Integrated Learning plan directions

To find all posts related to the last assignment; Integrated learning plan click on the tag: intergratedlearning.

ELA's for symbolism on wiki

Essential Learning outcomes - ACT

Symbolism in art lesson 4 and 5. (using a wiki)

Early adolescence band of development

ELA 25 - technology (designs, makes and appraises using technology)

• 25.EA.3 functions of tools and processes, and safety in their use and storage
• 25.EA.6 work independently or in collaboration with others to create solutions according to specified design criteria

ELA 7 - the arts (creates, presents and appreciates artistic works)

• 7.EA.2 technical terms and structural principles appropriate to the art form
• 7.EA.8 discuss the different ways artistic elements and concepts are used to convey meaning
• 7.EA.11 research an artist and/or artistic work in a way that informs and deepens thier understanding of the artist and artwork.
• 7.EA.12 interpret some artistic works and/or artists in the context of the society in which they lived and the dominant ideas of the time.

observation school advice on wikis

observation school advice on wikis

This week I have talked to a number of teachers at my observation school about how they use wikis. This school ( a private fee paying school) has access to internal wikis. Teachers said they were clunky but still used them. Although not as user friendly as external sites they were adequate for classroom use. This school is in the process of upgrading their intranet which promises to have a better wiki service. Teachers are enthusiastic about this.

One teacher who uses wikis on a regular basis said that students enjoyed using them and that they used the wiki in both an individual and collaborative manner.

Week 3+ Symbolism on wiki

Topic: Symbolism in art on wiki

Curriculum area: Art

Year level: 8

Time allocated: 2x 60 min ( lesson 4 and 5) in class plus time at home.

Students' prior knowledge and experience:

• lesson 1; information in symbolist lecture
• lesson 2; discussion of symbols and symbols in advertising
• lesson 3; drawing and association exercise

Learning outcomes:

• learn how to use a wiki and its role in this unit of work.
• through guided discovery learning, use the wiki as a place to create knowledge around the unit of work.
• communicate with classmates around the unit of work.
• use the wiki format to anaylse artwork and see how classmates analyse artwork.
• peer to peer learning.

Procedure class 1:(computer lab and projector required)

• in class lesson on how to use and navigate a wiki.
• Rules on appropriate behaviour and language.
• images and questions will be posted to guide students on how to use a wiki post instructions.
• each day an additional image or question will be added to the wiki to encourage at home use.

Procedure class 2:(computer lab and projector required)

• in class lesson on what is working well and how to use it more effectively.
• in class discussion on what has been learnt so far.
• add something you have learnt.
• students to start their own project page today, where they concentrate on one symbolist artwork that they like. Students to find their own image and information. This will continue as a homework project.

Assessment of student learning:

• level of interaction and contribution
• has the student created their own page (individual student page as an assessment item)
• in class discussions

Wikis in a visual art lesson

Symbolism in Visual Art

Below is a series of nine lessons on the topic Symbolism in visual art. ( this is a year 8 class in a private fee paying school where in school wikis are provided)

1. PowerPoint of history of Symbolism in art
2. Discussion on what is a symbol. Using advertising from a magazine identify the symbols used and what they might make people think of.
3. On each table there is an object. You will draw each object for 10mins then write every word you think of for two minutes. Circle around the room until all the objects have been drawn. Discussion on what everyone came up with.
4. Computer lab day and dunn..dunn..dunn wiki day...yeah for wikis. On the wiki there is a page for history of symbolism, a page for symbols in advertising, a page for objects and their associations. Everyone must contribute to two or more pages. Today you are to learn how to use the wiki and contribute to one of the pages.
5. Computer lab day. Today I would like you to read the contributions of your classmates and find a place where you think you can add something interesting that you have learnt. Maybe upload an advert and describe its symbols and how those symbols are meant to convince someone to but the product. Upload a symbolist painting and explaining the symbols in the painting what they do mean what they might mean, what you think they mean.
6. Sketch three ideas for a symbolist painting using some of the symbols and their associations you have learnt about so far. Homework make a contribution to our wiki.
7. Choose the best of your sketches and improve it. Draw it up onto a small canvas and start painting.Homework make a contribution to our wiki.
8. Painting symbolist piece.Homework make a contribution to our wiki.
9. Painting symbolist piece.

Rationale for using a wiki in the unit Symbolism for Visual art.

• to create an interactive environment where sharing information on a given topic is encouraged.
• for students to create a collective repository of information that can assist with other classroom activities.
• to support the notion that symbols and their associations are dependent upon the individual viewer, as will be discovered by the students as they read their classmates responses on the class wiki.
• to encourage discussion about artworks and their meanings.
• to encourage analytical and critical thinking skills.

making another wiki

Making a wiki in PB works.

This site is so much easier to use than wikispaces. There are easy to find links. There are no ads. BUT NO BACKUPS.

This is what PB works says about using a wiki in your classroom.

• building critical thinking and real world communication are its strengths
• publish class notes
• add powerpoint
• include schedules and policies
• add examples of work
• keep parents involved
• post assignments (no losing homework)
• students can create their own portfolios on their own page
• share and interact
• you can have multimedia plugins
• have student accountability (know who did what and when)
• page history facility
• reverse changes in case of vandalism or other upset
• create classroom accounts (no email) student login and password for security.
• THERE ARE NO BACKUPS.

http://jackieictwiki.pbworks.com/

artsource wiki

Making a wiki in wikispaces

ok - I'm working on creating a wiki with a page 'symbolism in art' having some problems;

• how do you find the pages? It asks you to type in tags but does not out them in the side bar?
• weird
• there are ads to turn them off they are asking for $5 a month.

Things I have learnt how to do;

• invite people
• create a new page

http://artsourcestudio.wikispaces.com/Symbolism+in+art

wikis -act education dept.

This is what the ACT department of Education and Training have to say about wikis.

Benefits and Educational uses

• dynamic and collaborative
• anyone can change a page on a wiki so it alters the teacher/student dynamic
• the system matches what the teacher might already do
• wikis retain edited versions and history can be reviewed
• they are largely free, open software

Issues

• never authoritative
• specialised tagging requires additional skill set
• concepts of ownership and authorship need to be rethought
• teacher needs to relinquish control to students as peers

http://www.det.act.gov.au/__data/assets/pdf_file/0010/74485/ACT_EmTech_Report_v1_2.pdf

wikis+education+victoria

At: www.education.vic.gov.au/studentlearning/elearning/technology/wikis.htm

• advised wikispaces and PBworks are NO ADD sites
• section on setting up a wiki
• other useful information

Cybersaftey tips

• get permission from parents to publish students work
• students should sign an 'acceptable use agreement'
• do not use full names
• no addresses
• links to more useful information

Wikispaces

• free site (basic)
• 2GB
• request ad free
• unlimited users

PB Works

• free
• 1 workspace
• 100 users
• 2GB
• email support

Year 11 arts wiki

A year 11 art class used a wiki set up by the librarian.

The librarians goals were:

• to collect information and links to support teaching and learning
• to easily embed media and links to art blogs
• to create a dynamic resource that would constantly grow

The links to blogs were particularly successful, students created discussions around these most of all. And there were some useful and interesting Utube videos under the drawing link.

wiki link: artmatters.wikispaces.com/Year+11+Studio+Arts+09

Wet paint

On wetpaint

look at, education.wetpaint.com

• they no longer have ad free sites
• students under 13 cannot register
• they do have examples of how wikis have been used in education
• they do have wiki templates for education wikis
• there are examples of classroom wikis, student created wikis, group project wikis

The wiki way

In a study by Alison Ruth and Luke Houghton, university students, undergrad and post grad, took part in a study to use a wiki to create their own text book. This task was designed because of the nature of the course, technology in business where up to date information is fast moving.

The wiki format was chosen because:

• free culture and open content (no authoritarian expert)
• collaborative nature
• pedagogical philosophical underpinnings (constructivist and pragmatic)
• learners can experiment with knowledge
• pages can be used to develop knowledge around a theme
• shout-box - where students can type a question and another student on-line can answer
• allows for multiple perspectives

Teachers and students found that the initial stage of teaching how to use the wiki needed more time (they had one lesson). That students initially found the change in method from reproducing knowledge given by an authority to creating knowledge collaboratively challenging. Some students were concerned with other students copying their work (similar fears with the student wiki case study written about earlier). Unlike the younger students the wiki was used to its full potential, full use of pages, shout-box, discussion and blog.

Taken from:

Ruth, A., Haughton, L. (2009) The wiki way of learning. Australasian Journal of Educational technology, 2009, 25(2), 135-152.

schools and wikis: a case study

In a case study by Futurelab, a wiki was used to examine the usefulness of the format in a school setting.

Teachers looked for wikis that were:

• free
• were able to be accessed by invited members only
• that included a discussion page
• offering user authentication

In theory it was assumed that a wiki would encourage collaboration through a group writing process. That a wiki was a good way to teach knew knowledge building. That it could be a site of participation that was also a record of a community act. And that it was a authentic activity based on the constructivist view that learning is a social activity.

In the case study it was found that;

• very few students edited others pages, and when one student did it was met with hostility.
• that this refusal to impact on others writing was not seen in visual entries.
• Commenting on visual entries was seen as acceptable and legitimate.
• With visual entries students asked other students for help or advice.
• The studnets saw design as a periphery of school practice with one student stating "Writing's what gets you your grades, not pictures."
• this group focused on the task not on interactive engagement.

Grant, Lindsay (may 2006) Using wikis in schools: a case study.

FutureLab http://rhazen.edublogs.org/files/2008/01/wikis_in_schools_futurelab.pdf

The end is nine and three quarters

I am thinking today of all days that I should give some guidance on how to read my blog. YOu see I really am quite often bored with the excess of words and lack of painting that has been going on in my life since starting this course. And so you see I have no outlet for my idiotic ramblings other than this blog. So your first instruction is: keep in mind I can be quite mad. Next it should be noted that I am quite aware that the purpose of a blog is for the world to read it, but alas they are not. So your second instruction is to keep in mind that I frequently pretend to be a global citizen who is coming across my collection of ICT specific teaching stuff with great excitement and in their eagerness to be part of the world wide phenomenon that is the world wide web they cannot help themselves, they must leave a reply. (Please note there is exciting information about global citizenship within this interesting and fascinating blog.) And so, it should also be noted that I am all of the other people that have commented on the blog, sorry if I offended you when I swore. goodbye.

It's mind blowing stuff.

Are you Thinking (it sounds better if you say it out loud and slowly and in a low tone of voice)

Edgar Allan Poe said

In one case out of a hundred a point is excessively discussed because it is obscure; In the ninety-nine remaining it is obscure because it is discussed.

Am I a teacher already: Me thinks I am!

So in my quote's of the day bit at the side of the thing on the blog...

Ralph Wald Emerson writes, ' A man is what he thinks about all day long'.

Which must mean I am a teacher already!

But then again I am not a man...

j.

wiki's in art appreciation

I'm thinking out loud (or more accurately out write) about the value of using a wiki in order to engage discussion about an artwork within a classroom setting. How to do this:

• most obvious; set as a homework task
• two and maybe most practical; book a computer lab and have a real time in class written discussion.
• three; a combination of the two.

What if the class studied one artwork a term? How would the discussions evolve? What age group would such a lengthy discussion be best suited to?

What if the class studied one artwork a week, for a ten week term, but on one artist and looked at a series? How would the discussions evolve? What would be the best age group?

What if the class studied one genre for example Renaissance or Symbolist? What length of time would be best suited? What age group would be best suited?

Another warm up

All stand in a circle. In a clockwise direction or not (it doesn't really matter) each person takes a turn to move to the middle and strike a pose. The person whose turn it is next must shout out a word that describes that pose. Then jump into the middle themselves and have a go.

I should mention there is no real point to this game other than it is pretty hilarious.

Also it works best with more than one person!