Tuesday, May 22, 2007
what is a wiki?
A wiki is an on line collaborative tool. There are two types of wiki: one any one can edit and another is guarded and entries are controlled and therefore take about24 hours to be added. In a wiki the pages can be changed in the order. Because there needs to be continuity there is not much room for variation, there cannot be lots of different fonts for example.
Information is put on to a page and added to a wiki.
Wikis are free, mostly they are funded by people being able to advertise on them but if it is an educational one the advertisements are not there.
Pages are linked to one another by means of hyperlinks so it does not need to be so organised, although they can be altered and re-arranged as information is focussed.(It is easier to use).
Wikis are constantly being up-dated and can be added to by any one (in the free ones, not so in the guarded ones).
There is no copyright as there is traditionally, with no ownership of materials.
Worldwide tool. Excellent for research.
A whole lot of pages like a scroll and able to flick from one page to another by hyperlinks.
Success of a wiki is that it is highly structured. Each topic has a table of topics and the name is a new page.
A blog is a step on the way to a wiki.
The best wiki is http://www.wiki.com/
Scalable means that a wiki can be added to.
Information is put on to a page and added to a wiki.
Wikis are free, mostly they are funded by people being able to advertise on them but if it is an educational one the advertisements are not there.
Pages are linked to one another by means of hyperlinks so it does not need to be so organised, although they can be altered and re-arranged as information is focussed.(It is easier to use).
Wikis are constantly being up-dated and can be added to by any one (in the free ones, not so in the guarded ones).
There is no copyright as there is traditionally, with no ownership of materials.
Worldwide tool. Excellent for research.
A whole lot of pages like a scroll and able to flick from one page to another by hyperlinks.
Success of a wiki is that it is highly structured. Each topic has a table of topics and the name is a new page.
A blog is a step on the way to a wiki.
The best wiki is http://www.wiki.com/
Scalable means that a wiki can be added to.
Monday, May 21, 2007
Kathryn more thoughts on ICT
Hattie's list of effects places games and visual aids at .34 and .16 respectively, which makes me question the emphasis on ICT in teaching. (Teacher Make a Difference. 2003)
If, as Vygotsky claims, the social learning environment is so central to learning, I do not see that the computer can be beneficial to learning as computers severely reduce social interaction.
I know from my experience as a parent that children are negatively affected by computer use and video games as they enter a very different space while playing and it is hard for them to move out of this later.
Cultural mediation (Lev Vygotsky in Wikipedia) is the process whereby children learn the rules of their culture through interaction with significant people in their lives and time spent on computers detracts from this. I believe that this is the case at home and at school.
According to Vygotsky inner speech develops from external speech via a gradual process of internalization, with younger children only able to "think out loud" and I wonder whether with all the external stimulation experienced at the present time (through television and computers etc) children, young people and adults are finding it more difficult to develop inner speech from external speech. This, it seems to me, is becoming evident in the fact that it is becoming more acceptable to chat while other things are going on (lessons, lectures, concerts, weddings etc). As Benson ( 1995) explains "vocalisation, as found egocentric speech, usually ceases when the person can think the words rather than vocalising them" (The Mozart of Psychology. n.d) but many people seem unable to control their speech, even when it is actually not benefitting others they are interacting with.
We hear that Digital Natives are more able to multitask than Digital Immigrants but given that, in order for learning to take place, an active engagement is necessary I would quesion the depth of learning that actual happens while, for example, a student watches television or listens to music while doing homework.
I am also concerned at the lack of imaginative forces needed whilst being exposed to video clips or playing on-line games. As Vygotsky says humans have the "possibility of imagining something and then creating something from what they have imagined" (Vygotsky in a nutshell. Florida Gulf Course University) but with the images being so ready-made and pre-packaged I feel that the ability to create their own inner pictures is not being fostered.
References:
Learning Principles, Vygotsky in a Nutshell
Retrieved from http://ruby.fgcu.edu/courses/80337/6215m8a.htm on 21 March 2007
Hattie, J. Teachers Make a Difference. 2003
Retrieved from Notre Dame Student Portal March 2007.
Unknown Author The Mozart of Psychology
Retrieved from http://vygotsky.afraid.org/ on 3 April 2007
If, as Vygotsky claims, the social learning environment is so central to learning, I do not see that the computer can be beneficial to learning as computers severely reduce social interaction.
I know from my experience as a parent that children are negatively affected by computer use and video games as they enter a very different space while playing and it is hard for them to move out of this later.
Cultural mediation (Lev Vygotsky in Wikipedia) is the process whereby children learn the rules of their culture through interaction with significant people in their lives and time spent on computers detracts from this. I believe that this is the case at home and at school.
According to Vygotsky inner speech develops from external speech via a gradual process of internalization, with younger children only able to "think out loud" and I wonder whether with all the external stimulation experienced at the present time (through television and computers etc) children, young people and adults are finding it more difficult to develop inner speech from external speech. This, it seems to me, is becoming evident in the fact that it is becoming more acceptable to chat while other things are going on (lessons, lectures, concerts, weddings etc). As Benson ( 1995) explains "vocalisation, as found egocentric speech, usually ceases when the person can think the words rather than vocalising them" (The Mozart of Psychology. n.d) but many people seem unable to control their speech, even when it is actually not benefitting others they are interacting with.
We hear that Digital Natives are more able to multitask than Digital Immigrants but given that, in order for learning to take place, an active engagement is necessary I would quesion the depth of learning that actual happens while, for example, a student watches television or listens to music while doing homework.
I am also concerned at the lack of imaginative forces needed whilst being exposed to video clips or playing on-line games. As Vygotsky says humans have the "possibility of imagining something and then creating something from what they have imagined" (Vygotsky in a nutshell. Florida Gulf Course University) but with the images being so ready-made and pre-packaged I feel that the ability to create their own inner pictures is not being fostered.
References:
Learning Principles, Vygotsky in a Nutshell
Retrieved from http://ruby.fgcu.edu/courses/80337/6215m8a.htm on 21 March 2007
Hattie, J. Teachers Make a Difference. 2003
Retrieved from Notre Dame Student Portal March 2007.
Unknown Author The Mozart of Psychology
Retrieved from http://vygotsky.afraid.org/ on 3 April 2007
Sunday, May 20, 2007
Kathryn why a graphic organiser?
A graphic organiser could be useful for visual, linguistic and kinesthetic learners. By displaying the rough ideas of a concept in a graphic organiser one can get clear on which aspects are more important than others. As graphic organisers involve writing it would be good for linguistic learners and as they are mostly done on computers they would be good for kinesthetic learners presuming that they can type.
Bloom's levels of learning are easily reflected in the use of a graphic organiser: becoming clear on what one thinks about something by seeing it laid out on the page, this would also be good for experiencing the 'knowledge' one already has and restating the information helps lead to some 'comprehension'. Separating the items and making connections between ideas can be seen to be the analysis stage of Bloom's levels of learning.
Within learning a language I can imagine using a graphic organiser with the students working in pairs or groups to work on various subjects such as cultural differences in foods, cities or famous people for example. In year 9 the students do a project on a famous person from a German speaking country and these could certainly be brain-stormed in preparation for this. When working in groups the social environment would be active (Vygotsky) and the interpersonal learner would be stimulated.
As students mention famous people they know and admire the students become active, inspired and engaged.
I think the fact that with graphic organisers students work on a computer which means that whatever is written can easily be deleted is a positive aspect, as the fear of writing something 'stupid' need not be so strong. Also creativity leads to more creativity so as the layout becomes more interesting, together the students may become more confident and imaginative in their approach to the work.
Bloom's levels of learning are easily reflected in the use of a graphic organiser: becoming clear on what one thinks about something by seeing it laid out on the page, this would also be good for experiencing the 'knowledge' one already has and restating the information helps lead to some 'comprehension'. Separating the items and making connections between ideas can be seen to be the analysis stage of Bloom's levels of learning.
Within learning a language I can imagine using a graphic organiser with the students working in pairs or groups to work on various subjects such as cultural differences in foods, cities or famous people for example. In year 9 the students do a project on a famous person from a German speaking country and these could certainly be brain-stormed in preparation for this. When working in groups the social environment would be active (Vygotsky) and the interpersonal learner would be stimulated.
As students mention famous people they know and admire the students become active, inspired and engaged.
I think the fact that with graphic organisers students work on a computer which means that whatever is written can easily be deleted is a positive aspect, as the fear of writing something 'stupid' need not be so strong. Also creativity leads to more creativity so as the layout becomes more interesting, together the students may become more confident and imaginative in their approach to the work.
Kathryn why a sound file?
A sound file could clearly be a useful learning aid for auditory and musical learners. In learning a language it can be an excellent way of experiencing the culture to listen to and/or sing songs and music as each culture has its own particular musical language. One can prepare students by studying the language of the poetry or lyrics of a song before hearing it or (preferably) between hearings so that the music can be allowed to speak first. As Hattie says the influence of the teacher is very powerful( about 30% of the entire procedure of learning) and the teacher's excitement about a particular piece can influence the students greatly in introducing them to new music. (I had the experience of Year 10 boys being happy to listen to a Romantic song by Schumann.)
The sound file of the Chopin Nocturne I would use in preparation for watching part of the film 'The Pianist' set in Poland about a Polish Jew who was a pianist (and unable to play the piano throughout the war) and managed to survive the Nazi occupation of Warsaw during WW2. The story, whilst containing disturbing images of the Holocaust also has the central theme of a 'good' Nazi who helps the pianist by bringing him food. Thus the discussion of the Nazi time need not be only negative from the German people's point of view. This would certainly be a good tool for interpersonal and linguistic learners as there would be a great deal of discussion. If students need to be active in order to learn (Vygotsky) this would certainly be beneficial as the Chopin Nocturne is very beautiful piece which would almost certainly involve the students emotionally and engage them.
The sound file of the Chopin Nocturne I would use in preparation for watching part of the film 'The Pianist' set in Poland about a Polish Jew who was a pianist (and unable to play the piano throughout the war) and managed to survive the Nazi occupation of Warsaw during WW2. The story, whilst containing disturbing images of the Holocaust also has the central theme of a 'good' Nazi who helps the pianist by bringing him food. Thus the discussion of the Nazi time need not be only negative from the German people's point of view. This would certainly be a good tool for interpersonal and linguistic learners as there would be a great deal of discussion. If students need to be active in order to learn (Vygotsky) this would certainly be beneficial as the Chopin Nocturne is very beautiful piece which would almost certainly involve the students emotionally and engage them.
Kathryn why a German video game?
This video game could be used for very young children who were just learning to count in German, probably from year 2 when they should have learnt to count to 20. I don't believe that the children would learn to count by doing this game but it could be used once they had done so and thus build on what they already knew. The moving of the 'tiles' would possibly mean that spacial learners would benefit from this game.
The students would see the word for dwarf, (although they would not even necessarily need to read it) and I would therefore use the game once the students had already learnt this within the context of a story thereby just reinforcing something they already knew.
The type of learner who would benefit from playing a video game would be a visual (seeing what they are doing), auditory (mostly they have strange sound accompanying them) and kinesthetic learner,(having to use the mouse of the computer to play the game). I would think that the solitary nature of playing a video game would mean that interpersonal learners would possibly be upset by it as would naturalist, linguistic and musical.
In a Steiner school we do not use computers in the classroom very much (certainly not before year 8) and the emphasis is on showing students examples which are aesthetically beautiful and morally uplifting. I am not able to see that the use of video games would be useful when judged against these criteria. We hope to encourage interpersonal relationships and in this respect I don't believe that video games do this either. We also hope to give students real-life experience through conversation which involves speaking and listening.
The students would see the word for dwarf, (although they would not even necessarily need to read it) and I would therefore use the game once the students had already learnt this within the context of a story thereby just reinforcing something they already knew.
The type of learner who would benefit from playing a video game would be a visual (seeing what they are doing), auditory (mostly they have strange sound accompanying them) and kinesthetic learner,(having to use the mouse of the computer to play the game). I would think that the solitary nature of playing a video game would mean that interpersonal learners would possibly be upset by it as would naturalist, linguistic and musical.
In a Steiner school we do not use computers in the classroom very much (certainly not before year 8) and the emphasis is on showing students examples which are aesthetically beautiful and morally uplifting. I am not able to see that the use of video games would be useful when judged against these criteria. We hope to encourage interpersonal relationships and in this respect I don't believe that video games do this either. We also hope to give students real-life experience through conversation which involves speaking and listening.
Tuesday, May 15, 2007
Sunday, May 13, 2007
Kathryn Why a video clip Eine unangenehme Wahrheit
Watching videos is completely normal for students of today and learning is enhanced for those who are both visual and aural learners.
According to Vygotsky for learning to take place there also needs to be an active social environment and the subject of Global Warming with its current concern seems to interest almost every student (which in turn leads to active students, also necessary for learning) and stimulate conversation also encouraging interpersonal learning. Even though it may not be in German, learning German also includes learning about German culture and Germany leads the way in ecological issues so this would support this aspect of the course. Vygotsky also said that the teacher needs to be 'active' and I believe that if as a teacher I am committed and inspired by the subject then I am being 'active'.
I would use this video clip of Eine unangenehme Wahrheit with a Year 11 or 12 Class in the unit about the environment. The German is not too hard to understand and I would ensure that I had given the students the unfamiliar vocabulary before to avoid the experience of not understanding the clip, which could be undermining for them and already being familiar with the vocabulary would mean that watching the video would be working from the Zone of Proximal Development (spoken of by Vygotsky) and building on their knowledge. Many of the students would probably have seen the film in English and this would support their learning. Also, hearing it in German means it could be absorbed more easily.
It would also be possible later to watch the dvd of the film and have German subtitles running as this is an excellent way of learning language. As the students would probably learn new information this would support the 'knowledge' (spoken of by Bloom) and lead to greater 'comprehension' of the world (the next stage in Bloom's levels of learning) which in turn would lead to a change in attitude about what the student themselves could do to help the planet, that is 'application'.
According to Vygotsky for learning to take place there also needs to be an active social environment and the subject of Global Warming with its current concern seems to interest almost every student (which in turn leads to active students, also necessary for learning) and stimulate conversation also encouraging interpersonal learning. Even though it may not be in German, learning German also includes learning about German culture and Germany leads the way in ecological issues so this would support this aspect of the course. Vygotsky also said that the teacher needs to be 'active' and I believe that if as a teacher I am committed and inspired by the subject then I am being 'active'.
I would use this video clip of Eine unangenehme Wahrheit with a Year 11 or 12 Class in the unit about the environment. The German is not too hard to understand and I would ensure that I had given the students the unfamiliar vocabulary before to avoid the experience of not understanding the clip, which could be undermining for them and already being familiar with the vocabulary would mean that watching the video would be working from the Zone of Proximal Development (spoken of by Vygotsky) and building on their knowledge. Many of the students would probably have seen the film in English and this would support their learning. Also, hearing it in German means it could be absorbed more easily.
It would also be possible later to watch the dvd of the film and have German subtitles running as this is an excellent way of learning language. As the students would probably learn new information this would support the 'knowledge' (spoken of by Bloom) and lead to greater 'comprehension' of the world (the next stage in Bloom's levels of learning) which in turn would lead to a change in attitude about what the student themselves could do to help the planet, that is 'application'.
Kathryn Why a German slide show ?
I would use a slide show in order to have visual imput in the class. The fact that the pictures are our holiday snaps I think would be good as students love anything that shows a teacher to be human. This would enhance the learning of students who are strong in interpersonal learning and visual learners. If the students are amused by the photographs what I tell them about the photographs will probably be remembered more easily. According to Vygotsky learning happens when the students are active, the teacher is active and there is an active social environment (the Mozart of Psychology, n.d) and I think that there would be an active social environment while looking at photographs I had taken. (Of course I as the teacher would certainly risk ridicule but I think it is a risk worth taking).
As we were looking at the photographs I would be speaking to them in a combination of German and English about what they were looking at.
In year 10 the students do a project on any city or district where German is the language and I think that it would be interesting to share these with them as a taster for their own work.
For students to see photographs that I have taken it will be a 'real-life demonstration' (Gardner, A Multiplicity of Intelligences 2004) as I speak about the experiences I had there.
The students would see the rich historical nature of the culture in Berlin ( the Reichstag building and the German Cathedral for example) as well as see that there is a lot of development and building work being done following the collapse of the Berlin Wall happening in German cities now.
Also seeing the private dwelling of my friend, which is very typically German with many natural fibres and great organization would be informative for the students as it supports the fact that Germans are very strong on environmental issues and I think that the use of natural fibres in their houses reflects this.
Reference
The Mozart of Psychology
Retrieved from HYPERLINK "http://vygotsky.afraid.org on April 3 2007
As we were looking at the photographs I would be speaking to them in a combination of German and English about what they were looking at.
In year 10 the students do a project on any city or district where German is the language and I think that it would be interesting to share these with them as a taster for their own work.
For students to see photographs that I have taken it will be a 'real-life demonstration' (Gardner, A Multiplicity of Intelligences 2004) as I speak about the experiences I had there.
The students would see the rich historical nature of the culture in Berlin ( the Reichstag building and the German Cathedral for example) as well as see that there is a lot of development and building work being done following the collapse of the Berlin Wall happening in German cities now.
Also seeing the private dwelling of my friend, which is very typically German with many natural fibres and great organization would be informative for the students as it supports the fact that Germans are very strong on environmental issues and I think that the use of natural fibres in their houses reflects this.
Reference
The Mozart of Psychology
Retrieved from HYPERLINK "http://vygotsky.afraid.org on April 3 2007
Michael Final Journal Entry
We had the first lecture for Education, Service and Community Engagement and it was most inspiring. For one thing, the lecturer mostly used a whiteboard and we weren’t all looking at computer screens throughout, so I felt alert at the end of the day. Secondly, and just as important, the content of the lecture was so thought-provoking. The idea of Theology of Liberation has put a new light on Catholicism for me. I am aware that I have associated Catholicism with the oppression of various people. Catholics aren’t allowed to think for themselves (they must think exactly what the church tells them), women don’t have equal rights and many feel so brainwashed and damaged by their upbringings with the strong emphasis on sin, that all they can do later is to reject it. However, following the first lecture I felt relieved to have heard about the truly good intentions at the base of the doctrine of the Catholic Church. Whilst I am sure that the argument against women in the priesthood is one about which I will always feel uncomfortable, I realize that in closing my eyes to everything about the Catholic Church, I am throwing the baby out with the bathwater. Actually what is more important is to accept the good that is carried out in the name of Christianity. Either one is for something or against something and considering myself Christian I must align myself with other Christians wherever possible. Liberation Theology looks at what the message of the Gospel looks like from the perspective of the poor. It is Christianity from below. It means that where you live makes a difference to how you view religion. Clearly if people are out there on the street at soup kitchens, this will make politicians uncomfortable as they themselves are not concerned on a daily basis with the welfare of their own people at ground level but more with their political power. Anyone pointing out the plight of the poor is going to be threatening. The work of Gutierrez, displaying such commitment, would be threatening to anyone even slightly unsure of the work they were doing in the world. When the essence of one’s work is not founded on something meaningful it is extremely unsettling to witness another working out of complete commitment to their belief. As I heard about the deep devotion and the hope in the lives of those in South America living under such difficult circumstances just from the knowledge that people in Australia were thinking of them, I felt inspired to be grateful for my life and all I could do. At the same time I felt ashamed by the minimal work I actually do for charity. I also felt concerned as we were made aware of the inequality in standards of living present in the world. Of course we are in the rich world and there are millions of people living without basic necessities. The video we watched about shopping in America was grotesque and yet our constant buying here in Australia is much closer to that reality than to that of the lives of the starving in Africa. If theology is “critical reflection on praxis in the light of the Word of God”, (Robert McAfee Brown) becoming aware again of these realities is disconcerting in the extreme. Whilst it is comfortable for me to point an accusing finger at politicians who do too little for the poor, what am I actually doing other than giving some money? If “Commitment means encountering the poor” (Brown) then I am clearly not committed. But as it says in “Signs of a Crisis”(Jim Wallis) “who has time to be a citizen?” In order to give the meagre amount of money I give to charity I am working all hours. But perhaps the “encounter with the poor” would bring more comfort through the reality of an interaction than just sending in the money. Clearly, as a teacher, I need to know what I think about this. If the human conscience is a “clue to the word of God” (Brown), I am surely being spoken to about needing to do more charitable works. Liberation from the “power of fate” and also from “personal sin and guilt” (Brown) is also a very powerful proposition. This could potentially lead to the world be changed totally. Once again it is an exciting thought but alarming to think of how little I do in order to bring about this Kingdom of God. It leads me to think that I too am working for the ‘Anti-Kingdom’. Reading the Signs of a Crisis (Jim Wallis) I found alarming because although it was clearly written a while ago, it seemed more current than ever. It doesn’t matter which political leader is being spoken of, there is always disappointment about how little things have changed since the most recent leader was elected and how things have stayed the same. Looking again at the greed so prevalent in our society and being some one who lives as part of it, also made me very uncomfortable. I believe like many others that I am doing my best but am I really? I avoid watching violent films, and attempt to treat people I come into contact respectfully. I prevented my children from watching violent films to protect them from the images to avoid some of the toxins as talked of in “overarching sign of our crisis is our poisoned environment. From our toxic wastes to our toxic values, from the pollution of our air and water to the pollution of our hearts and minds” (Wallis), hopefully I thereby avoided some toxicity in my children as they grew up. Although I go and vote I am aware that I do nothing else. The idea that “The ritual of public polling has now almost completely replaced genuine citizen participation in political life” (Wallis) rings true in my life and once again makes me feel uncomfortable. I am grateful for the opportunity to vote but I also know that I should be doing more politically because this is what it is to be Christian on earth. The issue of societies surviving or not sometimes being dependent on the decisions made about sustainability is also confronting. Learning about ecological footprints and how large my own is, also induces guilt. What can I do to reduce mine? Of course I turn off lights and use little water but how can reduce it further? Having lived in Iceland for two years I saw that somehow they managed to survive having subjected the country to almost total deforestation. The Icelanders lived in extreme poverty until very recently. I would be interested to read what Jared Diamond had to say on it, but from what I saw of Icelanders 20 years ago, they were not environmentally conscious or caring. However, the social structures in place certainly cared for all people equally with remarkable funding for health and education and there seemed to be almost no poverty as there was in Europe at the time. There was an amazing awareness of Spirit in the culture, maybe it was this depth that enabled them to get through the dark winters with singing and story telling being the main entertainment although more recently the Icelanders were as prone to materialism as any First world country. To complete the first journal entry I would say that I have found this course and the readings very interesting and informative. The lecture on Moses was also very inspiring. I have always rejected the First Testament because I found it hard to relate to what appeared to be not in line with Christ’s teachings. I now have a new understanding of the prophets and the aim they had of evoking “a consciousness and perception alternative to the consciousness and perception of the dominant culture around us” as Bruggemann writes of the aim of prophetic ministry. Previously I have not seen the work of the prophets as that of promoting a new social justice through helping people to new understandings by aiding them in a “dismantling of the dominant consciousness” of the world in which they lived, rather I have seen there message to be an inner one. Clearly re-reading the prophets with this understanding gives it meaning to the reader at any time even if the contemporary laws are quite at odds with those at the time of the prophet. Suddenly there seems to be point in reading the First Testament for inspiration. The idea that a prophet comes at a particular time for a particular community is also inspiring as a reminder for us, on a more humble level, that we also have particular tasks to do in our own particular lives just as the prophets had. Michael wanted to “get God off the hook for Christ’s crucifixion” by making it clear that Christ had to die because the life that he led came into conflict with the Purity project of the time. (Leaders of the purity project deal with problematic people by murdering them.) From this perspective I can see that God can be let off as Jesus clearly presented a significant problem. However, if God is omnipotent surely nothing that he doesn’t desire can happen? The idea that the people in the purity project could have had greater power than God and made Jesus die against God’s will doesn’t make sense in a world where God is omnipotent. We once again saw some confronting images (the image of Bishop Romero being shot for example) and I felt overwhelmed by my powerlessness to change the world and the horror of the cruelty we inflict upon one another as humans. I felt that the lecture was trying to address how we would respond to a student’s question “what sort of a God would allow evil to happen?” and I was no clearer at the end than I had been at the beginning. An omnipotent God surely wouldn’t allow such atrocities as the Rwandan genocide to happen and yet for some reason these things do happen, is it in order that humans learn to understand the power of freedom of choice and experience the horrors that certain choices bring with them? Christ was clearly critical of the time in which he lived and was also clearly pained by what he saw and as such He sets us an example of how to view the world. Bruggemann talks of the numbness in which most of us live which can be penetrated by the passion of Christ and lead to transformation: “internalization of pain and external transformation” as he says “articulated grief is the gate of newness”. We can change our world as a result of the pain we go through. But this doesn’t explain at all why suffering has to happen in the first place. As Michael expressed it as Christians “we have responsibilities towards God’s kingdom- we need to cooperate”, we need to get active in our own world to do what we can to reduce the suffering. The full day of JS423 was so inspiring! All the students had to speak on an issue of social justice and every single one was so well prepared and each person was fired up by what they had done. I could see that each person was a force to reckoned with and that the world through us teachers can become a better place. Liz, who spoke about refugees and internally displaced people gave an overview of the current state which when seen from the point of view of nations actually being motivated to help refugees in order to keep them off their own shores as explained in 'Human Cargo' is all the more disturbing.
It seems that self-interest is always at the base of inequalities and injustices and the fact that so many difficulties can be experienced as a result of the character of the person currently in charge of the UNHCR (United Nations High Commissioner of Refugees) seems insane in a world where humans have responsibilities towards each others. As a result of the High Commissioner being popular or not, attitudes towards the organization itself are changed and with the nature of its work being to save lives, this seems almost unbelievable. That society can be so influenced by personal relationships is very unsettling.
In a similar way the article 'Unpacking theopolitical dynamite' argued with subjectivity about what makes a text valid. I was not persuaded that any one has the right to claim that something is true and something else not when reading the Bible. I am sure that I can say what I may or may not wish to believe but that does not mean that I would force my opinions on other people and say that their beliefs are wrong.
On the other hand the reality of terrorist attacks being a response to the colonialism before and the lingering effects of colonialism and the 80:20 world we live in as Michael presented it I am able to accept. Also I agree that the image of fighter bombers is certainly as terrorist as any 'terrorist attack'. It is terrible idea that people learn through example and that victims see attack as the only way to be liberated from oppression as this is what they have experienced.
The issue of ‘just-war’ theory or pacifism is powerful. The shocking figure of 400 billion dollars spent on the US military per year should be a wake-up call to anyone interested in the ‘Option for the Poor and Vulnerable’, (Nine Key Themes of Catholic Social Teaching). What justification could there be to spend any money on armaments when there are people in need of the basics of food and shelter? It is a relief that “Catholic social teaching is on the brink of passing a further negative judgment on almost all forms of warfare.” (Nine Key Themes of Catholic Social Teaching).
I feel that in this course we have certainly engaged in social analysis and I have enjoyed the work and the thought-provoking nature of it. I am sure that I will be putting into practice many new things in my life as a result of the talks on Saturday, so this can only be good.
All the students seemed to have been very inspired by the subjects they had chosen and spoke with great passion. Chocolate and coffee will both have a different place in my life, as I will no longer be buying unless it is fairtrade.
My choice of clothes to buy will also need to change. We have now started to support a Refugee Charity and my understanding of the prayers for the 'homeless' has changed. Just to mention a few of the inspiring talks.
It seems that self-interest is always at the base of inequalities and injustices and the fact that so many difficulties can be experienced as a result of the character of the person currently in charge of the UNHCR (United Nations High Commissioner of Refugees) seems insane in a world where humans have responsibilities towards each others. As a result of the High Commissioner being popular or not, attitudes towards the organization itself are changed and with the nature of its work being to save lives, this seems almost unbelievable. That society can be so influenced by personal relationships is very unsettling.
In a similar way the article 'Unpacking theopolitical dynamite' argued with subjectivity about what makes a text valid. I was not persuaded that any one has the right to claim that something is true and something else not when reading the Bible. I am sure that I can say what I may or may not wish to believe but that does not mean that I would force my opinions on other people and say that their beliefs are wrong.
On the other hand the reality of terrorist attacks being a response to the colonialism before and the lingering effects of colonialism and the 80:20 world we live in as Michael presented it I am able to accept. Also I agree that the image of fighter bombers is certainly as terrorist as any 'terrorist attack'. It is terrible idea that people learn through example and that victims see attack as the only way to be liberated from oppression as this is what they have experienced.
The issue of ‘just-war’ theory or pacifism is powerful. The shocking figure of 400 billion dollars spent on the US military per year should be a wake-up call to anyone interested in the ‘Option for the Poor and Vulnerable’, (Nine Key Themes of Catholic Social Teaching). What justification could there be to spend any money on armaments when there are people in need of the basics of food and shelter? It is a relief that “Catholic social teaching is on the brink of passing a further negative judgment on almost all forms of warfare.” (Nine Key Themes of Catholic Social Teaching).
I feel that in this course we have certainly engaged in social analysis and I have enjoyed the work and the thought-provoking nature of it. I am sure that I will be putting into practice many new things in my life as a result of the talks on Saturday, so this can only be good.
All the students seemed to have been very inspired by the subjects they had chosen and spoke with great passion. Chocolate and coffee will both have a different place in my life, as I will no longer be buying unless it is fairtrade.
My choice of clothes to buy will also need to change. We have now started to support a Refugee Charity and my understanding of the prayers for the 'homeless' has changed. Just to mention a few of the inspiring talks.
Tuesday, May 8, 2007
questions on learning
what learning styles do I think would be best suited to an online learning environment?
Are some styles of learning not suited to online learning?
I would imagine that the nature style would find it rather hard to learn on line.... as they would rather be out in nature walking around learning. Kinesthetic style would also find it hard as they need to hold things in their hands to learn. The musical type would also find it hard as they need rhythm in their learning. The interpersonal style would also find it hard as they need to be working with other people and words on a screen are not people.
Are some styles of learning not suited to online learning?
I would imagine that the nature style would find it rather hard to learn on line.... as they would rather be out in nature walking around learning. Kinesthetic style would also find it hard as they need to hold things in their hands to learn. The musical type would also find it hard as they need rhythm in their learning. The interpersonal style would also find it hard as they need to be working with other people and words on a screen are not people.
multiple intelligences
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.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
kathryn multiple intelligences
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
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
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