Week 9 & 10: Peer Feedback

feedback

This week, we were asked to mark other blogs and provide formative feedback. I was given feedback from the following peers:

Gemma Clarke

Stacey McLaren

Overall, I was satisfied with the feedback provided by my peers. I agreed with Stacey’s points with regards to grammatical errors and provide discussions on learning theories in every blog post. On the other hand, Gemma felt that my blog layout was too simple, boring, and hard to follow. When I was developing my blog, I decided to keep the design simple and minimal. Understanding that each reader has their own personal taste, I was happy to embrace Gemma’s opinion and reconsider my blog layout. Based on my peers’ feedback, I made a few changes to my blog. Firstly, I reviewed all my blog posts for grammatical errors and revised to include discussions around learning theories. In addition, I chose a different blog design and customised a colour scheme to suit.

I really enjoyed my journey of creating and writing my first blog on a subject that is relevant to the use of this particular tool. Through each week’s learning, I discovered and learnt new software that I had never heard of and realised the impacts of technology use in our daily life. I look forward to implementing my learnings and developing digital pedagogies when I start my new career as an educator.

References

Discovery In Action. (2014). Feedback [Image]. Retrieved from http://www.discoveryinaction.com.au/latest-news/the-most-powerful-feedback-comes-from-your-peers/

Advertisements

Week 8: Life-long Learning

This week’s topic focuses on life-long learning and becoming a global citizen. We were tasked to put together a short presentation on our chosen organisation using a software that we have never used before. I have chosen to present on the Oceania Project using Prezi (view below).

I was highly impressed with Prezi and how it has reinvented the way presentations have been traditionally delivered. After viewing a few example presentations, I found them to be extremely interactive and felt like the presentations were ‘holding my hands’ and guiding me through the narrative of the story. The concept of ‘flying’ and ‘zooming’ around the presentation trigger’s the viewer’s sight and hearing senses, similar to watching an animation or movie.

What I loved about the software was how easy it is to put a simple yet highly effective presentation. The editing functions are self-explanatory and allows users to incorporate most digital content types including YouTube videos, music, voice-overs and many others. Another great feature about Prezi that I found is that your presentations are mobile, meaning anyone can create and edit their presentations anywhere as long as they have access to internet and a device. Presentations can also be shared online, downloaded for offline viewing and can even be embedded into blogs!

There is a wide range of resources available on the internet on how to implement Prezi in education. I found a strategy guide that lists useful tips on how to fit Prezi into curriculum and corresponding grade-based lesson plans to help guide students without overwhelming them with information (readwritethink, n.d.). In addition, the following Prezi also offers tips on how to use Prezi as a teaching tool effectively (Hill, 2013).

I believe that Prezi is a great teaching resource that can be applied and used by both teachers and students. Teachers can use Prezi to present on a specific subject topic while students can use Prezi for a project or assessment. To create their presentation, students need to search, compile, analyse and choose suitable content for their presentation. As information becomes global with technology, these critical thinking skills are essential for students to develop into proficient users and life-long learners (Howell, 2012). Presentations on Prezi can also be carried out in groups to encourage team work and provide opportunities for peer to peer feedback.

The use of Prezi can be applied to the Connectivism theory. This theory involves developing a network of digital information that is driven by needs and drawing connections between ideas. Students will need to make meaning of the information found, assess its credibility and connect ideas into their presentation (Howell, 2012). Furthermore, preparing the presentation on Prezi not only compliments connectivist learning it also facilitates critical thinking and cultivates social interaction. This is a tool that I will definitely implement in my digital pedagogy.

References

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

Hill, P. (2011, October 28). Copy of Thoughts on using Prezi as a teaching tool [Prezi Presentation]. Retrieved from http://prezi.com/m5ck-ufn10hg/copy-of-thoughts-on-using-prezi-as-a-teaching-tool/?utm_campaign=share&utm_medium=copy#

Readwritethink. (n.d.). Strategy guide: Teaching with zooming slideshows through Prezi. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-zooming-slideshows-30886.html