Assignment 2

“Tell me and I forget.

Teach me and I learn.

Involve me and I remember.” 

- Benjamin Franklin.

Source: Dyslexic like me

e-learning.

In this reflective synopsis with reference to my Blog I will be exploring what it is that I have learnt in the last five weeks and will attempt to tie together the technology, learning styles, learning theories and applications of online safety and ethics we have learnt so far.

What is e-learning?

"Learning conducted via electronic media, typically on the Internet". Oxford dictionary. 

Yes, but it is so much more.

The future is changing and technology and especially communication technology is in the forefront. Our students are "natives", Prensky (2001), in this change and much depends on excellent digital literacy and e-learning. This is being recognised by our Governments and they are responding by changing curriculum to bring more focus onto ICT.  Education Queensland, (2012) states,"successful learners are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas" Expectations of curriculum outcomes can be found at Australian Government (ACARAv4.2), and QSA(2013). UNESCO (2012) also states,"Teachers need to be able to help the students become collaborative, problem-solving, creative learners through using ICT so they will be effective citizens and members of the work force. Smart Classrooms has a great deal more to say on this. E-learning is the response to our students need for engagement and relevance and for their future needs, personally, within society's needs and for them to be a part of the greater economic success of our country. It is also the growing awareness that multi-modal e-learning is increasing the effectiveness of teaching and outcomes. Cisco(2008) states,"In general, multimodal learning has been shown to be more effective than traditional, unimodal learning. Adding visuals to verbal (text and / or auditory) learning can result in significant gains in basic and higher-order learning".

Debono Wiki.

Our first exercise was to evaluate Wikis and their effectiveness as a teaching platform and to analyse the structuring and scaffolding of a Wiki.  Constructivism was the primary learning theory underpinning this exercise and the strength of Wikis as a tool for collaborative engagement revealed. The importance of good digital pedagogy was also explored in the scaffolding of the exercise with De bono's hats. So in this exercise we came in with our own ideas and thoughts on mobile's in the classroom and because of the nature of the scaffolding we engaged in thinking processes that stepped through much of Bloom's taxonomy of learning and also allowed learning from the views of others. There are benefits and issues and these are explored in my wiki reflection blog, which I invite you to read fully. I would also recommend Lynette Giebel's blog on this exercise, it is a wonderful examination of the learning theories, especially constructivist learning. Please also review my reflections on setting up my own Wiki. It occurred later in the course and has a lot of reflection on aspects of Wiki's themselves that are relevant to this synopsis. This mobile Wiki exercise allowed us to experience TPACK as consumers / students but in doing so taught us through reflective analysis in our Blogs, the qualities needed as the teacher.

In future. I am now aware that to create an effective, engaged activity the correct balance of technology, content and pedagogy must be used. There are weaknesses and strengths in all things. Practical awareness and deep knowledge and creativity will make the difference.

Tool 1 Blogs.

In week 3 we were asked to explore open space technologies, Wikis, Blogs and Websites.  The Wiki was brilliant and I see many uses but this tool has been addressed in the mobile Wiki discussion above. Although websites are an excellent tool I see more uses in a teacher or school focused role rather than in student focused learning. You are invited to look at the information and reflections of these tools on the highlighted links.

A blog is short for web log or diary. In a sense, this course has been the primary example for the use of Blogs in a teaching environment. I feel Blogs are the vehicle / tool to establish the digital literacy required of our students. It is the platform that students can reach out from and explore the web and the tools available to them. Beginning at year 1 collaboratively learning the basics of digital manipulation and the basics of safe and ethical behaviour and continuing right through to year 12.

This is again a vehicle for constructivist social learning and interaction with others reading their Blogs, commenting, gaining insights and seeing possibilities. I know this because I have done this in the course. Confronted with difficulties or lack of insight I visited other Blogs to learn and to add a comment if suitable to do so. Challenging students to reach into the unknown by using good creative exercises, scaffolding, pedagogy and technical knowledge will provide possibilities as shown in my Blog reflection. Please read all of this posting but especially for SWOT analysis and teaching opportunities.

Cyber safety is of critical importance here. Blogging is out in the world, and it is vital we teach our students the concepts of digital reputation, appropriate image use, referencing, attribution and appropriate commenting, the Internet is forever and we must involve our students in behaviour that creates a digital footprint that protects their future. Despite the possible risks it is by doing that we learn, as teachers in e-learning / e-literacy we must provide excellent modelling and strong guidance.

Tool 2 Video.

In week 4 we were asked to explore digital imagery, audio and video. I have chosen to explore video as to me it offers the greatest versatility in the classroom setting, especially primary teaching. I invite you to look at my digital imagery, audio, and podcast reflections before we continue further. Now I would like you to visit my video reflection. 

Digital / Video literacy is vital in our modern world. Metacognitive thinking as discussed in my blog is essential to our students. In working through my short video task and after reading the chapter by Daniel L. Schwartz & Kevin Hartman in the course notes I realise that within video there is greater meaning and depth than can be understood by the individual teacher. It is not as simple as showing a video or glibly asking students to make a video. The whole process needs to be "designed" and thinking induced by the teacher. You need to be the guide rather than the knowledge keeper. My future students will be using this modality and I will ensure that ,"Outcomes of student video production include effective, metacognitive, higher order thinking, communication and presentation, literacy, organisational and teamwork and moviemaking skill development". (course notes)

Cyber safety here is connected to the safe and appropriate use of images, photographs and music. Being aware of where video is to be published, who is the audience and the ramifications of this. Correct attribution if using others work and attributing to those contributing to the original work i.e. credits.

  

Tool 3 Glogster.

In week 5 we were asked to experience and assess presentation tools including Power points, Prezi's and Glogster. For this reflection I have looked at Glogster as it is a new medium for me and I wanted to explore its applications more deeply. I encourage you to view the other two mediums as a comparison.

Glogster is an online poster / scrapbooking tool using multi media presentation. In a pedagogical sense I feel Glogster lends itself as a tool for students to either establish prior knowledge, as a knowledge collection device and also to assessment through presentation. This tool is excellent as a constructivist, collaborative platform and may help in cognitive learning. I have covered a great deal in the Blog reflection on this topic, including PMI, examples and a teaching scenario and I ask you now to read it fully at Glogster.

Cyber safety: This tool has some good levels of protection built in to website however we must still look at attribution, permission for use of images and photos.

 Tool 4 Concept maps.

My final tool for reflection is the concept map. A concept map is graphical representation of ideas, knowledge or information. As discussed in my Blog posting, Concept maps, with evidence given in a PMI analysis, depending on how approached, concept maps can be used as a tool for different leaning theory applications. It would depend on the content and outcome objectives needed. Correct pedagogical planning and scaffolding were recognised as necessary to ensure appropriate engagement and to ensure critical thinking. I have used concept mapping many times before but I have realised that there are a great many more applications in the teaching context and far more complexity available. This article IHMC offers a very deep analysis of the psychology and learning theories.

Cyber Safety: This is a relatively low risk tool, however, in relation to a safe classroom and ethical use of this tool issues of referencing, learning style differences and authorship are to be considered. Accounts are often opened and judicious release of personal information is to be taught.

Conclusion:

Throughout this course so far we have explored through the use of web based tools the concept of e-learning and the relationship to learning styles, learning theory and cyber safety.This can only be the very beginning. If I am to be an effective e-learning teacher I must develop all of the skills learnt so far much more deeply. As a primary school teacher I recognise that early adoption and competence will hold my students well in the future. More importantly though, is that technology and the future is changing. Teaching our students to think and create with these tools and be ready for what is yet to come is vital. We have an opportunity to make teaching better. I am excited about my student's digital future.

As information becomes more non local and classrooms world based, issues of safety, ethical practice and attribution are paramount. All e-learning safety must be at the highest level and as a future teacher I must be able to help my students navigate internet life safely and ethically. The supportive theories, models and information are there, the future is waiting, let's get going.

The future???????????

Yes this a little hard to read but click on the link; edudemic for a full size edition. It is a fascinating site with some great ideas and thought provoking material.

Concept maps.

A Concept map about concept maps!

Concept maps are visual representations of ideas, knowledge and information. There are many different software applications. Some I have looked at are Bubbl.us and Mind2map and IHMC Cmap tools. 

Resourced from (Novak, J.D., Canas, A.J.2006)

I would highly recommend this article to anyone who wants to know more than they should about concept maps.

A Map of PMI.

created with bubble.us

Positives:

• Great for brainstorming.
• Help organise declarative knowledge.
• Can scaffold prior knowledge to new ideas.
• Can be used to evaluate student progress / learning outcomes by comparing changes in sophistication over time.
• Snapshot evaluation of learning outcomes without weighty assessment.
• incredibly easy to use.
• Simple rules for effective use, though complexity can be introduced.
• No cost
• easily printed or uploaded to other media e.g. wiki, blog, glogster.
• excellent for visual learners
• allow students to think deeply by simplifying information construct.
• students can collaborate by sharing maps and realising different associations and points of view so creating constructivist learning
• Aid in cognitive learning by creating simple reference tool.
• can be used in the planning of assignments, projects.
• offers an excellent method of scaffolding self directed learning in the classroom.
• If use bubble maps they can show overlaps and integrations of ideas.
• unlike paper based mapping, computer modelling allows instant revision, colouring and rearranging. An app that could be used for this purpose in a writing sense is  Explain Everything for iPads.

Ideas adapted from Vanides,J.(2005)

Minuses:

• Usually do not include the details.
• May lock students into only one way of seeing.
• May discourage critical thinking if not scaffolded well
• May disadvantage auditory learners
• May not be suitable for some younger learners.
• If used in presentation, referencing may be an issue.

Ideas adapted from: Peg, E. (2013) The disadvantages of concept mapping.

Interesting:

• Concept maps are a deceptively simple tool. I will refer again to Marzano, R.J. & Pickering, D.J.(1997 p.61 - 66) and the use of tools for organising declarative knowledge. As stated in the minuses area of this evaluation there are weaknesses in concept mapping and good pedagogy would require that mapping be used as a part of the greater learning process. 
• The benefits of this tool are very strong and with due consideration to the weaknesses I see this as a tool I will use regularly in my class environments. It provides much of what we are looking for in modern teaching such as student oriented learning that can be easily scaffolded with a tool that is engaging and easily utilised on any mobile device. 
• Class diversity and learning styles need to be considered here and adaptations given to those students that learn in auditory and verbal styles.
• These can be used as a pre-reading task or probably more effectively as a during reading organisation tool.
• I wonder if we could have a hybrid of a concept map and Glogster? The ability to involve more complex information would be a very useful attribute. I will keep searching to see if it is out there. Cmaps has some aspects of this but time has not yet allowed a deeper exploration.

Classroom Safety and Ethics:

Consideration needs to be given to attribution and referencing of information. Monitoring in class contribution and working styles need to considered. Everything students do creates a digital footprint, we must endeavour to create a strong positive footprint. This is a link to a graphical video that may be used to help children see this.

Teaching:

As I have moved through this analysis I have seen that there are a great many positives in the use of concept maps. Good pedagogy needs to be used in consideration of class diversity and individuals different learning styles. Overall there are many opportunities to use this tool across all of the subject KLA's. Teachers can creatively offer varying uses of the tool to prevent student fatigue, maintain engagement and to give deeper and more complex knowledge of aspects of mapping. This all ties into the TPACK model.

Learning theories are acknowledged in aspects of cognitive and constructivist models and an awareness of which model is being used and why would be useful. Structuring activities with Bloom's taxonomy questions may help in this regard.
Although it does not have the bling of some of the other tools we have assessed concept mapping will be a strong and useful tool in student education. 

References:

Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J., Brandt, R. S.,       Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. S., (1997) Dimensions of Learning, teachers manual (2^nd ed.) Colorado: McRel.

Novak, J. D. & A. J. Cañas, The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf.

Vanides, J., Yin,Y., Tomita,M., Araceli Ruiz-Primo, M. (2005)Using concept maps in the science classroom. National Science Teachers Association (NSTA). Science Scope, Vol. 28, No. 8, Summer 2005. Retrieved from http://www.stanford.edu/dept/SUSE/SEAL/Reports_Papers/Vanides_CM.pdf (April 2013)

Power points

LETS GET TO THE POINT.

Power points are not my favourite tool I must admit. I have used them at work for presentations for many years. Perhaps it is a lack of creativity by my self and others but when I see a power point these days I tend to automatically tune out. I have included a power point here that I created for my work as an animal chiropractor some time ago. It is very simple but was effective at time of presentation.

I found in lecturing with power point that it became very teacher focused and boring. I often tried with power points to involve the audience in the narrative by creating interaction but that was a skill I tried to develop as the teacher not a benefit of the tool itself.

I found Prezi to be a much more entertaining medium and would use that in preference to standard power point.

Glogster

My First attempt at a Glogster page.

This has been fun, frustrating, fanciful and, finally finished!

As with all of these tools the navigation is relatively straight forward although much time was lost on producing the small amount of video in the page! This Glogster took me well over two hours to finally develop and I am sure that with a little experience that this could drop dramatically.

This leads me to think about the idea of learning and the idea of scaffolding in teaching. How do I as a teacher structure my lessons, use good pedagogy, for those children that do not have the prior learning / knowledge that others may have. Time is critical in all classroom endeavours and ensuring all are progressing despite prior knowledge is vitally important. As in all types of literacy if a student feels incapable or lacking there is a real chance of rejection and loss of motivation. I have felt these things myself during this course and know that to implement technology in my classroom in an inclusive way I need to be mindful of using good pedagogy in the TPACK model.

Following is a PMI for Glogster.

Positive:

• Increase digital literacy in multi-media
• Increases digital creativity.
• wonderful tool for collaboration.
• perfect tool for constructivist application.
• It's fun.
• Induces technological creativity.
• Safe format and seems well protected.
• Strong applications to declarative and procedural knowledge.
• low cost.
• You can set different projects for different groups to help manage diversity. 

Positive ideas from Joe Laffey Blog

• Develops interactive attitudes, personal reflection, critical thinking, imagination and creativity. 
• Reduces material costs of the classroom (if projects made in other media).
• Increase motivation and creates interest in performing interactive group work.
• suitable for many age groups.

Minuses:

• Time consuming, management of classroom time a risk factor.
• can only be displayed via technology. Posters less able to be displayed in class.
• work may be lost if not saved properly.
• Can seem cluttered and busy, information lost in the framework.
• risk of technology use overcoming learning outcomes

( Laffey, J).

• Consistent learning across groups can be compromised if proper direction is not given to learners.

Interesting:

In all of those projects where traditionally you would write as an essay or develop a paper based project or video based project this seems to bring all of those aspects together. In many ways this is a way of organising declarative knowledge. Marzano & Pickering(1997) suggest ways of storing declarative knowledge by, "descriptive patterns, time sequence patterns, cause and effect patterns, episode patterns, generalisation patterns and concept patterns". For english, science, math, history, geography, literature this tool is ideal.
Glogster allows the ability to be inclusive to different levels of student capability, good pedagogy and lesson planning would allow students to be in their own areas of proximal development and if working in small groups, those groups could be organised so that effective social constructivist learning could take place.
Although a good vehicle for all age groups I think this tool lends itself especially useful to primary teaching. As has been noted in my earlier video blog posting it is a requirement (ACARAv4.2) and (QSA) of students to become ICT literate, this is another tool that can be embedded into classical pedagogies but with the use of technology adding another level of deeper learning.

Safety:

As with all use of technology absolute priority must be given to the appropriate use of material. Appropriate attribution of information and referencing of ideas, images and vision. The ability to manage these creations in a relatively controlled environment is a definite bonus. Protocols and further considerations of cyber safety can be found at Cybersmart. The website has reasonable in built safety features but as always the correct use of student images if used must be considered.

Teaching examples:

I have chosen an example from the (ACARAv4.2) curriculum for year 5 science.

"Important contributions to the advancement of science have been made by people from a range of cultures".

A glogster of famous scientists could be modelled so as to provide an example for the students as to outcomes expectation. A small group exercise could be created and each group to be given a time period / culture to research, ensuring of course adequate teacher content knowledge of these time frames cultures and the scientists involved! 

This exercise can be broken down into several classes, for research, development, creation. The beauty of this approach and using glogster is in the internet and multi media. It produces a much more diverse presentation concept and engages the students. The information is not being only given by the teacher, they would act as facilitator and trouble shooter and guide for the groups. 

Discussions could then be held as to the knowledge gained and reflect that into a current context.
I would be using TPACK modelling in that I must have strong subject content knowledge, excellent technical skills to enable the students to move through the research and creation smoothly and high pedagogical skills to scaffold correctly at each stage. I would also be mindful of keeping things on time, create effective and balanced groups of differing zones of proximal development and ensure the outcomes for students involve deeper learning and analysis.

A few good examples from the web:

Bobcats:      http://b-7bobcats.wikispaces.com/09-10

Glogpedia:    http://wamfu.edu.glogster.com/east-asia-2-countries-ii/

References:

Australian Government; (ACARAv4.2)Science as human endeavour year 5. Retrieved April 2013 from http://www.australiancurriculum.edu.au/Science/Curriculum/F-10#level=5

Laffey, J (2013) ICT's for Learning Design. retrieved 4th April from http://joelaffey.blogspot.com.au

Marzano, R. J., Pickering, D. J., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. S., (1997) Dimensions of Learning, teachers manual (2^nd ed.) Colorado: McRel.

I love Prezzi's!

Prezi

This is a wonderful representation of what we can do with Prezi.

Retrieved from

This has been a very useful process as I have always used powerpoint presentations for my business life and had never come across Prezi. I particularly enjoy the dynamics of the screens, although some of my friends do not like the style at all and find it distractive. It would be interesting to do some correlation between learning styles and preferences. the different templates that are available offer great variation. The ability as in powerpoint to include multimedia is a powerful tool.

In the student application I can see many uses that are very similar to the use of power points. I have given another one here that helps to explain it all.

Retrieved from: Prezi.com

This is my attempt at using a Prezi, 

Podcasts

Podcasts:

The use of podcasts seems limitless and especially from a student perspective. They give access to the entire world of teaching and unlike some of the internet many that I searched were of an excellent quality.

Looking through the itunes store was amazing and I subscribed to a few casts while I was there!

I liked these pieces of information from Macinstruct: and feel they represent wonderful ways I could use podcasts in my classroom.

Podcasts should have a planned presence in your classroom. They should not be included with little or no planning. Consider the pedagogical approach you’ll be taking and match the use of Podcasts to that approach, not the other way around. Careful preparation and planning are necessary to succeed with new tools, and Podcasts are no exception. If you’re expecting to download and play some Podcasts and gain student interest and increase performance, you’ll be disappointed. Planning a Podcast as a resource to enhance your classroom is a better, and more professional, approach. For example, it’s very likely that you’ll want to use just snippets of some Podcasts to highlight concepts and support the curriculum, so you won’t be playing the entire file. You can skip ahead to specific parts and play only those pieces that are pertinent to your class objectives. Compared to the Fast Forward and Rewind of the filmstrip, film projector and VHS days, Podcasts make selective presentation of material exceedingly simple and powerful. However, this requires that you listen to the entire Podcast and select those portions you wish to use. The time invested in this process now will pay off when your lessons are focused and appropriate.

and:

Advantages of Podcasting in Education

Podcasts provide several advantages to teachers, students and parents. The points made above all support the list of advantages below, which is certainly not all inclusive and is growing as Podcasts become more prevalent in our educational systems.

1. Meet the needs of more students with varying learning styles and aptitudes.
2. Provide ‘make up lectures’ to students who were absent.
3. Supplement existing material and resources with a portable and remotely accessible source of information.
4. Audio benefits vision impaired students and non-native speakers.
5. Ability to replay and review information helps to embed lessons in memory.
6. Asynchronous consumption allows for convenient access and multi-tasking (riding the bus, walking, working out, etc…).
7. Flexible curriculum pathways to encourage student participation and facilitate success.
8. Most appropriate presentation of spoken/audio material—e.g. native language, foreign language, speech therapy, music, reading assistance.

The following are some further links to information on the use of podcasts in the classroom:

http://www.ascilite.org.au/ajet/ajet26/scutter.pdf

http://www.wtvi.com/teks/05_06_articles/classroom-audio-podcasting.html

References:

Macinstruct (2013)Podcasts in education, referenced (march2013) from http://www.macinstruct.com/node/43

Digital audio recordings.

Audio Recordings.

image.

Ease of use?

The use of audio tools is extremely easy. In this aspect of the engagement I looked at Audiboo and using it on my iphone4s which I purchased as I needed better kit for doing this kind of ICT! Any excuse will do really. The only issue was actually getting the file to embed which took 30 mins to work it out! Grrrr. Finally worked with the all else fails aspect of embed! As you can see it is still posted in two ways which I will fix as I learn more.

I will leave it up to Audioboo themselves to explain some of the uses for this type of technology.

"It's fantastic for many things:   

• reporting, 
• storytelling, 
• education, 
• as an online dictaphone, 
• or just to let friends know what you're up to, 
• interviews for your website, 
• wonderful ambient sounds, 
• music you've made,
• even a full-on radio show.

Audioboo works on ios, android and nokia devices or via the web, and soon blackberry and windows 8. Our mission is to be the one platform you use when you want to record audio, share it or save it for the future."

Following is my first recording: 

Video Engagement

Music: flight of the bumble bee: Freeplay Music.

Video In Education.

This is a relatively easy form of processing once you get the hang of it and I believe it will become addictive!  Most senior primary school children would be able to manipulate this platform individually. Again the differences between computer types, mac or window and software types are to be considered.

For the making of this movie I used an apple Macbook and iMovie. It was a little challenging to begin with but with some help from my wife we worked through tutorials to include some basic features. I have learnt that often it is important to have some one capable helping those less able. I will definitely remember this in class. I am very pleased with this very simple offering considering where I started from. Ground zero. Time, as in all these assignments, was a huge factor, there is so much more I want to learn to do but will need to wait.
There are endless possibilities for this medium, both for teacher focus and student focus. It is interesting because the use of video needs to be differentiated into the creation of video and the software available to do this and the use and consumption of video as a teaching medium.

I will use a PMI chart to look further into the use of video in the classroom.

Positives:

• Readily available technology.
• Almost all mobile technology platforms have video options now.
• Low cost.
• High likely-hood of previous student use and familiarity.
• Portable. 
• Deep resource of prepared teaching videos available. e.g. Teacher tube, 100 best sites for video education, ICT how to videos TTV.
• Brilliant way to explore and establish prior knowledge in a subject.
• Teacher can tape own classes and assess pedagogy and behaviours.(Schwartz,D.L.course notes)
• Can be used to assess reading and literacy, a permanent record.
• Assess student class presentations.
• Project work / collaborative learning friendly.
• Field trip recording and documenting.
• Music class analysis and teaching aide.
• Brilliant from the visual learners point of view.
• Video manipulation software readily available.
• Most software relatively easy to navigate.
• Not language / culture specific, can often find relevant material in various languages / styles.

Minuses:

• Students can be passive in watching video in class and disengage.
• during running of video difficult for students to ask questions without disturbing flow of information.
• possibility of equipment malfunction.
• Legal and safety issues of student images and exposure to community.
• Can be time consuming especially for inexperienced.
• Can be individualistic.
• Not so great for a verbal learner.

Interesting:

I feel that the creation of video is the underpinning of the web. Yes, yes, we can argue that all day but it is vision that powers what we enjoy on the web. Video on the web to me is a focused, personal television, we search it out. Its power to communicate, create emotion and develop points of view, to sway our thinking are almost limitless. However we must analyse what we watch, why we watch and be metacognitive of the video process and analyse what the developer gets out of us watching.

Part of the Australian curriculum (ACARAv4.2) investigates the uses of video imagery and how it is used in society. In this very visual world, all aspects of video literacy are essential.
With creative thought video may be useful in almost all KLA's and are a magnificent tool to help younger students develop those ICT and metacognitive literacies.

Here is a video produced by Cybersmart on bullying, brings it home.

Teaching:

I feel a wonderful class objective would be to create videos about a single subject, perhaps climate change, and then suggest differing or possibly many points of view. Examples of differing styles could be shown. The exercise could be scaffolded in a way that asked small groups to act on a given bias / point of view towards the topic. Researching the web for ideas and examples and insights and then to bring it together and create a video using all the tools available. We could choose to be scientific, emotive, reflective, for, against, balanced etc. Higher order thinking could then be used as the groups analyse what they felt during each creation and debate the effectiveness of each of their tasks and how they may improve their efforts. 

This exercise could be a wonderful TPACK experience involving technology use embedded within curricular content and with good pedagogy may activate many levels of bloom's taxonomy. I can see how students with very differing intelligences (Gardener) could all bring their gifts to bear. The model provided by Daniel L. Schwartz & Kevin Hartman in course notes would be invaluable in this process.

Here is a LINK to a Teacher Channel video. I am a visual kinesthetic learner, and to see and learn and then role play is invaluable. I could read how to do it all day but not truly understand. For my students I know that I must bring diversity into my class for all learning types. Video will be an excellent tool for some of my students.

References: 

Australian Government (ACARAv4.2)English:Expressing and developing ideas, Retrieved from http://www.australiancurriculum.edu.au/English/Rationale