Assessment 1 Embedded task 4

Link to my Wiki spaces which contains my PowerPoint presentation.

(The content on this page is duplicated into my PowerPoint)

https://markomono.wikispaces.com/Powerpoint

username- mono100          Password- password79

In recently revisiting the PowerPoint platform and becoming more familiar with the program, it has amazed me of the number of functions that PowerPoint has to offer. With many resources and tutorials available for PowerPoint online, via YouTube and Google, creativity and functionality of the tool is almost limitless. In viewing a number of PowerPoint presentation examples, I have gained a much broader understanding of the benefits in using this tool in an educational setting.

While using PowerPoint, it is important to be aware that this tool should be used in such a way that focuses on student’s self-guided learning. Although presentations do have their place for relaying certain aspects of student learning, the main idea is to have a purpose for the presentation and providing engagement from the use of multi-modal literacy. To effectively plan for a presentation, the first thing to consider is your audience. It is important to know as much about your audience as possible as in knowing this information will provide a more strategical approach to students learning. Factors for planning a presentation are, technical knowledge, the level of learning, vocabulary and the learning styles of students just to name a few. Even though PowerPoint is regarded as mainly a presentation too, it also supports multi-modal learning by using embedded text, linking, interactivity, audio, images and video etc.,this gives the user the ability to use multi-modal literacy for the engagement of student learning. PowerPoint is also a wonderful tool for sharing, as it has the ability to be uploaded into platforms like Wiki or could be uploaded to utube as a narrated presentation.

PowerPoint has previously been used predominantly as a presentation tool, relaying content and information to an audience. This would be considered as a substitution tool as outlined within the SAMR model, this is mainly because presentations for the relaying of content can be done just as effective as using a blackboard, and handouts. At the augmentation level, PowerPoint could be used to display images or animations, again to relay content without any self-guiding learning by the students. At the modification level, PowerPoint could be used to supply students with extra knowledge by providing links to other websites and content to expand the students’ knowledge base for example, the PowerPoint presentation could be emailed to each student for future reference for an assessment piece with embedded links for extra content. AT the redefinition level of the SAMR model, students for example, could again use collaborative tools such as blog and Wikis to form the bases of content for a particular assessment piece, and then using PowerPoint as a presentation tool. Students would have allocated parts of the assessment to work on using a collaborative approach for the evaluation of content, and by working in small groups can design the presentation in regards to choosing appropriate content. Students could then upload their assessment piece via their class Wiki and share with members of that Wiki, i.e., other classes, nationally and globally or professionals within the specified topic. The teacher could then use the PowerPoint presentation for evidence of learning, and could be used as a resource tool by the teacher for future lessons.

Linking PowerPoint Industrial technology and Design.

The way I would use PowerPoint is as follows. One of my disciplinary areas is Industrial, Technology and Design (Manual arts). I would allocate all students with a project that has been manufactured i.e. Toolbox. This I could deliver using PowerPoint. Once the students have seen the project, my task for them is to create a manufacturing plan of that project. While the teacher can provide documents and resources embedded into PowerPoint, this only provides for lower order thinking as outlined in blooms, and the substitution level of the SAMR model. Moving to the next level of the SAMR model, Augmentation, is providing students with content and having the ability for students to use embedded links for extra content, still at the lower order thinking level. At the modification level of the SAMR model, PowerPoint can be embedded into Wiki and could be used to display content, provide step by step instructions, and have students communicate collaboratively via Wiki while providing transformation of how this unit has previously been delivered without the use of ICT. To maximize PowerPoint and Wikis potential for the facilitation of higher order thinking for my proposed unit of work is to firstly allocate students with one class project. The set task is for the class to collaboratively work through specific headings of how to produce the project i.e. Safety, tools to be used, cutting out processes, and assembly processes. The wiki would provide areas to input content under each heading. Each student would need to contribute their own ideas and provide evidence of how, what and why to provide a justification on choosing their synthesised content from research. Once all students have contributed to the Wiki under all headings, the final complete plan can be created. This process falls under the Redefinition heading as outlined in the SAMR model as the delivery of this unit has completely transformed from traditional methods previously used. As Blooms describes, that processes involving, synthesis, analysis and evaluation are higher order thinking skills that students had to facilitate to be able to justify the contribution of content into the classroom Wiki. This final plan would then be presented to myself and the rest of the class via a PowerPoint presentation. Students would be encouraged to be creative, while having in depth detail of how the project is assembled, visuals or animations of the equipment used, safety aspects of the processes used via, for example utube clips, filming and embedding their own videos of manufacturing of the project etc. These projects could then be uploaded on to wiki and shared with other schools. I could imagine having many manual arts departments contributing to a Wiki with projects that have been completed by the students and presented by the students, forming a large resource bank for both students, teachers and schools.