ClassMarker (2009) is a online testing website, where you can design your test and they will mark it for you. Usually when I think of quizzes, I think of pieces of paper with yes/no answers, multiple choice questions. It is time consuming to write and time consuming to mark. However, by simply creating quizzes around any subject, learners can complete them online.
ClassMarker allows you to randomly arrange the quiz questions, set time limits and have the results emailed to you and saved. Online tests from ClassMarker include punctuation; short answer; true or false; multiple choice; free text; fill in the blank and essay question types. Online testing is a easy, less lengthy task when it is time for making tests.
References
ClassMarker. (2009). ClassMarker. Retrieved July 30, 2009, from
http://www.classmarker.com/teacher/edit_test.php?test_id=55720
Thursday, July 30, 2009
Flickr and Picnik.
This is Chelsea after she, 'had some work done' on Picnik.
What a great, user friendly site to store and share digital photos and it`s free! Firstly I uploaded some photos onto my Flickr (Flickr, 2009) account then editied them in Picnik, a photo manipulation software site that`s also free (Picnik, 2009). It didn’t take me long to work out how to set up a link between my Flickr and Picnik accounts. Working with Flickr and Picnik I was able to upload a before and after image to my Blogspot.
These 2 sites would be great if utilized together in the classroom. Once accounts have been created by the Teacher, digital photos could be uploaded and stored, online in Flickr and when required edited in Picnik to engage students in delivering their presentations. My photostream http://flickr.com/gp/40951379@N04/i4FdR0
References Flickr. (2009). Flickr. Retrieved July 30, 2009, from http://www.flickr.com/ Picnik. (2009). Picnik. Retrieved on July 30, 2009, from http://www.picnik.com/app#/home/welcome
Chelsea
This is Chelsea, our adopted pet from Capricorn Animal Aide. She is nearly a year old. Chelsea loves to sleep in a bean bag.
Power Point.
Finally something I am familiar and comfortable with, Power Point Presentations (PPP). In my experience as a Teacher Aide, I have witnessed students in Year 2 compiling a PPP for a unit of work the class Teacher has set. With this being the age of the 'digital natives' it does not surprise me at the ease at which the young students attempted the task. Showing the 'no fear' attitude when commencing the task and frequently trying different and new applications to find which one suits their needs best.
Having only experienced PPP in the last 5 years or so, I have become dependant on it for University assessment tasks. The creation of a PPP is exciting for me as a mature age student. I feel happy to have been confident enough to work with Power Point and meet my goal of a successful presentation.
I found the site, Power Point in the classroom (Act360, 2007) I accessed through the Moodle website (Central Queensland University, 2009) to be most informative and could be easily followed by anyone, young or not young.
References
Act360. (2007). PowerPoint in the Classroom. Retrieved July 30, 2009, from http://www.actden.com/pp/
Central Queensland University. (2009). An Introduction to teachers' Delivery Technologies. Retrieved July 30, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Having only experienced PPP in the last 5 years or so, I have become dependant on it for University assessment tasks. The creation of a PPP is exciting for me as a mature age student. I feel happy to have been confident enough to work with Power Point and meet my goal of a successful presentation.
I found the site, Power Point in the classroom (Act360, 2007) I accessed through the Moodle website (Central Queensland University, 2009) to be most informative and could be easily followed by anyone, young or not young.
References
Act360. (2007). PowerPoint in the Classroom. Retrieved July 30, 2009, from http://www.actden.com/pp/
Central Queensland University. (2009). An Introduction to teachers' Delivery Technologies. Retrieved July 30, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Voki
Today I have been introduced to Avatars at the Voki Website (Sideman & Sideman, 2007) which I found through the CQU Moodle website (Central Queensland University, 2009).
The use of Avatars as a learning tool in the classroom will undoubtly engage and excite students. Children are constantly surrounded by games, both on-line and stand alone and the use of Voki avatars in the classroom can only enhance their learning. Avatars not only can be designed for teachers to use, but also used successfully by students as a learning tool. By creating Avatars for projects students would be able to communicate with each other in the classroom.
References
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 30, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Sideman, A., & Sideman, G. (2007). Voki. Retrieved July 30, 2009, from http://www.voki.com/
The use of Avatars as a learning tool in the classroom will undoubtly engage and excite students. Children are constantly surrounded by games, both on-line and stand alone and the use of Voki avatars in the classroom can only enhance their learning. Avatars not only can be designed for teachers to use, but also used successfully by students as a learning tool. By creating Avatars for projects students would be able to communicate with each other in the classroom.
References
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 30, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Sideman, A., & Sideman, G. (2007). Voki. Retrieved July 30, 2009, from http://www.voki.com/
Tuesday, July 28, 2009
e.Portfolio
Following the step-by-step instructions as supplied on the Moodle website I was able to set up a Mahara account for my e.Portfolio (Central Queensland University, 2009). Since creating my account, I have viewed the online Mahara Screencasts (Mahara Screencasts, 2008) and they have given me ideas on how to edit and add to my e.portfolio. The idea that Mahara language settings can be changed to suit the English as a second language (ESL) students in the class is of great benefit to teachers, students and parents as a way of effective social networking systems and communication. Assessment results in schools could be posted to the student’s e.Portfolio for faster, more efficient methods of communication between the parents, teachers and school principal.
References
Central Queensland University. (2009). Setting up an e.Portfolio. Retrieved 27 July, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Mahara Screencasts. (2008). Options: How to adjust the e-portfolio system. Retrieved 27 Jul, 2009, from http://www.mosep.org/index.php/lang-en/toolbox/maharascreencasts
References
Central Queensland University. (2009). Setting up an e.Portfolio. Retrieved 27 July, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Mahara Screencasts. (2008). Options: How to adjust the e-portfolio system. Retrieved 27 Jul, 2009, from http://www.mosep.org/index.php/lang-en/toolbox/maharascreencasts
Blogs and RSS aggregator.
I have recently discovered that Blogs are a shortened term for Web Log and are a form of Web-Based journal.
I have successfully established my blog spot with the URL http://debse-learning.blogspot.com quite easily, as it required no technical knowledge to establish or publish.
RSS stands for Really Simple Syndication and allows you to monitor other Blogs or Websites that have an "RSS Feed". I have followed the simple instructions on Google Reader and have set up an aggregator to follow the postings of my colleagues.
What a great way to communicate. I would use a blog spot in the Year 5, 6 and 7 classroom to enhance journal entry participation. This form of collaboration among the students will help them discover interesting and entertaining facts and knowledge about their class mates and perhaps encourage new friendships with students that have similar interests.
References
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 27, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
LeFever, L. (2007). Video: RSS in Plain English. Retrieved July 27, 2009, from http://www.youtube.com/watch?v=0klgLsSxGsU
I have successfully established my blog spot with the URL http://debse-learning.blogspot.com quite easily, as it required no technical knowledge to establish or publish.
RSS stands for Really Simple Syndication and allows you to monitor other Blogs or Websites that have an "RSS Feed". I have followed the simple instructions on Google Reader and have set up an aggregator to follow the postings of my colleagues.
What a great way to communicate. I would use a blog spot in the Year 5, 6 and 7 classroom to enhance journal entry participation. This form of collaboration among the students will help them discover interesting and entertaining facts and knowledge about their class mates and perhaps encourage new friendships with students that have similar interests.
References
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 27, 2009, from http://moodle.cqu.edu.au/mod/resource/view.php?id=671
LeFever, L. (2007). Video: RSS in Plain English. Retrieved July 27, 2009, from http://www.youtube.com/watch?v=0klgLsSxGsU
Tuesday, July 21, 2009
Wiki Creation.
Well here goes......I may have created my first Wiki using WetPaint. The 3 easy instructions were simple to follow and I just clicked on the link displayed on the Moodle site.
While viewing the Common Craft video (LeFever, 2007), I was impressed to see the idea of creating a simple, yet effective inventory list for a camping trip. I believe applications such as both of these could be effective in the classroom. However I have decided to enhance the students learning by creating this Wiki to suit the unit that the Year 6/7 class I am currently on prac with at Lakes Creek State School. The unit title is Biodiversity, including cross-curriculum key learning areas covering Science, SOSE, ICT and English. The unit will end with the students presenting a persuasive argument to represent their point of view on the negative, and or, positive impacts of an introduced species to Australia.
I believe, from what I have read, that Wiki’s are a great way to communicate. Therefore the students in Year 6/7 can create their own Wki page using WetPaint and publish the information they have discovered about their selected introduced species of either, plant, marine life or animal. By utilizing this learning tool and through collaroration with the rest of the class, the students will be able to add, edit and expose other types of introduced species. Conducting a KWL chart (what they Know; what they Want to know and what they have Learnt from creating a Wiki) at the beginning of the unit could activate students proir knowledge, if any, and initiate interest in the unit as well as a Wiki.
Here is my URL for my Wiki: http://debs-elearning.wetpaint.com/
References
LeFever, L. (2007). Wikis in Plain English. Retrieved July 20, 2009, from
http://www.youtube.com/watch?v=-dnL00TdmLY
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 26, 2009, from
http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Wetpaint. (2009). "3 easy steps GO." Retrieved July 20, 2009, from
http://www.wetpaint.com/
While viewing the Common Craft video (LeFever, 2007), I was impressed to see the idea of creating a simple, yet effective inventory list for a camping trip. I believe applications such as both of these could be effective in the classroom. However I have decided to enhance the students learning by creating this Wiki to suit the unit that the Year 6/7 class I am currently on prac with at Lakes Creek State School. The unit title is Biodiversity, including cross-curriculum key learning areas covering Science, SOSE, ICT and English. The unit will end with the students presenting a persuasive argument to represent their point of view on the negative, and or, positive impacts of an introduced species to Australia.
I believe, from what I have read, that Wiki’s are a great way to communicate. Therefore the students in Year 6/7 can create their own Wki page using WetPaint and publish the information they have discovered about their selected introduced species of either, plant, marine life or animal. By utilizing this learning tool and through collaroration with the rest of the class, the students will be able to add, edit and expose other types of introduced species. Conducting a KWL chart (what they Know; what they Want to know and what they have Learnt from creating a Wiki) at the beginning of the unit could activate students proir knowledge, if any, and initiate interest in the unit as well as a Wiki.
Here is my URL for my Wiki: http://debs-elearning.wetpaint.com/
References
LeFever, L. (2007). Wikis in Plain English. Retrieved July 20, 2009, from
http://www.youtube.com/watch?v=-dnL00TdmLY
Central Queensland University. (2009). An Introduction to Teachers' Delivery Technologies. Retrieved July 26, 2009, from
http://moodle.cqu.edu.au/mod/resource/view.php?id=671
Wetpaint. (2009). "3 easy steps GO." Retrieved July 20, 2009, from
http://www.wetpaint.com/
Thursday, July 9, 2009
Welcome.
Hi and welcome to Deb`s adventures on e-learning. I am studying in a full-time, on-campus capacity, in my second year of a three year degree in Bachelor of Learning Management (BLM) at Central Queensland University (CQU) in Rockhampton.
Please join me as I experiment in a new and exciting journey through the ever changing facets of technology. By devoting ten to twelve hours per week to developing my Blog, I will endeavour to engage in many new and exciting ways to enhance learning, not only in my life but also in that of my future students once I have graduated with a BLM. All of which will be operated safely, legally and ethically when using e-learning and teaching and modeling this practice for students and colleagues.
Please join me as I experiment in a new and exciting journey through the ever changing facets of technology. By devoting ten to twelve hours per week to developing my Blog, I will endeavour to engage in many new and exciting ways to enhance learning, not only in my life but also in that of my future students once I have graduated with a BLM. All of which will be operated safely, legally and ethically when using e-learning and teaching and modeling this practice for students and colleagues.
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