What I like from the sessions:
1. Student-student interaction and teacher-student interaction rather than just directly explains the concepts to students/learners.
2. Able to learn new technologies (for example, wiki, blogs, and so on).
3. More understanding on the SOLO taxonomy and 80:20 principle.
4. Importance of obtaining feedback from the sessions that you taught therefore we will have more knowledge on how to plan the session more effectively.
5. Lecturers (Jane, Kate, Nuddy) explain the concepts very clear, and they gave us good guidance and advises on the assessment.
6. Food and drinks available for all of the sessions.
Suggestions from the session:
1. Probably best to explain further on how to create a blog/wiki in the earlier sessions as a lot of people in the class still have trouble of creating an e-portfolio for their assessment in session.
2. Due to the space limitation it is very difficult for the class to carry out group discussion in NQ106, and large number of students in the classroom which leads to higher level of distraction and noise. It is probably better if we have the session in a bigger classroom (for example, A302).
3. It is probably better to upload the session handouts/powerpoints to eMIT the day after the session therefore we will have more idea on how to prepare our e-portfolio based on the session handouts/powerpoints.
What would I use in my teaching:
1. Include some fun activites for my teaching sessions instead of direct explaniation.
2. Ask the student to leave if he/she is too noisy.
3. Have more confidence when I am teaching.
4. Ask the feedback from students at the end of each library session that I teach. Therefore I'll have more idea on how to plan and teach the sessions effectively.
5. Building relations with the learners by knowing their names (for example, ask them to have name tags in the class).
6. Ask the early finishers to help the late comers, and ask the young learners to work with the elderly learners (which the elderly learners can learn from the young learners).
Tuesday, September 28, 2010
Sunday, September 19, 2010
Session 11
Before the session starts Nuddy asked us to form into 6 groups, and each group consists of 4-5 people. My group consists of Veraneeca and Dana from the Learning Support Centre, and Dennis from the Library.
At the beginning of the session we were given a piece of paper and Nuddy asked us to evaluate the wiki designed from the previous session in terms of strength, weaknesses and how well it was. Here are the ideas that we have discussed from our group in terms of the wiki:
1. Fun activiy.
2. Sharing of knowledge via the wiki.
3. Building interaction between the class.
4. Able to learn new technologies.
5. We are welcome to make any comments via the wiki.
6. As we received the email messages from the wiki therefore we have more understanding on other people ideas. However, we may not have time to read all the emails from the wiki.
Later Nuddy asked the class to discuss the following comment: "Easier to encounter new technologies as learner as encounter new technologies as teachers".
Earlene Wood from the Faculy of Business mentioned that as a teacher they got pressure of learning new technologies to teach students and answer their enquiries in regards to new technologies. Another lecturer agreed and pointed out that young people have more time to learn new things, whereas teachers have other commitments as well (for example, prepare notes for the session, setting up the exam questions).
After the discussion Nuddy asked us to carry out a role play activity, and our group need to demonstrate a scenario about a group of students who have just come out of a class and are enjoyed the way in which their teacher teaches them.
Our group decided on a topic and it was APA Referencing. The scenario was about Fred, the librarian who deliver the APA Referencing session. Veraneeca lead the role of the student who really like the librarian who held the session. Dana and Dennis was playing the role who still did not have any idea about APA and I played a role of explaining the idea of APA to Dana and Dennis. Nuddy has recorded the scene he sent us the video after the session.
After the role-play activity Nuddy asked us to comment on an article called "Giving control to students: But will they pick up the ball and run?"
Our group pointed out that 20% "Yes" and 80% "No".
Reasons for "Yes":
1. Young students will find it interesting.
2. Students want to pass particularly if it is a requirement.
3. Some students would like to follow up on the others.
Reasons for "No":
1. Students may not have access to internet.
2. Some students (especially the elderly students) may not find it interesting.
3. Lack of motivation.
4. Students may not have time to learn new technologies as they have other committments as well.
5. Laziness.
During the discussion Nuddy pointed out that we normally come across mature students who are having difficulity learning new technologies. One lecturer in the class mentioned that we should ask the mature students to join the younger students in the group exercises/activities so that the mature students can learn how to use new technologies from the younger students. I personally agree with this lecturer as I have worked with one mature student before on a Microsoft Access assignment, and she learnt very quickly how to use Microsoft Access from my guidance.
Later in the session Nuddy brought us to the NR109 Computer room again, and we were asked to identify two issues and reflect on our acting in terms of learning and teaching.
Our group has identified a number of findings from our acting. To see the video and the findings please visit the following link: http://session11video.blogspot.com/
In the computer room Nuddy also asked Dana and Samson from the Mechanical Engineering to show the class how to create a blog for this course. I've learnt how to create a blog when I studied my Master of Library and Information Studies degree from Victoria University of Wellington, therefore it is really easy for me to create a blog.
At the beginning of the session we were given a piece of paper and Nuddy asked us to evaluate the wiki designed from the previous session in terms of strength, weaknesses and how well it was. Here are the ideas that we have discussed from our group in terms of the wiki:
1. Fun activiy.
2. Sharing of knowledge via the wiki.
3. Building interaction between the class.
4. Able to learn new technologies.
5. We are welcome to make any comments via the wiki.
6. As we received the email messages from the wiki therefore we have more understanding on other people ideas. However, we may not have time to read all the emails from the wiki.
Later Nuddy asked the class to discuss the following comment: "Easier to encounter new technologies as learner as encounter new technologies as teachers".
Earlene Wood from the Faculy of Business mentioned that as a teacher they got pressure of learning new technologies to teach students and answer their enquiries in regards to new technologies. Another lecturer agreed and pointed out that young people have more time to learn new things, whereas teachers have other commitments as well (for example, prepare notes for the session, setting up the exam questions).
After the discussion Nuddy asked us to carry out a role play activity, and our group need to demonstrate a scenario about a group of students who have just come out of a class and are enjoyed the way in which their teacher teaches them.
Our group decided on a topic and it was APA Referencing. The scenario was about Fred, the librarian who deliver the APA Referencing session. Veraneeca lead the role of the student who really like the librarian who held the session. Dana and Dennis was playing the role who still did not have any idea about APA and I played a role of explaining the idea of APA to Dana and Dennis. Nuddy has recorded the scene he sent us the video after the session.
After the role-play activity Nuddy asked us to comment on an article called "Giving control to students: But will they pick up the ball and run?"
Our group pointed out that 20% "Yes" and 80% "No".
Reasons for "Yes":
1. Young students will find it interesting.
2. Students want to pass particularly if it is a requirement.
3. Some students would like to follow up on the others.
Reasons for "No":
1. Students may not have access to internet.
2. Some students (especially the elderly students) may not find it interesting.
3. Lack of motivation.
4. Students may not have time to learn new technologies as they have other committments as well.
5. Laziness.
During the discussion Nuddy pointed out that we normally come across mature students who are having difficulity learning new technologies. One lecturer in the class mentioned that we should ask the mature students to join the younger students in the group exercises/activities so that the mature students can learn how to use new technologies from the younger students. I personally agree with this lecturer as I have worked with one mature student before on a Microsoft Access assignment, and she learnt very quickly how to use Microsoft Access from my guidance.
Later in the session Nuddy brought us to the NR109 Computer room again, and we were asked to identify two issues and reflect on our acting in terms of learning and teaching.
Our group has identified a number of findings from our acting. To see the video and the findings please visit the following link: http://session11video.blogspot.com/
In the computer room Nuddy also asked Dana and Samson from the Mechanical Engineering to show the class how to create a blog for this course. I've learnt how to create a blog when I studied my Master of Library and Information Studies degree from Victoria University of Wellington, therefore it is really easy for me to create a blog.
Sunday, September 5, 2010
Session 10
This session was held by Nuddy Pillay, the Lecturer of School of Communication Studies. At the beginning of the session we were asked to split in 5 groups (and each group consists of five people). We were given tags to wear. The tags contained a number, a shape and a letter.
After we got our tags Nuddy gave us a piece of paper, and we were asked to write the best teaching or learning practice or experience we ever had and to explain why and how on a piece of paper.
My best teaching experience is that I can be able to teach the EBSCOHost database session to my students clearly within an hour. Here is my time schedule for my session:
1. 5 minutes - Introduction.
2. 15 minutes - Demonstration with explain on how to use database to carry out searching.
3. 20 minutes - Allow students to carry out their own search.
4. 10 minutes - Allow students to ask questions and obtain feedback from them.
5. 5 minutes - Conclusion.
From the time schedule that I've planned, I can effectively teach students how to use databases to carry out searching, allowing them to ask questions if they are having problems, and obtain feedback in regards on my session from them therefore I can plan my session more effectively.
After that we were asked to give the ideas that we wrote to someone else and take his/her one. I've given my one to Dana Karem, the learning advisor from the Learning Support Centre, and Dana has gave his ideas to me as well. Then we were asked to reveal what others have experienced.
Later Nuddy asked us our thoughts for this activity, and here are the feedbacks that we have given:
1. Sharing of experiences.
2. People can express their ideas on a piece of paper rather than raising their hands (which gives them more time to think clearly about their ideas).
3. Building confidence.
4. It is good that we include learing practice / experience in this activity (which we have more understanding on learners point of view when we are teaching students).
Later in the session we were grouped into four groups of four each. Then Nuddy asked us to discuss what is the progress of our blog. There were 4 members in our group (including myself), and here are our comments that we have made:
1. Writing the notes in Microsoft Word and haven't start the blog yet.
2. Do not know how to set up the blog.
3. Busy on teaching and do not have time to start the blog.
Later Nuddy mentioned that there are 4 main areas for the assessment, which includes the following:
1. Personal and professional reflection.
2. Critical Analysis.
3. Teaching practicum.
4. Professional learning conservation.
After the dinner, we were asked to group into groups according to the shape of our badge. Our group consists of 4 people (including myself and Veraneeca Taiepa from the Learning Support Centre), and we were asked to evaluate our current learning space design from our perspective and learners’ perspective.
From our discussion we identified several learning spaces, which includes the following:
1. NC 116 / NC 117.
2. Main Library (2 teaching areas - The big presentation room in L4, and the computer training room in L0).
3. Learning Support Centre (open space shared by 7 advisors & 1 classroom).
4. Carpentry in Clydemore.
Here are our main findings from our discussion:
1. Lack of space and unusual shapes of the room, which increases the difficulity of carry out group discussion within the classroom.
2. Large number of students in cramped teaching spaces which leads to higher level of distraction and noise.
3. No control over the environmental issues of the classrooms (for example, the library has no control over the air conditioner in the computer training room, students may feel cold during the session and may not pay attention on what we are teaching).
Later in the session we were asked to go to NR109 to use the computers and utilize online tools to initiate a group discussion about the previous question. Nuddy successfully created a wiki page from PbWorks.
This wiki page can be accessed at http://mitwikiners.pbworks.com/FrontPage?show_all_comments=1
After we got our tags Nuddy gave us a piece of paper, and we were asked to write the best teaching or learning practice or experience we ever had and to explain why and how on a piece of paper.
My best teaching experience is that I can be able to teach the EBSCOHost database session to my students clearly within an hour. Here is my time schedule for my session:
1. 5 minutes - Introduction.
2. 15 minutes - Demonstration with explain on how to use database to carry out searching.
3. 20 minutes - Allow students to carry out their own search.
4. 10 minutes - Allow students to ask questions and obtain feedback from them.
5. 5 minutes - Conclusion.
From the time schedule that I've planned, I can effectively teach students how to use databases to carry out searching, allowing them to ask questions if they are having problems, and obtain feedback in regards on my session from them therefore I can plan my session more effectively.
After that we were asked to give the ideas that we wrote to someone else and take his/her one. I've given my one to Dana Karem, the learning advisor from the Learning Support Centre, and Dana has gave his ideas to me as well. Then we were asked to reveal what others have experienced.
Later Nuddy asked us our thoughts for this activity, and here are the feedbacks that we have given:
1. Sharing of experiences.
2. People can express their ideas on a piece of paper rather than raising their hands (which gives them more time to think clearly about their ideas).
3. Building confidence.
4. It is good that we include learing practice / experience in this activity (which we have more understanding on learners point of view when we are teaching students).
Later in the session we were grouped into four groups of four each. Then Nuddy asked us to discuss what is the progress of our blog. There were 4 members in our group (including myself), and here are our comments that we have made:
1. Writing the notes in Microsoft Word and haven't start the blog yet.
2. Do not know how to set up the blog.
3. Busy on teaching and do not have time to start the blog.
Later Nuddy mentioned that there are 4 main areas for the assessment, which includes the following:
1. Personal and professional reflection.
2. Critical Analysis.
3. Teaching practicum.
4. Professional learning conservation.
After the dinner, we were asked to group into groups according to the shape of our badge. Our group consists of 4 people (including myself and Veraneeca Taiepa from the Learning Support Centre), and we were asked to evaluate our current learning space design from our perspective and learners’ perspective.
From our discussion we identified several learning spaces, which includes the following:
1. NC 116 / NC 117.
2. Main Library (2 teaching areas - The big presentation room in L4, and the computer training room in L0).
3. Learning Support Centre (open space shared by 7 advisors & 1 classroom).
4. Carpentry in Clydemore.
Here are our main findings from our discussion:
1. Lack of space and unusual shapes of the room, which increases the difficulity of carry out group discussion within the classroom.
2. Large number of students in cramped teaching spaces which leads to higher level of distraction and noise.
3. No control over the environmental issues of the classrooms (for example, the library has no control over the air conditioner in the computer training room, students may feel cold during the session and may not pay attention on what we are teaching).
Later in the session we were asked to go to NR109 to use the computers and utilize online tools to initiate a group discussion about the previous question. Nuddy successfully created a wiki page from PbWorks.
This wiki page can be accessed at http://mitwikiners.pbworks.com/FrontPage?show_all_comments=1
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