Exploring Learning

A project for my MEd this week, was to explore banners and free tools that can be used to create them. I was to create a 650x50 banner advertising me. I found this size outdated and small, so played around and added the one you can see in my Blog above! I decided to use the images I have for my educational 'brand' across Twitter and Blogger and email; to ensure  colour   matching ,  I used eye -dropper to select the exact shades for continuity. First I went to Bannersnack , which allowed me to create an animated banner:- Next, I went to BannerFan to create a simple static version:- Finally, I had a lot of fun on PicMonkey creating a few different versions:- Version 1 Version 2: added squiggle at the top Version 3: added background texture of bubbles Version 4: added a scrunched paper texture Version 5: added a striped texture

Marshall McLuhan (1969) claims that, as humans, we are only aware of changes to our environment when the new “supersedes” the old and that we are actually “always one step behind”. If our survival is “predicated on the understanding of new media” (McLuhan, 1969), we have a responsibility to consider the future of educational learning within a digital realm and make learners aware as much of the medium as we do of the message. Often, we are presented with a dichotomy of Utopian and Dystopian representations of technological advancement, and McLuhan’s assumption suggests we may be doomed unless we adapt to new media. If we can do what all good pedagogy does and bring what we know to the table as a starting block, we can draw comparisons between the unfamiliar and the familiar, and the abstract and the concrete, as a way to try and understand the assumptions made about new media and ways of delivering learning. A Utopian perspective presents technology as our salvation - transformative a...

As a fairly experienced educator, I was VERY shocked at the opening statement of Wayman & Stringfield’s (2006) article that student data is an “untapped resource in helping educators diagnose student learning needs.” I find it hard to believe that teachers do not use data to plan out teaching and learning, as “data use is central to the school improvement process” (Chrispeels 1992; Earl and Katz 2002 in Wayman & Stringfield, (2006)). Thinking more closely however , I thought of a few fundamental reasons why data may not be used or may not be used effectively; namely lack of access, lack of time, and lack of training. One of the major components to why data is not used or is used but perhaps inefficiently, is due to the way it is stored and accessed. Historically, data has been collected , but storage systems effectively rendered that data “inaccessible to most practitioners” (Wayman & Stringfield, 2006) which can only “frustrate flexible analyses” (Stringfield et al. 20...

"The educational system is moving with monolithic slowness in this [visual literacy] area, still persisting in an emphasis on the verbal mode to the exclusion of the rest of the human sensorium and with little sensitivity, if any, to the overwhelmingly visual character of the child's learning experience." D. Dondis . (1973) A primer of visual literacy. Cambridge: MIT Press We have just arrived in another new country to start a new life and work in a new school (see Global Living and Connection ). Due to Visa rules and restrictions, I am unable to start work until next term, which gives me more time to sign up to complete TWO modules of my Masters in Education. I must say, to a learning junkie like myself, the idea of studying 'full time' over the next few months is really appealing. My Masters focuses on technology in the classroom and this semester, I will be studying how to use technology for instructional improvement - using tech for AfL essentially - ...

In exploring the role visual literacy plays in education, the ubiquitous PowerPoint must be examined. According to Ian Parker (2001) PowerPoint "can be found on two hundred and fifty million computers around the world", and "Microsoft estimates, at least thirty million PowerPoint presentations are made every day". We cannot get away from it as teachers, learners, or managers all are far too aware - and Edward Tuft (2003) goes so far as to suggest that it is in fact 'evil', that "Power corrupts. PowerPoint Corrupts Absolutely". I would like to think that a software programme , originally developed to allow "the content-originator to control the presentation" (Bob Gaskins, 1984) cannot be inherently evil. I would posit that it is the users who are 'evil' (if anyone has to be in this story) in regards the fact that visual literacy is not being taught as a prerequisite skill in giving presentations. It is wrong to assume that people...

flatconnections.com Working internationally for the past seven years has allowed me the opportunity to meet people from all over the world. This has helped me to be open to new ideas, beliefs and cultures, as well as ways of thinking, seeing, and perceiving the world. Studying my MEd online with a global cohort has also opened my eyes to the fact that many countries are still very insular about their approach to education in terms of pedagogy as well as content. We simply cannot afford to be this way if, as many schools nowadays suggest, we are offering our learners a 'top class education'. On today's digital planet, a world class education means we must prepare learners for what the world is now, for  life both off and online - that means we must expose them to a daily routine that requires skills in managing devices, accounts and netiquette. If we do not provide learners with the opportunity to organise themselves effectively and appropriately using technolog...

I spoke at the Google Summit KL in 2013 about tech that enhances the reading and writing process. One of the apps I shared, Ginger, was one that I had been using as an assistive technology with a targeted number of learners who particularly struggle with spelling or who are dyslexic . Whilst there are in-built  spell checkers in a lot of word processing systems, Ginger differs because it ... analyzes the context of an entire sentence, and its corrections conform to the writer’s intended message. This method is especially successful for dyslexic students who often confuse words which sound the same but are spelled differently.  (http://www.gingersoftware.com/ginger-for-schools) Ginger is more sophisticated and identifies homophones, which helps many EAL/ESL learners too. In addition, rather than being isolated to one system, it highlights words in all online writing - including Blogger, email, Twitter etc.   Areas that need attention are highlighted and s...