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).
Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.
The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.
Quality Training
From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.
News from 1994
This is from a Tweet. In 1994 Stephen Heppell wrote in something called SCET” “Teachers are fundamental to this. They are professionals of considerable calibre. They are skilled at observing their students’ capability and progressing it. They are creative and imaginative but the curriculum must give them space and opportunity to explore the new potential for learning that technology offers.” Nothing changes!
Our Wikispace for teaching and learning
Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.
We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.