Mindmap approaches to learning

Mindmap approaches to learning, originally uploaded by lynnecollett.

Reflection on my teaching for the term

mindmap2

mindmap2, originally uploaded by lynnecollett.

Afternoon in a Cloud

The usefulness of wikis

Wikis can be helpful as a means of organising information in a coherent form. This is enhanced by the use of hyperlinks. If there are any questions about a piece of information then further reference can easily be made to other sources of information for explanation. New information can easily be added and edited and the users refine and develop the product. Ideas and information for projects can easily be shared. A wiki needs to be highly structured and organised to be successful They are useful in education

ED 4134 Assignment 2: Learning Style Supported by ICT and Implementation as a Cognitive Tool

I have tried to organise material on this blog site around the theme of Indigenous Australia. The image of an aboriginal person getting ready for a corroboree would facilitate learning for a visual/spatial learner. The visual learner is the most widespread of learning intelligences and most of the learning styles would be enhanced by image and graphics. The video clip, slide show and graphic organiser would also assist the visual learner as this material is in a visual form. Due to traditional Aboriginal taboos about photographing Aboriginal people it was difficult to get a range of images depicting traditional lifestyles.
In the video a visual learner could study the detail of the appearance of Aboriginals in their movement, voice and costume. As the video can be replayed it is a good opportunity to closely study detail of the corroboree and get a better sense of the nature of this type of activity.
As a video can contain many ways of expressing information and ideas it can suit most of the learning styles. In the corroboree video a bodily/kinesthetic intelligence would enjoy focusing on the dance and movement features of the video. As a video can include all types of information it can suit most learning styles. A video of discussions would suit the interpersonal learner. Videos of debates, surveys, journals, diaries would suit the Intrapersonal learner. As most videos have sound the needs of the verbal/linguistic intelligence and the musical/rhythmic intelligence would be appropriately met.
A graphic organiser would particularly suit a visual/spatial learner and would also be helpful to the logical mathematical intelligence due to its ability to organise material.
A sound file is useful for the verbal/linguistic and musical rhythmic learners and so a sound clip incorporating Aboriginal songs and languages would be useful for these types of learners.
Games can appeal to a wide variety of learning types. More sophisticated games appeal to most learning types. Multiple player games appeal to the intrapersonal and interpersonal learners. These games can also require teamwork and problem solving, strategy, simulation of experience as well as a range of emotional input such as empathy for characters in different situations. Higher order learning as articulated in Bloom's taxonomy involving strategic thinking, interpretative analysis, problem solving and adaptation to rapid change are also facilitated. Going on journeys in virtual landscapes facilitates the visual/spatial learner but also the verbal/linguistic learner as they write about the experiences they have along the way. Extending this type of learning can channel it towards higher level creative learning. In this way listening and writing skills can develop as students increase their ability to focus. The naturalist learner can be involved in learning with games that bring in a variety of database, mapping, microscope and other related skills. The body/kinesthetic learner is supported with simulations requiring eye-hand coordination and related activities.
A graphic organiser as set out in the Inspiration based mind-map setting out ideas around the theme of aboriginal Australia can open up higher order thinking possibilities as students use it to map out problems and look for solutions to resolve problems and challenges. Creativity develops as students are able to brainstorm different options and arrive at their own possible solutions and outcomes. Mindmaps can also be designed in the context of the particular stage of learning that the student has reached. Simpler or more complex organisers can be developed depending on the proximal stage of development the student is at. Students can also work in collaboration with each other and help to facilitate new and creative approaches to various situations. The logical/mathematical intelligence is promoted through activities that stimulate reasoning and so the order and form of the graphic organiser can help stimulate this ability. The graphic organiser also facilitates the categorizing and ordering of information which stimulates the naturalist intelligence. Manipulation of image stimulates the visual learner in the mindmap realm.

Indigenous Australia.gif

Indigenous Australia.gif, originally uploaded by lynnecollett.

Overview of various issues affecting our understanding of indigenous Australia today.

Corroboree Indigneous Tourism Expo

Corroboree Indigneous Tourism Expo, originally uploaded by aboriginaltourism.

Aboriginal elder ready for corroboree

Flickr

This is a test post from , a fancy photo sharing thing.

indigenous australia
I. Influential people
A. Noel Pearson
B. Gary Foley
II. History
A. Arrival of First Fleet
III. Political events
A. 1967 referendum
Land Rights Act

B.
C.
D.
IV. Daily life
A. Food
B. Health
Issues
C. law and order issues
D.
V. Geography of Different Nations
A. Languages
B. Sydney area
Sacred Sites
VI. Music, literature
& arts
A. Indigenous musicians
B.
C. Dance and corroboree
Book
Canyon
Process block
Aboriginal Artists
Aboriginal Art
Stolen Generation

Rainforest
Sorry?
Protest
Protests and demonstrations
I.
Leader
Leader
Land Rights
Seasons
Kangaroo
Totemic animals

A range of historical material and learning resources on Indigenous Australia are available at the following website

http://www.trinity.wa.edu.au/plduffyrc/indig/default.htm

anagram game

Anagrammatic Head to head battle of anagram solving action!

Play this free game now!!

Aboriginal dance

AIM: To answer this question as a collaborative group using the links below...
Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htmThis site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICThttp://hometown.aol.com/abctagteam/multiple_intelligences.htmApplying Bloom's Taxonomy in the classroomThis gives you concrete leads....but how do you use it in the ICT environment?http://www.teachers.ash.org.au/researchskills/dalton.htmThere are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.http://www.ncsl.org.uk/networked/index.cfmConstructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.http://www.exploratorium.edu/ifi/resources/constructivistlearning.htmlThis site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.http://www.bradfordschools.net/content/view/226/182
Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.http://www.intel.com/education/tools/index.htm
Posted by offspring at 7:15 PM 0 comments
Labels: Compiled by Allan Coman

Google gadgets for your webpage- just for fun
http://www.google.com/ig/directory?synd=open&source=gghp.
Posted by offspring at 12:13 AM 0 comments

How do we manage multiple intelligences in the ICT environment?


AIM: To answer this question as a collaborative group using the links below...

Explore e-learning This is a catalogue of resources for Teaching Maths and Science in Secondary schools http://www.explorelearning.com/index.cfm?method=cResource.dspResourceCatalog This is a site that provides a wide range of activities based on Gardner's multiple intelligences (fantastic site!) http://surfaquarium.com/mi/intelligences.htm

This site provides a number of very useful sites in relation to Gardener's MI with ideas for the classroom and the use of ICT
http://hometown.aol.com/abctagteam/multiple_intelligences.htm

Applying Bloom's Taxonomy in the classroom
This gives you concrete leads....but how do you use it in the ICT environment?
http://www.teachers.ash.org.au/researchskills/dalton.htm

There are a number of different sites that link you into research on e-learning and current trends. This site won't provide you with an immediate answer but it will help you begin collaborating with those who are researching in this field.
http://www.ncsl.org.uk/networked/index.cfm

Constructivist learning theory...don't forget that you are basing all this work on this theory. This is a good summary for you and not too technical.
http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

This site from Bradford England goes through the various intelligences and gives you possible activities in ICT to use to develop particular intelligences. While it is way beyond our technologies it is good to know because schools are getting these resources. There are also an increasing number of these technologies available as free software.
http://www.bradfordschools.net/content/view/226/182


Tools and resources provided by Intel for free to support collaborative student centered learning. Online thinking tools are active learning places where students engage in robust discussions, pursue investigations, analyse complex information and solve problems. Resources for 21st century teaching help teachers play a critical role in facilitating learning activities and posing questions that take student thinking deeper.
http://www.intel.com/education/tools/index.htm


Posted by offspring at 7:15 PM 0 comments

Labels: Compiled by Allan Coman


Google gadgets for your webpage- just for fun

http://www.google.com/ig/directory?synd=open&source=gghp.

Posted by offspring at 12:13 AM 0 comments



Sunday, March 18, 2007
How to add video into your blog

http://bloggerstatusforrealbeta.blogspot.com/2007/01/editing-template-in-new-blogger-blog.html

Posted by offspring at 11:46 PM 1 comments



Monday, March 12, 2007
http://www.slideshare.net/Downes/elearning-20/1

Posted by offspring at 4:59 PM 0 comments



Monday, March 5, 2007
http://evolution.massey.ac.nz/assign2/MH/webpage.htm

Posted by offspring at 7:10 PM 0 comments



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Learning Styles

Learning styles suited to an online environment: the first ones that come to my mind are visual, kinesthetic, spatial. Musical and general oral learning is enhanced with sound on the computer.

multiple intelligences quiz

http://www2.bgfl.org/bgfl2/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

JS 423 Education, Service and Community Management
Lecture 21st April, 2007

In this lecture we were introduced to the two rival streams of religious projects: the prophetic and the purist. Both streams have their strengths and weaknesses. In a broad sense the prophetic stream is concerned with doing justice and the purist stream is concerned about the observance of the rules and keeping the law. The tension between these two approaches is a part of everyday life in general but is particularly obvious when dilemmas in the life of the church are examined. We looked at a number of examples where the tension between these two approaches is evident and then looked at the history of Christ’s crucifixion and resurrection within the context of these approaches.
We also looked at atonement theology and its feudal roots and how this has influenced modern day thinking about the death of Christ. In atonement theology Christ atones or is payback for the sins of Adam so that God is then seen as a vengeful God who intends Christ’s death. If the Bible stories are examined in the light of the purity/prophetic stream then Christ’s death is interpreted in a different way to that of atonement theology. We then see Christ as a victim of competing purist/prophetic forces within the religious world. Jesus remains faithful to the Kingdom Project and resurrection is God’s faithful response to the faithfulness of Jesus.
I found the examination of atonement theology within the context of medieval thinking to be helpful in understanding modern day religious approaches to the death of Christ. I also found the juxtaposition of purist/prophetic polarities as a way of understanding and interpreting historical events insightful.
I believe the Bible is open to different explanations surrounding Christ’s death and resurrection and for myself I find Rudolf Steiner’s work surrounding the role of Christ and the direction of humanity to be persuasive and inspiring. In this regard I believe that humanity is gradually evolving over time and that the Christ being brought the teaching of love of our fellow human to humanity. Part of this teaching was the role of resurrection and so it was necessary for Christ to die on the cross. I do not see God as being responsible for evil in the world as I see it is important for the human to evolve. The human can only truly evolve if given the freedom to do so or not to do so as the case may be. To evolve and develop in freedom then the human has the right to choose how it will evolve. Evil is a necessary part of our world and we must choose the path we will follow and whether or not we will seek to overcome evil. If we do choose to follow Christ’s path of love then we must strive further to develop ourselves by following the Christian way. Our path may be difficult but out of our suffering then we develop ourselves. God’s love is there for us if we seek it.
As my beliefs surrounding the role of Jesus differ to mainstream Catholic views I do not find it necessary to absolve God of responsibility for evil and I find Christ’s death and resurrection as powerful and necessary events. I appreciate the importance of looking at spiritual events in new ways and find it encouraging where new dialogue, discussion and ideas are being raised as part of a broad Christian dialogue.

U.S. schols abandoning 1 to 1 laptop use

Here is an interesting article on why some schools in the U.S. are abandoning the use of one to one laptops in some American schools

http://www.nytimes.com/2007/05/04/education/04laptop.html?ex=1336017600&en=0da7ad13de3693ef&ei=5124&partner=permalink&exprod=permalink