Yesterday I had a session with my Photoshop learners. They are a group of adult learners, and the course is community based (though still part of Coleg Gwent).
At the start, I got a learner to sit at the front PC which is attached to the White Board, and we did a recap of the previous session. This rapidly digressed and we covered some really useful, though unplanned, extras. I was conscious of the fact that the learner at the front was unable to take notes as she was controlling the PC which everyone was watching, but then I noticed her taking a quick snap of the screen on her mobile phone.
I asked if she wished to return to her seat, but she said that she was fine because she was taking photos of all the stages and sending them to Evernote.
This then lead to a discussion about the usefulness of Evernote (and similar online resources). I showed my Evernote account to the group - most of which is work related although the first thing that popped up was a recipe for Toad in the Hole which I'd sent from my phone, which caused a chuckle. The students were suitably impressed.
Many of the group were really interested in what such a package could offer them, and it was great to share something which I really think is very useful. Digression is not always a bad thing in lessons!
Tuesday, 4 December 2012
Saturday, 10 November 2012
Online collaboration
As you may have read here before, I'm currently in the process of data gathering for my dissertation in online collaboration and critical thinking.
I've managed to engage some of the students online, including a wikispaces page with a 'flipped classroom' activity on web scripting languages which was reasonably successful, and I've had all the group at least get onto the VLE and post a message.
A few weeks ago I set up a forum page on our VLE to discuss 'cookies' on websites. One student engaged with the activity well, and made a couple of posts which demonstrated criticial thinking, but no-one else posted at all, which was disappointing. I reminded the group of the activity on their next Monday morning lesson and commented on the lack of posts, at which point two other students told me (rather indignantly!) that they had made a post on Sunday evening. Excellent news.
On visiting the forum later that day, I must admit that I got rather exciting at the fact that three more of the students had made some really good posts which were great examples of how they had extended their classroom discussions and developed their thoughts on the topic. I think I may have even exhaled a quiet 'whoop' to myself - not because I have now got some 'meat' for my dissertation, but more because I had actually managed to get the learners thinking beyond the classroom and trying to find out things for themselves.
Funny how activities which we persue in order to develop ourselves further have such a great impact on our learners. Would I have put this activity in if I wasn't doing a dissertation? Possibly, but probably unlikely. Now I know how I felt when I read their posts, I feel encouraged to continue to put such discussion forums on for my learners.
I've managed to engage some of the students online, including a wikispaces page with a 'flipped classroom' activity on web scripting languages which was reasonably successful, and I've had all the group at least get onto the VLE and post a message.
A few weeks ago I set up a forum page on our VLE to discuss 'cookies' on websites. One student engaged with the activity well, and made a couple of posts which demonstrated criticial thinking, but no-one else posted at all, which was disappointing. I reminded the group of the activity on their next Monday morning lesson and commented on the lack of posts, at which point two other students told me (rather indignantly!) that they had made a post on Sunday evening. Excellent news.
On visiting the forum later that day, I must admit that I got rather exciting at the fact that three more of the students had made some really good posts which were great examples of how they had extended their classroom discussions and developed their thoughts on the topic. I think I may have even exhaled a quiet 'whoop' to myself - not because I have now got some 'meat' for my dissertation, but more because I had actually managed to get the learners thinking beyond the classroom and trying to find out things for themselves.
Funny how activities which we persue in order to develop ourselves further have such a great impact on our learners. Would I have put this activity in if I wasn't doing a dissertation? Possibly, but probably unlikely. Now I know how I felt when I read their posts, I feel encouraged to continue to put such discussion forums on for my learners.
Tuesday, 6 November 2012
Evernote
Over the past few weeks I've been playing with Evernote. I've been hearing good things about it for a while, but I was prompted by a colleague in another college to have a look at it. As I was currently in the process of applying for an increase in my teaching grade, and needed to compile a portfolio of evidence, I wondered if Evernote might be the format I was looking for.
I wasn't disappointed. I started by creating a few short notes, just to test the water. I added an attachment or two, and asked our campus Director (who would be reviewing the portfolio) to check that he could see the files. Once he confirmed that he could, it was full speed ahead.
One of the most useful things I've found about Evernote is the ability to use my smartphone to take photos of all my training certificates. Having installed Evernote on my phone, I can then upload the certificates with one click. Now, instead of having certificates all over the place - some one one campus, some on another, some at home - I will take a snap of them as soon as I receive them, upload it to Evernote, and then I'll have a copy of it ready to access whenever I need it.
The other thing I really like is the ease with which I can create links between notes. This means that my index can point to relevant evidence by simply right-clicking the destination note and then pasting in the hyperlink.
Criticisms are few - currently my notebook seems to take a long time to load up for a visitor - I think this is because there are so many certificates (bragging not intended!) and snaps of my classroom obs and so on - perhaps there's a need for me to optimise the images prior to uploading them (I only did a quick resize). I also ended up paying for a premium account (£4) - but this was because I had a lot to upload within a short space of time and there are monthly limits. This is something I plan to avoid in the future as I will upload things as I receive them.
All in all, Evernote is an excellent tool, and one I will definitely be sharing with my students and colleagues.
Monday, 24 September 2012
Getting back in the Swing
It's been a while since I last posted, but term is back in full swing now, so here's a run down of what's going on.
Teaching wise, I'm doing several Photoshop courses, a Web scripting course and my Foundation Degree in IT Security again. Actually, it's a rather nice timetable, unlike this time last year when I was bombarded with new things to keep me busy.
Work is starting on my dissertation research, and I'm in the process of enlisting all my learners in order to gather data on whether their use of online collaborative tools can improve critical thinking skills. One group are already on board, and I'm working hard now to build the foundations for successful online working by getting them logging into our VLE and wikispaces site, just to post a few lines and say hello.
We've migrated to Moodle 2.0 - I quite like the interface so far, but the wiki still looks hit and miss - which is why I've opted to stick with wikispaces for now. It means the learners have an additional log in to worry about which is a pity, but I think it's an easier place to work in once they've logged in.
My main gripe so far is that in the Centres the paperwork is almost overwhelming. With ILPs, Induction packs, Centre log ins, different Moodle log ins, and also the addition of research consent forms to add to the mix, the first few sessions can easily get rather tedious and paperbased.
Teaching wise, I'm doing several Photoshop courses, a Web scripting course and my Foundation Degree in IT Security again. Actually, it's a rather nice timetable, unlike this time last year when I was bombarded with new things to keep me busy.
Work is starting on my dissertation research, and I'm in the process of enlisting all my learners in order to gather data on whether their use of online collaborative tools can improve critical thinking skills. One group are already on board, and I'm working hard now to build the foundations for successful online working by getting them logging into our VLE and wikispaces site, just to post a few lines and say hello.
We've migrated to Moodle 2.0 - I quite like the interface so far, but the wiki still looks hit and miss - which is why I've opted to stick with wikispaces for now. It means the learners have an additional log in to worry about which is a pity, but I think it's an easier place to work in once they've logged in.
My main gripe so far is that in the Centres the paperwork is almost overwhelming. With ILPs, Induction packs, Centre log ins, different Moodle log ins, and also the addition of research consent forms to add to the mix, the first few sessions can easily get rather tedious and paperbased.
Tuesday, 3 July 2012
My Year in FE
I thought that as the end of term is now approaching it might be time to review what I've learnt this year. It's funny really to think of it like that - after all, I'm the one whose supposed to be delivering the learning, but I think it could be me who's learnt the most!
Academically, I've learnt a lot. I've added some strings to my bow - teaching a new course at Foundation Degree, a new level in Web Design, and a fair few new BTEC courses (new to me, if not to the world at large).
I've researched, read, studied, absorbed, sorted, analysed and then rewritten what I've discovered all over again, in my own words, in order to get it clear in my own head. I've then passed what I've learnt onto my students, and encouraged them to follow suit. I've honed my classroom and time management skills. I now work smarter and more efficiently, because time has been so precious. I've also developed my own academic skills as I've got through the second year of my MA - next year I will be starting my dissertation.
So reflecting on my own development, I can see a huge change in myself. I feel much more confident in what I know (and indeed what I don't). I don't see that the gaps in my knowledge are bad things - just gaps that over time I'd like to fill. I know I can survive FE if I ultimately choose that path, and I know how much I've enjoyed stretching myself with the HE courses I've taught. I've also found immense satistfaction in my Community Education activities.
It's been a stressful, challenging, but fruitful year, and now I'm looking forward to a well earned rest before it starts all over again!
Academically, I've learnt a lot. I've added some strings to my bow - teaching a new course at Foundation Degree, a new level in Web Design, and a fair few new BTEC courses (new to me, if not to the world at large).
I've researched, read, studied, absorbed, sorted, analysed and then rewritten what I've discovered all over again, in my own words, in order to get it clear in my own head. I've then passed what I've learnt onto my students, and encouraged them to follow suit. I've honed my classroom and time management skills. I now work smarter and more efficiently, because time has been so precious. I've also developed my own academic skills as I've got through the second year of my MA - next year I will be starting my dissertation.
So reflecting on my own development, I can see a huge change in myself. I feel much more confident in what I know (and indeed what I don't). I don't see that the gaps in my knowledge are bad things - just gaps that over time I'd like to fill. I know I can survive FE if I ultimately choose that path, and I know how much I've enjoyed stretching myself with the HE courses I've taught. I've also found immense satistfaction in my Community Education activities.
It's been a stressful, challenging, but fruitful year, and now I'm looking forward to a well earned rest before it starts all over again!
Wednesday, 20 June 2012
Funny moments
Teaching in FE is always a challenge, and there seem to be more difficult days than easy ones.
I've had a few laughs today though. Firstly, I quote a paragraph taken from one of my youngest FE students, who is talking about using Word's Spelling and Grammar checker:
And then, from another student who is writing about the Welsh business, Braces Bread. After having already put in his final assignment
He went on to comment
I've had a few laughs today though. Firstly, I quote a paragraph taken from one of my youngest FE students, who is talking about using Word's Spelling and Grammar checker:
Proof reading is good so that Michael does not make masitakes because of his bad seight and its also useful to binds curtain words to write more paragraphs and things because it is very helpful if you are typing the same thing over and over again.
And then, from another student who is writing about the Welsh business, Braces Bread. After having already put in his final assignment
#Fact I did not know that braces bread was a welsh company I think that is brilliant because it brings money into the welsh economy.
He went on to comment
An entertaining lot, aren't they?!they was the first British bread makers to sell their bread sliced which is a good thing because I’ve bought bread you have to cut yourself and I just mess it up all the time
Thursday, 14 June 2012
Interactive White Board
I've recently beeing working through our in-college Interactive White Board training programme.
I've found this to be of great benefit to me. Whilst I have had training on the IWB, and had practiced using a variety of the tools that the IWB had to offer, I had not made extensive use of it in the classroom. In fact, I thought I was doing quite well because I often get the students to come up and write on the board themselves and I've saved the odd file to put on Moodle afterwards.
However, doing the training reminded me to play with some of the more advanced features - recording the screen for example, or using the magic pen, changing the background and saving a series of pages as a PowerPoint presentation. Having to evidence use of these tools in a real lesson made me think about how they might be useful, and I have definitely found this to be beneficial. For example, I recently got a student to demonstrate how to add an icon to the desktop, and I recorded their actions. I then saved this file and uploaded it to YouTube so that I could embed it into their Moodle pages. Now they can remind themselves how to add an icon to the desktop, even when I'm not there.
This ability to extend the classroom time is something I will endeavour to do much more in the future, as it also means that those who miss the lesson, or found it particularly difficult, can revisit what was covered in their own time, and as often as they need to.
I've found this to be of great benefit to me. Whilst I have had training on the IWB, and had practiced using a variety of the tools that the IWB had to offer, I had not made extensive use of it in the classroom. In fact, I thought I was doing quite well because I often get the students to come up and write on the board themselves and I've saved the odd file to put on Moodle afterwards.
However, doing the training reminded me to play with some of the more advanced features - recording the screen for example, or using the magic pen, changing the background and saving a series of pages as a PowerPoint presentation. Having to evidence use of these tools in a real lesson made me think about how they might be useful, and I have definitely found this to be beneficial. For example, I recently got a student to demonstrate how to add an icon to the desktop, and I recorded their actions. I then saved this file and uploaded it to YouTube so that I could embed it into their Moodle pages. Now they can remind themselves how to add an icon to the desktop, even when I'm not there.
This ability to extend the classroom time is something I will endeavour to do much more in the future, as it also means that those who miss the lesson, or found it particularly difficult, can revisit what was covered in their own time, and as often as they need to.
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