from iron chef to classroom – a digital media teacher’s perspective on managing and teaching in...
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From Iron Chef to Classroom – A Digital Media Teacher’s Perspective on Managing and Teaching in the Sakai Environment David Bartolo, TAFE NSW – Northern Sydney InstituteTRANSCRIPT
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David Bartolo
Northern Sydney Institute of [email protected]
From Iron Chef to Classroom From Iron Chef to Classroom
A Digital Media Teacher’s Perspective on Managing and
Teaching in the Sakai Environment
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IntroductionIntroduction
http://en.wikipedia.org/wiki/File:Iron_Chef.JPG
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IntroductionIntroduction
Eccentric flavour
Flamboyant Host
High production values
Entertaining
Distinctive teaching style
Warm/enthusiastic teacher
Well prepared
Engaging
Consistent interface
Contactable facilitator
Polished/clear interface
Engaging
Images:http://www.theage.com.au/ffximage/2005/12/23/ironchef_051021115737271_wideweb__300x450.jpghttp://www.educatednation.com/wp-content/uploads/2009/02/teacher-doris-day.jpghttp://www.actionsolve.com/_images/distance.jpg
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Introduction – Accepting changeIntroduction – Accepting change
Exotic, FascinatingExciting
Fear Disillusionment Disappointment
Acceptance Appreciation Engagement
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About meAbout me
Engineering
Digital Media
Interaction Design
Information Architecture
User Experience
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My eLearning practiceMy eLearning practiceCapturing class interactions
Blogs/Wikis
Whiteboard Capture
Podcasts of classes
Collaboration with Wikis
Resource development
Sakai
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Conference ThemesConference ThemesPedagogy
Systems
Processes
Outcomes
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PedagogyPedagogyLiterally to lead the child
…correct use of teaching strategies…
…teacher’s responsibility…
Teacher tries to adapt strategies within the model of aLearning Management System such as Sakai…
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PedagogyPedagogy
My experience - 3 approaches…
1. Face-to-Face Backup - A record of the class activity
2. Blended Learning – Interactive plus a record of class
3. Totally Online – Online Self-Study
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PedagogyPedagogyFace-to-Face Backup
• Backup/record of class activity
• LMS stores material – files, assignments, handouts,
podcasts, whiteboard captures…
• Not pedagogy – just storage, but good for students to
review material or if they are absent
• LMS not necessary – can use blog or wiki, although LMS
offers additional features such as class management
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PedagogyPedagogyFace-to-face backup
blogger sakai
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PedagogyPedagogyBlended Learning
• Used in class as well as backup/record of class activity
• Social and Collaborative environment
• Structured but opportunity to work self-paced
• LMS can facilitate, but can reduce spontaneity due to
rigid structure of material
wikispaces sakai
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PedagogyPedagogyTotally Online
• Generally linear self-study
• Reduced f2f social activity and collaboration (new Web
2.0 capabilities allow virtual socialisation & collaboration)
• Less spontaneity than blended learning as learning
program is pre-established
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PedagogyPedagogy
“Being an effective teacher of students means
having the capacity to manage change, to
acknowledge that education is a journey, not a
map.”
Brabazon, T., Digital Hemlock: Internet Education and the Poisoning of Teaching,UNSW Press, Sydney 2002, p136
Don’t let the tools get in the way of the pedagogy
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SystemsSystems“Systems theory views the world as a complex system of interconnected parts.
We make simplified models of the system to understand it and define its structure and behaviour…” Wikipedia - Systems
Sakai is a Learning Management System with its own models and behaviours
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SystemsSystemsSome argue that an LMS is good in terms of accountability, student tracking, assignment & test management, auditing student and teacher behaviour, but less successful as a teaching tool
Up to teachers to make systems work for them
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ProcessesProcesses
Teacher creates processes, using LMS as framework
Stepwise Adaptation of teaching resources
Build as you Use
Embellish over time – just start with text
Use existing resources where possible
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OutcomesOutcomesHas learning taken place?
How is this measured effectively?
Are you measuring what you think?
The Australasian Society for Computers in Learning
in Tertiary Education
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Inline Audio/Video in SakaiInline Audio/Video in Sakai
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In ConclusionIn Conclusion