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e-Learning: Teaching's blogs

  • Teaching logo Teaching and Learning  |  Digital Citizenship

    For more teaching and learning gems, tips, tricks from across the VLN/Enabling e-Learning groups for the week of 11th September 2013.

    • Computing Classes: TAGS: request, query, computer classes, curriculum, suite, secondary, chievement standards, LATEST CONTRIBUTORS: Leigh Hynes, Gerard MacManus, Jenny Smith, Sylvie Vasar, Terry Hokianga
    • Blogging / Website / Wiki: TAGS: debte, comparisons, rationale, wikis, blogs, websites, archive work, collaboration, communication, LATEST CONTRIBUTORS: Jo Langdon, Barbara Reid, Josie Woon, Miel, Steph Kitto, Justine Hughes, Bruce Ngataierua, Allanah King  
    • Money Week: TAGS: NZC Online, financial literacy, money wise, resouces, LATEST CONTRIBUTORS: Vanitha Govini, Catriona Pene, Claire Cheeseman
    • Extending your top mathematicians: TAGS: Yr7/8, extension, support, resources, problem solving, gaming, LATEST CONTRIBUTORS: Barbara Reid, mary jamieson, rochellei, Suzie Vesper, Susan Wood 
    • imageUsing Minecraft for Assessment: TAGS: assessment, maths, problem solving, sharing, showing, gaming, 2D, 3D modelling, LATEST CONTRIBUTORS: Andrew de Wit, MeganCroll1, Luke Willis, Kassey Downard, Tracy Tindle, Sharron Gray
    • Blog posts - protocols for leaving comments: TAGS: managing class blog, comments, protocols, moderation, effective feedback, LATEST CONTRIBUTORS: Lisa Ward, Jo Dudley, Shaun Wood, Justine Hughes, Helen Prescott, Jacinda Panther
    • Being an Associate Teacher: TAGS: ICT, strategies, associate, teacher support, student teacher, tips, suggestions, LATEST CONTRIBUTORS: Kaine Hokianga         


    Focus on our priority learners


    • UDL Chat: TAGS: twitter, hashtags, live chat, universal design for learning, LATEST CONTRIBUTORS: Roxy Hickman
    • Knowing my learners (Linda Ojala):  TAGS: personalisation, Universal Design for Learning, realising potential, diversity, needs driven, effective pedagogy, LATEST CONTRIBUTORS: Patrick Pink, Roxy Hickman


    imageCheck out e-Learning and Teaching>>> the Enabling e-Learning website.  

  • Teaching logo Teaching and Learning  |  Digital Citizenship

    For more teaching and learning gems, tips, tricks from across the VLN/Enabling e-Learning groups for the week of 28th August 2013.


    • E-portfolios using devices TAGS:  e-portfolios, tablets, notebook, Evernote, home/school partnerships, Google sites, LATEST CONTRIBUTORS: Pascale Hyboud-Peron, Sam Hamilton, Ra
    • Reading eBooks TAGS: ebooks, juniors, tablets, classroom organization, digital resources, National Library, LATEST CONTRIBUTORS: Catriona Pene, Lyn Ross, Lisa Allcott
    • Maths / mobile devicePlace value TAGS: digital technologies, visualising addition, place value, Pasifika, girls LATEST CONTRIBUTORS: Vanitha Govini
    • Blogging with juniors TAGS: Blogging, quadblogging, literacy, numeracy, classroom organization, sharing examples LATEST CONTRIBUTORS: Allanah King, robyn scott, Marnel van der Spuy, Josie Woon, Susan Lindsey, Catriona Pene, Keryn Wilson
    • e-Learning tools for 5 year olds? TAGS: e-elarning, tools, juniors, sharing examples, digital resources LATEST CONTRIBUTORS: Marnel van der Spuy, Fiona Robertson, Catriona Pene, Cheryl Eden
    • Monetizing eBooks? TAGS: authors, publish, ebooks, fundraiser, web tools, LATEST CONTRIBUTORS: Chris Swanwick, Tania, Rowan Taigel 


    imageCheck out e-Learning and Teaching>>> the Enabling e-Learning website.  


    EEL logo Enabling e-Learning events


     Images sourced from Freedigitalphotos.

  • Teaching logo Teaching and Learning  |  Digital Citizenship

    For more teaching and learning gems, tips, tricks from across the VLN/Enabling e-Learning groups for the week of 14th August 2013.


    • Useful New Zealand Science Websites: Shelley Hersey shares with us the New Zealand Science Teacher website created by NZASE (New Zealand Association of Science Educators) showcasing everything you ever want to know about science and science education.
    • Maths apps: Vanitha Govini shares some maths apps from Allanah King's Google site and encourages us to think about using apps, that are best suited to our learners' needs. Do you have any to share?


    • SAMR Model Explained Through Examples: If you're interested in the SAMR model, then you'll also be interested in these technolocial examples that can be associated with Redefinition, Modification, Augmentation and Substitution.
    • Just starting out with minecraft: Heather Harper shares how her students are using and teaching others how to use Minecraft - modelling the power of collaboration. 
    • Eportfolios using Google Sites: Simon Bell shares the value of his students using Google apps including Google sites. A great way for students to be in-charge of their own e-Porfolios.
    • Literacy e-tools for CL 1&2? Jill Hammonds shares some practical processes for using Storybird to encourage writing and creating narrative.


    Focus on our priority learners


    • Maori boys' achievement: Manu Faaea-Semeatu shares an article in Craccum (University of Auckland Maori Student magazine) on behalf of Nga Tauira Maori, about facing the challenge of Māori boys acheiving in education.
    • Cook Island Language Week 2013: Cook Island Lanuage week may have come and gone, but check out some of the great tips and resources shared that can be used any day of the year.
    • Supporting Imaging in Maths with year 3s: Moving students from concrete to imaging in maths is part of the Math Curriculum. Linda Ojala reflects on her practice with a UDL (Universal Design for Learning) lens.


    • Where I am heading? Day One: Linda Ojala introduces her wonderings as she delves into Universal Design for Learning - in a quest to develop her own personal knowledge and embed UDL within her class. Follow her journey here.
    • Small Threads of UDL: Linda Ojala offers her reflections about readings and videos around Universal Design for Learning (UDL) and discovers some consistent messages that challenges her thinking.
    • Knowing my learners: Linda Ojala reflects on how her learners like to share and ponders new ways of weaving UDL into her class environment.
    • Reflections on Guided Reading with UDL: Linda Ojala visibly shares her journey with us as she considers possible processes and strategies - to better meet the needs of a specific group of readers in her class.

    Can you help?

    imageCheck out e-Learning and Teaching>>> the Enabling e-Learning website.  


    EEL logo Enabling e-Learning events


     Images sourced from Creative Commons and Flickr

  • Teaching logo Teaching and Learning  |  Digital Citizenship

    For more teaching and learning gems, tips, tricks from across the VLN/Enabling e-Learning groups for the week of 31 July 2013.


    • Canterbury Earthquake Collections: Merryn Dunmill introduces us to two fabulous new resources in Digistore - relating to the Canterbury Earthquakes for you to use with you students. Suitable for middle - upper primary and for junior secondary.
    • Literacy, Blended Reading and LEARNZ: How can you incorporate LEARNZ into a reading programme? Literacy specialist Jill Hammonds explains how/why and also suggests free tools to help students with their online reading. 
    • Mathematical communication: Catriona Pene shares how she has been experimenting with iPads and Popplet - as a way of sharing maths strategies in a collaborative way.


    • Science Fair: It’s been around for years, but how can teachers encourage the integration of e-learning into a traditional science fair model?
    • What are children afraid of online? Have you asked your students what they’re afraid of online? This English study as some very interesting findings. Closer to home, CraigMcD has also discovered some interesting responses in his own masters research.

    Focus on our priority learners


    • Fonts or solutions for a PC: Wawaro Te Whaiti shares a link to the Māori Language Commissions website that shows you the macronsing programmes for both PCs and Macs.
    • Kids sharing how they learn: Patrick Pink shares a powerful video clip about UDL practice and its impact with kids and their ability to be self reflective learners.
    • Sharing Resources: Manu Faaea-Semeatu shares how she has completed her master's dissertation - focused on connecting the cultural giftedness of Pasifika students with their musical talent. If you want to know more, you can contact Manu directly.
    • Connecting with Pasifika learners with SEN: Chrissie Butler shares this video where students share what matters most to their learning. Chrissie asks, What do you do in your classroom? How can technology create more options for both learners and teachers to share their stories?
    • UDL, access and creativity: This amazing video shows how technology can open up a whole new world. Where the means to participate isn't a barrier. Amazing!


    imageCheck out e-Learning and Teaching>>> the Enabling e-Learning website.  


    EEL logo Enabling e-Learning events


    • For all other Enabling e-Learning round up news, go to the Enabling e-Learning blog.

     Images sourced from Creative Commons and Flickr.

  • In the e-Learning Planning Framework | Teaching and Learning dimension, the Assessment strand looks at,

     "How technologies are used to monitor, review and evaluate the impact of teaching on student achievement in ways that reflects our bi-cultural heritage.”

    In an upcoming Enabling e-Learning LIVE event, Jill Hammonds and Mary-Anne Murphy will be looking at how important formative assessment practices are to help benefit students - with a particular focus on using e-tools to capture their learning. 

    They ask, 

    1. What data are you currently collating on/around student learning within your Literacy programme (diagnostically, formatively and summatively?)
    2. How do you identify what data to collate?
    3. How are you collating this data?
    4. How consistent and targeted are your practices around data collation?
    5. To what extent are students actively involved in this process?
    6. To what extent are you and the students using this data to inform next learning steps and teaching practices?
    7. To what extent are you utilizing e-tools to assist with the formative collation of data to show student progress?
    Data on mobile device

    If this sounds like you, then you’ll enjoy this practical workshop, which will unpack e-tools in context, while leaving you with some specific strategies (templates) for making overall teacher judgments (OTJs) in writing, reading and maths.

    We’d also love to hear what you’re doing with assessment using e-learning tools as well, so register HERE for FREE!

  • Yesterday (March 27), Josie Woon graciously spent some time sharing her classroom practice with us in the LIVE webinar: Using mobile technologies in a junior classroom - one teacher's story

    This story really got to the heart of the matter – where Josie shared her journey about using iPads to help improve her student's literacy skills - such as handwriting, reading comprehension and confidence with oral literacy (English and Te Reo).

    Josie also shared some practical systems (rotation/cycles) and processes that have enabled all her students to access educational apps on mobile tablets to support their learning.


    So what were the benefits?


    As well as increases in motivation and engagement in learning, Josie's students showed improved self-regulated learning behaviors - as well as improved outcomes in many areas of literacy.

    Why not download the recording of this session and play this back to find out for yourselves.


    Key trends and themes:


    Themes emerging from Josie's story are reminiscent of the key trends found in the paper, Supporting future-oriented learning & teaching — a New Zealand perspective, NZCER [Report to the Ministry of Education].

    Theme 1: Personalising learning
    Theme 2: New views of equity, diversity and inclusivity
    Theme 3: A curriculum that uses knowledge to develop learning capacity
    Theme 4: “Changing the script”: Rethinking learners’ and teachers’ roles
    Theme 5: A culture of continuous learning for teachers and educational leaders
    Theme 6: New kinds of partnerships and relationships: Schools no longer siloed from the
    Subthemes: New technologies and collaborative practices and the role of current and emerging technologies

  • Yesterday's webinar saw Suzie Vesper from Digistore and Dylan Owen from the National Library come together to walk us through the many digital resources available - that can enhance learning opportunities for our students.

    Dylan started by clarifying the difference between primary sources (first hand account) and secondary sources (second-hand interpretation) that are deemed historical artifacts. Primary sources being those artifacts that relay personal information, rarely contained in books/articles. These include: Artifacts, letters, photos, diaries, articles, recordings, grave stones, newspaper items, telegrams, recordings, movie clips, postcards, church records, compact discs, map, email, social networking sites like Facebook, Twitter etc.

    Secondary sources are those that relay primary experiences and information.

    Dylan went on to share specific examples - that help us to build up a picture of events about our heritage, historical and cultural past in New Zealand. These included; personal letters, advertising posters sitting in The National Digital Heritage Archive as well as examples of cartoons archived in the National Library of New Zealand as well as TV advertisements compiled in DigitalNZ Ā-Tihi o Aotearoa.

    Suzie also shared the resources available in Digistore which includes; video clips, short films, static images, illustrations. All of which, is accompanied by educational value statements, for how these resources can best be used with students.

    Comments from participants in the webinar included:

    So many resources sitting hidden away!

    Certainly interesting and very searchable.

    This is such a wonderful space/spaces can add such variety to your class programme.

    All of these will add such authenticity to learning.

    One final note is, whenever you use these resources, cite your source, check for any conditions or restrictions and respect the material, the creator and the subject. All good Digital citizenship attributes.

    Playback link for this session can access directly HERE.


    Associated links:

  • ePortfolios can be described as:

    An e-portfolio is an electronic format for learners to record their work, their achievements and their goals, to reflect on their learning, and to share and be supported in this. It enables learners to represent the information in different formats and to take the information with them as they move between institutions.” (Banks, 2004. p.3) (Taken from ePortfolios – Celebrating Learning, Ministry of Education 2009) ePortfolio - Celebrating Learning, Ministry of Education 2009


    Aspirational descriptors in the empowering phase of the e-Learning Planning Framework (Teaching: Assessment) reads,

    TEACHER CAPABILITY: Technologies are assimilated as part of evidence-based inquiry, providing ubiquitous access to learning, to engage whānau/family and connect to wider networks.

    IMPACT: Students use technologies appropriately, in a continuous cycle, to support the way they set their learning goals, manage life-long portfolios and work towards becoming self-regulated learners.


    So, what could this look like if secondary students are using MyPortfolio? image

    This coming Wednesday (24 Oct), we are lucky enough to have Heath Sawyer from Edconnect and Jon Bowen DP from St Peter's College leading a discussion around the implementation, use, and benefits of MyPortfolio in a secondary school context. The discussion will cover:

    • school vision
    • staff PD - the process of implementing and developing MyPortfolio use
    • how MyPortfolio has enabled student centred individualised learning
    • formative feedback including use of multimedia
    • student ownership
    • NCEA gathering assessment data including: storage of artefacts, collecting selecting and presenting assessment material.

    There will be an opportunity to ask questions, share your own practice, and discuss how you are using e-portfolios to individualise student learning.



    Other resources include:

    • myPortfolio in the Secondary Classroom - Heather McClure shares how she has been trialing using myPortfolio to support students inquiry learning in NCEA L1 Geography. This is a great example of the way MyPortfolio can be used as a form of blended learning between home and school.
    • Tauranga Intermediate ePortfolio Journey - An excellent example of how one school has reflected on their ICT PD journey where they have captured both teachers and students voice through the use of embedded files as well as movie clips and sound bytes.
    • ePortfolios group in VLN. Join and add your experiences to this group.
    • e-Portfolios l School stories The school stories in the e-portfolios section of Enabling e-Learning provide useful information on how primary and secondary schools are using e-portfolios to share students' learning with parents.

  • Today's webinar (2 August, 2012) Science in the classroom - unpacking the Science Learning Hub was hosted by Mary Loveless and Joy Kitt. They both took us on a virtual tour of the Science Learning Hub, where we got to explore (first-hand) contexts for science activities - through carefully stepped instructions, supported by video, photos and animations. 

    The first thing that struck me when Mary presented an overview of the Science Learning Hub, was how rich and layered the digital resource was. Having a virtual guided tour was invaluable.

                                                   Science Hub home page

    Joy was able to walk us through ways to navigate Science Hub in a classroom context. Some great ideas emerged such as: 

    1. Explore - take time as a teacher to get to know this resource, have a good look around.
    2. Think about the Science Learning Hub in terms of what your students are interested in, their localised contexts, areas of interest and need.
    3. Use in a variety of ways in flexible learning opportunities to meet diverse learner's needs. Joy demonstrated a blended approach, between a real science table and a virtual science table.
    4. Teaching and learning approaches can include teacher guided instruction and opportunites for independent exploration.
    5. Links with other digital resources.

    Some of the participants who attended this webinar - were there as a whole staff. Accessing the recording of this webinar means, you and your colleagues and get the benefit of this presentation too.

    For more on-going conversations and tips about science with Joy and Mary, go to Science: a blended e-learning approach


    imageTody's webinar (25 July 2012) was facilitated by Karen Melhuish (Enbling eLearning), and focussed on ways that we are engaging learners. The first thing the group did was reflected on a time when participants felt there were learning effectively. Some of the ideas included:

    • context
    • challenge
    • relationships
    • confidence
    • emotions
    • meaningful

    Some of the comments included "When the teacher made the content personal to me" (Brent), "When I think back it was the teachers who wanted to hear from me. They wanted to know what I thought" (Paul), and "knowing it was something that I could do and be good at" (Janelle).

    These themes underpinned the rest of the session. A  videofrom featuring a learning experience at Kutere School was shared, and participants' thoughts discussed, and examples were shared. For example,

    We strongly believe in just in time teaching - whether it is a writing skill, a technology skill - they want/need to know it to continue with their learning so are highly motivated and engaged with the new learning (Flexie)

    Janelle Riki spoke about the relevance of the video to Maori learners, especially mana (a sense of can do), place-based education (could see themself in that context), learning from each other, and modelling watching and doing. There were also elements of being self-motivated, in particular when barriers were removed for them. Janelle has created an acronym Angitu Maori


    • Autonomy
    • Negotiated curriculum - tailoring the curriculum
    • Get to know your kids - relationships
    • Involve whanau, iwi, hapu - the students cannot be separated from their whanau
    • Te reo Maori
    • Use, do, play, practice
    • Manaakitanga
    • Authentic contexts
    • Outside the classroom - learning doesn't necessarily happen inside the classroom
    • Regular physical activity - just having a chance to get out and run around can make all the difference to engagement
    • Incorporate group competition - a chance to flex their mana, as well as to something for their iwi, hapu, and their mates

    Self-management as a concept can be an issue for some Maori students as the notion of working together underpins their world view, which includes playing a role for the betterment of everyone.

    Togi Lemanu spoke next with a specific focus on engaging Pasifika learners (some amazing stories on the Pasifika site on TKI http://pasifika.tki.org.nz/Media-gallery). He started by mentioning relationships, building relationships and creating rapport. In particular it is important to know where they comes from (Tonga, Samoa...there are many countries that comprise Pacific Peoples). The third point Togi made was around the importance of knowing about each student's culture, and the final point was creating a safe environment for all of these things to happen and where the student can explore. Once the students feel safe "that's when good things happen".  It was emphasised that "schools need to go beyond the assessment process and summative data", and to include "Pacific perspectives in the curriculum", which provide a wide range of opportunities.

    Brent asked what the keys are "to overcoming students who have poor attendance?".  There were a range of replies, in particular the link between truancy and engagement. The Year 10 and 11 space appears to be the major time, and main reasons are engagement, as well as, sometimes, staying at home to look after younger sibilings. Brent followed up with the observation that it is "hard to gain momentum/engagement when attendance is poor..... thanks for your ideas". Sam asked if not being at school was the equivalent of not being engaged....!


    Sam Cunnane facilitated next, and he introduced the Passionfruit project (see the video here). With a class of 20, the students collaborated together to create a magazine, and much of the project involved "handing over control to the students".

    This was a really useful session with a good range of practical suggestions, as well of examples of what people are actually doing, and how it's working for them. Unfortunately the recording of the session was not successful, but the conversation will continue in a range of spaces.You can access the presentation here.

    Many thanks to everyone who participated, including a group of 20 teacher's at Brent's school. And particular thanks to the facilitators, Karen, Janelle, Togi, and Sam.