Cool morning, sunny +26 C day and the fantastic Perth Zoo were our playground yesterday for a bunch of our Year 9 classes. The excursion is a centrepiece of the term looking at endangered species of SE Asia and particularly Indonesia.
Sadly, not all students came along for various reasons. We wanted to make the occasion memorable beyond a paper worksheet, give students a chance to show what they got out of the day and, importantly, share the day and its (in)sights with students who stayed back at school. Luckily, Mr Lasic was on hand with his laptop, Bluetooth and Moodle – what a nerd!
We encouraged students to take pictures and clips with their mobile phones and cameras throughout the day (considering of course other zoo visitors and rules on using imaging equipment). At the end of the day, we asked the kids to pair up and take a 30 – 60 sec ‘interview’ of their buddy answering the question: “What have I learnt at the zoo today?”
On the bus driving back to school, students sent me their videos and images from mobile phone via Bluetooth. Within 5 minutes about 15 clips and 30 images effortlessly landed in my inbox. But wait – there’s more… For kids who had taken shots with their digital camera, I have opened a picture gallery (a handy preset in Database activity) for them to upload their shots from home. They have started trickling in since.
A video database will have the kids’ video clips plus a recording of an excellent presentation given to us by the zoo’s education staff – all on Moodle of course.
All of these will be made so students can download them, edit and/or mash them up (the more advanced users will), comment on entries and rate them. I think a blog post on “Why and how should I care about endangered species” for each student should be a pretty sound assessment piece with kids constructing it using their own or their peers’ materials rather than a copy/paste job off zoo’s website.
One student asked me: “If we put zoo stuff on Moodle does that make it a Zoodle?”
This morning I looked at the draft school policy on mobile phones, Mp3, cameras and other ‘gadgets’ as lots of people like to bundle’em up. It makes me want to look for another job straight away – I’ll spare you the rant.
I am getting a little tired of ‘spoon-feeding’ and doing the heavy lifting for my students.
So, in a fine constructivist tradition, here is a little activity I have just pulled off in my Philosophy and Ethics class using Moodle’s Glossary activity to get them thinking.
I got students into groups of three, one is the official scribe. In groups they discuss and come up with a definition/ explanation of their allocated concept. They must use examples to demonstrate their understanding of the concept (eg. ‘reason’, ‘valid argument’, ‘inference’…). The scribe enters the definition into the course glossary I had set up. Apart from text, students can add pictures, graphics, even embed videos to support their explanation using the Glossary’s HTML editor.
Students can edit entries at any time (maybe tonight from home, I remain hopeful 😀. They can comment on entries (“I think your starting premise is probably wrong so your final argument falls apart…” kinda thing). Students can also rate each other’s entries.
The idea is that the students throughout the year add and keep improving definitions of key concepts we use in class in a way that makes sense to them.
The rule is “if you can’t explain it to a friend sitting next to you it does not get published” (no copy/paste from Stanford Encyclopedia of Philosophy here)
Thank you Moodle. Love teaching!
If you are trying to introduce Moodle to teachers or staff at your school or a similar organisation, you have or you will probably hear at least some, if not all, of the five statements below in some shape of form. I deliberately called these ‘myths’ because they simply do not stack up when compared not only to my own experience and that of my colleagues at our school, but to the experience of literally millions of teachers around the world using Moodle in their daily work.
These five myths deal exclusively with teaching and learning with Moodle. I have distilled these after experiences at our school and reading about experiences of fellow Moodlers over the last year or so. For more myths about the technical aspects of Moodle (Top 10) you can visit the Moodle forums at Moodle.org.
So, here are my top five … with replies.
No, nothing to do with the book with the same name but there are, if unintended, similarities.
My teaching story has been inexorably linked with one colleague – Rita. Ever since she supervised me on my first teaching practicum many years ago our paths have managed to cross in different locations. Over the last three and a half years, we have shared a desk, made each other coffee, covered each other’s classes, team-taught on several occasions, laughed and cared about each other. With her grace, wisdom and impeccable respectfulness, Rita has helped me better understand and deal with students we teach. In return, I have helped her with a gentle lead into the crazy, hyper world of instructional technology.
Rita has been teaching mostly History and Society & Environment (old Social Studies) for 25 years across many public schools, first in Germany then in Australia. When I rang her tonight to ask for her permission to write about our conversation this afternoon she asked me not to disclose her age, but laughingly agreed to my ‘diplomatic’ description of her as “closer to retirement than to her first day in class”.
A couple of days ago I attended a dinner with a world-renowned educator and presenter Sheryl Nussbaum-Beach, her family, and a few fellow Perth bloggers and ed-tech enthusiasts. The company included a famous chocoholic and THE Edublogger Sue Waters, whom I met personally for the first time, Jean Anning, Jane Lowe and Paul Reid. The evening was very enjoyable and sprinkled with a wonderful dose of fun-spirited Aussie/American bashing and ‘war stories’ – all in all, we hit it off well (I am just not sure how much Sheryl’s family members enjoyed our passionate and often noisy rants, complaints and (mutual) inspirations).
I was particularly pleased and in many ways reassured to hear Sheryl’s passion to push for greater use of ICT and particularly the Web 2.0 (for lack of better word) tools with ‘tough’ schools and kids like ours (see my previous, cathartic post for details – thank you good people for your comments). And as we started getting into the thick of discussion, we recognised that not only the group of people present, but a wider community of bloggers, ed-tech educators etc. (you know the labels…) is vulnerable to the ‘echo chamber’ effect. We all pretty much agree on many things, we fuel each other’s passion, we share and exchange ideas, in short – we ‘get it’. That’s all good but we act mostly in our own individual spaces, despite creation of large (inter)national networks, so easily afforded by the tools whose usefulness and transformative power we try to unveil to others. We are doing great things but without generating the amount of synergy that would make powers-that-be stand up and go beyond, in the words of Seymour Papert (thank you for correction Bryn) ‘strapping a jet engine [of technology] on a horse and cart [of 18th century model of education]’.
Why is that? Continue reading
After an amazingly insight-rich, highly enjoyable and very well-received online forum across four senior classes at our school on the theme ‘What would you improve at our school?” this week, I simply had to put in a big plug for forums in Moodle. I write this as a combination of teaching and tech tips and strategies for using forums in Moodle. Most of all, I write this with my students, their voice and their learning in mind.
Like many teachers, I often run class discussion. A problem or a question is presented with individuals invited to call out with answers. Sometimes students are in groups for all or part of the discussion with more than one topic to discuss.
What I have ideally wanted is for each student to contribute in some way to either the group or class discussion. In reality, I often get a few regular contributors to call out with some quality answers, a few attention seekers with not such high quality answers and the rest of the class likely to switch off.