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EDC111 – Infographic: Assignment 1

After my abysmal attempt at creating an infographic in EDC101 using Powerpoint, I finally have a chance to revisit creating an infographic! I have selected Piktochart software to create the infographic this time. I explored other software such as Infogr.am, which gave more free templates, but ultimately the software was not as easy to use as Piktochart has been.

What do you think of my Infographic?

 

 

 

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From the future to the past

After the digital approach to curriculum explored in ‘EDC101 – Living & Learning in a Digital World’, I find myself exploring the history of schooling in the first few weeks of ‘EDC111 – Exploring & Contesting Curriculum’. Understanding the influences in schooling and curriculum in my own education has been encouraged, and I find myself fondly recalling memories of the mid-primary years of schooling. Perhaps this suggests that certain phases of childhood are better windows of opportunity for learning, or maybe the consistency of the same teacher and curriculum has been an influence on greater learning? This reflects the 2003 research of Marsh & Willis, that curriculum plans and experiences are interrelated but vary considerably (p. 13).

Screenshot 2014-06-07 20.18.22

References

Marsh, C. & Willis, G. (2003). Curriculum: alternative approaches/ongoing issues. Merrill/Prentice Hall. Upper Saddle River, N.J.

 

Lesson Plan

Blunt_Leanne_EDC101_Assessment3_Lesson Plan

Further resources:

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Week 8 EDC101 – Learning Reflections

Please click here to view my presentation on The Oceania Project, created using Prezi software.

This week’s task was a challenge for me as I did not enjoy using Prezi as I had expected to, given the creative nature of the program. The software felt slow when in presentation mode, although it could be that I am more familiar with PowerPoint for presentations. Each student brings different skills to the classroom through a lack of exposure to technology or the benefit of it, and it is important to remember to provide the opportunities for those that ‘lag behind’ so they may catch up (Howell, 2012).

I find that each week’s task leads me to learning a new software, or to think about presenting information in different ways. Each week has required me to use all of my concentration and patience, think creatively, learn new skills and research information. I can readily understand the differences between myself (a digital immigrant) and the current generation of students (digital natives), but I have learnt firsthand what it means to be to a student attempting to become digitally fluent (Howell, 2012). It is interesting and engaging and I have spent hours enjoying new software and sharing it with my seven year old son. How exciting to be a student in today’s classroom! Not only is this rewarding for students, imagine the possibilities there will be for teachers to continue a lifelong learning journey. I feel confident that the weekly tasks, readings, videos and iLectures have expanded my digital skills and knowledge, and I look forward to applying it more to my own studies in the future.

References

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Victoria: Oxford University Press.

 

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Week 7 EDC101 – Learning Reflections

Sploder… so much fun it should be in classrooms!

Sploder logo

This week we explored Sploder (sploder.com), a website for creating your own games in various formats such as arcade retro or physics puzzles. Fantastic fun, even for first timers! Click here for my very first contribution to the gaming world, without doubt reflecting my history of Super Mario Bros in the 1980s to 1990s.

The blissful productivity, social fabric, urgent optimism and epic meaning that Candy Crush now provides me twenty years later is irrefutable and I experience exactly the same motivations when gaming now as I did when I was a child (janemcgonigal, 2010). McGonigal discusses “an epic win is an outcome that is so extraordinarily positive you had no idea it was even possible until you achieved it” (janemcgonigal, 2010), and gaming provides this feeling more frequently than real life. Gaming rewards players with more immediate feedback via a sophisticated social fabric.

When creating my game I got carried away designing the game to work and look much as Super Mario Bros. had when I was a child. Time passed quickly as I was extremely focused on the task and there were certain elements of the game I just had to fix before I could actually hit the publish button. To recreate these experiences in classroom learning situations for students would increase motivation, engagement and increased student learning unquestionably. “There is an entire generation learning as much about what it takes to be a good gamer as they are learning about everything else in school” (janemcgonigal, 2010).

Now, who can send me a life in Candy Crush?

References

janemcgonigal. (2010, February). Gaming can make a better world [Video file]. Retrieved from http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world#t-1146308