Sunday, 6 June 2010
Since I visited Sarah's blog, I'd learnt to add a gadget called the 'ClustrMap' which records the visitors from the parts of the world. So far, there had been nearly 80 visitors since this was created, from 10 different countries!!!
I had known, and learnt that the Internet is a powerful tool to expose oneself to the globe, but this is real experience of what I have heard and learnt. This is AMAZING!!!I am also aware that some people make living out of blogging... I'm still not convinced that this is true but one day, I hope to experience some financial benefit as well.
This 'e-Learning in Practice' paper had certainly opened up my eyes to a whole new world of 'Web 2.0'. It was a huge learning curve, I must admit, but it was worth it. I still got to finish off my 2nd assignment, though... Hopefully it will be over soon... then... its... HOLIDAY!!!! YAY!!!
Have a great holiday everyone!
Friday, 21 May 2010
I have decided to work with wikispaces.com as it was the only one I knew...
Its still a work in process but so far, it looks very impressive!!
Come and check out my newly created wiki page at http://www.ask-your-classmates.wikispaces.com/Just bear in mind that this is not a complete one and I await for it to be used by students...
Monday, 19 April 2010
This idea of online Q&A forum had been established a long time ago. It was first launched in 2002 by Korean Search Engine ‘Naver’ as ‘Knowledge Search’, aka ‘Knowledge iN’ or ‘지식iN’ in Korean. Anyone who is registered at the site can post questions and answer them. As of January 2008, there were more than 80 million user-generated information. (Wikipedia – Knowledge Search) Three years later, this idea was adopted by Yahoo and created Yahoo! Answers. In 2009, Answers.com has also revamped their site as a user-generated wiki-style information bank.
Creating a class knowledge bank would only be possible with high contribution of the students. Teachers may take part in helping students answer a question, but it must not be driven by teachers but by students. In order to achieve this, the site needs to be carefully designed.
For example, if a wiki site was to be designed for an IGCSE Biology class (which I was in charge of for the last couple of years), there may be 10 folders for each topic. Students can post their question under the topic folder provided. There should be space for more than one answer as the primary answer may be incorrect or partly incorrect. It must be progressive and corporative work rather than complete.
The site should be accessible by the school students only. If it was accessible to anybody, some students may feel embarrassed to ask questions and also answer them. The students would feel more comfortable in posting articles. More able students would benefit from answering questions and reflecting on their knowledge as less able students would benefit from having their questions answered.
At first, the students may need to be bribed in order to get the site started. Rewarding students with good questions and good answers would encourage the students to start with, but they will have to find questioning and answering on the Web rewarding and motivating in order to keep the site going.
Now then, the question is which wiki provider would fulfil the needs of a class Q&A knowledge bank. I have not used any wiki providers, but starting from wikispace, I will have to explore few of those providers to find the perfect one for me and my class. It may take some time and effort to set this up but it would be worth exploring…
Saturday, 27 March 2010
Sunday, 14 March 2010
What they had done was they had invented a device to recycle electricity that was used at home. Again, I don't remember what they had worked on, but I remember being astonished from amount of organisation that had gone through their work - I mean, working with people who are on the other side of the world and winning a prize never seemed possible. I had no idea of how they would have overcome the distance and time difference. However, now, knowing about the Web 2.0 technology, I just realised how possible this is.
In the Lowe's article, teams of yr10 G&T students were brought together through ICT community and face-to-face camp to carry out an problem-based investigation.
Several findings fascinated me.
First, how the students showed a positive improvement in their attitude and enjoyment of Science. Because of the nature of problem-based learning, G&T students would easily engage themselves into learning. Relating their knowledge to their everyday life is a key factor in learning especially for teenagers.
Second, although the author had pointed out some difficulties such as timetabling issues and finding venues for the students to work in while managing a 'virtual' class, it seemed feasible. I had thought of incorporating technology as extra work but once it's set up, it would be less for the teachers.
I'm interested to find out, however, if this sort of methodology would work on 'mainstreamed' students. These students are generally less motivated and engaged than G&T students. Secondly, how PBL would suit NZ Science Curriculum. For Junior Science at Secondary level, it might be feasible to do such activity as a unit or an assessment but for Senior level, it is difficult to incorporate this into NCEA achievement standards. It will require careful planning and structuring - and may also need the Ministry's intervention.
Overall, I liked the idea of using technologies such as wiki and video conferencing as tools for the students to work in groups online and one day, I hope to use it to enhance my teaching and students learning.