Author Archives: selleyc

Ongoing learning and discovery through PLN’S

The collaborators module was a resource that laid out the important elements for understanding, and creating a successful Personal Learning Network.  The layout of the module, and the ways in which the information is presented was a unique collage of ideas from multiple professionals who have educated opinions, and research on the topic of PLN’s- which in a way makes it in itself a successful PLN. This is why in my Sketchnote, I chose to make the names of the contributors the main subtopics (squared in orange) as I found they were the core of where the information is coming from- collectively they are all their own collection of “hunches” as Steven Johnson mentions in the Collaborators Module

My Sketchnote summary of the Collaborator’s Module by Ontario Extend

 I wanted the viewers of my Sketchnote to see that each one of the contributors hunches are all woven together by their ideas, and contribute to the same topic– the PLN. This is also why certain ideas are interconnected by the black lines, as I found the ideas of multiple contributors link to one another. Such as Dr. George Siemans’ idea of connectivism and Steven Johnson’s idea of hunches. This Sketchnote doesn’t need to be read linearly, you can start anywhere, and easily flow through each contributor’s thoughts and ideas.  

That being said, the information in the module was very helpful in proving the value of Personal Learning Networks for educators.  Both Alec Couros, and Miles McFarlane talk about Professional Learning Networks, and the development of teachers professional knowledge.  As educators we have the ability to access information from all over the world.

I’ve started creating this collaborative experience in my own professional learning while creating french worksheets, and assessment strategies for the credit recovery program at my practicum school. Before I got started, I referred first to Howard Rheinhold’s 8 steps of cultivating a PLN.

So, from there, I explored the web and I found the website Tes, a website created for educators. Within their resources tab, they have educators from all over the world who upload their lesson plans, worksheets, activities etc. There are opportunities to buy, or download these shared resources for free, as well as opportunity to comment and give feedback.  Fellow teachers will kindly point out minor grammar mistakes, ideas for enhancing, or simple words of encouragement and gratitude.

With the help of this network of teachers, I didn’t have to start all my planning from scratch, I downloaded worksheets such as this one. It is a fill in the blank, with picture association and word bank.

I then took this fill in the blank worksheet, and built other lesson’s and resources around “Present Tense Verbs”. In the following picture you can see the resource I created using Canva.

I also created this document to complete the lesson. In this worksheet the students would now write their own personal description paragraph.

My next steps would be to upload my work and continue to contribute to Tes, by following other educators, and responding to users who might comment on my work. The collaborators module by Ontario Extend has empowered me to get kick started, and to take agency over my own learning.

Creating a generation of Thinkers and Tinkers.

For my digital artifact I decided to make a Twitter essay, inspired by the main themes in Ashley Hinck’s article “Digital Ghosts in the Modern Classroom”.  In her article, Hinck says that “…all [her students] know of digital making are the template/shortcut platforms that have enabled them to participate in digital culture up until this point.” (Hinck) She continues to explain how these platforms not only effect how her students see technology, but school as well. They have become programmed to follow a set of tasks or steps that will inevitably bring them to the right answer.  

The problem with this mentality, Hinck continues is that it can “ limit openness and creativity.” (Hinck) She then gives the readers some solutions for breaking away from these rigid parameters and encourage their students to use loose technological platforms such as Scratch or Raspberry Pi to encourage them to explore a more CREATIVE PROCESS.  

This exploration of creativity through technology is the theme I focused on in my Twitter essay.  I wanted to explore the idea of using technology as a form of expression rather than a place to drag and drop ideas into a template that’s already been used by thousands of people.  Through this exploration, I decided to take Hinck’s advice, and I explored the loose technological platform called Scratch

A couple hours later, and with the help of the Scratch tutorials, I came up with this animation of my name.

Turns out Scratch has endless possibilities, I could have tinkered and explored with that program for hours.  Another great aspect I enjoyed about Scratch, was once our animation is uploaded there is an option for explaining my work in the “Notes”, and a “Comment” section for my peers or other Scratch users to give feedback.  What a great tool for exploring reflection in the classroom. Every student could have their own accounts, watch their final products and give feedback to their peers. 

In conclusion, Hinck’s article has sparked a desire in me to continue to explore other technological platforms, and to find more creative platforms for expressing my ideas and those of my future students.  Moving forward, if students are encouraged to use technology to their artistic advantages, I think we are looking at a very dynamic and promising future of students who are with thinkers and tinkers.

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