Add your posts about some of the examples of cognitive tools from session 2 notes...
•Here are some examples developed mostly by students:Typhoon➔Drying Rate ➔ Multiplication of Fractions ➔ Learning Theories ➔ Perspectives ➔ Magnetic Fields ➔ Air Pollution ➔ Photosynthesis ➔ Waist Recycling ➔ Marketing Plan ➔ Animated Gifs ➔ Geography Decision Making Exercise ➔
•Review some of these examples and then select one for your review. Provide brief review in your Blogs (you might be asked to present).
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(Joe) I looked at the site about waste recycling. It is basically a website containing information, links and a task to complete. It is similar to a 'Webquest' as mentioned in class.
ReplyDeleteI think it is ok for older students to use tools such as this as they can work independently on the material and then as a group to complete the task. As the project will be recorded on a blog the teacher can monitor the students' progress and give guidance and feedback.
(Joe) The air pollution tool is just an online text with information about the topic. There don't appear to be any interactive resources or any ways for the user to record their learning online.
ReplyDeleteI look through the website of GIF animations. It's a web-based lesson to introduce the animations. The objectives, lesson slides and provision of relevant downloading are provided. It is very basic. I guess the author aims at developing a web-based course rather than designing a real course. The structure is clear though. (Sharon)
ReplyDeleteI had a look ar the site about "dying rate", students were aksed to do experiment for the time to dry a clothes in different condition, and then they need to conduct conclusion about the relationship between clothes size and weather condition.
ReplyDeleteCompare with doing real experiment, this method can give a instant results for students, which will be more effective in teaching.
(Joe) The fractions multiplication tool is a maths lesson online. There are documents to download which may have been better as online resources. The application didn't load on this computer so I could not see how well it helped understand the topic.
ReplyDeleteLesson Part
ReplyDeleteIt's just some basic introduction and some additional quiz.
Activity Part
The GIF production process has been classified clearly by way of slides especially with embedding flash objects to express the details for learners to conduct themselves.
No discussion area for learners to interact though.
(Sharon)
I have spent some times on the websites of “Typhoon” and “Air pollution”, which are good informative websites for students to obtain information about typhoon and air pollution. Both of them provide sufficient texts and related links for the students’ studies. The air pollution has better visual aid for students to understand the information because the information has better organized with the website design. This tells me a very important point for any informative websites which should take more time to consider the better structure of website design and how to organize their texts / information.
ReplyDelete(Azalea)
In terms of e-learning tools, I think the websites of the typhoon and air pollution are insufficient because there are not any interactive platforms for the students to participate in the discussion about the topics, such as forum or bulletin. Furthermore, as I know, some online institutes, e.g. University of Phoenix, which provide the online classes can allow student to discuss with their lecturers and other students at the same time. Therefore, these two websites are designed for introducing and providing the resources of the topics for the students to prepare for their assignments or for their reference should be good enough.
ReplyDelete(Azalea)