Feedback given to me on my How-To sheet

Here is a list of feedback given to me by my peers for Puppet Pals 2 How-to Sheet

Alex Findlay wrote:

Hi Karolyne

I think that your how to sheet is written in great detail and i love the use of pictures and arrows to show exactly where to click. I especially love how you have included a puppet show created by your own six year old. It shows exactly how easy it is for young children to make their way around the app and create their own puppet show. One thing that i think would improve your how to sheet would be to include numbers to the steps so that the sheet flows in chronological order.

Alex =)

Alex stated what she felt was good about the sheet and indicated an area that I could improve upon to make my sheet easier to follow. I took this on board and will make some changes to make my sheet more streamlined.

Samantha Parli wrote:

What a cool resource! I appreciated knowing about the different options, free or school edition, and how these differ. Your instructions were really clear and easy to follow and I really liked the screenshots. The ability to make choices using images rather than having to read is really useful when trying to encourage children in early childhood settings to take a lead role in creating the 'play'. Your links to Te Whariki would also have helped those who aren't familiar with the curriculum to understand what learning is valued and occurring through using this app. A longer example of one of the plays you can create would have been interesting to see but that can easily be done by the reader downloading the app. 

Good work, 

Samantha

Samantha also gave me some points that she thought made the sheet informative, and included my links to Te Whāriki, mentioning that my points were helpful to those not familiar with the early childhood curriculum document.Samantha suggested a longer video example, which was something I thought about too. I thought about including a longer video but then thought that it might take up too much file space so then kept it to a short video. I will consider this in the future however and try out a longer video, as the video is a great way to see the resource in action, not to mention show off the talents of my 6-year old!

Joseph Kearns wrote:

Hi there Karolyne 

I really like your How to sheet using "Puppet Pals 2" explaining the surface features of the application such as how it is easy to voice record by just pressing the screen and easily manipulating the characters by moving them around the screen. As highlighted earlier the fact that there is a school version is great to know as I am sure in app purchases could lead to a large bill if in the hands of unaware students. The great wee demo video you embedded topped it off nicely.

The links to Te Whariki are great as it highlights the key components which I, being a primary teacher in training, am unaware of and now understand what they are. 

I was wondering a few things that maybe could be added just for clarification or consideration. The first would be can you choose the format the video is exported in or is it only in a format QuickTime can play? Is this app available on other devices than apple? Also maybe discussing how you can add in own personal photos to a "movie" as I think this is a great feature to make it a little more personal for the kids.

Over all a great how to sheet on puppet pals!

Joseph first mentioned the positive aspects of the sheet, and also commented on enjoying being able to see a demonstration video. He also thought the links to Te Whāriki were interesting as he is learning about primary education and was not familiar with the early childhood curriculum. Joseph made some interesting points for me to consider in any further presentations regarding further scope of the resource as I only discussed using it on an iPad. I will take this on board as I see how this information is important for those who do not have access to an iPad, but who may wish to use this resource.

Annick Andrews wrote:

Hi Karolyne,

What a cool app! I love it how many different details there are in the app! It gives the children lots to think about and process when they are making their puppet shows! The information in your sheet was very well written and allowed me to fully understand the app before I tried it for myself on my iPad. I do agree with Alex where the steps could be numbered but other than that it is great! 

I think this is a great resource to be used in our early childhood centres!

Thanks!

Annick :) 

Annick was also positive about the sheet and the information given about using the resource in the early childhood field. Annick also felt that I could have numbered the steps to make the process more streamlined, which I have taken on board.

Feedback from me to peers on their How-To sheets and my thoughts on feedback

How-To sheets and my feedback to peers.

My observations are that my feedback given earlier on was much more superficial than the feedback I gave later on. I think I have gained more insight into how feedback can help through the readings and lectures, and so have made my feedback more informative over time. Giving feedback needs to be helpful, not just nice! In order to make feedback formative and useful for the feedbackee, I need to relate it to the learning objectives, make it specific and instructional, and include feedforward, or give my advice on how I think the person could make improvements in the future and give examples.

How to use Plicker by Joseph Kearns

ME: 

Hi, so sorry for this late reply, but I must have missed this one!

I enjoyed learning about plickers, which seems to be a useful way to do a 'quick check' type of assessment in a classroom situation. I am in early childhood, so do not see uses there, but that's ok. The resource is an interesting one, using technology in a new way to help teachers do very quick easy quizzes and fact checking. I think your presentation was informative and I managed to gain a good understanding of the resource by reading it. 

I had trouble with the very small pictures, however and had to maginify it quite a bit to see some of the images, but maybe that's my old eyes!

You related the resource to the NZ curriculum learning areas and key competencies, but I do feel that this resource would be challenging for some children to use. You could perhaps address this issue by talking more about this in future. My impression was that this could be used by most, but not all children, but then again, that could go for just about every assessment being used today! So having said that, I can see how this tool could be used alongside many others in assessment. 

Thanks

How to use Animoto by Georgian Turpie

ME:

Thanks Georgina, the How-To sheet for Animoto was easy to read and follow. The layout and use of pictures made the sheet very accessible and interesting. You have found a resource that children could use in a classroom situation and have given us the relevant instructions to go about using it. The resource looks relevant, and I can see how a slideshow-type resource could be used by children in many different situations.

You have made links to the curriculum too.

Your section on links to the curriculum is a little cramped, and I found it a little harder to read than the instructional part of your sheet. Perhaps having this section more spread out using spacing, bullet points or other could have made it easier to read.

Aside from that (small) critique, I enjoyed the content and found the resource useful and interesting, and can now consider using this for myself, either professionally or personally, thanks.

How to use GoNoodle by Alex Findlay

ME: 

Hi Alex, what a great resource! I think you made very clear connections to the curriculum in your presentation. I think there are many more ways children can learn using the resource from an early childhood point of view too, such as a link to relationships, communication, and also to funds of knowledge. This resource and others gives children the chance to share their knowledge by either helping a peer access the site or by demonstrating their knowledge in the curriculum areas which transfer to the resource.

Thanks for the information, I will certainly have a look at this and add to my kete.

How to use Disney Story Central by Annick Andrews

ME:

Thanks, great How to Sheet! I think that this resource could be a good one as the characters are well-known by children, as you mentioned and can help give children a sense of belonging as they relate to favourite characters. It is clearly laid out so someone who has never seen it before can easily access and use the resource. 

Many thanks!

How to use Spotify by Samantha Parli

ME:

Thanks for your how to on Spotify. I actually use this at home, but haven't thought about using it at a centre until your presentation, so thank you! I think you have made some good points about the messaging being potentially problematic, and this needs to be made clear, so again thanks. I can see how Spotify can be a great resource to use at a centre, and you made great links to Te Whāriki.

Richmond Library digital resouces

Richmond Library digital resources


The library in Richmond offers users free use of computers for a 30 minute block. There are 11 computers to use, and there is free wifi for users who bring in their own devices.
The library's internet policy is available to view here: http://www.tasmanlibraries.govt.nz/about-us/policies/internet-use-policy/



The library also has an imaginarium for users to use for free, The imaginarium is a combination of computers, sound and imaging equipment for recording music, interviews, monologues, making posters, flyers, or whatever people want to create.
Librarians are on hand to offer assistance if needed. The finished material can be saved on a usb stick or writable CD Rom.

The imaginarium provides the following:

• A Desktop PC: (provided by Aotearoa People’s Network Kaharoa);
• A3 colour scanner;
• iMac computer;
• A4 Colour printer;
• 35mm slide and negative scanner;
• Photo, video and audio editing software such as Garageband, iTunes, iMovie, and iPhoto; iWork and Photoshop CS5 for desktop publishing;
• Sound recording equipment such as a recording mixer; headphone amplifier; speakers; microphone; and Midi/USB keyboard for playing music;
• You can also book a digital video camera.

Puppet Pals 2 - How-to

How – To sheet for using Puppet Pals 2 on iPad.

Puppet Pals is an app which allows children to create digital puppet shows using a variety of characters, backgrounds and props.

To Begin:  Either download the free app or purchase the school edition, which costs around $8.00. The school edition provides a larger number of characters and backgrounds to choose from, however the free edition allows for in-app purchases for characters.

Once the app is downloaded, select Play to create a puppet show or select Saved to view puppet shows already created.

To create a new puppet show select Play.

You will be offered a variety of locations which provide the background for the puppet show. The options are visual so no reading is required at this stage, meaning a pre-literate child could operate this on their own or with very little assistance from an adult.

Once a background location has been selected, icons will appear at the top of the screen. These are to change backgrounds, to select vehicles or animals, and pre-made characters, to select characters created with photos and to select background music.

Once these are chosen, you can either press the red record button which begins recording the play, or you can practice without recording.

The puppet show is enacted by touching a character, vehicle, or animal (or more than one at a time) and moving them around the screen. If recording, your voice will also be recorded, which moves the puppet character’s mouth if it is being touched at the same time. The character’s arms and legs can be moved as well, and can be placed in the vehicles or on the animals and moved together.

During recording, press the pause button if changes are needed or press the stop button to finish the play. Changes to characters and settings can be made while paused, and then you can resume the recording. When stopped, the puppet show can then be viewed and either saved or deleted. The puppet show can then be named and it will be saved to be viewed when desired from the home screen.

I feel that this app can be linked to Te Whāriki in many ways. 

Holistic learning is evident in the myriad ways children can use this app. Literacy and numeracy is explored with using images, changing themes via backgrounds, story-telling, discussions with adults and other children, and in ‘reading’ the screen to make the plays. Social development is occurring through the collaboration process involved in story-making and telling. Spiritual dimensions can be explored through story-making also, allowing many different cultures to use the same platform for sharing stories and legends.

Relationships can be strengthened through interaction and scaffolding provided by adults and other children in the puppet story-making process. More experienced children can help less experienced children as well as less experienced adults, using a tuakana-teina process for learning.

Family and community can be an important part of using puppet pals too, as children’s funds of knowledge are acknowledged and valued through story-making. The app provides children with an open ended platform which can suit children from all cultural backgrounds.

Children are empowered through the ease of use of the app, as they can explore it independently, being scaffolded by adults when needed. The app allows children to build on their own experiences, with no ‘right’ answers or options.  

Digital storytelling

Week 6 blog: October 5
Cultural context. Digital Storytelling - Pūrākau.

Zombie Horror and Celebration of Learning

The videos above both demonstrated high levels of preparation and collaboration. The use of technology was to a high standard, showcasing the skills of the children involved in both videos. 

Zombie Horror showed a level of planning which involved understanding and executing a story. This would have involved discussions about what the plot entailed and how it would be shot, edited and so on. 

Celebration of Learning was a very sharp and professional looking video. Much effort must have been put into this by all involved. The editing was very good and would have been done with a highly skilled person at the helm! An obvious strength of this video is the strong use of the technology available for capturing the videos and the editing process. 

I can link these to the principle of Te Whāriki here:

Empowerment is evident in the ownership the children demonstrated with the making of the videos. 

Holistic Development shows by virtue of the many facets needed to make these videos, such as technology knowledge, understanding the basic story making concepts, artistic components such as framing shots with video and the development of learning dispositions such as perseverance and flexibility among others.

Family and community shows through with the collaborative processes needed to make these video and the demonstration of 'knowing your audience'.

Relationships are evident through the collaboration as well, and through the support given to each other through the making of the videos, also evident in their high quality.

Mind Maps

Mind Maps

Using Bubbl.us I made a mind map based on the 9 elements of digital citizenship by Ribble (2008). Although it is a basic design, it is a start!

The mind map genre creates an environment for participation and enjoyment. Collaboration on a large scale is facilitated with a tool like this, giving children the power to see their ideas in a unique way. Sharing ideas this way can empower children, as every idea can 'fit' into the mind map and allows for others to add to them. This can be used in the early childhood environment as well as in schools, as children can be supported by kaiako in creating mind maps. The maps can be added to over time, creating a dynamic approach to learning. 

Digital Footprints

Our digital footprint

The article by Hugl (2010) presented interesting discussions about privacy. Privacy as a concept can be viewed in different ways, including:

• A personal desire to remain out of the public eye
• The desire to remain safe and out of harm
• The right to remain private (as opposed to just a desire)
• In control of who sees or accesses your information

When I google myself, I don't see too much information, as I thought. I have made sure my facebook account and other OSN sites have as much privacy settings activated as I know about, however. From the readings I can assume this is maybe because I'm 44 years old, and most older people are more concerned with privacy. Another reason that I have ensured privacy settings is probably because I'm female, as Hugl comments are more likely to be concerned about security.

Paragogy, Heutagogy and digital technology

Paragogy and Heutagogy explained: 

Advances in education theory for a digital world

This article is abbreviated from:

Herie, M. (2013). Andragogy 2.0? Teaching and Learning in the Global Classroom: Heutagogy and Paragogy. Global Citizen Digest, 2(2): 8-14.

Whether implicit or explicit, everyone has a theory of teaching and learning. This gets expressed and enacted by how we engage with others, whether as instructor or student. Traditional theoretical frameworks can be broadly grouped into four domains: instructivism, critical theory, constructivist approaches and andragogy (or adult learning). However Web 2.0, characterized by many-to-many, decentred and non-linear networking and communication, has given rise to corresponding advances in conceptualizing teaching and learning in the global classroom. Emerging frameworks – heutagogy (learning as self-determined and non-linear) and paragogy (peer-to-peer and decentred learning) – have important implications for practice in the 21st Century.

Education theory has seen a trajectory from teacher-centred (instructivism) to learner-centred approaches (constructivism and andragogy), incorporating broader contextual issues and dynamics of power, privilege and community (critical pedagogy). However, these theories were all developed prior to the rise and ubiquity of Web 2.0 and social media. Integrating emerging models can extend constructivist, critical and andragogical frameworks towards a kind of “andragogy 2.0”.

Heutagogy and paragogy represent potentially useful extensions of constructivist, critical and adult learning theories; that is, androgogy 2.0. Both heutagogy and paragogy offer models of learning that are (1) self-determined, (2) peer-led, (3) decentred and (4) non-linear. These characteristics map onto social media applications and the democratization of knowledge and information. Heutagogical and paragogical approaches also extend traditional andragogical and adult learning frameworks through their emphasis on meta learning, or learning how to learn.

Andragogy, as self-directed learning focused on competency development, is reconceptualized in heutagogy as self-determined learning focused on developing capabilities. As our rapidly-changing occupational terrains continuously advance and expand workforce competency needs, today’s workforce requires lifelong learners who are both competent and capable. No post-secondary program of study can ever really prepare students with all of the knowledge and skills needed (competencies); rather, it is one’s capability in determining what knowledge and skills need continuous development, and how to access/master them (capabilities). The skills associated with locating and interrogating information to inform decision-making, what we might call “knowledge curators”, are paramount in a knowledge economy.

This in turn implies access to knowledge and skills in a non-linear fashion by today’s “hyperlearners” (derived from the hypertextuality of the web, where information is hyperlinked with no beginning-, middle- or end-point). The process of knowledge construction is itself non-linear, and non-linear curricula would mirror real-world knowledge retrieval and construction. Similarly, shifting from instructors and learners collaboratively co-creating curricula, towards a learner-directed approach, may better prepare learners with the skills needed for lifelong learning via personal learning networks (mapping onto autonomous digital communities).

Finally, heutagogy and paragogy address process over content – the “how” as opposed to the “what” – or meta-learning (learning how to learn). Through networked community and crowd-sourcing, “the whole may be greater than the sum of its parts”. This is illustrated by the elegant solutions to complex problems yielded via crowd-sourced distributed networks. For example, in 2011 crowd-sourcing was used to successfully solve a protein structure (retroviral protease of the Mason-Pfizer monkey virus, the cause of an AIDS-like disease in monkeys) that had puzzled scientists for over a decade (Akst, 2011). The crowd-sourced solution was published in the peer-reviewed, academic journal Nature Structural and Molecular Biology (Khatib et al. 2011).

An emphasis on developing capabilities in a learner-directed, non-linear and process-oriented way makes it particularly well suited to today’s digital generation, where connectivity, creativity and reflexivity are foundational to global citizenship and collaboration.

These models represent a departure from mainstream structures of higher learning. Just as social media and Web 2.0 turned a “one-to-many”, broadcast model of Web 1.0 on its head, the notion of peer-to-peer, self-determined, decentred learning within the context of a learning community characterized by principles of social justice, equity and inclusion may sound utopian: “It is […] no easy task to adopt a decentralised model, since it will require massive procedural, economic and professional change in higher education” (Weller, 2009, in Corneli and Danoff, 2011). Yet in many ways, heutagogy and paragogy simply extend constructivist and critical frameworks, reimagined for a digital generation and a global community.

A provocative 2003 article by Carol Twigg references higher education as largely a “handicraft industry”, with most courses developed by individual faculty for unique cohorts of students:

Currently in higher education, both on campus and online, we individualize faculty practice (that is, we allow individual faculty members great latitude in course development and delivery) and standardize the student learning experience (that is, we treat all students in a course as if their learning needs, interests, and abilities were the same). Instead, we need to do just the opposite (Twigg, 2003, p.38).

Globalization has led to global classrooms, where difference among learners is the rule rather than the exception, spanning culture, language, gender, sexual orientation, faith, ability, social location, migration history and standpoint. It is unsurprising that educational institutions struggle with students’ accommodation needs and demands: it is hard to reconcile standardized curricula with learner heterogeneity along multiple intersecting dimensions.

An analogous example can be seen in advances in chronic disease management. Like education, medicine has traditionally delivered care via an expert model, where treatment is provided based on clinical diagnoses and evidence-informed interventions. In acute settings this works well, however the highest costs and challenges to health care today relate to chronic disease prevention and management. Unlike acute medical problems, chronic diseases like diabetes and hypertension are, by definition, ongoing and rely on patients’ own decisions and motivation regarding health behaviour change. New models of medicine are now focusing on patient self-management and enhancing motivation for change, whereby the system of care (both formal and informal) surrounds – and is largely directed by – each patient for him or herself (Frenk et al., 2010).

Similarly, while instructor-led curricula may be effective for brief episodic and “acute” educational needs, programs of study to prepare students for “chronic lifelong learning” demand student self-management and motivational enhancement. Just as chronic disease prevention supports patients in becoming their own health care leaders, our increasingly complex and digitally connected world places a demand on higher education to shift focus towards more effectively helping learners to become their own teachers within formal and informal networks of guidance and support. This does not negate our role as subject matter expert, but it does place the onus – quite rightly – on supporting students’ capacity for nuanced critical reflection, judgment and decision-making.

Radically self-determined and networked learning approaches (like heutagogy and paragogy) affirm individuals as experts in their lives and learning trajectories. As Stuart Brand famously said, “information wants to be free”. So does learning

My first Wordle and Tagxedo

This was an interesting learning curve for me. Seems like a useful tool to express ideas and concepts, their meanings and potential.

I enjoyed that so much I made another on Wordle