tag:blogger.com,1999:blog-39099387243102491152024-03-05T23:39:59.508-08:00Blueprint TeacherBlueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-3909938724310249115.post-75855447556875238972018-09-06T02:24:00.000-07:002018-09-06T02:24:00.658-07:00AI- Empathy and Human Interaction. Considerations for educators.On Radio 4 this morning Rabbi Jonathan Sacks discussed AI with some of the world’s leading thinkers.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrMbLdYv4GlsrOl_pXYzrTj3v3VwZXBS8eFT_zymGX2wpPSr-61fEVpM2tq8EMECuXlqxiUzjdX0BTJRHVYXFki4Z8NtPjOqgS3yxaFXmJEmf7eEEheMV5bksA5dYJYbt6bBT7MTeGTs4/s1600/Screen+Shot+2018-09-06+at+10.10.10.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="286" data-original-width="498" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrMbLdYv4GlsrOl_pXYzrTj3v3VwZXBS8eFT_zymGX2wpPSr-61fEVpM2tq8EMECuXlqxiUzjdX0BTJRHVYXFki4Z8NtPjOqgS3yxaFXmJEmf7eEEheMV5bksA5dYJYbt6bBT7MTeGTs4/s320/Screen+Shot+2018-09-06+at+10.10.10.png" width="320" /></a>The programme started by highlighting the amazing advantages that AI can bring to the human race. For example, AI will enable cheap and fast diagnosis of medical conditions. They already have an algorithm that can diagnose 40 important conditions just from scanning your eye. The debate then lead to the guest speakers agreeing that a human would still need to be part of the diagnosis process, to add empathy (if telling a patient bad news etc), and to take over all responsibility for the information they have gained through the AI. <br />
<br />
One speaker argued that lack of empathy could be a strength of AI. Infact, attempts are made to programme empathy into AI. But a big flaw at the moment is that algorithms are based upon passed human behaviours, and therefore include the biases and blind spots of our history. For this reason, it is feared that AI could perpetuate the disadvantages we already face in society, e.g. in education and healthcare.<br />
<br />
They then discussed which jobs AI would be useful for and which should retain a human quality. For example: should parents have the choice to use AI to read their child bedtime stories or sing lullabies? Some feel parents should be trusted to choose. Others feel that raising a child is such an important human interaction that computers should not be relied upon. They mentioned how these days (in Michael McIntyre’s words): “parents Frisbee an ipad when their child comes in to their room at 6am”. Tech has become a 21<sup>st</sup>Century pacifier for children. British 6<sup>th</sup>Form students also gave their opinions.<br />
<br />
Humans are afraid of AI and for good reason. Will people use it ethically and morally? Also there is the fear that human activities could become replaceable. However, a good point was raised by a Radio 4 speaker. Hunting and gathering was once seen as a vital human activity. You can’t stop progress. You can prepare for it.<br />
<br />
Some main questions for HE educators could be:<br />
What can we use AI for when supporting student learning?<br />
Which human interactions (in teaching and learing) are the most important and should not become automated?<br />
<br />
There could be instances when AI, plus an educator working together would be most appropriate.<br />
<br />
To listen to the programme in full: <a href="https://www.bbc.co.uk/programmes/b0bgrw3k">https://www.bbc.co.uk/programmes/b0bgrw3k</a>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-89213853498890266582018-07-09T06:46:00.002-07:002018-07-09T06:51:21.025-07:00Anyone can teach series 3. Be Prepared! Welcome back to this nuts and bolts teaching tips series.<br />
Last time we thought about the most important part of teaching… caring about the students (and yourself- wellbeing!)<br />
<br />
I asked colleagues for their top teaching tips. Denyse King (one of our wonderful Portsmouth HSS colleagues) replied :<br />
"Develop and sustain a reputation for interesting and entertaining learning sessions."<br />
<br />
To deliver this you would need passion for the subject, good subject knowledge, confidence and other qualities. I argue at some point, you would need to plan and prepare for these amazing sessions.<br />
<br />
Today’s tip is to be prepared. This is something that experienced teachers do without having to think about it. It sounds obvious, but you would be amazed at how many teachers do not prepare carefully!<br />
<br />
For example, the other day I had a cover teacher for yoga. The teacher ran out of ideas 30 minutes prior to the end of the lesson, so she let the class out early! This was embarrassing for the teacher and frustrating for the students.<br />
<br />
<u>Tips of the day… Troubleshoot your teaching and learning sessions:</u><br />
Always trouble shoot your seminar/lecture. Ask yourself questions like this when you plan the session you are about to teach:<br />
<br />
-<strong>who </strong>am I teaching (number of students, level of their training, any students with additional learning needs)?<br />
-<strong>what </strong>am I teaching? (curriculum content, level etc)<br />
-<strong>what</strong>will the students be doing in the session (aim to encourage active learning)?<br />
-<strong>how </strong>will I teach (this will help avoid death by ppt!, can you simplify a complex idea, how will I engage students)?<br />
-<strong>how</strong>will I know the students understand (more on assessment later in the series)<br />
-<strong>how</strong>many copies of the resource do I need? (will I need any spares?)<br />
-<strong>how</strong>long will each activity/part of the lesson take roughly?<br />
-<strong>what</strong>will I get the students to do if the session finishes before time?<br />
-<strong>what</strong>can I do if it looks like the session content will not be covered within the session time?<br />
-<strong>how</strong>will I react if a student / students come in late and miss information?<br />
<br />
If you would like a lesson planning template, I recommend this one:<br />
<a href="https://www.teachertoolkit.co.uk/5minplan/">https://www.teachertoolkit.co.uk/5minplan/</a> (You can adapt it for HE.)<br />
<br />
<u>Activities to have at the ready:</u><br />
Ideas to have up your sleeve (students could work in groups/individually to):<br />
-summarise the learning (as a tweet, padlet, diagram on large paper, using Lego! etc)<br />
-jot down any questions they would like to follow up in a future session/s<br />
-complete an exit poll (a quiz linked to the learning so you know what to cover next time etc)<br />
-help you plan future sessions based on the learning intentions (it is good practice to involve students in planning course material)<br />
<br />
<u>Thought of the day:</u><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSVJ4ybMRPucmJsFM-VWt-tAPsdccN5QSXJrQiC4W_C_iU7s0pPZ8ZHOIUE9tyHAOXMy67sND1kb0STvyWpABui-UBN56YBOwsGnCDt_qMIPyVlLQUFXPmBxMqIVSlbtFj9o4H08w3ZmE/s1600/Picture1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>‘One of the most important (principles of good teaching) is the need for planning. Far from compromising spontaneity, planning provides a structure and context for both teacher and students, as well as a framework for reflection and evaluation’ (Spencer, 2003, p. 25).<br />
<br />
<u>Image of the day:</u><br />
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<div style="text-align: center;">
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<br />
Reference:<br />
Spencer J (2003) Learning and teaching in the clinical environment. In: Cantillon P, Hutchinson L and Wood D (eds) BMJ ABC of Learning and Teaching in Medicine, pp. 25– 8. BMJ Publishing Group, London.<br />
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<br />
<u>More from this series:</u><br />
<br />
<a href="https://www.blogger.com/blogger.g?blogID=3909938724310249115#editor/target=post;postID=5368863311007864887;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=2;src=postname">Anyone can teach series 1.</a><br />
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<div class="separator" style="clear: both; text-align: left;">
<a href="https://www.blogger.com/blogger.g?blogID=3909938724310249115#editor/target=post;postID=5419529308335626074;onPublishedMenu=allposts;onClosedMenu=allposts;postNum=1;src=postname">Anyone can teach series 2. CARING</a></div>
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<br />
If you have something you would like me to cover in this series, please suggest below.Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-54195293083356260742018-06-21T05:32:00.000-07:002018-06-21T05:32:16.669-07:00Anyone can teach series- Part 2- CARING!<strong>Welcome </strong>back to part 2 of this teaching tips series!<br />
<br />
In part 1, you found out that anyone can teach!<br />
<br />
Now let’s start to unpick the very foundations of what actually makes a good teacher, bit by bit?<br />
<br />
I asked my colleagues for their top teaching tips. <br />
Several of their comments related to the fact that “caring” for the students was important.<br />
<br />
It doesn’t matter if you are teaching in industry, at school, FE or HE level, making a professional connection with your students is potentially the most important thing you can do as a teacher.<br />
<br />
Denyse King: <strong><em>“Be kind and honest and treat students like adults.”</em></strong><br />
Liz Falconer: <strong><em>“When I remember my best teachers they cared, made time for me, cared, made me laugh, cared and instilled curiosity in me. Oh, and cared!”</em></strong><br />
<strong><em><br /></em></strong>
<a href="https://microsites.bournemouth.ac.uk/cel/files/2018/04/Screen-Shot-2018-04-19-at-10.34.10.png"><img alt="" class="alignnone wp-image-7765" height="235" src="https://microsites.bournemouth.ac.uk/cel/files/2018/04/Screen-Shot-2018-04-19-at-10.34.10-300x300.png" width="235" /></a><br />
(Liz and Denyse)<br />
<br />
<strong>Tips of the day…</strong><br />
1) Get to <strong>know your students</strong>and the lives they live. (How do you make time for this? How can you find out about your students?)<br />
2) Actively<strong>listen</strong>to students.<br />
3) <strong>Ask</strong>students for feedback. (The CEL team have lots of ideas for this e.g. using Menti, Padlet, Brightspace, invite students in for a discussion etc).<br />
4) <strong>Reflect</strong>on your own experience with <strong>care</strong>.<br />
<strong><em><br /></em></strong>
<strong><em>Thought of the day…</em></strong><br />
The teacher who truly cares is the teacher who fearlessly stares any student dead in their eyes while telling them:<br />
“You are better…<br />
You can do better… and you will do better.<br />
I will believe in you for you.<br />
Now let’s achieve your better together!” (Ty Howard)<br />
<br />
<strong><em>Image of the day…</em></strong><br />
<em>At this point in your teaching, how do you feel about your students??</em><br />
<em>How do you feel about yourself as a teacher?</em><br />
<br />
<a href="https://microsites.bournemouth.ac.uk/cel/files/2018/06/how-you-see-your-student.gif"><img alt="" class="wp-image-8331 alignleft" height="249" src="https://microsites.bournemouth.ac.uk/cel/files/2018/06/how-you-see-your-student-300x183.gif" width="408" /></a><br />
<br />
<br />
In a fortnight... Part 3.<br />
<br />
<br />
<br />
<br />Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-53688633110078648872018-06-21T05:28:00.000-07:002018-06-21T05:28:17.400-07:00Anyone can teach series part 1<img alt="" class="attachment-post-thumbnail size-post-thumbnail" height="125" sizes="(max-width: 125px) 100vw, 125px" src="https://microsites.bournemouth.ac.uk/cel/files/2018/06/tenor-125x125.gif" srcset="https://microsites.bournemouth.ac.uk/cel/files/2018/06/tenor-125x125.gif 125w, https://microsites.bournemouth.ac.uk/cel/files/2018/06/tenor-150x150.gif 150w" width="125" /><br />
<br />
You might find yourself in a teaching role as a member of staff or as a postgraduate student. <br />
Don’t panic!<br />
<br />
Here is the good news… anyone can teach! Really, anyone can teach.<br />
<br />
But can you teach well? Can you teach better? The answer is yes you can.<br />
<br />
I asked my HE twitter colleagues:<br />
“If you could give one top tip for teaching at HE level what would it be?”<br />
<br />
Their answers will make the content for some upcoming blog posts, designed to be short starter ideas, to get you thinking.<br />
<br />
<strong>Thought of the day…</strong><br />
To teach consistently we need improvement ourselves.<br />
<br />
<strong>Photo of the day...</strong><br />
Which student is engaged in the learning?<br />
<br />
<a href="https://microsites.bournemouth.ac.uk/cel/files/2018/06/dogs-who-is-listening.jpg"><img alt="" class="alignnone wp-image-8151" height="367" src="https://microsites.bournemouth.ac.uk/cel/files/2018/06/dogs-who-is-listening-300x200.jpg" width="551" /></a><br />
<br />
Coming up next... Part 2- Caring!Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-68213605961968767042018-04-19T02:43:00.002-07:002018-04-19T02:47:56.102-07:00Reflections on the #OER18 Conference<div class="MsoNormal">
<a href="https://www.blogger.com/null" name="OLE_LINK2"></a><a href="https://www.blogger.com/null" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;">Myself and two colleagues (Liz Falconer and
Denyse King) attended the OER18 Conference Yesterday.<span style="mso-spacerun: yes;"> </span>They presented two case studies (VR Avebury,
and VR Healthcare) and illustrated how VR (virtual reality) brings unique
considerations for open access.<span style="mso-spacerun: yes;"> </span>For
example, considerations about whether settings, avatars, props etc are available
to others; and indeed, the point that OE-VR assets can be beneficial to
educators.<span style="mso-spacerun: yes;"> </span>Just in the way we frequently
use images, presentations and video clips we find on the Web, parts of VR can
also be recycled and used in different ways.<o:p></o:p></span></a></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><o:p><br /></o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><o:p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5ntzhYFZ78qBUbETxZEvRpPd_ARtaCUFKjirQnZ32BXKoBrojKWN4THEOzInVjQA_JYDLySHG3-pgY3rh7FcSL3ujCZYdVR5qEN1nqKrteIKHjNikitvV5ELVRJyK5soPjuA3shFAlR8/s1600/Screen+Shot+2018-04-19+at+10.34.10.png" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5ntzhYFZ78qBUbETxZEvRpPd_ARtaCUFKjirQnZ32BXKoBrojKWN4THEOzInVjQA_JYDLySHG3-pgY3rh7FcSL3ujCZYdVR5qEN1nqKrteIKHjNikitvV5ELVRJyK5soPjuA3shFAlR8/s320/Screen+Shot+2018-04-19+at+10.34.10.png" width="320" /></a></o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><br /></span></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">There was a diverse range of international speakers who discussed
their projects and ideas including: the results of an EU wide review of OER
practices (which concluded that countries are travelling on the same journey-
though perhaps with different types and sizes of vehicles), an historical
systematic review of OER practices (by Vivien Rolfe and her team) and a
presentation linking OER to music and David Bohm (youtube) talking about
perception.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">The end of day keynote was given by @mosallah who said: OER – to co-produce
knowledge and help communities equalise imbalance. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>And
that the cornerstones of Open are: co-production, disruption, sustainability, accessibility
beyond digital, tech knowledge sharing, counter-orthodoxy spaces.<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">Liz picked out a quote from John Casey- “tendency to privilege text
in education.”<span style="mso-spacerun: yes;"> </span>Which she feels is very
true and misses many opportunities for active learning.<o:p></o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><u>Thoughts of the day<o:p></o:p></u></span></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">OER are key for girls and women in remote and developing areas.<span style="mso-spacerun: yes;"> </span>However, OER cannot be the default.<span style="mso-spacerun: yes;"> </span>We need to think when is it appropriate?<span style="mso-spacerun: yes;"> </span>We need to consider privacy (seen the sharp
end of that recently).<span style="mso-spacerun: yes;"> </span>It is a difficult
area to negotiate and we need to be sensitive.<o:p></o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><u>Questions to come away with<o:p></o:p></u></span></span></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">We are trying to fit new tech into ancient institutional structures.<span style="mso-spacerun: yes;"> </span>What can we do about this?<o:p></o:p></span></span></div>
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<br /></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">What is the problem that openness solves?<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">What is the problem that “closedness” solves?<span style="mso-spacerun: yes;"> </span>Closed can be the right answer.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;">My own question- are there different considerations for academics at
the start of their career compared to alter on?<o:p></o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><o:p><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb4MTlPHJWxGAJYCgWwAHGhdVUk_x35Rjr1AmGnH13fT47G1bK8fGdX8xM0ON4yC3nx6FM9N25cXV4oGjZYFunGjAYAK24dtWxaIsVPo3WZtjvLoCzwi7Y39dfP2xRhAc_faR29TbWANc/s1600/Screen+Shot+2018-04-19+at+10.35.35.png" imageanchor="1"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb4MTlPHJWxGAJYCgWwAHGhdVUk_x35Rjr1AmGnH13fT47G1bK8fGdX8xM0ON4yC3nx6FM9N25cXV4oGjZYFunGjAYAK24dtWxaIsVPo3WZtjvLoCzwi7Y39dfP2xRhAc_faR29TbWANc/s400/Screen+Shot+2018-04-19+at+10.35.35.png" /></a> </o:p></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><o:p>Follow day two on twitter now: #OER18</o:p></span></span></div>
Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-61867408272090429522018-03-02T05:05:00.000-08:002018-06-21T05:40:53.055-07:00VR Education- A research Update <div style="-webkit-hyphens: auto; box-sizing: border-box; color: #565656; font-family: "Quattrocento Sans", "Helvetica Neue", Verdana, Helvetica, Arial, sans-serif; font-size: 16.799999237060547px; margin-bottom: 1em; margin-top: 1em; padding-right: 20px;">
I am Heidi Singleton, a BU PGR with CEL. I joined in September 2017 and am at the Initial Review stage of my PhD. My supervisors are Professor Debbie Holley, Dr Jaqueline Priego and Dr Liz Falconer. Here is a summary of my research so far…</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">My PhD is researching…</u></strong></div>
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-how to design and operationalise a flipped learning framework using VR and other low-cost tools and evaluate the learning potential for sustainable and scalable student learning</div>
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– how VR technologies can be harnessed in a lecture theatre setting with 150 nursing students to enable a better grasp of complex concepts (in this case DKA, HSS and hypoglycaemia- all acute emergencies of diabetes- definitions at end of post)</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">I am researching this because… </u></strong></div>
<div style="-webkit-hyphens: auto; box-sizing: border-box; color: #565656; font-family: "Quattrocento Sans", "Helvetica Neue", Verdana, Helvetica, Arial, sans-serif; font-size: 16.799999237060547px; margin-bottom: 1em; margin-top: 1em; padding-right: 20px;">
-students cannot always be training on medical wards or other settings relevant to their learning</div>
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– when they learn in the classroom, complex concepts can be difficult for students to understand and retain</div>
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-they pay for their course and expect engaging and innovative learning</div>
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-the incidence of diabetes is rising, so nurses must be prepared to spot symptoms and know treatment choices</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">Theory tells me that…</u></strong></div>
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-VR aligns well with situated learning- through which, connections between complex real-world situations and classroom experiences can be developed</div>
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– the context with VR learning scenario is crucial. The specific features of VR contextual learning have brought the educational potential that the traditional classroom would never have</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">What I have found so far…</u></strong></div>
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– rapid evolution of VR technologies has not been accompanied by the appraisal of their effectiveness for student-centred learning</div>
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– research indicating strong student engagement, but often relying on self-report for learning outcomes</div>
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– VR technology has not yet become embedded into curricula; there remains a lack of clarity concerning the underpinning theories and instructional design aspects</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">The gaps seem to be …</u></strong></div>
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-20<span style="box-sizing: border-box; font-size: 12.600000381469727px; line-height: 0; position: relative; top: -0.5em; vertical-align: baseline;">th</span> Century learning theories continue to prevail (yet there are more suitable 21st Century approaches e.g. Connectivism and Heutagogy)</div>
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-most evaluation of VR learning relies upon self-report</div>
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-few studies used a control or pre-testing</div>
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-using VR in classroom settings in scalable and sustainable ways</div>
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<a href="https://microsites.bournemouth.ac.uk/cel/files/2018/03/Screen-Shot-2018-03-02-at-12.22.41.png" style="background-image: linear-gradient(rgba(216, 20, 118, 0.247059) 0%, rgb(216, 20, 118) 100%); background-position: 0px 95%; background-repeat: repeat no-repeat; background-size: 1px 1px; box-sizing: border-box; color: rgb(16, 93, 135) !important; text-decoration: none; text-shadow: rgb(255, 255, 253) 3px 0px, rgb(255, 255, 253) 2px 0px, rgb(255, 255, 253) 1px 0px, rgb(255, 255, 253) -1px 0px, rgb(255, 255, 253) -2px 0px, rgb(255, 255, 253) -3px 0px; transition: all 0.2s ease-in-out;"><img alt="" class="alignnone wp-image-7314" height="266" src="https://microsites.bournemouth.ac.uk/cel/files/2018/03/Screen-Shot-2018-03-02-at-12.22.41.png" style="border: 0px; box-sizing: border-box; height: auto; margin: 0px 0px 1.5em; max-width: 100%;" width="389" /></a></div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">What I will do…</u></strong></div>
<div style="-webkit-hyphens: auto; box-sizing: border-box; color: #565656; font-family: "Quattrocento Sans", "Helvetica Neue", Verdana, Helvetica, Arial, sans-serif; font-size: 16.799999237060547px; margin-bottom: 1em; margin-top: 1em; padding-right: 20px;">
-next step is to develop the methodology and method</div>
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-explore VR technology, as the characteristics or VR seem to lend themselves better to this project than AR (see end for definitions of both)</div>
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-build VR app with support from our Computing Faculty or funding from a Diabetes charity</div>
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-help to write the new diabetes curriculum with the course leader (Dr Janet James and a Nurse Specialist from RBCH), embedding VR technology, and using Bloom’s Taxonomy and situated and contextual learning theories (I have observed their traditional diabetes inputs this year as a starting point)</div>
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-test the pilot VR app with CEL colleagues and RBCH nurses</div>
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-implement and evaluate the innovation with nursing students</div>
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<strong style="box-sizing: border-box;"><u style="box-sizing: border-box;">Expected Impact…</u></strong></div>
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– the model generated by this project will be transferable to different learning contexts for example: nursing homes, hospitals and the community as well as lectures for other disciplines (they will be able to use their own virtual case studies)</div>
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-trainee nurses should have a better understanding of DKS/HHS and hypoglycaemia through using VR case studies- this should aid patient care</div>
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Please feel free to contact me if you have any questions.</div>
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You can follow me at @blueprintteacher and CEL at @cel_bu</div>
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<strong style="box-sizing: border-box;">Definitions:</strong></div>
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<strong style="box-sizing: border-box;"><span style="box-sizing: border-box; font-style: italic;">VR</span></strong></div>
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-is a computer-generated simulation or a replacement of one’s environment. For example, you put on a headset like Oculus Rift, it blocks out your world view and substitutes a digital world that is designed to fool your senses. VR tends to be completely immersive with no real-world stimuli effecting the experience.</div>
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<strong style="box-sizing: border-box;"><span style="box-sizing: border-box; font-style: italic;">AR</span></strong></div>
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-its main purpose isn’t to cut out the real world and transport you to another one. Rather it is to be a digital addition to your real world with a set of virtual objects in. When a person’s real environment is supplemented or augmented with computer generated images, usually motioned tracked; then that’s augmented reality (e.g. Pokemon go, snapchat, Hololens etc). Augment is from the latin word “Augere” to increase or add. Hence, augmented technology is adding to our existing reality.</div>
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<strong style="box-sizing: border-box;">DKA-</strong></div>
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Consistently high blood glucose levels can lead to a condition called diabetic ketoacidosis (DKA). This happens when a severe lack of insulin means the body cannot use glucose for energy, and the body starts to break down other body tissue as an alternative energy source. Ketones are the by-product of this process. Ketones are poisonous chemicals which build up and, if left unchecked, will cause the body to become acidic – hence the name ‘acidosis’.</div>
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<strong style="box-sizing: border-box;"><span style="box-sizing: border-box; font-style: italic;">HHS- </span></strong></div>
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Hyperosmolar Hyperglycaemic State occurs in people with Type 2 diabetes who experience very high blood glucose levels (often over 40mmol/l). It can develop over a course of weeks through a combination of illness (e.g.infection) and dehydration.</div>
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<strong style="box-sizing: border-box;"><span style="box-sizing: border-box; font-style: italic;">Hypoglycaemia- </span></strong></div>
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occurs when blood glucose levels fall below 4 mmol/L (72mg/dL). Whilst many of us think of diabetes as being a problem of high blood sugar levels, the medication some people with diabetes take medication that can also cause their sugar levels to go <strong style="box-sizing: border-box;">too low </strong>and this can become dangerous.</div>
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Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-59494927163024553522018-02-02T07:24:00.000-08:002018-02-02T07:24:48.019-08:00Technology Showcase<div style="text-align: center;">
It was great to see both representatives from CEL, Psych-tech and Computing and Animation come together to demonstrate their cutting-edge technology at this weeks' Technology Showcase. The Showcase was aimed both at staff and members of the public, in the lead up to Professor Debbie Holley’s inspirational lecture (Hashtags, Handhelds and Handbags).</div>
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Here is Professor Holley trying out Pysch-tech’s V-Red Virtual reality with a HTC Vive headset.</div>
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Pscy-tech also brought along their Tiltbrush demonstration, which is also operated using the Vive Headset along with haptic feedback handhelds. </div>
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And their impressive 3D printer; along with some examples of models they had printed including: a small version of a human spine, a BU logo and a model of an animal skull to name but a few.</div>
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The Faculty of Computers and Animation demonstrated their expensive Augmented Reality HoloLens. They augmented an avatar onto CEL's very cool keyboard seats.</div>
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CEL's own team demonstrated augmented reality Zappar and Aurasma codes, hundreds of Googlecard boards, the new BU drone and two Oculus Rifts (one of which was demonstrating the virtual Avebury build by Liz Falconer and her team).</div>
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Both staff and the public showed lots of interest in the technology and were able to learn more about some of it during Professor Holley's lecture.</div>
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If you would like to find out more about how staff and students are using innovative technology to enhance learning at BU, then follow the CEL team.@CEL_bu</div>
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You can follow the Showcase and Debbie's lecture using the twitter hashtag: #handhelds</div>
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Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-5239060831247659202017-12-20T10:02:00.003-08:002017-12-20T10:02:45.847-08:00Using Virtual Worlds for Meetings and Discussions<div style="text-align: center;">
<em> <a href="https://microsites.bournemouth.ac.uk/cel/files/2017/12/discussion.jpg"><img alt="" class="wp-image-6944 alignleft" height="158" src="https://microsites.bournemouth.ac.uk/cel/files/2017/12/discussion-300x225.jpg" width="211" /></a> <a href="https://microsites.bournemouth.ac.uk/cel/files/2017/12/speaker.jpg"><img alt="" class="alignnone wp-image-6947" height="159" src="https://microsites.bournemouth.ac.uk/cel/files/2017/12/speaker-300x300.jpg" width="159" /></a></em></div>
<em>This Friday evening @lizfalconer and myself joined in with a virtual reality chat using the Engage platform (it is freely downloadable using Steam, though not available on Mac at present). We were able to listen to an expert panel (one being the Vive-president of HTC vive) and join an audience of people from all over the world. The panel discussion was followed by questions from the audience.</em><br />
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<em>During the meeting, despite the distraction of a dinosaur in the meeting room and an elephant on the glass roof, Liz managed to tweet that the: “main difference between AR and VR is in AR you have to be at the physical place being augmented - in VR you can be anywhere.”</em><br />
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<em>After the meeting, the host took the group into the Titanic museum room (I was amazed to see tiny people walking around on the deck of Titanic!) and onto the moon for a selfie (someone was riding on a whale at that point!). </em><br />
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<em>Liz and I also took a walk around her Avebury world together. I particularly enjoyed the sound effects she had captured to create the world (including dangling her husband over a stream to get the water sounds)! Other details that brought it to life included wild flowers in the meadow that were gently swaying in the wind. </em><br />
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<em>I took the opportunity to visit the World War Exhibition (which included a commentary, photos and an aeroplane flying around), swim under water and walk at the beach, all within the Engage virtual world platform. One of my twitter contacts kindly met me in the virtual lecture theatre and showed me how to play videos etc on the big screen. </em><br />
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<em>Although the software does not work entirely smoothly at present; as a free platform Engage offers many different opportunities that can be further explored, particular for collaborative projects and meetings. As with all technology, if it is going to be used with students, ground rules for appropriate behaviour will have to be set first. You can put a password on the room you want to meet in so that only the people you have invited can get into the room.</em><br />
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<em>If you would like to join in with the next CPD in VR session then check this website for upcoming events:</em><br />
<em><a href="https://www.virtualiteach.com/">https://www.virtualiteach.com/</a></em><br />
<em>and: </em> <em><a href="https://vwbpe.org/">https://vwbpe.org/</a> </em><br />
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<em>Free platforms to hold your own VR chats:</em><br />
<strong><em><u>Virtual Classroom on Brightspace!</u></em></strong><br />
<em>Engage downloadable from Steam: <a href="http://store.steampowered.com/">http://store.steampowered.com/</a></em><br />
<em>Or <a href="https://www.vrchat.net/">https://www.vrchat.net/</a></em><br />
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<br />Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-28197312411625312812017-12-20T09:59:00.003-08:002017-12-20T10:00:02.709-08:00Virtual Meetings using AltspaceVRALtSpaceVR is a free app that can be down loaded onto your PC or Mac. Altspacevr have just teamed up with Microsoft and are continuing to develop the features of this app.<br />
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Once in the Altspace app you can invite colleagues from BU or around the world to join you for a virtual meeting. There are various pre-built virtual environments within the app.<br />
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You will be able to customise your avatar (though the options are limited at present), and once in the virtual world you will be able to speak to your colleagues. You can even take selfies (though I need to figure out how to do that!-hence the stock photos today).<br />
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<a href="https://microsites.bournemouth.ac.uk/cel/files/2017/12/Screen-Shot-2017-12-20-at-17.32.23-1.png"><img alt="" class=" wp-image-6970 aligncenter" height="193" src="https://microsites.bournemouth.ac.uk/cel/files/2017/12/Screen-Shot-2017-12-20-at-17.32.23-1-300x175.png" width="331" /></a><br />
If you use CEL's Rift then of course you will be able to experience the virtual environments in a more immersive way (though it worked fine on my Mac).<br />
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If you have already set up a Slack account (another downloadable app) then it is easy to assembly your team for a quick virtual meeting (perfect for teams who work across campuses).<br />
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AltspaceVR + Slack</h2>
Meet your team in virtual reality. Easily start VR Calls for your team inside Slack<br />
To start a VR Call, just type <code>/vrcall</code> and AltspaceVR will generate a link you can click to enter VR.<br />
<a href="https://slack.com/oauth/authorize?scope=commands,bot,channels:write,chat:write:bot&client_id=2444890636.38435714978&redirect_uri=https://account.altvr.com/slack_installs"><br /> <img alt="Add to Slack" height="40" src="https://platform.slack-edge.com/img/add_to_slack.png" width="160" /><br /> </a><br />
Each member will need VR hardware (Rift, Vive, or Gear VR) and AltspaceVR installed to enter VR. You can join in 2D mode from Mac or PC without VR hardware.<br />
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For help, visit help.altvr.com.Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-89258265185303237822017-10-02T13:45:00.001-07:002017-10-02T13:46:17.385-07:00Virtual, Mixed and Augmented Reality for Dementia Care- A BU Special Interest Group Meeting<div class="MsoNormal">
A VR/AR special interest group met this morning to explore
the use of various technologies in relation to potential use for the care of
Dementia patients. <span style="mso-spacerun: yes;"> </span>The meeting was
chaired by Sue Thomas (Visiting Fellow) and included two members of staff from
Richmondwood Residential Care Home (Johnny and Lucy Glazer). <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqtL9ILW6RJg4PKOtvz7DWGI8KuABi1-D5BbyWQLXli3b3YCno3jvXnsFudjYpdIfAaBt3aEz_p-gFyKuOZlQ_M6WO_2qSCFviQ1Cz5XYenxg3r8hOP7MSyWKW0eDTPQ0jGZ-6pYfK74Y/s1600/IMG_0393.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqtL9ILW6RJg4PKOtvz7DWGI8KuABi1-D5BbyWQLXli3b3YCno3jvXnsFudjYpdIfAaBt3aEz_p-gFyKuOZlQ_M6WO_2qSCFviQ1Cz5XYenxg3r8hOP7MSyWKW0eDTPQ0jGZ-6pYfK74Y/s320/IMG_0393.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Michelle using Cardboard with Xiasong</td></tr>
</tbody></table>
<div class="MsoNormal">
Liz Falconer and David Hunt demonstrated The Oculus Rift and
Virtual Worlds (e.g. The Avebury site) on a gaming laptop.<span style="mso-spacerun: yes;"> </span>Dr Xiaosong Yang (with Ehtzaz and his team of computer
animators) brought along their expensive HoloLens. <span style="mso-spacerun: yes;"> </span>Michelle Board demonstrated an augmented reality
app called “A Walk Through with Dementia”, using google cardboard. <span style="mso-spacerun: yes;"> </span>She explained that next week 250 students will
use the app to experience how patients with the condition might feel. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Everyone was surprised at just how immersive and fun the
Oculus Rift was to use.<span style="mso-spacerun: yes;"> </span>The graphics and
sound were very sharp and everyone found that the headset was comfortable.<span style="mso-spacerun: yes;"> </span>Some members of the group commented that to
their relief they had not felt disorientated or nauseous whilst using the technology.<span style="mso-spacerun: yes;"> </span>Once carefully set up by David -it was quick
and simple to learn how to use- even for people who were not used to games
consoles.<span style="mso-spacerun: yes;"> </span>However, one thing to note is
that it must be linked up to a computer that has a very powerful graphics card.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgxzklh8zvTzUDh-7x9KpodGr8kzFxV7k9lWljBci7WbSaGgabxWRBtLhqNENi2pVewuW_UuZ-bdoZ81rg8uGv4oLTf_xb9mBUVEigqagETcUGmE0gNqe4C5ctcbGvDj65MxKSy9d1wZM/s1600/IMG_0387.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgxzklh8zvTzUDh-7x9KpodGr8kzFxV7k9lWljBci7WbSaGgabxWRBtLhqNENi2pVewuW_UuZ-bdoZ81rg8uGv4oLTf_xb9mBUVEigqagETcUGmE0gNqe4C5ctcbGvDj65MxKSy9d1wZM/s320/IMG_0387.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mara (PGR student) using Rift</td></tr>
</tbody></table>
<div class="MsoNormal">
<br />
After spending the morning testing the various pieces of technology
and software, the group discussed possible affordances for use with dementia
patients, with particular reference to the care home. <span style="mso-spacerun: yes;"> </span>Ethical considerations were also discussed;
for example, the likelihood of triggering negative and distressing emotions.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Richmonwood staff fed-back about which equipment and
software could be of use in their setting. <span style="mso-spacerun: yes;"> </span>They felt that the Oculus Rift was far more
immersive (because it is VR) and in many ways more suitable for their residents.
<span style="mso-spacerun: yes;"> </span>Johnny suggested that haptic gloves
might be simpler for patients to use rather than the more complicated haptic
controls.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The HoloLens was very impressive for different reasons.<span style="mso-spacerun: yes;"> </span>We experienced what it would be like to walk
around an ancient Inca site in Peru. <span style="mso-spacerun: yes;"> </span>Through
the headset you could watch and listen to other visitors wandering about the
site.<span style="mso-spacerun: yes;"> </span>You could also examine objects and
click on them to listen to audio explanations.<span style="mso-spacerun: yes;">
</span>Because the HoloLens employs mixed reality as opposed to virtual you
could see around the edges of the display, so therefore walk easily around the environment.<span style="mso-spacerun: yes;"> </span>The computer is built into the headset, therefore
the sense of freedom of movement was greater.<span style="mso-spacerun: yes;">
</span>However, on this occasion the Oculus Rift was deemed more suitable for
the intended user. <o:p></o:p></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5gzRiarfMSiPE4GK4uRziLOx1gwuxfYe219mQWElk4xfSNmhHrJ7AVFxqfLXRKC0zt_SWS5JDX11yQOH51EnPkQQO-ApnPNV_ExNWMTuh_-1JBweX0klNqQ48hD-mPDOcXDJmqoAmBcQ/s1600/IMG_0395.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5gzRiarfMSiPE4GK4uRziLOx1gwuxfYe219mQWElk4xfSNmhHrJ7AVFxqfLXRKC0zt_SWS5JDX11yQOH51EnPkQQO-ApnPNV_ExNWMTuh_-1JBweX0klNqQ48hD-mPDOcXDJmqoAmBcQ/s320/IMG_0395.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: start;"> Me using HoloLens with Ehtzaz</span></td></tr>
</tbody></table>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOv3WdSu1ZYdwCK5rGgJgoWUMyvxzDgx-gTRkfmLEC8gsK4eA1x_YpsQGoKcXxAytMxc73bOrqv4fRy2HUogsD3FaZik4UEx_Bt9A_xbahLPwcoD5kTkTi4olRdGSYU5ax1uncdwLiMMw/s1600/IMG_0398.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOv3WdSu1ZYdwCK5rGgJgoWUMyvxzDgx-gTRkfmLEC8gsK4eA1x_YpsQGoKcXxAytMxc73bOrqv4fRy2HUogsD3FaZik4UEx_Bt9A_xbahLPwcoD5kTkTi4olRdGSYU5ax1uncdwLiMMw/s320/IMG_0398.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Lucy and Ehtzaz using HoloLens</td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<o:p><br /></o:p></div>
<div class="MsoNormal">
The special interest group will meet again after Christmas
to develop ideas further.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To find out more about HoloLens click on this link: <a href="https://www.microsoft.com/en-gb/hololens">https://www.microsoft.com/en-gb/hololens</a>
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
And for Oculus Rift click on this link: <a href="https://www.oculus.com/">https://www.oculus.com</a> <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
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Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-10517801191968943572017-09-28T04:38:00.001-07:002017-09-28T04:48:42.119-07:00Multi-Sensory VR Experience of WilliamTalbot Photograph Exhibition<div style="color: #333333; font-family: Arial, "Nimbus Sans L", Helvetica, sans-serif; font-size: 12px; margin-bottom: 10px; margin-top: 10px;">
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A new dimension that extends the physical space into an experimental virtual world is sweeping into museums and galleries across the UK. </div>
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This autumn Thresholds is restaging Fox Talbot’s first photography exhibition and the riot of 1839. It uses some of the latest multi-sensory VR technology, enabling participants to wander freely through the room and examine FoxTalbot's early prints. The Vive headset and backpack enable untethered walking around and objects from the displays can be touched. This feature is a relatively unexplored aspect of the medium.</div>
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I was lucky enough to attend the display this Saturday morning. It was the first time that I had worn the headset in a gallery experience of this kind. Once the headset and backpack had been fitted; the experience began by being led up the entrance ramp by a National Trust volunteer. As soon as I entered the white room the headset visuals and audio commenced. I was drawn to the warmth and crackle of the fire in the room (which was positioned around a real heater), before walking around the room to admire the prints and artefacts.</div>
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As I moved around the room I could see ghosts of other participants and carefully avoided them as I touched the sides of the exhibit cases. I stopped to look at a portrait and watched a spider crawl across the frame, though forgot to look for the mouse that I had been told would run across the floor. The ticking of a clock caught my attention and I noted that it showed the correct time. </div>
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As I moved towards the ghostly figure of Fox Talbot, I was distracted by the criesofChartistprotestersoutside. I turned to look out through a digital window into the street below and watched as the protesters carried lit torches and threw a stone which smashed a window. The headsets had been calibrated so that people of average height could view the room, therefore I had to stand on my tiptoes to peer out of the window. This added to the sense of reality. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibbJFZZACFABpITu4Rrc1HnAtgoEXLfCIaSW_W6GmNuLnCnh0kMBxHbVfRJjxTSNOWBiJ_quVc6k9BuqcfxLQwxbnLyVUeZBLRKGBwuB8fpu0u3PRHuWW2uixSnvhDmPqNzH1XqZ9JJUk/s1600/IMG_0305.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>The headset was comfortable (for the short time I wore it). The visuals did drop out at one point (possibly as I stretched too far to examine an object); this made me feel momentarily giddy. The entire experience lasted less than nine minutes (I had been told that that was how long the battery pack lasted), but it was a memorable encounter. As they say: ‘like stepping back in time.’</div>
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BU does not currently have a Vive but has an Oculus Rift which is reasonably comparable.</div>
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The Thresholds exhibition is running at Lacock Abbey until the 14 October 2017; and will then be moving to Bradford. The experience costs £4 on top of the NT admission price. </div>
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You can watch the video by the creator Mat Collishaw using this link:</div>
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<a href="https://youtu.be/sShZ0CqLHCk" style="color: #47447b; outline: none; text-decoration: none;">https://youtu.be/sShZ0CqLHCk</a></div>
Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-40876624956686325372017-09-28T04:30:00.002-07:002017-09-28T04:40:43.399-07:00Using Fieldscapes as an authoring tool for creating immersive learning<div class="postdescription" id="postdescription_564352" style="background-color: #f9f9f9; color: #333333; font-family: Arial, "Nimbus Sans L", Helvetica, sans-serif; font-size: 12px; padding: 5px 0px;">
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In order to find out more about Virtual Reality I was invited to attend a demonstration of Fieldscapes.</div>
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Dr Liz Falconer, Denyse King (Midwifery Lecturer) and David Hunt met with Nash Mbaya and David Burden from Daden Limited today; to continue their collaborative development of a Virtual Maternity Urinalysis Clinic using ‘Fieldscapes’.</div>
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Fieldscapes is a service which lets educators create and share 3D and VR immersive learning exercises. It includes a user generated library of locations and objects, and an editor which lets tutors create their own lessons on any topic.</div>
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David Burden explained that in simple terms; the Immersive 3D aspect of Fieldscapes</div>
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allows you to become an avatar in a room; for example, using first person mode to work through multiple choice exercises and interact with the environment. Alternatively, the student can wear a VR headset e.g. Oculus Rift to fully immerse themselves in the environment and interact with patients.</div>
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The meeting was part of the Collaborative Alternative Augmented Reality Series (CAARS)- a project that is creating a 3D virtual environment that can be used in other HE and clinical contexts.</div>
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Throughout the morning, the team worked together to debug and refine the way in which an avatar carried out a urinalysis test for a maternity patient. The experience began with the user selecting their own avatar (midwifery student in this case). The user then made the avatar walk down the corridor to the clinical room; this was brought to life with the addition of sound effects. Once in the room, the avatar could hear a knock at the door and they opened the door for a maternity patient to enter the room. They then had to complete a series of MCQs and exercises in order to correctly and safely carry out the urinalysis test. </div>
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Feedback about the students’ performance in terms of how many green, amber and red choices they made was visible throughout. Teaching input was also included during the training exercise, for example a short animation detailing thorough handwashing procedure. </div>
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The idea is that the first-year students can practise this training exercise as many times as required without endangering patients. It will be adapted for 2<sup>nd</sup> and 3<sup>rd</sup> year students including reducing the time limit available etc. It is hoped that once set up there will only be minor alterations needed to prepare the exercise for future cohorts; e.g., updating the expiry date on the image of the analysis testing sticks. The activity can easily be shared with students via the URL.</div>
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After lunch the team moved on to explore and improve the immersive use of the VR maternity clinic using Oculus Rift and the 3D experience with google cardboard. The BU staff were delighted that the Oculus Rift dramatically altered the look and feel of the clinical room, and that the handheld Haptic feedback controls added to the experience (though some initial practise is needed to get used to these). When using the google cardboard, the buttons were used to move the avatar and select MCQ answers etc.</div>
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Midwifery students will be using Fieldscapes this October, with other uses planned for the future. Watch this Fieldscape!</div>
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For more information about the CAARS project see Denyse’s staff page- <a href="http://staffprofiles.bournemouth.ac.uk/display/dking" style="color: #47447b; outline: none; text-decoration: none;">http://staffprofiles.bournemouth.ac.uk/display/dking</a></div>
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For Fieldscapes info- <a href="https://www.fieldscapesvr.com/" style="color: #47447b; outline: none; text-decoration: none;">https://www.fieldscapesvr.com</a></div>
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(Fieldscapes is free to develop your own setting and avatars. For use with 20 students it costs approximately £300 so it is cheaper than Second Life in that respect).</div>
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Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-48452009985426614832015-10-12T12:04:00.001-07:002015-10-12T12:06:20.001-07:00Kicking the TIM habit<div class="" align="center" id="yui_3_16_0_1_1444674045064_2275" style="text-align: start; margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Two things that I am determined to do the very next time I am in my classroom are as follows:</span></div><div class="" id="yui_3_16_0_1_1444674045064_2297" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2299" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2303" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><b id="yui_3_16_0_1_1444674045064_2305" class=""><u id="yui_3_16_0_1_1444674045064_2307" class=""><span id="yui_3_16_0_1_1444674045064_2309" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Number One</span></u></b></div><div class="" id="yui_3_16_0_1_1444674045064_2313" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2315" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I will show the fantastic Austin’s butterfly video to my new class. It is something I show every year sometimes more than once.</span></div><div class="" id="yui_3_16_0_1_1444674045064_2319" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2321" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2325" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><font color="#000000"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><a rel="nofollow" target="_blank" href="https://www.youtube.com/watch?v=hqh1MRWZjms" id="yui_3_16_0_1_1444674045064_2327" class=""><span id="yui_3_16_0_1_1444674045064_2329" class="">https://www.youtube.com/watch?v=hqh1MRWZjms</span></a><span id="yui_3_16_0_1_1444674045064_2331" class=""></span></span></font></div><div class="" id="yui_3_16_0_1_1444674045064_2335" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2337" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2341" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2343" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Showing this video is useful for many reasons: it reminds children to have a “growth mindset” and persevere; it teaches them how to peer/self-assess in a way that is kind, focused and specific and it shows them the power and importance of redrafting work.</span></div><div class="" id="yui_3_16_0_1_1444674045064_2347" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2349" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2353" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><b id="yui_3_16_0_1_1444674045064_2355" class=""><u id="yui_3_16_0_1_1444674045064_2357" class=""><span id="yui_3_16_0_1_1444674045064_2359" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Number Two</span></u></b></div><div class="" id="yui_3_16_0_1_1444674045064_2363" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2365" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I shared some ideas with the Soton Scitt students this morning about AFL, which included feedback and marking. I described a couple of ideas about how to save time marking; including using colour coding that leads to pupils copying down their own next step the following morning before redrafting. I was discussing how I mark pupils’ work in green and then they respond to my feedback and questions using purple pen etc. Then I said that pupils should then respond to my feedback using more purple pen (I stressed that the colour of pen didn’t matter and that I would only ask pupils to do this if their work had been independent etc- so not after every lesson!). </span></div><div class="" id="yui_3_16_0_1_1444674045064_2369" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2371" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2273" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2376" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">After the lecture I realised that I haven’t been encouraging my pupils’ independence enough; and that although I had told the Scitt students about @learningspy’s blog and how he advocates pupils taking ownership of the feedback progress, I hadn’t really been doing this myself! I had been occasionally asking pupils to peer or self-assess their work, particularly in maths and sometimes English. But by accident I had fallen into the horrific Triple Impact Marking (TIM) trap! </span></div><div class="" id="yui_3_16_0_1_1444674045064_2380" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2382" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2386" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2388" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Now I want to try to break my habit so I am going to print these next three steps out and try to make me and my pupils follow them at every opportunity:</span></div><div class="" id="yui_3_16_0_1_1444674045064_2392" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2394" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2398" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2400" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2404" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span id="yui_3_16_0_1_1444674045064_2406" class="">1.<span id="yui_3_16_0_1_1444674045064_2408" class=""> </span></span><span id="yui_3_16_0_1_1444674045064_2410" class="">Pupils self asses their work and highlight sections where they feel they have taken a risk or struggled</span></span></div><div class="" id="yui_3_16_0_1_1444674045064_2414" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2416" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2420" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span id="yui_3_16_0_1_1444674045064_2422" class="">2.<span id="yui_3_16_0_1_1444674045064_2424" class=""> </span></span><span id="yui_3_16_0_1_1444674045064_2426" class="">Teacher provides feedback where it has been requested by pupils (and if necessary- feedback about pupils progress towards the original learning objective)</span></span></div><div class="" id="yui_3_16_0_1_1444674045064_2430"><span id="yui_3_16_0_1_1444674045064_2432" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2436" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><span id="yui_3_16_0_1_1444674045064_2438" class="">3.<span id="yui_3_16_0_1_1444674045064_2440" class=""> </span></span><span id="yui_3_16_0_1_1444674045064_2442" class="">Pupils then improve a section of their work using the teacher’s feedback</span></span></div><div class="" id="yui_3_16_0_1_1444674045064_2446" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2448" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2452" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2454" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div><div class="" id="yui_3_16_0_1_1444674045064_2458" style="margin: 0cm 15pt 0.0001pt 0cm; vertical-align: baseline;"><span id="yui_3_16_0_1_1444674045064_2460" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Can I kick the habit? I will let you know!<a rel="nofollow" name="_GoBack" id="yui_3_16_0_1_1444674045064_2462" class=""></a></span></div><div id="yui_3_16_0_1_1444674045064_2250"></div><div class="" dir="ltr" id="yui_3_16_0_1_1444674045064_2466"><span id="yui_3_16_0_1_1444674045064_2468" class="" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-77034745457143425732015-07-25T12:55:00.001-07:002015-07-25T12:55:19.393-07:00Jumping for Joy- at Primary Scratch Jam DorsetYes we had one yr5 boy literally jumping for joy at our recent scratch coding competition. It was literally a yr5/6 computer geeks paradise when boys and girls came to compete in our coding competition. <div><br></div><div>The stakes were high as students scored lego bricks in a bid to win Amazon vouchers and other prizes. There were also trophies to award pupils for creativity and teamwork too. </div><div><br></div><div>The secondary teachers present were amazed by the skills of our primary pupils and felt that they could have competed against GCSE level students. </div><div><br></div><div>One of the highlights for me was; during break time, when a boy from my school demonstrated a Python game he has made at home to a pupil from a rival school. </div><div><br></div><div>It was a fantastic day and it was great to meet up with local teachers and pupils; and has inspired me to start digital leaders at our school. </div><div><br></div><div>Watch out for a larger Scratchjam next year hopefully based at Bournemouth Uni; to build upon our links with the animation school there. </div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-5152060173412600362015-03-23T03:54:00.001-07:002015-07-25T12:23:22.215-07:00Twitter Inspired CPD<span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Mine and my colleagues' CPD have recently exploded due to using Twitter. From asking for specific resources or advice, to networking and idea swapping, it has become our main and virtually only method of CPD. </span><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">It was a great means of communication that helped when organising our Teachmeet; and Primary Scratch Jam. It allowed us to secure sponsorship and funding as well as delegates to attend our events. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">More recently I have discovered the fantastic Twitter based forums, including Primary Rocks (Monday night 8-9); amongst others. I have also heard about Staffroom and am keen to start blogging on that site.</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">I find with Twitter that one find leads to another and thus I have discovered fantastic websites and apps thorough Twitter links; e.g. Literacy and Maths Shed websites. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">I also find out about conferences, including Pedagoos, that I would never have known about otherwise. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Children love it when a celebrity retweets their work or responds to a tweet!</font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">One of my favourite Twitter advantages is finding other local teachers and organising events for local teachers and staff to meet up and idea swap. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">So get tweeting teachers and spread the word!<br></font><div><br></div></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-24081950030837942262015-02-19T04:12:00.001-08:002015-02-20T12:43:09.179-08:00Can we all be above average???Amidst the backdrop of current Education representatives' targets for Britain to raise standards in Maths and English to compete with the best in the world (Japan, China, Singspore and Norway etc); I am left pondering several points.<div><br></div><div>First of all, how did we get so far behind? How can the English, not be the best at English?</div><div><br></div><div>Then there are many cultural and sociological elements to consider. How can we possibly compete with countries where school hours and homework hours are longer? Countries where people think and know that hard work can pay off! I know that some of our schools are teaching pupils about Mindset theory etc but is it all too little too late? </div><div><br></div><div>Do parents and pupils have more respect for teachers in those high ranking countries? Perhaps, dare I say it, the selection process for teachers is tougher in their countries? Are their teachers trusted and given more freedom? Are their teachers more numerate and literate than ours?</div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">The fact remains, that trying to compare Britain to other countries that are so dissimilar to us might not be helpful. I am not by any means saying that standards shouldn't rise. They should! I believe that parents and teachers need to encourage pupils to learn basic facts and concepts at a younger age: reading, tables, number bonds, sounds and tricky words etc. </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">To that end I have been investigating the use of KIRFS and a super website for maths practise www.conkermaths.com , mentioned on Micheal Tidd's blog (courtesy of Jo Harbour). This prompted me to play Numberbonds to 5 Tennis with my 4 year old in the car. He picked it up right away. It doesn't take much for parents to support children a bit more at home. Helpful sites for parents can be shared on school webpages too, as understandably not all parents have had teacher training!</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Perhaps Britain is still trying to find an optimal balance between Victorian style schooling and modern approaches including Independent learning; between drilling and exploring through play? But maybe that isn't what matters most? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Societal and cultural influences could count more than we counted on?</span></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com3tag:blogger.com,1999:blog-3909938724310249115.post-7705940092519868672015-01-15T13:43:00.001-08:002015-01-15T13:43:16.992-08:00Blogging With Year 3My lesson today all started when I came across Phil Bagge's Spider search lesson (http://code-it.co.uk/internet/howsearchworks_planning.pdf). <div><br></div><div>Last week the children role played being spiders trawling the Internet, to find all the glue sticks, pencils etc in the classroom. Then they ranked the best places to find each object in a similar way that search engines do. </div><div><br></div><div>Today I was planning to get them to role play being parts of a school computer network, so they could understand how it works... when they asked me if they could practise using search engines (we hadn't had enough time to do this last week).</div><div><br></div><div>So this is the lesson that unfolded: the children used Google to search the Internet for facts about the Egyptians. When they found their facts they posted them onto our class blog (http://blueprintteacher.primaryblogger.co.uk/2015/01/15/year-3-egyptian-fact-explosion/#comment-2087). </div><div><br></div><div>I had some limited time to approve/reply to them during the lesson (whilst trouble shooting-as it was the first time some of them had blogged!) and showed the stream of comments coming through on the IWB. They were very excited to see their comments appear on screen, and it motivated them to find more facts (they went on to comment on other posts on the site too). </div><div><br></div><div>At the end of the lesson we reviewed their comments as a whole class and they were able to spot that many children had forgotten to include full stops and capital letters. </div><div><br></div><div>Then I linked their blog comments onto my teaching Twitter feed and requested comments from my colleagues to prove we had a real audience! </div><div><br></div><div>They will be thrilled to see that another teacher at our school, Mrs Lucas, has replied to them. </div><div><br></div><div>So to conclude, the lesson ticked many boxes: they really enjoyed working in pairs to use a search engine to find facts (which were linked to their topic). They were all able to comment on the blog during the lesson and were writing for a real online audience. Some children were inspired to add more facts when they got home. Above all they really enjoyed the lesson. We printed off the blog feed and put it up on our Egyptian display. </div><div><br></div><div>Next week we will be role playing a computer network. All thanks to my Twitter CPD finds! </div><div><br></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com2tag:blogger.com,1999:blog-3909938724310249115.post-28873117150290700282014-12-14T12:46:00.001-08:002014-12-14T12:55:25.021-08:00A pupil's 12 days of Christmas and Using WWW and EBI for feedbackOn the twelve day of Christmas my teacher gave to me:<div>12 festive word searches </div><div>11 colouring pages</div><div>10 crafts with glitter</div><div>9 paper chains</div><div>8 things to tidy</div><div>7 pencils to sharpen</div><div>6 lines to learn </div><div>5 chocolate coins</div><div>4 letters home</div><div>3 last rehearsals</div><div>2 weeks off </div><div>And a lobster role in the Nativity</div><div><br></div><div>That was just a distraction! You could challenge your pupils to write a version, which I am sure will be better than my quick outpouring. I was going to write one about target setting but thought better of it!</div><div><br></div><div>As usual in teaching there are really mixed messages at the moment when it comes to written marking. Some are saying that marking in books is currently very important to Ofsted. Others that concise and useful marking is better than evidencing everything. Some of the teachers at my school have taken to sticking in success criteria strips in children's books when the lesson outcome was not written, for example when pupils have produced drama pieces etc. In the old days it was enough to expect planning to evidence non written work. And yes we do still have full planning; and in some subject areas we now have more written planning than ever before at our school!</div><div><div><br></div><div>I have been using What Worked Well (WWW) and Even Better If (EBI) stampers for both the written feedback that I give pupils; and also for when they peer and self assess each other's work. Last time I blogged about adding 'so that' to the EBI targets which was working well with my year 4 pupils. This week I have been thinking about the wording of my WWWs and EBIs. <div><br></div><div>As a PPA teacher I see a range of other teachers' written feedback. I frequently come across written feedback that serves only to describe what the pupils have or have not done. And as I have said in previous blogs, it makes me ask the question 'who are these comments aimed at??'</div><div><br></div><div>The next time I am in the classroom writing feedback in books during class, I am going to challenge myself to write comments that serve to question my pupils. It is tricker to hint at answers rather than spell out precisely what we think a pupil's next steps should be. Make them do the work instead of us- easier said than done.</div><div><br></div><div>I am also going to continue experimenting with my 'verbal feedback given' stamper; I have started to ask children to write my verbal instructions in their own succinct words next to my stamp during the lesson. The challenge is for them to do so swiftly. Perhaps they might even write if my intervention helped. I am always thinking whether my actions will help them; and if it will be an efficient use of their learning time?</div><div><br></div><div>My final point about this is that I have begun to hear about a different approach to producing written feedback targets. The idea is this: when you find that several pupils have the same EBI target, you write a symbol or coloured dot/sticker. The next lesson you put these symbols/colour codes on the board with the targets written next to them. Now this is the IMPORTANT part, the PUPILS copy their target down into their book- which should improve ownership and hopefully uptake. </div><div><br></div><div>Here are my own tweaks that I am going to test out:</div><div>1. They/a peer could comment at the end of the lesson/week how well they have progressed towards their EBI.</div><div><br></div><div>2. After teacher has looked through books and chosen several reoccurring EBI targets; couldn't pupils select their own best fit target from the board the following lesson?</div><div><br></div><div>Now I wish you a happy final week at school and a very Merry Christmas and a Happy New Year!</div><div><br></div><div><br></div><div><br></div><div><br></div><div><br></div></div></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com2tag:blogger.com,1999:blog-3909938724310249115.post-50583939406285917022014-11-23T06:40:00.001-08:002014-11-23T06:43:11.304-08:00'So that' EBITs for peer assessed writingI have recently taught my Year 4 English class again. Their class teacher had set them the task of redrafting a myth that they had written the previous day. I have to say I had some apprehensions prior to teaching the lesson, as they had rewritten the myth of Persephone as a Mayan myth and I was going introduce a chef themed peer assessment tool (as their topic that term was chefs). However, when I looked at their first drafts that morning I could see that they had risen to the challenge.<div><br></div><div>To link back to previous learning, I asked them to recall the lessons we had learnt from watching Austin's butterfly on YouTube. They remembered the video in great detail and understood the message, that written work is a draft that can be improved upon many times. </div><div><br></div><div>Then I told them about the three important aspects of providing good feedback; that it should be: helpful (so that), specific and kind but honest. I had taken these points from David Didau's blog (learning spy). We felt that they were already leaving kind and specific feedback but that it could be more helpful. I demonstrated how to add 'so that' to their EBIT (even better if targets).</div><div><br></div><div><br></div><div>Then we spent some time looking at how to choose a sensible EBIT. I showed them how to select a suitable improvement target based upon success criteria for sentence level work they had covered in their previous lessons. I did this by <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">modelling how to use a peer assessment tool I had created, under the visualiser, in partnership with one of the pupils. Together we carried out an indepth critique of her work, the class chipped in at times. I asked her which SC she had achieved and we highlighted those in pink. The pink highlights helped to form the WWW (what worked well). Then we looked for SC she hadn't met, and highlighted obvious mistakes (eg. a few spelling mistakes) in green. The pupil realised that she had not included enough descriptive language eg. adjectives and noun phrases, in her myth; so she wrote the EBIT: "to include more adjectives 'so that' my myth is more interesting for the reader."</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">The next thing I did was to show the class an exciting sentence writing mat I had made for them, it had examples of how to reach any of the success criteria for the lesson (sentence level only). So for any EBIT they chose, there was scaffolding for how to reach their target. The lower attaining children had more basic success criteria including correct use of full stops etc. Whilst the higher attaining pupils' writing mat had examples for how to include fronted adverbial phrases etc. So the peer assessment tools and exciting sentence writing mats were both differentiated</font><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> and linked directly to the SC. </span></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Then armed with their first draft, peer assessment tools, exciting sentence mats, dictionaries, thesaurus and high frequency word lists for LA pupils, they worked in pairs to find their main EBIT. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Once they had discussed their work together, highlighted the tickled pink and green for growth, they wrote the EBIT at the top of their 2nd draft page. They then worked in silence to redraft their work. I asked them to highlight in pink everytime they added something into their writing that was linked to their EBIT. I stopped a few times to put pupils' work, who had made lots of improvements, under the visualiser. Finally at the end of the lesson children returned to their peer assisted learning partner (who we called their PAL). They checked to see if their partner had made improvements linked to their EBIT and wrote a comment and gave them a star rating for how well they had improved. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">When I came to mark their work I was pleased to see that I had eradicated the habit of writing 'improve your handwriting' as an EBIT. All children had selected a suitable target based upon the SC. Most children had then made several improvements also linked to the EBIT and had highlighted them. A few children demonstrated that they needed more practice with identifying adjectives and adverbs, so this can become a future lesson for that group of children, or a lesson starter. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Some children had done even better than I had hoped for by writing really 'helpful' EBITs, for example one girl wrote: "add adjectives so that we know what the girl looks like." This child's comment will become the input for my next lesson with them, which will be how to fine tune our EBITs with 'so that'. </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">Another success of the lesson was that a little boy, who happens to have Down's Syndrome, showed me another adaptation we can make to our DIRT work. When he wrote his second draft, not only did he highlight his improvements, but in a second colour, he also highlighted more errors he had spotted. This really showed me that he had understood Austin's butterfly beautifully; that work can be redrafted and improved upon many many times. As Ron Berger said: "it is not finished, until it is perfect." </font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif"><br></font></div><div><font face="Helvetica Neue Light, HelveticaNeue-Light, helvetica, arial, sans-serif">After a little more practise with their peer assessment and a few more indepth critiques, we will try a whole class gallery (or public) critique. This is where pupils go around the class reading other people's work and leave post it notes as EBIs. Watch this space for an update on our DIRT.</font></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-45654569568763208662014-11-07T04:17:00.001-08:002014-11-07T04:17:47.204-08:00Who are we doing it for?This week I am asking the question 'who are we doing it for?' Let's look at three examples.<div><br></div><div>First of all; as a ppa cover teacher I have to use other teachers' planning. When I look at their lesson objectives; there are times when the pupil task is to complete a worksheet or work from a text book. Sometimes an independent/more open ended or creative learning outcome pops into my head (on better days!!). Unfortunately the teachers feel quite under pressure to ensure that the pupils' exercise books remain attractive and 'neat and tidy'. It is a shame in this case, that the idea of variations in what pupils might produce, seems to quash opportunities for them to be creative.</div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">It is sometimes a similar story when children make </span><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Christmas cards and calendars for home. Teachers feel that they need to be of a certain quality as parents will see them. This leads to teachers stipulating how the end product should look and even providing templates etc. Once again quashing creativity.</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">My second example is marking and feedback in childrens' books. Teachers make comments in relation to how pupils have made progress towards the learning objective. Unfortunately, I all to often see remarks that are not in child speak, and do not seem to be aimed at the child at all; particularly in KS1 books. I ask who are these comments really aimed at? What are they useful for? </span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">My final example is about success criteria (again!!). When teachers type, cut out and stick in little strips of paper with the Lo and SC on, and ask pupils to traffic light against them at the end of the lesson (unless try have included a 'next steps comment' and allowed time for pupils to revist the work; and/or entered the traffic light comment onto a tracking chart AND adjusted future planning as a result); again I ask: WHO ARE THEY DOING IT FOR??? If the answer is the children, then all well and good. But if it is for: the benefit of SLT who will scrutinise books, or parents who will see them at open evening, or just because that is what they do for each lesson; then really it is precious teaching and learning time waisted!</span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br></span></div><div><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">I hope that the time wil come when teachers can feel free, really free, and confident enough, to trust and allow pupils to take risks and think outside the box and express learning outcomes in their own way. We talk of wanting to nurture independence in learning, then expect pupils to all produce work that ticks our pre-determined 'just so' boxes. This suggests that it is not just our pupils who are afraid to take risks and not always get the right answer or perfect outcome; but us teachers too.</span></div><div><br></div><div> </div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-91185459132261715082014-10-16T13:07:00.001-07:002014-10-16T13:07:25.692-07:00DIRTI am battling with one of my year 4 classes to get them to redraft their work efficiently. <div><br></div><div>The example below is of a non-fiction (cross curricular) animal report they had been building up to. I was set the task of getting them to produce the final draft after the teacher had marked their work. She had used a pink highlighter to tick and comment where they had been successful; and green marking codes (eg sp for spelling etc) and comments for errors. At the bottom of their work she had given them a main correctional task eg. rewrite paragraph three focusing on .... etc. (It is important, I feel, to note that she had corrected every single mistake made by the children- which must have taken her a great deal of time).</div><div><br></div><div>I <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">displayed some suggested DIRT activities on the IWB (though they were not used much during the lesson because the teacher had already made so many corrections on their work).</span></div><div><div><br></div><div>They understand the benefit of DIRT (dedicated, improvement and reflection time), as I had shown them the Austin's butterfly youtube video. The video discusses how a small child improved his copy of a butterfly picture through redrafting his work several times. We talked about the video and I thought they would then produce vastly superior work than before. </div><div><br></div><div>They redrafted their work in silence, apart from peer assistance, for one hour. I put students' work under the visualiser, at stages throughout the lesson, to show good examples, or ask the class if they could make suggestions where students were stuck. </div><div><br></div><div>Several problems followed:</div><div>1. Several children could not understand what the teacher's comments meant (myself or a peer had to explain to them).</div><div><br></div><div>2. Lower attaining children had too many sp mistakes to correct and struggled to correct them all using dictionaries and key word cards.</div><div><br></div><div>3. Several children rewrote their work ignoring/forgetting to change errors- even obvious ones eg. that were at the start of the writing. </div><div><br></div><div>4. Several children ignored the teacher's overall comment regarding how the piece could be improved. </div><div><br></div><div>5. There were some occasions where spellings or other errors eg. grammatical or punctuation were still incorrect even after they had been altered.</div><div><br></div><div>In short, the pupils clearly needed more training/practise in the skills necessary to redraft their work. </div><div><br></div><div>As our school is trying to promote indepemdent learning, I couldn't help wondering if they would have been more successful if they had checked their own work prior to marking and flagged up where they thought they had made mistakes. The teacher could then have commented on those sections. Also, If they had been able to choose a DIRT task from my menu of choices, would this have given them more ownership over their redrafting?</div><div><br></div><div>It has led me to this question: <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Is it helpful to let a child know every mistake (eg. spelling) they have made, and expect every mistake to be corrected? After all sometimes if they had known how to do it correctly, wouldn't they have done it in the first place (carelessness aside). There are times when no amount of English display materials, dictionaries, thesaurus and word banks can help (indeed some even used my computer to google a spelling that wasn't in the dictionary). Sometimes they just don't possess the skills to make the necessary improvements. </span></div><div><br></div><div>This is where it is really important to consider our expectations and question our actions. Is it more useful for a child with special needs to correct an entire piece of extended work (potentially disheartening and time consuming), or examine a few sentences in detail and go back to any relevant spelling patterns etc that might help (perhaps with support)?</div><div><br></div><div>I will be teaching a similar lesson with the same class in the near future and will definitely be encouraging the pupils to be more independent, and hopefully successful when I do.</div><div><br></div><div>Any suggestions will be very well received.</div><div><br></div><div><br></div><div><br></div><div><br></div></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-28845481165534729782014-09-27T14:15:00.004-07:002014-09-27T14:16:58.649-07:00The Lights are on but is Anybody Home?- Exploring Alternative Pupil Response ApproachesI carried out some action research in my Primary school last year; investigating the ways pupils respond to teachers' questions (this was prior to the introduction of Ipads). The research included interviews with groups of Upper KS2 pupils, email interviews with teachers; and questionnaires from parents, pupils and teachers. -<br />
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The alternative response approaches investigated were:<br />
-Random Selection- lollysticks (lolly lotto)<br />
-Choosing a particular child<br />
-Talk partners<br />
-Visual response equipment<br />
(e.g. Number fans, digit cards, money fans etc)<br />
-Voting (investigated in my MA)<br />
-Mini whiteboards<br />
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My findings were that (at my school, and perhaps similar schools): <br />
<br />
Teachers should:<br />
-Ask less questions (to encourage children to ask more!)<br />
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-Plan response approaches that encourage children to ‘think and interact for more of the learning time’ (i.e. random selection, voting etc), instead of overreliance upon ‘hands up’.<br />
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-Make judgements about which approach (e.g. selecting a particular child, random selection using lollysticks) would suit the lesson content and pupils’ understanding of it, at certain points throughout classroom talk.<br />
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-Arrange pupils in the room so they have an equal chance of receiving attention from the teacher.<br />
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-Explain, to pupils, how the response approaches work (including laws of probability)- as pupils didn't feel that teachers were always being fair when they selected pupils to answer questions.<br />
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-Plan teacher-led (and TA led) small groups to further develop issues/misconceptions arising from whole-class discussions (it appeared that Literacy hour style guided groups were on the decline).<br />
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-Explore the potential of polling apps on mobile devices e.g. Kahoot<br />
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I would be interested to receive any comments about this work. Thanks for reading my post.<br />
Heidi Singleton<br />
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<br />Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-78004072831692541312014-09-26T04:35:00.001-07:002014-09-26T04:42:28.244-07:00Children Blogging for PurposeHaving just launched my class blog (google- "Classhopper blog"), I have successfully attracted comments from my pupils. However, after just a few short weeks, I have the same few who volunteer to comment at home in their own time. They also choose to comment under my less academic posts (Minecraft and 1D- both pupil requested titles). <div><br></div><div>So several questions remain for me to grapple with:</div><div>1. How can I tempt them to enter my writing competition and blog a longer piece of writing of good quality? (I don't have time in class as I am a ppa teacher). ( Possible answer blogging could be included as a choice for Takeaway homework).</div><div><br></div><div>2. How do I encourage more pupils to join the blog?</div><div><br></div><div>3. How can I keep the momentum going without the site getting clustered?</div><div><br></div><div>My aim is to raise standards of pupils' writing. Any tips would be well received.</div><div>Thank you for reading my blog today!</div><div>Heidi Singleton</div><div>Primary School Teacher years 2-5.</div><div><br></div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com1tag:blogger.com,1999:blog-3909938724310249115.post-59103072282093166592014-09-12T13:30:00.001-07:002014-09-16T11:09:42.684-07:00What's in and What's out - part 2I also believe that some teachers could, on occasion, focus too much on assessing whether or not a pupil has met which of the 3 differentiated SC, that they miss other more important assessment opportunities. Finally, I just wonder if the time spent typing up differentiated SC, cutting them out and sticking them in; is proportionate to their impact on pupil progress? The researcher in me is now itching to locate any research that has been carried out in the area of use of SC and its' impact on learning. To conclude, I awkwardly admit that for me differentiated SC are 'OUT', when it comes to my list of essential teaching and learning tools. <div><br></div><div>What I prefer to do with SC, rather than sticking in predetermined differentiated ones, is to encourage pupils to generate their own success criteria. I believe that this works very well, for example in PE. It helps to keep the SC alive in the lesson as pupils feel more ownership over them. </div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0tag:blogger.com,1999:blog-3909938724310249115.post-14777312666651377882014-09-12T13:21:00.001-07:002014-09-12T13:21:39.445-07:00What's In and What's Out?During my lessons this week, the importance of stopping part way through the lesson to focus on misunderstandings (especially in Maths where several pupils are finding a particular method/question tricky) or redirect the learning/task was confirmed for me- so <span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">'portable plenaries' are definitely IN!</span><div><br></div><div>As for the use of success criteria to move learning forward; well, a large question mark hovers over this concept in my humble opinion. In theory the idea of breaking down the learning outcome into small steps; or the idea of SC as ingredients sounds very useful and logical. I am not questioning the fact that they can involve pupils in their learning by making expectations more explicit; or that they could be useful for teachers in terms of assessing pupils' progress, but I do have some unresolved areas of uncertainty about the best way to harness their potential. Firstly, I find that the language (for various reasons) in which they are written is sometimes inaccessible to the pupils. Secondly, it doesn't sit comfortably with me when the differentiated work set for pupils limits them to a certain SC 'rank' regardless of whether they were in fact capable of achieving more in that particular instance. </div>Blueprint Teacherhttp://www.blogger.com/profile/05047567815395563400noreply@blogger.com0