DFI #6 Enabling Access- Sites

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

Spent just over a period getting students to tidy up their emails. Congratulations goes to a year 11 student for having over 2000 emails! He now has GMail under control with a more organized and functional system. We also personalized our background theme,  added 4 labels (including color) for keeping incoming emails on track.

Enabling Access- Sites

As educators, our goal is to teach students, not just by transferring knowledge to them, but by creating meaningful learning experiences that support their knowledge and skill development. Spent time looking at a variety of learning sites. There is one thing to keep in mind when evaluating: it’s not just about how the websites look. The functionality matters too. I really appreciate having the opportunity to view other examples of inspiration. There are some great examples of how to take a simple website layout and make it look polished and professional without having to create something entirely from scratch. I have been able to take lots of ideas from these and to think about what I want and don't want our site to look like. One thing I have become aware of is that since our Lockdown days our site has become a little impersonal so my goals for today is to have:

more input/ownership from students,

Kia iti ngā kuputoro -limit the links-reduce the steps needed for the class to navigate.

to evaluate our site based on Visual Appeal (Shop Window) and Site Functionality (Easy to find stuff), provide more course information, 

create a community for the class.

dropdowns of the weeks to fall from recent to oldest.

To make a connection both parties need to SHARE.

DFI#5 Collaborate-Sites

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

                                                       DFI#5 Collaborate-Sites

Visible teaching and learning-Dorothy

                          He kokonga whare e kitea, he kokonga ngākau e kore e kitea.

                  The corners of a house are visible; the corners of the heart are invisible.

From the original 4 goals developed in 2006- Ubiquitous, Visible, Empowered, Connected. This session focused on supporting visible teaching and learning through building collaborative, multimodal Google Sites.

Visible learning should be accessible, available, and in advance so there shouldn't be any surprises. The intention is to embrace the power of technology to make all teaching and learning visible for all. Only some elements of teacher learning need to be private-i.e health, teachers appraisal

Hidden learning and agenda, whilst some students may have the ability to navigate the teacher's mind and know what the teacher wants (cultural capital) and experience educational success. A number of students don't, Evidence suggests that the cultural capital passed on through families help children do better in school.

In their 2009 book Culture, Class, Distinction Bennet et al, describe this system of privilege:

"This is the reproduction circuit associated with schooling and formal education. Those parents equipped with cultural capital are able to drill their children in the cultural forms that predispose them to perform well in the educational system through their ability to handle “abstract” and “formal” categories. These children are able to turn their cultural capital into credentials, which can then be used to acquire advantaged positions themselves.’

Visible Learning and teaching make it equitable for all Hapara is the teachers visible one link, specifically designed for Manakalani schools

Kerry-Multi Modal

Enhance teaching and learning key words-engaging students into the screen and hooking them onto learning, empower students to be confident in navigating their site -the purpose is all about delivering communication from one person to another-take into account when designing a learning site. 

Different people have different modes of communication. designing a class site that is inclusive-caters for all, differentiates, caters for different learning styles, pace, and time-rewindable aspect to it. 

The concept of multimodal-engagement with learning, personalized to the learning, acceleration of learning, pedagogical based, empowering the student to give them the confidence to access learning, setting them up for life long journey

HOOK: Some students become disengaged from learning or the process of learning. Hook students in and captivate as there are so many other things that can distract them- films, games, social media with friends, online shopping. Make learners excited about their learning

Have to sell the love of learning-Mary queen of shops. 

Multimodal learning is teaching concepts using multiple modes. 

Modes are channels of information or anything that communicates meaning in some way, including

• Pictures  Illustrations   Audio    Speech     Writing and print
• Music   Movement     Gestures     Facial expressions   Colors

Digital multimodal texts include film, animation, slide shows, e-posters, digital stories, podcasts, and we​​b pages that may include hyperlinks to external pronunciation guides or translations.

Multi text Database-not all text are equal.

Hapara Dashboard
Students need to regularly file their work-open their drives & drop their work into the correct folders. Needs to be a regular weekly thing, don't ever ask students to make folders as it will never show on Hapara.

Introduction to creating a site
I need to design a new class site that stands on its own, engaging, multimodal design for behavioral engagement and multi-textural for cognitive engagement., designed to give students choice. I will re-look at the examples provides as I plan for this.

Create a multi modal site
Fairly happy with this- started gathering the resources prior to today. Although I worked on a site that wasn't age-appropriate for my class, I felt I could achieve the objective without too much stress and once I was fairly comfortable with the process, I could attempt this again at the appropriate age level. Maybe that was my way of scaffolding the learning for me?

DFI#3 Media

 

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

                                                       DFI#3 Media

                 Ehara taku toa i te toa takitahi, engari kē he toa takitini 

My success should not be bestowed onto me alone, it was not individual success but the success of a collective

Create-Hanga: Really liked the kōrero from the principal of Hornby High. Creativity takes risks. Schools have to be risk-takers to open the doors of creativity. The images are a great way to show this. 

Google Draw-Tānga Kūkara: Currently working with students to create drawings, showed examples, just giving bite-sized pieces of information and I am conscious of not dragging this learning out. Have learned this from being on this course, for new learning not to be overwhelming, being supported, having patience, allowing mistakes, and not be taxing. Eventually, students will get to creating charts and diagrams. He waka eke noa. We are all in this together,

Google Slides-Ata Kūkara: This is something I have had fun with during the lockdown, I tried making my teaching slides more creative, engaging, and fun as a way to connect to my students and to help motivate them. I will add some slides soon. This is one tool we often use as a class. 

Youtube-- Tiriata, 

Chanel

Playlist

I have a long list of tools I need to continue to explore, that keep me up really late as I attempt to improve and become more proficient at. 

DFI # 4 Dealing with data

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

                                                       DFI#4 Dealing with data

 Kia mate ururoa, kei mate wheke Fight like a shark, don’t give in like an octopus 

This whakatauki encourages us to not give up. When fishing, a shark will fight the whole time it is on the line. In comparison, an octopus will surrender once it’s been hooked. No matter how hard things get, let us fight like a shark.

This would have been my most challenging and nerve-racking session. 

 Manaiakalani Pedagogy

Enjoyed the whakaaro behind "tohatoha-share" totally agree with the kōrero. The images helped to bring home the reasons for and benefits of sharing. Highlighted the difference between compulsory and authentic sharing. I now understand the rationale behind why we get kids to blog and why I need to blog which is not something I have done well.

Sharing since time began

Sharing in the digital age

Google my maps: Taku Māhere-kua tāmautai (embedded)

Learning about creating a map. This is another first for me and there seems to be lots of "first". My map shows important local Māori histories and or significant sites within Te Tai Poutini (West Coast). These sites include paenga pakanga (battle site), pā (settlement), awa pounamu ( greenstone river), maunga (mountain), awa (river), and roto (lake).  Besides using maps for a school trip, family holiday trails, recording the distances from place to another, I think students would enjoy this as a way to follow a journey of a local purākau, using stories, legends or histories from other regions or countries. I can see lots of ways I can use this as well as for students. We have International students stay every year and WHS students could make local maps to help the International students navigate around the area, learn about significant sites, identify natural or man-made attractions or identify and map Iwi boundaries.

Puka Kūkara-Google Forms-Online Surveys

Pretty happy with using Google Forms and have one response! Still have gaps in my learning. 

 . 

A great way to collect and organize information. Lots of possibilities.

Google Sheets-Spreadsheet program

Found Google sheets daunting but have kept at it. Making colorful charts and graphs using data makes it easy to read and identify patterns and saves reading a huge amount of information. I'd like to get students to have a go using data to experience Google sheets and as part of our maths instruction.  I'm now trying to post quicker rather than having lots of drafts, reworking my post, continually trying to fix things up or make better. My first time at creating one. Picked an individual student and then worked out the average number of blogs per month. I am keen to learn more on how to manage data and use it to decide student grouping and differentiation. To help make informed decisions,  adapt or change lessons and group students according to their needs.

#1 Core Business

 He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)
                                                                 #1 Core Business

E tipu e rea, mō ngā rā o tō ao.

Ko tō ringaringa ki ngā rākau a te Pākehā hei oranga mō tō tinana.

Ko tō ngākau ki ngā taonga o ō tīpuna hei tikitiki mō tō māhunga.

Ko tō wairua ki te Atua, nāna nei ngā mea katoa.

Grow tender shoot for the days of your world.

Turn your hand to the tools of the Pākehā for the wellbeing of your physical being.

Turn your heart to the treasures of your ancestors as a crown for your head.

Give your soul unto God the author of all things.

- Sir Āpirana Ngata (Walker 2001, p. 397)

What did I learn that increased my understanding of Manaiakalani kaupapa and pedagogy? 

The four goals of DFI, overview, session types, expectations.

Main focus: to support teachers to understand and acquire fluency in the digital world to accelerate learning outcomes for all learners. A lot of trials, effort, reviews, dialogue, time, thought and aroha have gone into developing the Manakilani pedagogy and kaupapa.

LEARN = RATE: Recognise, Amplify, Turbocharge, Effective Practice Creating a supportive learning environment through reflective practice.

Google Chrome-Making Chrome your own

This learning will definitely make my life easier. I have saved all my preferences and settings across all devices. It's amazing how quick and easy set up is to make life more convenient. The importance of keeping my bookmarks categorized and organized. Tidied up bookmarks bar, helps me remember the stuff I really want to come back to later or research more. Lots of tidying up still going on as I organize my drive. How to customize using themes to fit my personality. Overview of extensions and how to access. make and color code files. Learning different ways to work digitally with students to create and learn functions that I didn't know before. Really keen to apply what I have learned with the class. To engage students in new and exciting ways of teaching and learning, that captures their imagination. 

Really enjoy the rewindable lessons, to be able to view more than once, and still learn something. I also like being able to walk through the process step by step. Haven't figured out the Omnibox, removing text and just using icons on my bookmark bar or adding a shortcut to drive.

Have discovered google groups and where all the information is for DFI. 

Aroha mai koutou katoa.  I did not attend the first week as my class has been busy organizing a Matariki Festival ( first for Hokitika)and Friday was hectic, setting up for the evening. 

 

DFI # 2 Workflow

He Wānanga Matatau Matihiko (DFI: Digital Fluency Intensive)

DFI # 2 Workflow

Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōnā te ao.

The bird who feasts on the miro berry, theirs is the forest. The bird who feasts on knowledge, theirs is the world.

Revisiting the pedagogy of ‘Learn’ in understanding the Manaiakalani kaupapa and pedagogy. The whakapapa of the co-construction of the "Learn Create Share" pedagogy. Some of the concepts becoming clearer were::

• Effective Teaching, Accelerated Learning
• Great teaching + Digital Affordances = Acceleration
• DFI Goals:

Google Keep - Some really interesting information that I liked so I am keen to master this. I can see how this can be a time saver for me as well as the class, I'm a sticky notes/list-making/ notebook taking kind of person so using google keep is my virtual sticky notes only better. Learned how to organize and jot down notes, ideas, thoughts, lists, reminders, items to pick up and share when my husband goes shopping. Colour coding or attaching labels to organize notes. Drag notes to order or reprioritize. Pin notes to keep at the top/prioritize. Copy to google docs if needed. Image with text-page in a book/notes on a whiteboard--take a photo-add to GKeep-options-grab image text-copies text into note. Location-based reminders-Type in a Location-next time at New World-when close to- a shopping list/reminder will pop up, can add checkboxes.

Take a picture on phone add to GKeep note- add annotations to images--click on image-full version-top right-hand corner-click annotation icon-make drawings/notes on image-choose color-highlight-go back to remove-click done-share.-

Sharing with others-Collaborator: type in an email address,save-invite others to specific notes. choose different people to collaborate with different notes. Sharing note-have access, see changes-eg: share shopping list can add, check items brought. How to archive/store/save notes Free up notes by Archive notes from GKeep home screen Reminders can appear in G Calendar Under more, add labels, Categorize & organize notes & reminders, Edit & create labels Save videos from youtube. Mobile phone-collecting and storing information for future use in GK create notes by taking text notes, voice notes, memos, photos or create illustrations. Audio recording transcribes almost immediately, listen to or download

Google Meet-Real time meetings Have revisited this and taken the time to methodically go through the slides to become more proficient at this. Fairly happy with my progress in this as I haven't been on this since we came off lockdown. A good way to keep in contact with whānau overseas.

Grid view: Being able to see everyone.

Nod: allows participants to react.

Join meetings directly from a Calendar event, an email invite or directly from Gmail

 GMail:

Settings-Gear box icon-settings, general tab-maximum page size-can expand or contract the number of emails. Undo send: will give you up to 30seconds to undo the sending of an email conversation-If I forgot to attach the attachment, a spelling mistake or decided not to send View: Change the theme to suit preference or customize by adding a photo Organize: To create labels-bottom left, select more, scroll down-select create new label.click on 3 dots to change color. Add label to inbox mail, easy to visually search. Color-coded labels i.e: Action Required, Waiting for Response, Complete will help to keep on track. Apply the same label to additional emails.

Send: Like this so I can schedule emails, Drag and drop different colored stars to be more organized. Setup filters using subject, stars, has- an attachment, and many other options Will add labels automatically.

Search: To make search extremely relevant and focused-search bar-type from- name-add space type in has-

Archive: takes out of the inbox and puts in All mail. Rather than have a full inbox-select and archive. Change the way incoming mail is ordered: important stared.

Taming Your Tabs - Tab Snooze and Group Tabs are two functions I will be making use of. Need time and more practice to become confident in.

Google Calendar:

I haven't used this well and again I will need to get more familiar at this. The calendar will be a lot more professional and efficient than my constant scribbles on the whiteboard, sticky notes, or diary. I'm constantly writing reminders about events, meetings, and appointments. This may be the answer to never missing any of the above. I am getting better with blogging as I make a more consistent approach to it. I am really enjoying the new learnings and the value of rewindable learning. I value this opportunity to consolidate and practice new skills.