Reflection Task 5: Reflection on Simulations, Interactives or Mapping

Reflection Task 5:



The technology of interactive learning objects is by far the most relevant to digital pedagogy in my opinion. This technology incorporates many other digital tools previously discussed in this blog such as: images, video, audio, and presentation. An interactive learning object can be created in the form of an educational game or purely an interactive object that encourages learning.

The settings of this technology allow the user to visualise a real-life representation of the World's streets. This can be viewed as a map or as a photograph of the Earth. It is also possible to type in a street name and house number or building number. This feature gives the user direct access to any part of the world (with a street) and provides them with a still image with a 360° view. Another great feature on this service is the ability to access directions from any location and co-ordinate them to any different location. It lists walking, bicycle and car as chosen preferences of travel between locations and gives an estimate distance and time for each. This is easily accessible through the online service. It is not possible for a user to become an author of google maps. There is no way to physically sign up for Google Maps - the only personalised segment of the service is your location. 

The idea of Google Maps is very simplistic however very abundant with opportunity to explore parts of the world you desire to see. There are some locations you can visit on Google Maps that have no roads, for example: Loch Ness in Scotland and the Pyramids in Egypt. There is no technical skill required to use this online service - the only minor difficulties users might encounter are spelling street names or navigating around the map.

The learning outcomes produced from Google Maps in education are enormous. Especially for my chosen discipline teaching area - Geography - this online service can be a very beneficial. 'Site and Situation' is a geographical term used to discuss the location of an object or area (city, subarb, street, etc). This is a very important aspect to cover when learning about geography and specifically the geography of a specific region or area. Site and Situation is about having the ability to label and discuss the whereabouts of a certain location and its incorporated information. For example, describing the location by referring to evidence surrounding the area such as a landmark, and also the longitude and latitude of the particular area. This is where Google Maps becomes a very useful tool in education as it gives students and teachers the information they need to correctly source and define and area. This is an example of how Google Maps can be used as an educational activity and is one example of the many ways it specifically relates to learning geography.

Below is the SAMR Model which has been explained to benefit the digital tools of learning objects and interactive online services. This model can be used to provide feedback and improvement upon teaching. (E.g. Geography class as an example).

Substitution Level: Rather than a printed/still image of a location or map, Google Maps can be used to explore the location and its surrounding elements. From this students can write a paragraph about 'site and situation' or discuss how increased inundation could affect an area.

Augmentation Level: There are many locations around the world that are known for their tectonic plate boundaries. It is very easy to navigate to these areas on Google Maps (e.g. San Andreas) and explore the plate boundary and its properties. This is a very useful teaching tool that allows students to visualise their content.

Modification Level: Applying knowledge to assessment tasks and homework tasks - Use Google Maps as an appendix on a task and discuss the option of two concepts to improve the area. E.g. raise the height of a specific road or construct a bypass road/overpass.

Redefinition Level: An excursion of an area selected on Google Maps to discover information and record findings based on the unit/topic under study. E.g. Ross River in Townsville - Assessment Task based on mosquitoes and their natural habitat, breeding, disease spreading, etc. Google Maps is a very useful tool here as it allows the teacher to organise an effective and productive excursion and give clear examples and information based on the area by using this online service.

Reflection Task 4: Reflection on Presentation Tools

Reflection Task 4:



The technology of presentation is a powerful aspect of education. When educating, students are watching and listening to everything the teacher says (if they are engaged) which is why it is always good practice to ensure that the presentation of lessons is very professional and engaging/interactive. The power of presentation is a great asset to implore when teaching learners. With a good presentation, students feel more involved or connected with their learning. This also gives students the ability to visualise their learning rather than only hearing the information/content being taught.

There are many ways and many forms in which a teacher can present information to a class. However presentation as a digital tool is a concept that changes the way in which students learn. There are also many different presentation software's and programs available such as Microsoft Office PowerPoint, SlideShare, Prezi, etc. The presentation software that I used to construct my example presentation was Prezi as I had never used this program prior to this reflection task (Reflection Task 4). Prezi is a web-based program but however it can be downloaded for personal use.

It is not possible to obtain multiple authors on this site/program as it is an online service with a specific 'log-in' account. The settings of this technology allow the user to access and modify the text font and colour, the theme, the background, the animations, and the order of each slide/page appearing.

Using this online service is very simple and quick. There are not as many benefits (in regards to presentation) when this software is compared to Microsoft Office PowerPoint, however it is very easy to use and therefore a very good program. Very little experience is needed to operate Prezi - maybe the same experience and skill level needed to operate Microsoft Office PowerPoint.

There are many digital tools such as images, video and audio - a good presentation should involve these tools for effective communication and learning. These presentation software's allow users to incorporate audio, images and video into their production and these can all be projected on a projector screen for a class to view. When this digital tool (presentation) involves other, smaller digital tools, this then becomes one of the most productive ways to learn. from both visual and auditory learning styles.

A class might choose to mimic an event/activity seen on a video during a presentation. For example, watching a model volcano erupt with baking soda etc. By producing step by step instructions, through the use of a presentation, students are able to clearly visualise and hear what needs to be done and therefore their understanding is at a higher level.

It is possible to view my creation of a presentation here.

Below is the SAMR Model which has been explained to benefit the digital tool of presentation. This model can be used to provide feedback and improvement upon teaching. (E.g. Geography class as an example).

Substitution Level: A Prezi-presentation could be substituted here for an analog presentation - whiteboard.

Augmentation Level: Allow the students to construct their own Prezi presentation about their current topic or as a homework task.

Modification Level: Students could generate a class Prezi (or in groups) and display it too peers or other members of the school as a formative presentation.

Redefinition Level: Students create their own Prezi's that contribute to an assessment task such as a multi-model presentation in regards to the current topic/unit of study.

Reflection Task 3: Reflection on Audio, Images and Video

Reflection Task 3:



If a still picture paints a thousand words, a video can create many more. The technology of video allows people to experience a diverse magnitude of feelings and visualisations that can persuade and develop their minds. Videos are becoming more common in the very digital, 21st Century. Videos can be found on almost any subject that you desire to watch, whether it be learning from a video or gaining entertainment from a video. This technology gives people a broader span of information. More information can be gathered from videos than still images, however there can be videos created of a group of still images. This means that images and audio can also be incorporated into video which is why this form of digital tool can contribute the most information and is the most effective to learn from.

Videos can not have multiple authors unlike other digital tools such as a wiki. The creation of a video can be divided up into as many sections with as many people working on them simultaneously however it is not possible to obtain more than one author (multi-author).

There are many video editing software's that can be purchased for business or personal use. For example, Windows Movie Maker and iMovie are very common video editing and producing software's that are available for purchase or come readily available on a registered device such as a windows computer with an essentials pack. The program I am going to discuss and use as an example is Windows Movie Maker. It is very easy to customise the tool or space in this video-producing and editing program. When using this program I was able to customise the size, colour and font of the text I used; I was able to select from a wide range of animations and transitions between videos/images; and I was also able to select audio from my directory and sync/apply my chosen audio track to my 'movie'. There are many more aspects which can be modified in Movie Maker which I have not yet completely explored. A very basic understanding of video editing programs is sufficient enough to 'get the hang of' Movie Maker. There were a few things that I didn't know how to do when I first began using the software however after fiddling around a bit longer I was able to produce the video I set out to create.

I have created an example educational video as a demonstration of this digital tool which will discussed below. Whilst creating this video I learnt how to use the program Windows Movie Maker and used my skills to produce this educational video and upload it to YouTube (the file was too big to upload here so I had to use an alternative source to link my video to my blog). This video is evident below and can be seen again at here on YouTube.

In a classroom there are many ways in which the use of videos become a very effective digital tool. For example, in a Geography class videos could be used during and after class for:

• Recording/completing homework tasks;
• Recording oral presentations;
• Multi-model presentations;
• Assignment tasks; and
• Notes - recording classes.

These are a few examples of what sorts of activities this digital tool will support.

As previously mentioned in this reflection, videos provide a much broader span of information than a still image. This is because a video contains much more than a still image - it can be accompanied with both images and audio. The learning outcomes of using this digital tool in education are immense. As displayed above, there are many different strategies available to incorporate this technology into learning. By using educational videos in schools, this allows the students to visualise their learning with clearer examples, definitions and understanding.

The video I created about The Great Barrier Reef can be used to implement all kinds of learning. My video could be presented in front of my class whilst they sit and listen. It would be beneficial for the students to take notes during this method of implementation. Another way this video could be used in learning circumstances would be to provide a link to this video on the internet or copy said video to each students' computer so that their learning could continue at home and specific homework tasks could be completed through the viewing of this educational video.

Below is the SAMR Model which has been explained to benefit the digital tool: video. This model can be used to provide feedback and improvement upon teaching. (E.g. Geography class as an example).

Substitution Level: The teacher could display a video to a class about the different Biomes in the world rather than drawing a diagram on the whiteboard.

Augmentation Level: Students can record themselves as a set homework task and give a small presentation about Biomes and what they have learnt thus far.

Modification Level: Students could complete their assessment tasks with the incorporation of video. For example, it is common for a Geography assessment task to be a twenty-minute multi-model presentation and this could be recorded and presented in front of the student's class.

Redefinition Level: Record lessons for the future. Students learn a lot during lessons at school, however if a student is distracted they do not benefit as much as a student who is engaged throughout the whole lesson. By recording classes for students to review at a later date, this gives the students a chance to look back on their previous lessons and gain a broader understanding of what is being taught. It is not only the student that benefits from this concept. Teachers are also able to look back on their practice, giving themselves feedback of how they could improve or better aid students in the future.