on 2 June 2009 @ SST
See blog entry on: Hands-on (b) Ideas generated from the hands-on "http://lohky.blogspot.com/2009/06/apd-by-greg-israel.htmlGenerally, students could make use of applications like iPhoto and iMovie to represent their understanding (after they've learnt something). For instance, in a language class, they could use iMovie to present the composition in a multimedia way, i.e. instead of writing the composition, they could do it verbally, supported by video to describe in first person an experience.~ Inputs from Kwai Yin
Hmmm...What I have learned that could be used in my lessons in future?(1) iMovie, iPhoto and Podcast applications allow me to create lessons that engage students to put up their own lesson write ups and explanations to teach themselves and their classmates.(2) Online rubrics features available for students to create their own generic peer assessment rubrics for their project works.(3) I especially like the collaborative tool - online concept mapping. We can see students put up their thoughts on the screen but the only limitation is the update online is pretty slow and need refresh several times.
The lessons had provided us with the basic knowledge of how to use the various Mac OS applications, and more importantly, the potential of how they can be used in teaching and learning.The media-based programs like iMovie, podcast, iPhoto, Garageband etc etc will provide students and teachers the platforms for multimedia collaboration, for sharing and presentation of ideas. One useful way is for a teacher to record his/her sample lesson takeways using podcast, and for students to view on the go. Students can also use podcasts as a way to present their ideas and what they have learnt after a series of lessons.The online concept-map tool MindMeister is also one of the many useful web-based collaborative tool for students and teachers to input ideas synchronously or asynchronously. This is useful for future references and check-back for improvements or revision, depending on the purpose.In a nutshell, the apps provide all the possibilities of a more visual and audio way of teaching and learning, thereby creating another rich form of multimedia platform for all of us.
On a technical note, the machine allows us to organise our data (i.e. photos, movies) and pull resources from various applications to complete an artefact. That to me is one of the greatest affordances of the machine.Harnessing this affordance, students can basically use their machines as portfolios of all that they have created in their stay in SST.The applications we used during the session allow creative students' self expression. The thing to note is that behind the creation, students need to be taught or brought through the process (e.g. storyboarding) to finally assembling their learning into something coherent.In all the creations students make, language plays a huge factor. It would be great if all the staff ensure and expect grammatically-sound outputs from their students.
I'm very keen to use the online mind mapping tool in my lessons as it's really powerful in terms of real-time transfer and sharing of knowledge. The order in which ideas were posted can also be tracked, making it convenient for the facilitator to take note of the more reticent or shy learners in class.The sharing of the many interesting websites by Greg were also helpful in generating ideas for the curriculum and lesson design.
Just a clarification before I proceed. The tool that Greg shared with us is the MIND Mapping and NOT Concept Mapping tool. These are two different tools with specific principle and guidelines. :DWhat I can think of at this point of time is to make effective use of the podcast for listening & oral practice and the iPhoto for students to narrate peers' 'photo-essays'.
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