7.6 MANAGING TECHNOLOGY RICH LEARNING SPACES

7.5 Bring Your Own Device Odyssey.

Throughout the session we engaged on the impact of having devices in class, when each learner decides to bring a device individually, versus the potential of learning using different learning configurations of devices.
Todays learners have dfferent devices. We also looked at how teachers can manage them in their classrooms.

The interesting part was editing and contributing in the wiki. I was grouped in the group of "Any device will do" I observed the group was in agreement that at the start any device can work but there was need to a common standard to help the facilitators.
Many Questions were raised about individual devices and their use in schools. But it only depends on how innovative the teacher can be so that the learners love using their own devices to do the right thing.
i submit.

7.4.1 Space Innovation

     The video attempts to explain space innovation, what the heads of centers ought to do to improve their learning spaces.
In this esson i have learnt how to work in construction groups to come up with action on space based learning mechanisms.
the most impressive part of this lesson was taking an audio podcast  with Audacity. it allowed me to edit very well.
i feel now am abe to work well with the app and movie maker as well. Am able to work better with groups and interprete ones explanations and arguments.
I will improve on my role in the construction group so that i can be more visible and also try to practice on how can one reach on consensus with other group members.
It all works well with consensus and podcast making.

7.3.4 Old things and New ways

In most cases, school administrators match into classrooms and labs to look at how the learners and teachers use ICT.  But because they are not trained to do so are compelled to lies.

The administrators find learners on laptops but what they are doing there cant be categorized in learning. Most teachers still scan 2D drawings and project them on beamers for learners to draw. It is just using technology to display a picture which has only limited interpretation and this is killing creativity in our classes.

1. Is the technology being used “Just because it’s there”?
2. Is the technology allowing the teacher/students to do Old things in Old ways?
3. Is the technology allowing the teacher/students to do Old things in New ways?
4. Is the technology creating new and different learning experiences for the students?

During this lesson i was able to learn that some times i used to run into technology not being very sure how it will help support my teaching content. I have been able to understand that some times technology does not replace the concept for example checking some some thing on the internet can be the same as getting it from encyclopedia in the library however the former attempts to be a new way.
I was impressed by the old things and new ways, where instead of looking at systems ideally we can visit the site. for example instead of talking about the water treatment plant we can visit the site and learn process one by one.

It is in most cases unsatisfying to find that am not yet able to do new ideas the new way because of lack of familiarization with ICTs.
I will try to practice exlplaining new things with new ways since i am always in ICT mediated class.

7.2.4 Reflecting on managing the warm ware

Dear Reader, 

It is always taken  for granted that managing a class is normal activity, which i think is an activity that the teacher must prepare and get acquainted with. 

The tutor, made a group wiki in which each participant was expected to edit, by reorganizing the words, sentences, spelling, tables, and addition of content to make a meaningful document giving insights in how to manage the challenges of integrating technology in learning spaces. 

Yet this is wiki space is another  learning space, each member was able to do any kind of job. i was able to make some changes though it was not easy to track them because every one accessed and reorganized it just as i thought was reorganizing others.

It became too hard for me to know where to proceed from because translating someones opinion to the inquiry that the tutor had put was not easy. Each ones understanding of the concept could not relate easily. 

I have learnt that  the learners may not easily agree on issues given such a learning space. much as it may be correct that disagreement improves understanding, but it may be time consuming most especially if some student who has not made thorough research just jumps into the wiki to change everything.

I also observed that the comments could not be answered easily because each one tried to  limit collaboration, and understanding to the original ways how they perceived.

I noted that the tutor MAY BE INTENTIONALLY left us and  kept quiet which at the end each one quit the wiki with out any way forward  made. Like i demonstrated in the Video, i learnt that  if the teacher does not control the space, then it will not yield result.  

I also observed that if the wiki space does not probe personal learning, some "copy and paste" appears which distorts the quality of the document.

Ahaa, i can now manage the wiki space, i am now able to trace the changes, i can now guide the learners on how to collaborate using the wiki space.

I will try as much as possible to learn much about how wiki space can be used adequately to make a good research paper for a group of learners.

7.2 Reflection on Managing Technology enriched spaces

cases for spaces by gilbert Niwamanya

7.1 Reflection on Cases for spaces

Through out the lesson i was able to learn about technology options that learners want to use in class.
I also learnt how it is challenging to identify the right technology to fit a class and the class room or lab arrangement.
 The most impressive part of the lesson was when the tutor tasked us to make a video of breaking the walls, "dont let technology control your space"
am able to tell that a certain class configuration can affect the learning. the class does not need to be arranged like a church but rather motivating and fun for learners to share and learn well.

I was also able to practice more on wiki space where we were collaborating with other colleagues  and windows movie maker which enabled me to make a video.
In thinking back i will try to revise my class configuration to enable trans formative active teaching and learning.
I think the teacher plays an important role in organizing learning spaces whether in class room or online. In this case the teacher becomes an organizer and a coach to enable the learners realize their objectives of the project.
It may be correct to mention that the learners tend to deviate from class assignments given to them when they go to computer labs. In this case it is important for teachers and heads of institutions to secure the learning space to enable free open mindedness of learning by arranging the seats in stations for instance to enable learners move together in Learning.
i submit.

6.8.4 ASSESSMENT

Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all.
According to http://www.districtadministration.com/article/challenge-assessing-project-based-learning
... we must pay attention to what we measure in the project...
I have observed that while handling PBL still our traditional assessments can applylike we do tests, quizzes, and homework assignments just like everyone else. I think there are some best practices with respect to using these traditional assessments, though; first, there should be clear and obvious ties to the context of the project. This isn’t a big stretch, most of the time. We ask students to apply the standards to solving authentic, real- world problems, and in doing so, it isn’t a lot of extra work to create or re- word assessment items (test questions, etc.) to tie back to the scenario of our project. The same goes for homework, although in most project- based classes I am aware of, there’s more of a balance between traditional skill- building type homework and project related research.

The question of "How do you balance individual and group assessment?" has been a problem to me!


In a word, equally. When one switches to a collaborative learning environment, there is sometimes a tendency to swing perhaps too enthusiastically to group assessment. This is a mistake for a few key reasons. First, and most obviously, it can encourage freeloading. We all know that, in a pure sense, all students can contribute to the success of a project in many diverse ways; we also know, in a pragmatic sense, that if less motivated students know that their grade will be the same as the highly motivated in their group, they might just decide to float. Second, in the high stakes of high school, parents of high achievers do not want the transcripts of their children to suffer because of an overemphasis on group assessment. Last, an overemphasis on group assessment doesn’t reflect the reality of the work force. Yes, most jobs today involve team collaboration. However, most such jobs also involve individual performance reviews as well. Should PBL teachers assess group products on a whole- group basis? Yes. To what extent should they try to balance the individual and group assessment? In my opinion, equally. My personal rule of thumb is to make a final, high- stakes product an equal weight to more traditional assessment such as a test or essay.

6.7.4 REFLECTING ON THE ESSENCE OF THE GATHERING PHASE IN PROJECT BASED LEARNING

When writing the Process stage of a WebQuest we must ensure "Every step is clearly stated. Most learners would know exactly where they are at each step of the process and know what to do next. The process provides learners coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task." WebQuest rubric) Technology integration is assessed under the Resource section of the rubric.

I have been able to understand Learner Support

Learner support is important because learning support is the communication process where support by the teacher is provided for the learner and skills are gained on the part of the learner.
The teacher can give the learners just enough support so they can accomplish the task by themselves. The teacher gives learners this support in any number of ways, ranging from hints or feedback to demonstrating the task to the learners. This is a temporary framework that supports students as they develop new skills, just as buildings are supported when fresh concrete is poured to make the floors and walls.

The activities for the third phase, "processing" the project, include reflection and follow-up on the projects. In this stage, the learners share their artifacts in a small group or with the entire class, obtain feedback, and reflect on the learning process and the project. Learners share each group's or individual's project and exchange feedback.

Houghton Mifflin's Project Based Learning Space

The four phases model of Project-Based Learning: searching, solving, creating, and sharing

(http://www.college.hmco.com/education/pbl/background.html)

Mission to Mars

This project provides four stages model of Project-Based Learning: problem generation, creation of cooperative team, jigsaw group, and culminating a consequential task

(http://www.college.hmco.com/education/pbl/project/project4.html)

6.6.4-Gathering Phase

In project-based approaches, the Gathering phase starts once the learners have:

1. Been introduced to the project and task/problem/question that poses the challenge;
2. Been allocated their groups and group roles.

The new phase is characterized by the learners analyzing the task and its information requirements. Good tasks will challenge the learners to engage in complex and higher-order thinking processes. Identifying what information and data will fuel that thinking is the first responsibility of the group. They then develop an information- and data-gathering plan and embark on what would quite likely be a number of gathering and evaluation cycles.

I was able to ;
Study WebQuests and assess the resources and use the criteria from the WebQuest rubric

i have learnt that 

1.  Project based learning Overcomes the dichotomy between knowledge and thinking,helping students to both ‘‘know’’ and ‘‘do.’’
2.  Supports students in learning and practicing skills in problem solving, communication, and self-management.
3.  Encourages the development of habits of mind associated with lifelong learning, civic responsibility, and personal or career success.
4.  Integrates curriculum areas, thematic instruction, and community issues.
5. Assesses performance on content and skills using criteria similar to those in the work world, thus encouraging accountability, goal setting, and improved performance
6. Creates positive communication and collaborative relationships among diverse groups of students.
7. Meets the needs of learners with varying skill levels and learning styles.
8. Engages and motivates bored or indifferent students.
9. As with any teaching method, PBL can be used effectively or in-effectively. At its best, PBL can help you as a teacher create a high performing classroom in which you and your students form a power-ful learning community focused on achievement, self-mastery, and contribution to the community. It allows you to focus on central
   ideas and salient issues in your curriculum, create engaging and challenging activities in the classroom, and support self-directed learning
   among your students.

6.5.4 PLAN LEARNER MANAGEMENT

Learning Objectives:

The objectives of the lesson i appreciated were as here under,

• Analyse existing projects and recognise examples of sound principles, best practice and practical ideas for your own practice;
• Plan a WebQuest or similarly structured project;
• Evaluate the effectiveness of a WebQuest or similarly structured project. 

i was able to read the link http://cmsteachingandlearning.weebly.com/blog/engaging-students-with-project-based-learning that i found was so educative.

i also studied the role of each individual using the link http://www.tommarch.com/webquests/china/chinaquest.html#Individual in the project  so am able to apply  it in my class.

i was able to start on a webquest which am now building
http://zunal.com/webquest.php?w=325159

The plumbers page in Nakawa VTI

https://www.facebook.com/NakawaTVET/
https://www.facebook.com/NakawaTVET/photos/pcb.1807125222907471/1807124292907564/?type=3

6.4.4 The challenge Phase

The challenge of the project is like a spring that winds up a child's toy; it winds up the project and sets it up for good learner engagement and a stimulating process. The aim is to have learners engaged in knowledge-building activities. In problem-solving projects the challenge phase is characterized by the posing of the problem and the challenge to find a solution. In other project-based approaches the challenge phase is characterized by posing essential questions to which there are no obvious answers. This launches an investigation in order to develop informed responses.

Whereas you do not want to plan a project just so that technology can be used (unless you are a computer/IT teacher), you definitely want to try to enhance the learning experience through the integration of technology. As you design a challenge for your learners you should always have an eye on the potential for technology use in the project.

Research in cognitive psychology tells us that if we want novices to perform at more expert levels, we need to examine how experts go about their work and then prompt novices through a similar process. Teaching the writing process is a classic example. We ask students to do what expert writers do—brainstorm, draw pictures, compile lists, or make free associations—and then help them think about an audience and descriptive details. Scaffolding positively affects student achievement (Bereiter & Scardamalia, 1984; March, 1993) by providing “temporary frameworks to support student performance beyond their capacities” (Cho & Jonassen, 2002, p. 6). As students internalize more advanced intellectual skills through ongoing practice, the teacher can gradually remove the scaffolded levels of support. Scaffolding is used to implement such approaches as constructivist strategies, differentiated learning, situated learning, thematic instruction, and authentic assessment.

 I have learnt that

In a WebQuest the challenge phase starts with the introduction, but peaks in the Task. A good WebQuest task includes:

• a real-world connection (e.g. the ban on the ivory trade)
• real-world roles:  (e.g. the team will play the roles of representatives from the  ivory trade and nature conservation)
• a real-world kind of task: (e.g. the team will have to make recommendations to the SITES world summit about whether ivory should be sold on the world market again)
• real-world deliverables, even if in a make-believe situation, but they know what they will have to deliver  (e.g. they will have to deliver a presentation and brief paper containing their recommendations) was also able to learn about the rubric                                                     http://cctionline.org/wp-content/uploads/2014/08/WebQuest_rubric_final.pdf  

practical exercises at Nakawa VTI Plumbing Department

<iframe src="https://web.facebook.com/plugins/post.php?href=https%3A%2F%2Fweb.facebook.com%2FNakawaTVET%2Fposts%2F1807125222907471&width=500" width="500" height="626" style="border:none;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true"></iframe>

6.3.4 Skeleton of the Projects

The objectives of the project were;

•   Analyze existing projects and recognize examples of sound principles, best practice and practical ideas for your own practice; 
• Plan a WebQuest or similarly structured project; 
• Evaluate the effectiveness of a WebQuest or similarly structured project; 
• Select appropriate digital resources which are useful for teachers preparing and learners working on projects.  

 I have learnt that projects  have four phases. 

The first phase sets the scenario and poses the challenge. The second phase involves gathering data and information. The third phase involves processing the information and data, and using higher-order thinking skills such as analysis, evaluation, synthesis etc. The final phase involves reporting.

I was introduced to the webquest which i found was interesting 

 i have learnt that several aspects of WebQuests contribute to increasing student motivation. Many WebQuest tasks are designed to address problems or issues that exist in the real world, which makes the task authentic. In WebQuests, students use real, timely resources instead of dated textbooks and materials that are only presented from one point of view. Janna Elfrink, a third-grade eMINTS teacher in Reeds Spring uses WebQuests extensively in her classroom. "I use WebQuests almost exclusively for science and social studies instead of the textbooks. Although the textbooks offer valuable information, the WebQuests bring it to life for the students. Most WebQuests are tied to the Standards, and can therefore be substituted for the textbooks."

  http://www.thematzats.com/webquests/page2.html

 One of the key reasons for using WebQuests is that they prompt higher-level thinking. The questions posed to students require more than just finding and spitting back information. They must take the information they research and transform it into something else. Often students have to evaluate a variety of information sources that contain multiple opinions. Prior to the Web, it was difficult for teachers to provide resources with varying perspectives

while Creating WebQuests

Technologically, creating a WebQuest can be very simple. As long as one can create a document with hyperlinks, you can create a WebQuest. That means that a WebQuest can be created in Word, Power point, and even Excel! If you're going to call it a WebQuest, though, be sure that it has all the critical attributes.

A real WebQuest....

• is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.
• requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
• makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
• isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.
• isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest. Basing on the knowledge , I have started making my webquest    http://zunal.com/webquest.php?w=325159

6.2.4 Project Learning Goals

I have formulated the following Competences that i will want the learners to achieve at the end of my project .
Project Title: "Make an automatic water pumping system for a cattle farm"


The learners will be able to:

1. Give the materials used in making the system (Curriculum)
2. Brainstorm the challenges faced by cattle keepers in Uganda (Curriculum)
3. Share possible remedies using Facebook for the class (21st century skill)
4. Research using internet to establish the effect of height on pressures in an a rural setup.(21st century skill)
5. Apply the internet to calculate the head for specific diameters of pipes used.(21st century skill)
6. use a mind map to share the processes involved in making a water pump(21st century skill)
7. use Audacity app to record their presentations (21st century skill)
8. use windows film maker to make their videos.(21st century skill)
The learners will engaged by:

• Allowing them select the leadership of their different groups and distribute other roles among themselves.
• Allowing them to define for themselves what outcomes will indicate a successful project.
• Allowing them to totally plan for all the activities in the project which will include  outline the different tasks with their time frames, consult resource persons for information which may be a useful guideline in making conclusion of the statistics gathered.
• Making teacher merely supervise, among others, the setup of the blog, choice of platforms to be used, and posting of information on the blog.
• Making the learners take lead position in generating ideas on how to influence the surrounding community to guarantee safe pumping environmental conservation through a range of good practices

21st Century Skills

• Critical thinking and problem solving.
• Communication and collaboration.
• Research.  
• Creativity and innovation
• Higher order thinking skills
• Analyzing.
• Evaluating.
• Creating.
• Applying

6.1 Project based Learning

Project learning, also known as project-based learning, is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.

Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.

In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.

Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues -- and may even be inspired to pursue a career or engage in activism that relates to the project they developed.

 

Benefits of project-based learning.

• PBL promotes self-motivation and self-responsibility to learn
• PBL facilitates more enjoyable and more effective learning
• PBL encourages learning from experience, allowing students to use and organise what has been learnt to understand problems
• PBL integrates knowledge with practice
• PBL nurtures the ability to analyse problems and to identify and acquire knowledge and skills needed to deal with real-life situations
• PBL develops teamwork and communication skills
• PBL trains students to be reflective and assess their own and others’ work
• PBL cultivates independence, curiosity, and skills for self-directed, life-long learning 

some useful links on prject based learning

 http://www.crlt.umich.edu/tstrategies/tscbt
http://www.edutopia.org/project-based-learning
https://www.iste.org/explore/articleDetail?articleid=386

5.8 Media tools for knowledge sharing

“All of our students have a mobile phone and if they could learn to not only reflect (as we all do) but make notes of their reflection, we would see a change in educational ownership. Students moving from ‘being taught’ to ‘constructing my knowledge’ – Gabcast is the tool to do it.”  Andrew Middleton, Staff developer, Sheffield Hallam University, UK

examples of media tools include
Blogging
podcasting
collaborative mindmapping like mindmeister
microbloggng like twitter
presentation sharing like prezi
video sharing  like youtube
social bookmarking like the diigo, delicious among others.
 as found on the link below
http://c4lpt.co.uk/learning-resources/social-learning-handbook/100-examples-of-use-of-social-media-for-learning/

5.7 LET THE GAMES BEGIN IN MY CLASS

"Game-based learning is a type of game play that has defined learning outcomes. Generally, game-based learning is designed to balance subject matter with game play and the ability of the player to retain and apply said subject matter to the real world.
Also Digital game-based learning (DGBL) can be  an instructional method that incorporates educational content or learning principles into video games with the goal of engaging learners. Applications of digital game-based learning draw upon the constructivist theory of education.


I have learnt that games can be tabletop or traditional, digital or can be mobile games
 For game based learning to be successful, it is driven by some parameters like Innovation, proper communication channels, time and good social systems.








To progress in a game is to learn; when we are actively engaged with a game, our minds are experiencing the pleasure of grappling with (and coming to understand) a new system. When education or training feels dull, we are not being engaged and motivated. In other words, we’re not really learning. “Learning” doesn’t mean rote memorization—it means acquiring the skills and thought processes needed to respond appropriately under pressure, in a variety of situations.

We don’t need more time in the classroom to learn how to think and perform in the face of real-world challenges. We need effective, interactive experiences that motivate and actively engage us in the learning process. This is where game-based learning comes in. As it turns out, for many years, videogame designers have been producing and refining highly motivating learning environments for their players to enjoy.
I have learn that   Students’ motivation determines, directs and sustains what they do to learn. The digital generation that makes up a large part of today’s workforce is notoriously unmoved by traditional, lecture and tutorial-based training approaches. On the other hand, they are very comfortable with videogames and game-based learning. According to game-based learning experts, learners tend to be highly motivated by in-game feedback such as scores and evaluations.

 Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. As discussed, traditional training cannot provide a constant, individualized and highly motivating level of feedback. In addition, traditional classroom and tutorial-type training methods do not give learners the opportunity to repeatedly practice thought processes and skills in a realistic environment. An effective game for loading dock workers establishes motivational goals relevant to actual loading dock work.

According to Patricia Deubel, digital game-based learning has the potential to engage and motivate students and offer custom learning experiences while promoting long-term memory and providing practical experience.⁶ Deubel suggests that in order for teachers to effectively use game-based learning in the classroom, they must first find non-violent games that facilitate planning and problem-solving and relate to the curriculum. Deubel recommends role-playing, simulation, and adventure games because they often appeal to the development of more than just one skill. Deubel also notes the function of game-based learning in the development of vocabulary skills and the enhancement of mental quickness.

I have learnt that for special needs education, game based learning is paramount because it brings out the psychomotor skills active.

The learners solve a problem or make a complex decision as a result of the game activities.
The learners feel challenged and engaged by the challenge (not impossible to achieve).
Learners network with each other during the game.
The game is a novel learning experience.
Learners are asked to produce an original and/or creative response. Knowledge building takes place rather than just memory use or hand-eye coordination.
Learners engage in role play or imaginary role play.
The whole activity is fun.

i have also learnt that Game-Based Learning demands a "need to know" the content. In order to complete quests and boss levels, students will need to learn content and skills to do them. Instead of pre-teaching, the instructor teaches the material or facilitates the learning of material as students are engaged in the quests. The overall theme and mission is presented to the students, along with the quests and boss levels in order to create engagement to accomplish. During the boss level, revision or addition skills may also need to be taught, but again, there is a need to learn those skills and content.

achievments 
i can now make a game based learning lesson.
i can curate content regarding game based , learning.
posted by Niwamanya Gilbert

5.6 COMMUNICATION THROUGH SOCIAL LEARNING

Conte and Paolucci (2001) define social learning as a process of learning caused or favored by people being situated in a common environment and observing one another. This allows the learners to not only perceive each other for comparison and self-evaluation, but also see others as a neutral source of information, which may help or speed several forms of instrumental learning.

Within a social learning episode the learners update their own knowledge base (adding to, or removing from it a given information, or modifying an existing representation) by perceiving the positive or negative effects of any given event undergone or actively produced by another person on a state of the world in which the learner has as a goal (Conte, Paolucci, 2001).

Social learning can be done on media such tools as blogs, microblogs (e.g., Twitter & Yammer), file sharing (e.g., Flickr & SlideShare), Virtual Meeting Places, (e.g., Adobe Connect & Elluminate), social sites (e.g. Facebook & MySpace) and wikis.

So as a facilitator i have learnt to use social media tools to:

• Provide a means of social learning when the learners are spaced apart. This learning is important for:
  • Solving small everyday problem before they get big (distributed problem solving).
  • Creating an environment that supports creativity.
  • Forming ad hoc workgroups as needed to address business challenges.
  • Building a work environment that is flexible.
• Guide them to create their own collaborative knowledge bases, rather than relying on others to do it for them.
• Increase the feeling of being a team when the learners are separated by distance by:
  • increasing participation
  • helping to represent the corporate brand
  • developing community
• Help motivate them as this is a primary requirement for learning.

5.5. Sharing the trends of Real world collaboration in Ugandan institutes

Collaboration  may be defined as "working together on a common goal for mutual benefit"

The effectiveness of collaborative learning in the classroom has as much to do with the teacher as it does with the students in the groups. There is an ongoing discussion surrounding the effectiveness of group work in the classroom and its effects on student learning. Some teachers praise collaborative efforts, while others have a strong disdain for group work. There is considerable research on both sides of the issue that has produced results for and against collaboration in the classroom, stoking the fires of debate surrounding the merits of such teaching practices. There are always numerous variables at play in the classroom that influence an outcome or opinion of either the merits or disadvantages of utilizing group work. In one particular classroom, collaborative learning clearly results in an additional stimulus that enhances learning by straying from the traditional teacher and student interaction. In yet another classroom, collaboration could have a negligible or even negative effect on learning. How best to get students to learn in the classroom is truly a wicked problem, in that addressing one classroom variable changes several others, and because of it, collaborative learning and its synergistic effects do not always work. (Rittel and Webber, 1973) 

I have learnt that my learners need to work together do develop projects and present their findings in groups.

Teachers must assume the leadership role of group work in the classroom and ensure that the purpose and process of collaboration are clearly defined. Most literature on the subject supports the idea that the teacher should design the student groups, as students may not have learning and effective team building at the heart of their group membership decisions. For many students, collaboration is simply a collection of individuals discussing a topic as they complete their work, or perhaps a dominant member that does all the work as the rest of the group practices social loafing. (University of North Texas, 2008)

COLLABORATION on line  is challenged oftenly by lack of ICT devices in villages where the learners emerge.

I have found that some collaborative tools can be used too while in class and outside class  Such as evernote,VoiceThread,Wevideo,scrible among others.

Posted by Niwamanya Gilbert

5.4 BUILDING KNOWLEDGE ABOUT KNOWLEDGE BUILDING

 A learning activity is any task that students do as part of their school-related work. It can be an exercise that students complete in one class period, or an extended project that takes place both in and outside of school.

Students have shared responsibility for their work, and the learning activity is designed in a way that requires students to make substantive decisions together. These features help students learn the important collaboration skills of negotiation, conflict resolution, agreement on what must be done, distribution of tasks, listening to the ideas of others, and integration of ideas into a coherent whole. The strongest learning activities are designed so that student work is interdependent, requiring all students to contribute in order for the team to succeed. This trend makes it more innovative and enjoyable learning.

Many school activities require students to learn and reproduce information they are given. Certainly it is essential for students to master the important content of a domain. But memorization alone does not give students the critical thinking and reasoning skills that they will need for success in higher academics and in knowledge-based organizations. With information so readily available through the Internet and other sources, employees must be able to integrate and evaluate information in order to use it productively in their work. Increasingly, most living-wage jobs also demand higher levels of expertise than in the past, and the ability to apply knowledge to new situations and new problems. 

Am happy that here this topic looks at students’ opportunities to build deep knowledge that they can transfer and apply in practice. Knowledge construction activities require students to generate ideas and understandings that are new to them. Students can do this through interpretation, analysis, synthesis, or evaluation. In stronger activities, knowledge construction is the main requirement of the learning activity. The strongest activities require students to apply the knowledge they constructed in a different context, helping them to deepen their understanding further, and to connect information and ideas from two or more academic disciplines (for example, integrating learning from both science and literature). 

Am able to understand that Knowledge construction happens when students do more than reproduce what they have learned: they go beyond knowledge reproduction to generate ideas and understandings that are new to them. The skills of knowledge construction are often considered “critical thinking.” Activities that require knowledge construction ask students to interpret, analyse, synthesize, or evaluate information or ideas.

am able to reflect on the following ideas

 Interpretation means drawing inferences beyond the literal meaning. For example, students might read a description of a historical period and infer why people who lived then behaved the way they did. 

 Analysis means identifying the parts of a whole and their relationships to each other. For example, students might investigate local environmental factors to determine which are most likely to affect migrating birds. 

 Synthesis means identifying the relationships between two or more ideas. For example, students might be required to compare and contrast perspectives from multiple sources. 

 Evaluation means judging the quality, credibility, or importance of data, ideas, or events. For example, students might read different accounts of an historical event and determine which ones they find most credible. 

I have learnt that ICT supports knowledge construction when: 

 Students use ICT directly for the knowledge-construction part of a learning activity. For example, students use a computer to analyze scientific information. 

 Students use ICT to indirectly support knowledge construction, by using ICT to complete one step of an activity, and then using information from that step in the knowledge-construction part of the activity. For example, students might search for terms related to current events on Twitter and then analyse people’s responses offline. The information they found on Twitter supported their analysis, so we say that ICT use supported knowledge construction.

posted by;

Niwamanya Gilbert

5.3 Terms of Engagement

let us share about engaged learning

the below figure illustrates the purpose of meaningful engaged learning, the relationship of the teachers, learners and the environment

the diagram below shows the roles of the learners 

I have learnt the strategies of engaged learning

Student Engagement: Are Your Students Listening?

Increasing student engagement using podcasts - Case study

INTRODUCTION TO TERMS OF ENGAGEMENT- LEARNERS Vs DOING

https://creately.com/diagram/ikfsexky1/95V3M2rAUtHeSEyliuyJ1LiotNs%3D
This venn diagram tries to highlight the relationship as was observed from the 

https://youtu.be/ZokqjjIy77Y video;

https://youtu.be/fYmCGznDZss video and the article from http://cctionline.org/meaningful-engaged-learning/

 in my own conclusion the learners at most need the process as i have showed in the venn diagram

i submit

5.1 DIGITAL NATIVE /DIGITAL IMMIGRANT; WHERE DO I BELONG?

 

I feel  i have been migrating slowly even when i didnt consider it serious because   i faced a lot f hardships

i think i accept that since am of the 1980's, i have to use the technology, but you see i have to get it with a group to get relevant in the 21st century.

very true there was no wifi in my kindergarten up to high school, so one just guesses where i belong.

 

i have appreciated some of the differences and distinction between the two however the challenge ahead is to teach the natives how to survive satisfactorily and responsibly  against cyber bullying, rights on the web and other issues.

avoiding embarrasment will be my priority area while am a facilitator in class by understanding how to apply all the 21st century tools  not calling a mouse a "mouse"

i appreciate the collaborative tools that exist in the digital world these break boredom and monotony of the teacher. the BLOG!!!!

lastly we really need one another in the transformation.
i submit
Gilbert Niwamanya- Instructor