Learning Objects and Animations

On their own learning objects and animations do not constitute learning, it is our role as a teacher and learning designer to embed them in a larger learning context. Learning objects, animations and simulations are a great tool used to engage and motivate learners. The tools cannot be used on their own, but they can extend and develop students understanding and knowledge. Often students can apply their knowledge to the tool to promote higher order thinking and reasoning skills.

The amount of learning objects are in no way limited, with many teachers accessing the Learning PLace to search and find suitable activities. Even as an adult I find myself engaged and interested when using learning objects, just the other day I completed my first knee surgery- virtually, using an internet site Edheads. Learning objects and animations can allow learners a virtual experience when the real thing is either too difficult to achieve or too expensive.

In my current prac class, I have seen learners be taught the basic content of a certain area- adding fractions with different denominators, within a regular classroom. Once students demonstrate that they have the basic understanding, they can then go online to a program called Mathletics, where students challenge others from around the world in the same content area that the teacher sets them to do. The learners that I have observed are all motivated to learn and use Mathletics to earn points online to alter their digital character. This is just one example of how interactive ICT learning can motivate and extend students learning.

Digital Video

Digital Videos can be created by using still images, photographs, video clips and music. The simplicity of many movie editing programs, especially MovieMaker, allows for learners of different ages and ability to use the tool effectively. The above video is what I produced during my first time experimenting with MovieMaker.

The tool can allow learners to create their own presentations and movies, in a number of different ways. As part of an art unit, learners may create mini sets with backgrounds and characters to create a story, either by video with sound, or a series of still images with recorded voice overs. Learners could also create a visual instructional movie to demonstrate how to complete something- making a cake, throwing a ball, etc. By doing this learners would be using higher order thinking to reflect and evaluate their own skills and processes and how to instruct others.

Digital Videos is a highly engaging tool for learners of all ages, as it allows for flexibility and allows learners to express themselves appropriately in a variety of contexts.

Google Maps

The above two photos were taken using a digital camera, then uploaded to a computer, and later on uploaded to Google maps to produce my own personal map with my own images. See the image below for my created Google map.

Personally I love Google maps, it is fun simply to find your own house, or check out where you would like to go. Google maps allows you to take virtual tours of almost anywhere in the world. Before heading to Bali a few years ago I used Google maps to see where my hotel was in relation to attractions, transport, food, etc. The tool can be highly valuable in a classroom as it has a number of ways in which different scenarios and contexts can be applied. As an example younger grades who might be following a research scientists travels, can track their journey electronically, uploading images at the site in which they were taken. Middle primary learners may use Google maps to plan a detailed holiday somewhere in the world, listing accommodation, restaurants, attractions, transport, etc. I have seen learners complete a similar task to this but without Google maps, which would enrich and engage the learners so much more.

The possiblities for Google maps are endless. The tool is simply a great way to compare and evaluate different countries terrain and building by getting an accurate satelite image and taking virtual tours.

View My first map in a larger map

Images

Due to copyright laws, the source of images need to be acknowledged and referenced. However on the website Flickr there is a creative commons section which consists of images that are copyright free- meaning they don't need to be referenced or acknowledged!

The image to the left was taken at Noosa National Park and could be used within a sustainability unit- investigating that layout and restrictions that Noosa Beach has (no high rises, etc) compared to Surfers Paradise. Students can then identify positives and negatives regarding each location in regards to the environment.

Being able to use images without having to worry about copyright laws is a real time saver for teachers who regularly use images within their lessons.
When uploading images to sources it is necessary to resize them if they are large. This will save alot of time as the size of the image will be dramatically smaller and will save space.

Podcasts

I had never had anything to do with podcasts- never really listened to any and had never created any. Before learning about podcasts in the lesson I had never thought about using them within the classroom. Podcasts can easily be created using mp3 players with a microphone, or with todays modern mobile phone. Once a podcast is created it can be uploaded to a number of websites including PodOmatic. Podcasts can be a great way to give instructions or directions to an auditory learner, as many of todays technolgies are directed to visual learners. Podcasts can be used as a great tool in the classroom, especially for activities like science experiments where learners can quickly and effectively record their observations without needing to write. When used within context podcasts can be a highly valuable classroom tool.

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