Over the past weeks I have worked my way through a number of web 2.0 technologies. Some I have found to be very appropriate for the classroom context others not quite so. Before completing this course I had very little knowledge of the various technologies that are available for use in the classroom. This e.learning course has broadened my knowledge and opened my eyes to the extensive range of options available on the wide world web. I have now developed a basic knowledge of a small range of these available online tools that can enhance my classroom instruction and engage my learners with authentic learning experiences.
I have learnt about Kearsley & Shneiderman’s (1999) Engagement Theory and how it can be applied to my classroom. Kearsley & Shneiderman (1999) believe that
“engagement theory represents a new paradigm for learning and teaching in the information age which emphasizes the positive role that technology can play in human interaction and evolution”.
Due to time constraints inside and outside the classroom it makes it very unrealistic to try and use every one of the technologies that were addressed throughout the blog. Therefore after completing my research on each technology I have discovered a number of technologies that I will endeavour to continue to use in my classroom. They are -
• Google Earth - Is a program that allows users to explore planet Earth focusing on any location that they want. Using this would get students excited about exploring the world. One minute you can be exploring your local surroundings and the next minute you can be exploring the other side of the world making it an extremely useful tool for students to use to learn their surrounding environments. They can explore the streets of Paris, the many states of the USA or the coast lines of Thailand, the options are endless.
• Powerpoint – Provides a way of displaying information visually so that a group of people can easily see it. Students can create a powerpoint presentation displaying what they have learnt. Due to the large number of l options i.e. animation, video’s, audio and pictures powerpoint is a useful tool to keep students engaged.
• Picnik – Picnik is a photo editing site that allows you to chop, change and add effects to photos however it is not able to store them. Picnik could be used in the classroom for anything that requires an image, in particular if the image has defects or similar and requires editing. Such projects could include brochures, business cards, posters or reports. Students using this program will have the opportunity to demonstrate and showcase their creative ability with ICTs.
• Blogs – A blog is an online site that is created using information about whatever the creator wants containing links to other useful and interesting information. Blogs allow students to work collaboratively both in school and at home, as well as providing an effective tool for parents to follow their children’s learning. The posting of homework on to the blogs would also be a way to make teaching more efficient. Using this process, parents could monitor what is required of their child.
• Avatars – Are animated characters that enable users to express themselves on the web with a voice. They could be used to aid in instructing those who are more audio/visual learners or even as a means for those shy students who struggle with presenting information to the class.
• YouTube/Video – YouTube is a web site that allows anyone to upload or view a video of a chosen topic. It can make difficult tasks like dissecting a frog become easy just be watching a video of it. They can also make giving instruction to a large group of students faster and easier.
• VoiceThread - Is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to leave comments. VoiceThread can be used as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool.
Although I have looked at a variety of other technologies the above are the ones that I found to be the most collaborative and allow for students to be meaningfully engaged in authentic learning experiences. Throughout this course I have had the opportunity to be a part of a collaborative network of online users that I could use for both support and for general discussions about each of the technologies studied. This support has meant that we could share ideas, thoughts and experiences to better our understandings along our journey.
Through completion of this assessment I have improved my knowledge and skills on a number of technologies and developed a better understanding of how I could use such technologies within a classroom environment. I look forward to continuing my exploration of the available technologies on the wide world web and furthering my understanding. I know that technology is going to continue advancing so as a future learning manger I believe it is necessary for me to keep up to date with as many technologies as possible in order to provide the best learning experiences for my students.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009, http://home.sprynet.com/~gkearsley/engage.htm
Friday, September 4, 2009
Thursday, September 3, 2009
VoiceThread
What is VoiceThread?
This clip came from the VoiceThread website - http://voicethread.com/ - explaining what a VoiceThread is.
VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to leave comments in 5 ways – text, phone, microphone, uploading and webcam.
Theory and classroom uses for VoiceThread
"Teachers and students are using VoiceThread as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool" (Dyck,2007).
Students using VoiceThread in the classroom will notice many benefits. The commenting feature is particularly valuable for classes. Students can receive feedback from people around the world on their work. “Teachers can also use VoiceThread as an effective assessment tool to see if students understand key concepts (Dierolf & Frazier, 2008)”. VoiceThread also easily lends itself to group work for class projects on any subject. Educators will also be able to quickly view which students put in the most effort during projects. VoiceThread allows students who may not like to participate in class discussion feel more comfortable with sharing their ideas. It eliminates a lot of the social pressure of the classroom. “VoiceThread is also simple for teachers to manage and maintain the safety of their students by moderating comments (Dierolf & Frazier, 2008)”. Voice Threads are highly compatible with Kearsley & Shneiderman (1999), Engagement Theory as the this web tool is an interactive tool that allows for collaborating, sharing, and commenting.
References
Dierolf, D. & Frazier, M. (2008), VoiceThread in the classroom, viewed 4th September 2009, http://cnx.org/content/m18419/latest/
Dyck , B. (2007), VoiceThread:Capturing and Sharing Student Voice with an Online Twist. EducationWorld.com, viewed 4th September 2009, http://www.education-world.com/a_tech/columnists/dyck/dyck019.shtml
This clip came from the VoiceThread website - http://voicethread.com/ - explaining what a VoiceThread is.
VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to leave comments in 5 ways – text, phone, microphone, uploading and webcam.
Theory and classroom uses for VoiceThread
"Teachers and students are using VoiceThread as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool" (Dyck,2007).
Students using VoiceThread in the classroom will notice many benefits. The commenting feature is particularly valuable for classes. Students can receive feedback from people around the world on their work. “Teachers can also use VoiceThread as an effective assessment tool to see if students understand key concepts (Dierolf & Frazier, 2008)”. VoiceThread also easily lends itself to group work for class projects on any subject. Educators will also be able to quickly view which students put in the most effort during projects. VoiceThread allows students who may not like to participate in class discussion feel more comfortable with sharing their ideas. It eliminates a lot of the social pressure of the classroom. “VoiceThread is also simple for teachers to manage and maintain the safety of their students by moderating comments (Dierolf & Frazier, 2008)”. Voice Threads are highly compatible with Kearsley & Shneiderman (1999), Engagement Theory as the this web tool is an interactive tool that allows for collaborating, sharing, and commenting.
References
Dierolf, D. & Frazier, M. (2008), VoiceThread in the classroom, viewed 4th September 2009, http://cnx.org/content/m18419/latest/
Dyck , B. (2007), VoiceThread:Capturing and Sharing Student Voice with an Online Twist. EducationWorld.com, viewed 4th September 2009, http://www.education-world.com/a_tech/columnists/dyck/dyck019.shtml
Music on the Web - INCOMPETECH
What is INCOMPETECH?
Incompetech is a royalty-free music website which allows you to legally use music without paying the musicians. Downloading is against all copyright laws, although when using Incompetech you will be covered by the Creative Commons Agreement. The Creative Commons Agreement allows music downloaded from Incompetech to be used by everyone (Incompetech, 2009).
Classroom uses for INCOMPETECH
Downloading royalty free music from Incompetech could be useful for students when they are doing presentations. For example they could use music as background music to a presentation. It could also be used as background music when students are working on particular tasks.
References
Incompetech. (2009), Frequently asked Questions, viewed 4th September 2009 http://incompetech.com/m/c/royalty-free/faq.html
Incompetech is a royalty-free music website which allows you to legally use music without paying the musicians. Downloading is against all copyright laws, although when using Incompetech you will be covered by the Creative Commons Agreement. The Creative Commons Agreement allows music downloaded from Incompetech to be used by everyone (Incompetech, 2009).
Classroom uses for INCOMPETECH
Downloading royalty free music from Incompetech could be useful for students when they are doing presentations. For example they could use music as background music to a presentation. It could also be used as background music when students are working on particular tasks.
References
Incompetech. (2009), Frequently asked Questions, viewed 4th September 2009 http://incompetech.com/m/c/royalty-free/faq.html
File Storage
For this course I created a free account on MediaFire to store my documents. The set-up process was extremely easy and straight forward and uploading documents is a simple step also.
What is File Storage?
MediaFire allows you to store all your files online for easy secure access and enables you to distribute large files to hundreds or thousands of people without clogging inboxes or bogging down your website (MediaFire, 2009). The free version allows a user to store files up to 200MB and paying users can store up to 10GB although both the free and the paid version has an unlimited storage capacity. A URL is provided so that the user can post this link up on blog sites or email it to other people that he wants to access this information. They can then view all the listed files and download these files if and when they want.
The file storage site would make the teachers’ job incredibly easy in the form of handing out worksheets. The teacher could upload all the handouts and extra worksheets and information for each unit of work, semester or even the year. All that the teacher needs to give to the students is the URL and then it is up to the student to access the work (more for older grades).
Students can use this storage site to post assignments on. A whole class could have an account and they could post up reports or information they wish to share with other students either for school or leisure purpose. When students upload projects onto the world wide web they are participating in Kearsley & Shneiderman’s (1999) Engagement Theory framework under the third principle, “Donate”. Students realise that everyone is going to be able to see their work, not just the teacher, so they produce work to the best of their ability.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
MediaFire. (2009). What is MediaFire? Citing computer references. Retrieved August 19, 2009, from http://www.mediafire.com/about.php
What is File Storage?
MediaFire allows you to store all your files online for easy secure access and enables you to distribute large files to hundreds or thousands of people without clogging inboxes or bogging down your website (MediaFire, 2009). The free version allows a user to store files up to 200MB and paying users can store up to 10GB although both the free and the paid version has an unlimited storage capacity. A URL is provided so that the user can post this link up on blog sites or email it to other people that he wants to access this information. They can then view all the listed files and download these files if and when they want.
MediaFire is an extremely easy site to navigate around and use. With only just a few clicks you can have numerous documents uploaded onto the file storage site ready for viewing. The site has a number of different uses i.e. personal, for business and school; you can even have different folders in the same account for each type of use.
Theory and classroom uses for File Storage
Theory and classroom uses for File Storage
The file storage site would make the teachers’ job incredibly easy in the form of handing out worksheets. The teacher could upload all the handouts and extra worksheets and information for each unit of work, semester or even the year. All that the teacher needs to give to the students is the URL and then it is up to the student to access the work (more for older grades).
Students can use this storage site to post assignments on. A whole class could have an account and they could post up reports or information they wish to share with other students either for school or leisure purpose. When students upload projects onto the world wide web they are participating in Kearsley & Shneiderman’s (1999) Engagement Theory framework under the third principle, “Donate”. Students realise that everyone is going to be able to see their work, not just the teacher, so they produce work to the best of their ability.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009 <
MediaFire. (2009). What is MediaFire? Citing computer references. Retrieved August 19, 2009, from http://www.mediafire.com/about.php
SlideShare
What is SlideShare?
SlideShare claims to be the world’s largest online community for sharing presentations (SlideShare Inc, 2009). It is an online storage site where you can upload powerpoint presentations, word documents and it also allows the user to narrate their presentations thus creating a video that can be tagged by another user, linked to a blog site, a web site or even downloaded to a computers database and viewed.
Theory and classroom uses for SlideShare
Slide Share gives students a sense of gratification as they upload their work onto the internet using blogs; they work to the best of their ability as they understand that their work is on display for others to see. Siemens Connectivism Theory (2004) is an advocate for sites connecting people such as SlideShare. It highlights the point that networks function on the simple idea that individuals can be connected in the effort to create an integrated whole.
Resources
Siemens, G. (2004), Connectivism: A learning theory for the digital age, viewed 4th September 2009,
SlideShare Inc, (2009), What is Slideshare; Citing computer references. Viewed 4th September 2009, http://www.slideshare.net/about?PHPSESSID=cdcd1c967d45a922f503f2147b6d3902
WIKIPedia
What is WIKIPedia?
Wikipedia Free encyclopedia
Wikiquote Collection of quotations
Wiktionary Dictionary and thesaurus
Wikibooks Free textbooks and manuals
Wikisource Free source documents
Wikinews Free content news source
Commons Shared media repository
Wikispecies Directory of species
Wikiversity Free learning materials
(WIKIPedia, 2009)
Theory and classroom uses for ClassMarker
Siemens’ Connectivism Theory (2004), explains that the cycle of knowledge development allows learners to remain current in their field through connections being made. Wikipedia directly relates to this theory as it allows anyone to edit and add appropriate information to a particular topic and therefore builds on the connections being made.
WIKIPedia is a fast way for a student to get some background information on a topic. A teacher could recommend this site to students so that they can get a start to researching something however I wouldn’t recommend on using just a WIKIPedia page as basis for the knowledge. Each Wiki site is unique in their own way and is a good starting point for researching any particular topic.
References
Siemens, G. (2004), Connectivism: A learning theory for the Digital Age; Citing computer references, viewed 4th August 2009, http://www.elearnspace.org/Articles/connectivesm.htm
Wikipedia (2009), Wikipedia, viewed 4th September 2009, http://en.wikipedia.org/wiki/Wikipedia
WebQuests
What is a WebQuest?
"A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding" (March, 2003).
A WebQuest is broken down into a few sections. A home page which gives a brief description of what the quest is about, a task page which gives you a overview of what you are to do in more detail, a process page which has a number of smaller assignments/requirements that need to be fullfilled in order to complete the quest/report and an evaluation page which has the criteria on which the quest will be marked. An example of one that I discovered was a world cultures WebQuest.
This WebQuest basically asks you to plan a 2 week holiday anywhere you want overseas. It gives you hints and sets tasks that you must achieve in order to fulfil the quest. For example the quest states that students have to play the role of a tour guide, tour promoter and a tourist while using lots of difference references in order to complete the quest.
Theory and classroom uses for WebQuest
The design of WebQuest underpins the engagement theory as a WebQuest’s purpose is to engage the learners in a meaningful learning experience, which relates to them and their friends (Kearsley & Shneiderman, 1999). A WebQuest could be used in the classroom as a more active way to get students involved in what they are learning. Using a WebQuest would get them involved and keep them on track, due to the fact that a WebQuest has already got links and places where they can find information about the topic and has set out task by task what they can research and complete.
A WebQuest can be anything that a teacher desirses from having students create a new park showing where toilets are with play equiptment all drawn up in a detailed map with a grid and coordinates to where everything is, to having students research about a trip to mars, asking them to investigate why people discover unknown places, what they need to survive on an unknow planet and then ask them to present a detailed report showing what they have learnt.
In my opinion a webquest is a good idea for students however i think that they are very time consuming and i think that some students may struggle with the idea of them. Not all students will have the same access to computers that other students do which will severly disadvantage them due to the fact that they are mostly done online. Students may also use the incorrect data if the webquest is interperated incorectly to how it was intended.
Resources
March, T. (2003), WebQuest, viewed 4th Spetember 2009,
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
Google Earth
What is Google Earth?
Google earth is a program that allows users to explore planet Earth focusing on any location that they want. Details such as cities, houses, mountains and bridges can be seen in 3D. The program is extremely easy to use, even people who aren’t computer literate can use this program comfortably. All you do is type in an address, suburb, city, country or even a mountain and it will instantly fly to the desired location. Once at the location you can simply click and drag the mouse curser around the map and explore the surroundings of the location. For example, I typed in Mount Everest and it flew to the location in an instant. Google earth has the ability to show Mt Everest and the surrounding mountains in 3D and in great detail. Depending on the population and popularity of a certain location will depend on the quality of the picture. Most of the land is covered in a reasonable rate however places such as Melbourne or Las Vegas are high resolution areas and will have a lot more detail than other less popular locations.
Google earth allows many layers to be turned on and off at the users choice. These layers include roads, 3D buildings and landmarks, street views, borders, traffic speed limits on certain roads, weather and picture galleries just to name a few of the features.
Theory and classroom uses for Google Earth
Google Earth makes links to Kearsley and Shneiderman’s (1999) Engagement Theory as this tool “provides rich, authentic and meaningful learning experiences”. Google Earth is an educational tool, as it makes learning real and authentic with multiple opportunities for learning.
Google earth is an easy tool to get lost in. One minute you can be exploring your local surroundings and the next minute you can be exploring the other side of the world making it an extremely useful tool for students to use to learn their surrounding environments. They can explore the streets of Paris, the many states of the USA or the coast lines of Thailand, the options are endless.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009 http://home.sprynet.com/~gkearsley/engage.htm
Podcasting
What is Podcasting?
A podcast in its simplest form is ‘a series of digital media files, either audio or video, that is released episodically and downloaded (Wikipedia, 2009). These audio or video files can be downloaded through programs such as ITunes so that it can be listened to as an mp3/4 file, then transferred onto a portable mp3 player so the user can listen to the podcasts at any time that they wish. The distinct difference from an audio file and a podcast is that a podcast comes in parts. They can be a set amount of parts or an ongoing sequel that can be subscribed to and automatically downloaded and listened to at the user’s pleasure.
Theory and classroom uses for Podcasting
A podcast can be a helpful way for students to understand a certain topic. After browsing through the catagories on the itunes site under the Education heading and the sub heading of K-12 i found a podcast aimed towards children aged around 7-14 that was about the world news. This podcast allows younger people to keep updated with what is happening in the world as it is updated daily.
Teachers could upload a podcast to a site such as ITunes and ask the students to subscribe to it and then comment on what was said in the podcast. This way instead of giving out handouts or getting students to copy out homework questions they could all be given the link to the podcast, which allows students to access it at any time they want and listen to it multiple times.
When students create their own podcast to support a chosen project, Kearsley and Schneiderman (1999) states that because students get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction.
Also students get to ‘Donate” as they have the opportunity to present their projects to an outside customer, whether that is parents, class mates or school etc. Kearsley and Schneiderman (1999) state that the authentic learning context of the project increases student motivation and satisfaction.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 3rd September 2009 http://home.sprynet.com/~gkearsley/engage.htm
Wikipedia (2009), Podcasting, viewed 3rd September 2009 http://en.wikipedia.org/wiki/Podcast
Video and YouTube
The following video was found on YouTube. It’s an educational rhyme about photosynthesis, explaining the scientific process that plants undertake to produce oxygen. Take a look....
What is YouTube?
YouTube is a web site that allows anyone to upload a video of whatever they want, or a video relevant to a particular topic for anyone that wants to view the video to watch it. Viewers also have the option of leaving a comment/feedback on each video. The site is easy to navigate around and its features are simple to use. You must first create an account to be able to upload and post comments about the videos however anyone can search and view the movies that are already posted.
Theory and classroom uses for YouTube
Videos are a very helpful tool for teachers to use in the classroom. It can make difficult tasks like dissecting a frog become easy just be watching a video of it. They can also make giving instruction to a large group of students faster and easier. The video can be viewed over and over allowing the teacher to move around the classroom and help students who need it. Students who are unable to make it to class due to living a long distance away or being too ill to attend can view videos posted on a shared video site such as youtube or teachertube of a class that they missed. Other students could view the video at any particular time that they want and as many times as they want. They can pause and rewind the movie so that they can fully experience what is happening in the video.
Teachers can download a posted video using a program called KeepVid. This program, once downloaded, would allow a teacher to download videos from websites such as Youube, TeacherTube and other websites that are similar. Once the video has been downloaded it can be then uploaded to a class website or kept on a shared folder on the school computer network for any student to access.
Using engaging video resources in the classroom relates directly to the major premise of Kearsley & Shneiderman’s (1999) Engagement Theory, being that students must be engaged in their course work in order for effective learning to occur.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 3rd September 2009 http://home.sprynet.com/~gkearsley/engage.htm
KeepVid. (2009), Free program used to download videos from you tube and other similar sites, viewed 3rd September 2009, http://keepvid.com
What is YouTube?
YouTube is a web site that allows anyone to upload a video of whatever they want, or a video relevant to a particular topic for anyone that wants to view the video to watch it. Viewers also have the option of leaving a comment/feedback on each video. The site is easy to navigate around and its features are simple to use. You must first create an account to be able to upload and post comments about the videos however anyone can search and view the movies that are already posted.
Theory and classroom uses for YouTube
Videos are a very helpful tool for teachers to use in the classroom. It can make difficult tasks like dissecting a frog become easy just be watching a video of it. They can also make giving instruction to a large group of students faster and easier. The video can be viewed over and over allowing the teacher to move around the classroom and help students who need it. Students who are unable to make it to class due to living a long distance away or being too ill to attend can view videos posted on a shared video site such as youtube or teachertube of a class that they missed. Other students could view the video at any particular time that they want and as many times as they want. They can pause and rewind the movie so that they can fully experience what is happening in the video.
Teachers can download a posted video using a program called KeepVid. This program, once downloaded, would allow a teacher to download videos from websites such as Youube, TeacherTube and other websites that are similar. Once the video has been downloaded it can be then uploaded to a class website or kept on a shared folder on the school computer network for any student to access.
Using engaging video resources in the classroom relates directly to the major premise of Kearsley & Shneiderman’s (1999) Engagement Theory, being that students must be engaged in their course work in order for effective learning to occur.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 3rd September 2009 http://home.sprynet.com/~gkearsley/engage.htm
KeepVid. (2009), Free program used to download videos from you tube and other similar sites, viewed 3rd September 2009, http://keepvid.com
Quizzes - ClassMarker
What is ClassMarker?
ClassMarker is a free, easy to use, online quiz maker that marks your online tests and quizzes for you. It has been designed for use with -
• Business and training
Test candidates before they reach the interview. Send them a link and retrieve results instantly by email.
• Education
Conduct online exams in the classroom or at home, set practice tests and receive instant results.
• Recruitment
Test employees to assess their training needs.
• Distance learning and online courses
Roll out your tests locally or internationally and receive results instantly.
• Self study
Test candidates before they reach the interview. Send them a link and retrieve results instantly by email.
• Education
Conduct online exams in the classroom or at home, set practice tests and receive instant results.
• Recruitment
Test employees to assess their training needs.
• Distance learning and online courses
Roll out your tests locally or internationally and receive results instantly.
• Self study
Add practice quizzes and test yourself and your study group.
Signing up to ClassMarker is free or you can pay a fee depending on how you want to use your online test. Class based testing (free) is what I used and this would allow my students to register under my account and log in to complete the test (ClassMarker, 2009). When creating a quiz you can choose different types of questions to use for example: multiple choice, multiple response, true/false, free text or punctuation (ClassMarker, 2009). The aspect I really found interesting in Class Marker was that you can add pictures and videos to the questions.
Theory and classroom uses for ClassMarker
I think ClassMarker would be a good way to provide students with a fun and engaging quiz. It could be used before you start teaching the students a new topic to gauge prior knowledge or it could be used on completion to determine what students have learnt.
The Learning Design Framework (2003), needs three key elements to create the most effective learning experience for all students. These three elements are tasks learners are required to do, resources that support the learner to conduct the task and support mechanisms that exist from the teacher implementing it (Oliver, 1999). Online quizzes provide students with all of these aspects.
Have a go of my Australian Animal Quiz, just click on the link below.
http://www.classmarker.com/embedded_quizzes/?quiz=43fb23393074fe14d68bb188cfa7fe5c
http://www.classmarker.com/embedded_quizzes/?quiz=43fb23393074fe14d68bb188cfa7fe5c
Referenes
ClassMarker. (2009), Free Quiz Maker for online Testing, viewed 3rd September 2009, <http://www.classmarker.com/>
Image Manipulation and Picnik
These days’ images can be taken in many forms and file sizes. This results in the need for a software program which can reduce the file size and make alterations to images. For this course I experimented with Picnik to solve such problems. 
Picnik was relatively easy to use and it didn’t take me long before I got the hang of how to add effects to photos. In my opinion it is just takes a lot of time and mucking around with all the effects before deciding what features and effects best suit particular photos.
What is Picnik?
Picnik is a photo editing site that allows you to chop, change and add effects to photos however it is not able to store them. Therefore it needs to be used in conjunction with pages such as facebook, myspace, picasa web albums, flickr, yahoo image search or you could also upload photos from a computers database to be edited. Many of Picnik's basic photo editing tools are free to use, however Picnik Premium includes additional photo editing features and is offered for a monthly, 6-month, or annual subscription cost.
Theory and classroom uses for Picnik
Picnik could be used in the classroom for anything that requires an image, in particular if the image has defects or similar and requires editing. Such projects could include brochures, business cards, posters or reports. Students using this program will have the opportunity to demonstrate and showcase their creative ability with ICTs. This relates directly to the second principle of the engagement theory framework – the Create Principle ( Kearsley & Shneiderman, 1999). Picnik is definitely one program you could have a lot of fun with and I encourage you all to explore this site for yourself.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 3rd September 2009<http://home.sprynet.com/~gkearsley/engage.htm
Wednesday, September 2, 2009
Flickr
I had never heard of Flickr before this course. In order to upload my photos i had to sign up for a free account which was quick and easy. This allowed me to upload and store my own photos as well as letting me have access to other users photos.
Here are a two that i liked which were captured by Dale Allman.
What is Flickr?
1. Tasks that learners are required to do.
2. Resources that support learners to conduct the task.
References
AUTC. (2003), Learning Design, viewed 3rd September 2009, <http://www.learningdesigns.uow.edu.au/project/learn_design.htm>
Here are a two that i liked which were captured by Dale Allman.
What is Flickr?
Flickr is an image and video hosting website, web services suite, and online community platform. Put simply Flickr is a service for uploading and sharing your photos but one of the key elements is that photos can be shared with the public, specific friends or just kept secret (Brown, 2006). In addition to being a popular website for users to share personal photographs, the service is widely used by bloggers as a photo repository.
Theory and classroom uses for Flickr
Teachers Network (2009) recommends that if you are going to use Flickr in the classroom that you make a class account. This makes it easier for students and teachers to access whilst also giving the options of keeping your work private. This will alleviate parental concerns (Teachers Network, 2009).
I can see many activities in the classroom where Flickr could be used, one of these being as a photo album to store class photos. Photos from classroom activities as well as excursions could be uploaded for student and parent viewing. Since the photo would always be a readily accessible resource they could be used for many classroom activities, such as a student/class journal where they describe what is happening and being learnt in each photo. These readily available resources fit in with the Learning Design Construct (AUTC, 2003). Oliver (1999) states, that creating a supportive learning environment for students requires 3 elements in the learning design:
I can see many activities in the classroom where Flickr could be used, one of these being as a photo album to store class photos. Photos from classroom activities as well as excursions could be uploaded for student and parent viewing. Since the photo would always be a readily accessible resource they could be used for many classroom activities, such as a student/class journal where they describe what is happening and being learnt in each photo. These readily available resources fit in with the Learning Design Construct (AUTC, 2003). Oliver (1999) states, that creating a supportive learning environment for students requires 3 elements in the learning design:
1. Tasks that learners are required to do.
2. Resources that support learners to conduct the task.
3. Support mechanisms that exist from a teacher implementing it.
(Cited in AUTC, 2003)
References
Brown, M. (2006), Hacking Google Maps and Google Earth, Wiley Publishing Inc, Indianapolis.
Oliver, R. (1999), Exploring strategies for on-line teaching and learning. Distance Education.
Tuesday, September 1, 2009
Interactive Whiteboards
An Interactive Whiteboard or IWB is a digital device capable of interacting with a computer and projecting images on a screen. This device is used for visual presentation in classrooms, workgroups and business meetings. An interactive whiteboard needs to be connected to a computer which generates the actual images or data which is then projected to the board. Most interactive whiteboards have keyboard and mouse functionalities, but some models are capable of whiteboarding functions like character recognition so notes can be written or recorded on the physical board itself.
http://www.tech-faq.com/interactive-whiteboard.shtml)
I have been lucky enough to be placed in a classroom which used this technology. I found it to be very engaging and interactive for all students as there is such a large range of learning activities that can be performed on the IWB. However, I do believe that it all depends on the teacher and how well they use this resource in their classroom.
http://www.tech-faq.com/interactive-whiteboard.shtml)
I have been lucky enough to be placed in a classroom which used this technology. I found it to be very engaging and interactive for all students as there is such a large range of learning activities that can be performed on the IWB. However, I do believe that it all depends on the teacher and how well they use this resource in their classroom.
Monday, August 31, 2009
Learning Management System
The following is a definition of a learning management system.
A learning management system (LMS) is a software application or Web-based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. A learning management system may also provide students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums.
(SearchCIO.com, 2003)
I discovered that I have actually used two learning management systems, Blackboard and Moodle which both support my university study. “Blackboard provides the instructor with the tools to easily present class material on the Web, communicate online with the entire class and track what students are learning. The Blackboard system allows for complete integration with other collections of information and data such as enrolment in courses or course registration (Southworth, 2006)”. Moodle, on the other hand “is the largest open source Learning Management System sponsor and supporter. Moodle supports millions of students and courses, and the number keeps growing (Chao, 2009)”.
References
Chao, L. (2009), Utilizing Open Sources Tools for Online Teaching and Learning, IGI Global, United States of America.
SearchCIO.com, Learning Management System (2003), viewed 1st September 2009
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Southworth, H., Cakici, K., Vovides, Y. & Zvacek, S. (2006), Blackboard for Dummies, Wiley Publishing, Indianapolis.
A learning management system (LMS) is a software application or Web-based technology used to plan, implement, and assess a specific learning process. Typically, a learning management system provides an instructor with a way to create and deliver content, monitor student participation, and assess student performance. A learning management system may also provide students with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums.
(SearchCIO.com, 2003)
I discovered that I have actually used two learning management systems, Blackboard and Moodle which both support my university study. “Blackboard provides the instructor with the tools to easily present class material on the Web, communicate online with the entire class and track what students are learning. The Blackboard system allows for complete integration with other collections of information and data such as enrolment in courses or course registration (Southworth, 2006)”. Moodle, on the other hand “is the largest open source Learning Management System sponsor and supporter. Moodle supports millions of students and courses, and the number keeps growing (Chao, 2009)”.
References
Chao, L. (2009), Utilizing Open Sources Tools for Online Teaching and Learning, IGI Global, United States of America.
SearchCIO.com, Learning Management System (2003), viewed 1st September 2009
<
Southworth, H., Cakici, K., Vovides, Y. & Zvacek, S. (2006), Blackboard for Dummies, Wiley Publishing, Indianapolis.
PowerPoint
I have been using PowerPoint for years now and feel comfortable with this technology. PowerPoint can be very versatile depending on how much time you can put into a presentation. I recently put together a presentation explaining a travel itinerary of an around the world trip for year 2’s. They really enjoyed it.... Here are a few slides to give you an idea.
What is a PowerPoint?
PowerPoint is the most widely used presentation software in the world. It provides a way of displaying information visually so that a group of people can easily see the information whether it is in a classroom, a university lecture theatre or a presentation that a teacher has posted up on the internet for viewing. PowerPoint presentations can also include audio and animations making them engaging for viewers. PowerPoint presentations can easily be printed out so the information is in a hard copy if the reader prefers. They are much more interesting than staring at a boring black and white piece of paper with, if you’re lucky, a black and white picture on it.
Theory and classroom uses for PowerPoint
PowerPoint is often used in classrooms as a way of engaging students in a new topic. However, allowing students to create their own presentations to show understanding would better student’s knowledge of the technology as well as engaging students.
Kearsley & Shneiderman’s (1999) Engagement Theory discusses making learning creative and purposeful under the second principle, “Create”. “”When students have a sense of control over their learning (Kearsley & Shneiderman, 1999)” such as creating their own PowerPoint they are participating in this phase of the Engagement Theory.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 31st August 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
PowerPoint is the most widely used presentation software in the world. It provides a way of displaying information visually so that a group of people can easily see the information whether it is in a classroom, a university lecture theatre or a presentation that a teacher has posted up on the internet for viewing. PowerPoint presentations can also include audio and animations making them engaging for viewers. PowerPoint presentations can easily be printed out so the information is in a hard copy if the reader prefers. They are much more interesting than staring at a boring black and white piece of paper with, if you’re lucky, a black and white picture on it.
Theory and classroom uses for PowerPoint
PowerPoint is often used in classrooms as a way of engaging students in a new topic. However, allowing students to create their own presentations to show understanding would better student’s knowledge of the technology as well as engaging students.
Kearsley & Shneiderman’s (1999) Engagement Theory discusses making learning creative and purposeful under the second principle, “Create”. “”When students have a sense of control over their learning (Kearsley & Shneiderman, 1999)” such as creating their own PowerPoint they are participating in this phase of the Engagement Theory.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 31st August 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
Voki Avatars
I used the Voki site to create an avatar. It was easy enough to create a free account and after fiddling with the site for a few minutes I was able to create my own Voki Avatar fairly quickly. What do you think?
Get a Voki now!
What is a Voki Avatar?
Voki is a free service that allows you to create personalized speaking avatars and use them on a blog, profile or in email messages. These animated characters or avatars enable users to express themselves on the web with a voice.
You can customize your Voki to look like you or take on the identity of lots of other types of characters--animals, monsters, anime etc. You can even have your Voki speak with your own voice by recording yourself with a microphone or by phone and uploading it.
Theory and classroom uses for Voki Avatars
I can see many uses for Voki Avatars in the classroom. They could be used to aid in instructing those who are more audio/visual learners or even as a means for those shy students who struggle with presenting information to the class. Since Voki Avatars read out whatever is typed they could also be an engaging tool for english instruction, helping students with spelling and sentence structure.
Once the students have created a Voki they can post it on a blog created specifically for them. When students upload projects onto the world wide web they are participating in Kearsley & Shneiderman’s (1999) Engagement Theory framework under the third principle, “Donate”. Students realise that everyone is going to be able to see their work, not just the teacher, so they produce work to the best of their ability. Avatars provide an excellent way to engage students in their work and ICT's, and they can be used for just about anything.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 1st September 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
Get a Voki now!
What is a Voki Avatar?
Voki is a free service that allows you to create personalized speaking avatars and use them on a blog, profile or in email messages. These animated characters or avatars enable users to express themselves on the web with a voice.
You can customize your Voki to look like you or take on the identity of lots of other types of characters--animals, monsters, anime etc. You can even have your Voki speak with your own voice by recording yourself with a microphone or by phone and uploading it.
Theory and classroom uses for Voki Avatars
I can see many uses for Voki Avatars in the classroom. They could be used to aid in instructing those who are more audio/visual learners or even as a means for those shy students who struggle with presenting information to the class. Since Voki Avatars read out whatever is typed they could also be an engaging tool for english instruction, helping students with spelling and sentence structure.
Once the students have created a Voki they can post it on a blog created specifically for them. When students upload projects onto the world wide web they are participating in Kearsley & Shneiderman’s (1999) Engagement Theory framework under the third principle, “Donate”. Students realise that everyone is going to be able to see their work, not just the teacher, so they produce work to the best of their ability. Avatars provide an excellent way to engage students in their work and ICT's, and they can be used for just about anything.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 1st September 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
Sunday, August 30, 2009
e.Portfolios
I created my e.Portfolio using Mahara. I found it relatively easy to create an account and over the past few days I have started to explore this technology.
Mahara – which means ‘think’ or ‘thought’ - is a digital e-portfolio, weblog, social networking system and résumé creator, all in one. Mahara was developed in the effort to create a lifelong learning application that with the use of ICT’s would promote more collaborative, interactive, media-rich and personalised learning (Brown, M., Anderson, B., Simpson, M. & Suddaby, G. 2007).
What is an e.Portfolio?
"In general, an e.Portfolio is a purposeful collection of information and digital artefacts that demonstrate development or evidences learning outcomes, skills or competencies. The process of producing an e.Portfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits (Cotterill, 2007)”.
Theory and classroom uses for e.Portfolios
Setting up a class e.Portfolio which contained a collaborative task would agree with Kearsley & Shneiderman’s (1999) Engagement Theory, which underpins the concept of e-portfolios as a technology that can facilitate engagement in a worthwhile task as well as allowing interactions with others. This is due to the nature of an e-portfolio being a learning task, involving technologies, authentic tasks and collaboration.
I know from my experiences in prep classrooms that portfolios are a popular way of demonstrating students learning progress. Learning managers could use this technology as a way of documenting the growth of students over the year and highlighting their strengths for both the student and parents to see at any time on any computer.
References
Brown, M., Anderson, B., Simpson, M. & Suddaby, G. (2007), Showcasing Mahara: A new open source eportfolio. In ICT: Providing choices for learners and learning, viewed 30th August 2009 <http://www.ascilite.org.au/conferences/singapore07/procs/brown-poster.pdf>
Cotterill, S. (2007) What is an ePortfolio? ePortfolios 2007, Maastricht, viewed 30th August 2009 <http://www.eportfolios.ac.uk/definition>
Mahara – which means ‘think’ or ‘thought’ - is a digital e-portfolio, weblog, social networking system and résumé creator, all in one. Mahara was developed in the effort to create a lifelong learning application that with the use of ICT’s would promote more collaborative, interactive, media-rich and personalised learning (Brown, M., Anderson, B., Simpson, M. & Suddaby, G. 2007).
What is an e.Portfolio?
"In general, an e.Portfolio is a purposeful collection of information and digital artefacts that demonstrate development or evidences learning outcomes, skills or competencies. The process of producing an e.Portfolio (writing, typing, recording etc.) usually requires the synthesis of ideas, reflection on achievements, self-awareness and forward planning; with the potential for educational, developmental or other benefits (Cotterill, 2007)”.
Theory and classroom uses for e.Portfolios
Setting up a class e.Portfolio which contained a collaborative task would agree with Kearsley & Shneiderman’s (1999) Engagement Theory, which underpins the concept of e-portfolios as a technology that can facilitate engagement in a worthwhile task as well as allowing interactions with others. This is due to the nature of an e-portfolio being a learning task, involving technologies, authentic tasks and collaboration.
I know from my experiences in prep classrooms that portfolios are a popular way of demonstrating students learning progress. Learning managers could use this technology as a way of documenting the growth of students over the year and highlighting their strengths for both the student and parents to see at any time on any computer.
References
Brown, M., Anderson, B., Simpson, M. & Suddaby, G. (2007), Showcasing Mahara: A new open source eportfolio. In ICT: Providing choices for learners and learning, viewed 30th August 2009 <http://www.ascilite.org.au/conferences/singapore07/procs/brown-poster.pdf>
Cotterill, S. (2007) What is an ePortfolio? ePortfolios 2007, Maastricht, viewed 30th August 2009 <http://www.eportfolios.ac.uk/definition>
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 30th August 2009
Sunday, August 16, 2009
WIKIs
WIKI is a technology I have previously heard of but never really experienced. To further my understanding I have I used WetPaint to create a WIKI.
When you log onto WetPaint.com you can select “3 easy steps GO” to create a WIKI. This proved to be very simple and straightforward. You simply complete the steps and it creates a WIKI page for you to edit and create.
I found the WIKI to be a fun tool that was easy to navigate. I started to create a weather journal for my prep class to record daily weather observations (these were previously written in a scrapbook). Take a look - http://e-learningweatherwatchers.wetpaint.com/
What is a WIKI?
A WIKI is a piece of server software that allows users to freely create and edit Web page content using any Web browser. WIKIs can be used for a large variety of tasks, from personal note-taking to collaborating online, creating an internal knowledge base, assembling an online community, and managing a traditional website. The possibilities might make WIKIs seem like a daunting system, but commitment to simplicity makes WIKI tools a breeze (Matias, 2003).
Theory and classroom uses for WIKIs
WIKIs fit into the Engagement Theory perfectly as they are "providing an authentic setting for learning" (Kearsley & Shneiderman, 1999). WIKI's provide for collaborative learning, as many people have access to them and individuals are able to contribute their own understanding on the WIKI topic.
Students using WIKIs are planning and managing, as well as exercising social and communication skills. The creation of the WIKI itself means that students are taking control of their own learning and have the opportunity to use decision-making, problem solving and reasoning skills. Finally, students would be utilizing the ‘donate’ component of the Engagement Theory by publishing their WIKI and knowing that an audience is going to make use of it or even add to it.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 30 July 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
When you log onto WetPaint.com you can select “3 easy steps GO” to create a WIKI. This proved to be very simple and straightforward. You simply complete the steps and it creates a WIKI page for you to edit and create.
I found the WIKI to be a fun tool that was easy to navigate. I started to create a weather journal for my prep class to record daily weather observations (these were previously written in a scrapbook). Take a look - http://e-learningweatherwatchers.wetpaint.com/
What is a WIKI?
A WIKI is a piece of server software that allows users to freely create and edit Web page content using any Web browser. WIKIs can be used for a large variety of tasks, from personal note-taking to collaborating online, creating an internal knowledge base, assembling an online community, and managing a traditional website. The possibilities might make WIKIs seem like a daunting system, but commitment to simplicity makes WIKI tools a breeze (Matias, 2003).
Theory and classroom uses for WIKIs
WIKIs fit into the Engagement Theory perfectly as they are "providing an authentic setting for learning" (Kearsley & Shneiderman, 1999). WIKI's provide for collaborative learning, as many people have access to them and individuals are able to contribute their own understanding on the WIKI topic.
Students using WIKIs are planning and managing, as well as exercising social and communication skills. The creation of the WIKI itself means that students are taking control of their own learning and have the opportunity to use decision-making, problem solving and reasoning skills. Finally, students would be utilizing the ‘donate’ component of the Engagement Theory by publishing their WIKI and knowing that an audience is going to make use of it or even add to it.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 30 July 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
Matias, N. (2003), What is a Wiki?, viewed 14th August 2009 <http://www.sitepoint.com/article/what-is-a-wiki/>
Wednesday, August 12, 2009
RSS Aggregators
I used Google Reader to create my RSS aggregator.
After watching the YouTube video on the blackboard site (http://www.youtube.com/watch?v=0klgLsSxGsU) which explained step by step how to set up an account, I found creating my own account a simple task. Since joining I have found the RSS aggregator to be a time saving tool, linking me to my peer’s blogs and other websites of interest. It’s just a simple cut and paste of someone else’s blog URL or website URL and your monitoring their activity from just one website.
What is an RSS aggregator?
RSS stands for ‘Really Simple Syndication’. Many people describe it as a ‘news feed’ that you subscribe to. I found the following explanation at, www.problogger.net/what-is-rss/ really easy to understand.
I find the ’subscription’ description helpful. It’s like subscribing to a magazine that is delivered to you periodically but instead of it coming in your physical mail box each month when the magazine is published it is delivered to your ‘RSS Reader’ every time your favorite website updates.
“RSS is the key to staying informed and preventing information overload (Farkas, 2007).”
Theory and classroom uses for RSS aggregators
This web 2.0 technology fits well into Kearsley & Shneiderman’s (1999) Engagement Theory framework under the first principle, “Relate”. The “Relate” principle “emphasizes team efforts that involve communication, planning, management and social skills (Kearsley & Schneiderman, 1999).”
In the lives of today’s children the web plays a vital role in terms of acquiring information. Classroom teachers could subscribe students to relevant websites for classroom activities or create a class blog page, then by using an RSS aggregator all students would receive constant updates when a new entry is posted on their subscribed websites. This eliminates the need to check each site frequently and effectively shares all information with all subscribed learners.
References
Farkas, M. (2007), Social Software in Libraries: Building Collaboration, Communictaion and Community Online, Information Today Inc., Newark, NJ.
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 30 July 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
ProBlogger: What is RSS? (n.d.), viewed 13th August 2009 < http://www.problogger.net/what-is-rss/>
After watching the YouTube video on the blackboard site (http://www.youtube.com/watch?v=0klgLsSxGsU) which explained step by step how to set up an account, I found creating my own account a simple task. Since joining I have found the RSS aggregator to be a time saving tool, linking me to my peer’s blogs and other websites of interest. It’s just a simple cut and paste of someone else’s blog URL or website URL and your monitoring their activity from just one website.
What is an RSS aggregator?
RSS stands for ‘Really Simple Syndication’. Many people describe it as a ‘news feed’ that you subscribe to. I found the following explanation at, www.problogger.net/what-is-rss/ really easy to understand.
I find the ’subscription’ description helpful. It’s like subscribing to a magazine that is delivered to you periodically but instead of it coming in your physical mail box each month when the magazine is published it is delivered to your ‘RSS Reader’ every time your favorite website updates.
“RSS is the key to staying informed and preventing information overload (Farkas, 2007).”
Theory and classroom uses for RSS aggregators
This web 2.0 technology fits well into Kearsley & Shneiderman’s (1999) Engagement Theory framework under the first principle, “Relate”. The “Relate” principle “emphasizes team efforts that involve communication, planning, management and social skills (Kearsley & Schneiderman, 1999).”
In the lives of today’s children the web plays a vital role in terms of acquiring information. Classroom teachers could subscribe students to relevant websites for classroom activities or create a class blog page, then by using an RSS aggregator all students would receive constant updates when a new entry is posted on their subscribed websites. This eliminates the need to check each site frequently and effectively shares all information with all subscribed learners.
References
Farkas, M. (2007), Social Software in Libraries: Building Collaboration, Communictaion and Community Online, Information Today Inc., Newark, NJ.
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 30 July 2009 <http://home.sprynet.com/~gkearsley/engage.htm>
ProBlogger: What is RSS? (n.d.), viewed 13th August 2009 < http://www.problogger.net/what-is-rss/>
Wednesday, August 5, 2009
My 1st ever blog!!!!
Hi everyone...
And welcome to my first ever blog entry. My name is Leanne Hines and I'm 22 years old. I'm currently in my 3rd year of uni studying a Bachelor of Learning Management through Central Queensland University.
As part of my study I'm completing an e-learning course which has led to this post!!! I'm not very confident with the whole concept of blogging just yet... but give it a few more weeks and I'm sure I'll have it sorted!
Look forward to receiving your comments on my posts.
Leanne
And welcome to my first ever blog entry. My name is Leanne Hines and I'm 22 years old. I'm currently in my 3rd year of uni studying a Bachelor of Learning Management through Central Queensland University.
As part of my study I'm completing an e-learning course which has led to this post!!! I'm not very confident with the whole concept of blogging just yet... but give it a few more weeks and I'm sure I'll have it sorted!
Look forward to receiving your comments on my posts.
Leanne
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