Prezi research synopsis

Literature search process

·      many articles are relevant in the broader sense of “mindtools” and their contribution to learning styles, student skills and critical thinking.

·        Focused search on educational rationale for using multimedia projects with elementary students and examples of using Prezi with students.

·         worked best to use Boolean search terms to keep topic smaller (Berkeley Library)

·         limited articles just about Prezi because it is a recent development (Bender and Bull 2012).  Subsequent searches after 2^nd blog identified more articles.

·         A number of books found for teaching with multimedia projects, not reviewed due to access issues.

·        articles had different approaches to the topic including: cognitive learning (Bell 2013, Lightle 2011) , design challenges (Green and Brown 2002), increasing engagement (Bender and Bull 2012) (Stevens 2012) (Liu and Hsiao 2000), web 2.0 tools (Bender and Bull 2012) (Stevens 2012) (Liu and Hsiao 2000) .

Key Learnings 

·         Using Prezi definitely proven to engage students in a topic (Bender and Bull 2012) (Stevens 2012) (Liu and Hsiao 2000)

·         Using Web 2.0 tools results in learning with students not just teaching them.  This is because when integrating technology, students are encouraged to be self-directed. They facilitate student centered learning and create more relevant and interactive lessons (Lightle 2011)

·         Prezi is considered a non-traditional presentation tool because both linear and non-linear presentation components can be integrated (Bender and Bull 2012) so better than linear PowerPoint presentations, Prezi provides zooming and spatial relations. (Manning et al 2011)

·         Prezi supports Bloom’s revised taxonomy at the higher order thinking of analyzing: making connections, comparing, organizing and presenting information. (Lightle 2011) (Bell 2013).  Provides students with a constructivist educational approach described by Jonassens  (Bell 2013)

·         Prezi is good for developing virtual graphic organizers that are interactive and expressive.  Prezi can be used to create an item for final assessment.  It can include students multiple intelligences by linking images, videos and websites.  Builds students deeper thinking by having them explore and describe explicitly connections between ideas and their thinking.  Allows students to incorporate a wide variety of information, but requires critical thinking to do this well. (Manning et al. 2011) 

·         Proven to increase students understanding of a topic (Peters and Hopkins 2013)

·         Prezi can’t be mastered in one project; students need to consider their audience when designing (Green and Brown 2002)

·         Students generally find Prezi interesting to use, not too difficult to learn and good for presenting material (Stevens 2012)

·         Assessment by students needs to be consciously included (Green and Brown 2002).

 

References  

Bell, M.A. 2013. Computers as Mindtools, a homage to David H. Jonassen. Internet@schools Nov/Dec 2013 p 24-25.

Bender, C. and P. Bull. 2012.  Using Prezi in a Middle School Science Class. Society for Information Technology & Teacher Education International Conference (SITE) 2012. Austin, Texas, USA March 5, 2012. Retrieved Jan 19, 2014 from UBC library Ed/IT lib digital library.

Berkeley Library. undated.  Basic Search Tips and Advanced Boolean Explained. Retrieved Jan 24, 2014 from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 

Green, T., A. Brown.  Student- generated multimedia projects in the classroom. 2002.  California State University Fullerton.  MultiMedia Schools, v9 n4 p20-24 Sep 2002.  Retrieved Jan 15, 2014 from UBC library Ed/IT lib digital library.

 

Lightle, K.2011.  More than just the technology.  Science Scope Summer 2011,  p6-9. Retrieved Jan 24, 2011 from http://cmapspublic2.ihmc.us/rid=1KLP3DK45-28LFPZJ-19T4/More%20than%20Just%20the%20Technology.%20pdf.pdf

 Liu, M. and Y. Hsiao. 2000.  Middle school students as multimedia designers: a project-based learning approach.  Jl. of Interactive Learning Research (2002) 13 (4) 11-337.  Retrieved Jan 19, 2014 from UBC library Ed/IT lib digital library.

Manning, C., W. Brooks, V. Crotteau, A. Diedrich, J. Moser and A. Zwiefelhofer.  2011. Tech tools for teachers, by teachers: Bridging teachers and students.  Wisconsin English Journal 53 (1) p. 24-28. Retrieved Jan 24, 2014 from http://journals.library.wisc.edu/index.php/wej/article/viewFile/379/444

 

Peters, T. and Hopkins, K. 2013. Students using web 2.0 technologies to develop 21^st century skills.  E-learn  p 1297-1300.  Retrieved Jan 24, 2014 from http://www.editlib.org/p/115059 .

 

Stevens, Vance.  2012.  Web 2.0 toolkit for teaching and learning EFL presentation skill.  TESL-EJ 16 (2).  Retrieved Jan 24, 2014 from http://www.tesl-ej.org/wordpress/issues/volume16/ej62/ej62int/

Reading Review - a few articles...

Here are some articles I have found to help with my topic:

Bell, M.A. 2013. Computers as Mindtools, an homage to David H. Jonassen. Internet@schools Nov/Dec 2013 p 24-25. Retrieved Jan 18, 2014 from UBC library Ed/IT lib digital library.

This article provides a short summary of David Jonassens’ concept of “mindtools”.  Mindtools is a concept about using anything to make kids think.  Mindtools are relevant to my project since Jonassen includes hypermedia or presentation tools such as Prezi which require students visualize.  The intent of presentation mindtools is to foster knowledge representation, communication, and collaboration.  . The article provided an interesting overview on educational technology philosophy since the 1990’s.

Bender, C. and P. Bull. 2012.  Using Prezi in a Middle School Science Class. Society for Information Technology & Teacher Education International Conference (SITE) 2012. Austin, Texas, USA March 5, 2012. Retrieved Jan 19, 2014 from UBC library Ed/IT lib digital library.

This article researched the impact of Prezi on middle school students’ attitudes on engagement and learning in science.  The author has an introduction that explains the advantages of educational technology, in particular Prezi which uses a canvas to help audiences see the big picture and make meaning full connections.  There is a summary of an exhaustive literature review on multimedia in middle school science.  Using a student surveys to evaluate a 6 week Prezi project to create a summary of a sub-unit of Science 7 did not find a significant impact on general attitudes toward science.  However the student comments and teacher observations indicated that there was better knowledge retention and learning by the students.

Green, T., A. Brown.  Student- generated multimedia projects in the classroom. 2002.  California State University Fullerton.  MultiMedia Schools, v9 n4 p20-24 Sep 2002.  Retrieved Jan 15, 2014 from UBC library Ed/IT lib digital library.

This resource outlines lesson planning for an elementary school research project that will be presented with multimedia.  It has broken the task into 3 stages: design, production and distribution.  The text provides pointers like the goals of the multimedia project influence how it is designed; and storyboarding the final presentation prior to moving to the multi-media. 
 

Liu, M. and Y. Hsiao. 2000.  Middle school students as multimedia designers: a project-based learning approach.  Jl. of Interactive Learning Research (2002) 13 (4) 11-337.

 

 

 

This research project looked at students to see how their design knowledge, cognitive strategy use and motivation toward learning changed with project based learning.  The literature review summarizes project based learning and learners as multimedia designers.  The study was done with students in a multimedia class working in groups to learn the programs and then create improved school information for a teacher job fair.  The questionnaires showed the project improved student’s intrinsic motivation and organization skills, and increased peer collaboration.  

Frey, C. 2010.  Map and present your ideas with Prezi, a new visual thinking application.  Retrieved Jan 19, 2014 from http://mindmappingsoftwareblog.com/prezi/

This blog takes the intellectual idea of “non-linear thinking” and explains how Prezi can be used for mind mapping.  This blog lists some other options of Prezi including presenting, stories, sharing information and note taking. It explains how Prezi's tool can zoom in and out to show your information in chunks and parts to help depict relationships.

Opportunity Identification..

So after our class chat on Google+ I realize that my topic can be much smaller.  So I plan to explore how to effectively use Prezi with the inquiry research class that I am currently teaching.  My grade 6/7 students are exploring three grade 6 Science PLO’s on extreme environments.  I am using the BCTLA’s Points of Inquiry model to organize the student’s research process.  For their presentation the students will be creating a Prezi (2014) to share their learning of a personal research question.  I will be learning along with my students on how to use Prezi.

I have a connection with a SD57 Professional Learning Network (PLN) that is researching ways to meet the legal restrictions of students posting online; while letting student’s take advantage online programs.  At this point, I have an approved waiver to send home with the students.  In the fall, we worked on a number of Common Sense Media (2014) lessons on copyright, internet safety and cyberbullying; or “Information Ethics” (LIBE477B course content module 1).  These lessons have prepared the students to use their school email address to create an account to access Prezi.  However to minimize off-task work, my plan is to let students use Prezi once they have completed their RAN chart (Stead 2005), and articulated and researched an individual thick question on an extreme environment of their choice.  I plan to show them some Prezi presentations so they can start thinking about how they may present the answer to their question.  Unfortunately, I haven’t done this yet since the school computers need the flash driver updated before I can show a Prezi.

I will be encouraging students to start with library books, however much of their research will be online since they are comfortable using computer.  During their research I plan to teach a lesson on search skills of key words and Boolean logic.  When they start exploring their individual question I plan to do a lesson on selection of authoritative websites and author’s bias.  An additional challenge for these students is their presentation will be in French, so students will either be translating English resources or searching for hard to find French language resources at their reading level.

I think the outcome of this project will be to create my own Prezi of the inquiry research process to present at my staff meeting.  I can see that I will be learning alongside my students as they explore the potential of this presentation software.  I think the staff may find an inquire research presentation informative since the changing Socials and Science curriculum (2013) which has a strong focus on inquiry learning.

 

Possible Keywords:

Multimedia   and students or learning

Multimedia projects  and students

prezi

presentation software   and students

 

References

BC Ministry of Education.  2013.  draft curriculum for science and socials.  Retrieved Jan 15 from https://curriculum.gov.bc.ca/curriculum. 

BC Teacher Librarian Association (BCTLA) 2010.  Points of Inquiry Retrieved Jan 18, 2014 from http://bctf.ca/bctla/pub/

Commonsense Media.  10 January 2014. http://www.commonsensemedia.org/

Prezi.  2014.  Presentation software.  Website:  http://prezi.com/

Stead, T. 2005. Reality Checks: Teaching Reading Comprehension with Nonfiction K-5. Pembroke Publishers, Markham Ont.

Personal Interests and Issues in Educational Technology

I am in my second year as a teacher-librarian at École Lac des Bois.  The school is a 4 year old single track French immersion elementary school in Prince George BC. I am realizing that I want to continue to develop our school library into a Learning Commons.  Last year I started on the first steps by reorganizing library space and developing a library webpage (École Lac des Bois).  This year the school webpage is being improved by a supportive technology-savvy teacher.  We both think there are many opportunities to expand information sharing in our school both for students and staff using this web page.  For the staff, this could be good location to share online professional resources which are harder to find for French immersion elementary students, and I could curate.   For students the web page could encourage them to share digital classroom projects with other students in the school and beyond.  For example I am teaching a grade 6/7 class on inquiry research projects.  The students will be creating a Prezi to showcase their learning on a personal research question on extreme environments.  This project is supported by my Professional Learning Network[1] (PLN) focused on teaching with an inquiry learning approach.  The students would increase their learning about digital literacy if they work was published online.  I think publishing would help students become part of the global community (Kist 2013).  I also think that by publishing student work other teachers would be interested in trying similar types of projects for similar literacy goals.  I would like to explore how we can safely and legally develop a Learning Commons to share student work.  Fortunately I have support from a teacher-librarian PLN[2] that is exploring how students can share and create online within current provincial legislation.

I also think technology provides great opportunities to provide French immersion students practice in speaking and listening to oral language. Another area that I would like to explore is technology that could be used to provide the students opportunities to record and listen to French, for example digital storytelling (Robin 2008).  Currently I am working with a grade 1 teacher, we are teaching her students to run the video cameras to record fellow student’s presentations at the beginning and end of the year.  This gives the teacher a record of the student’s oral skills, and the students work hard on practicing their oral language skills before they are recorded.  Videotaping can be used at all grade levels but I think there are other digital opportunities for students to use for practicing French oral language skills, that would allow more students to use them at once, and/or provide more immediate feedback.

In the future I also see an opportunity to collaborate with teachers to create a safe collaborative online learning environment (Schoolwires 2013).  All students in our school system have access to an email account.  I think students in grade 6 and 7 should be taught netiquette and learn how to use the internet safely for collaborative learning.  I would like to learn more about what social sites could be used collaboratively for education in an elementary school setting, for example blogging, creating group projects, etc.  Potentially our school web page could provide the links to a virtual learning commons.

Possible topics and Keywords:

Library commons:
Library commons
virtual learning commons
digital learning commons
technology tools
online learning

open educational resources

oral language:

digital scholar
digital literacy
open educational resources
voice recording
digital storytelling
educational uses of digital storytelling
engaged learning
multimedia
multimodality
Technological Pedagogical Content Knowledge
imovie
 
collaborative online learning:
collaborative environments
cloud computing
technology integration
student virtual spaces

virtual classroom

social media in education
social learning / social learning environments
e-learning
electronic classrooms
social networking
 

Resources:

Banawzewski, T. 2002.  Digital storytelling finds its place in the classroom.  Multimedia Schools Jan/Feb 2002.  Retrieved Jan. 12, 2014 from http://hdhstory.net/school/lit/Digital%20Storytelling%20Finds%20Its%20Place%20in%20the%20Classroom.pdf

École Lac des Bois Library website.  January 2014. http://www.ldb.sd57.bc.ca/index.php?id=6867

Kist, W. 2013. The Global School: Connecting classrooms and students around the world.  Solution Tree Press.   USA.

Koechlin, C. E. Rosenfeld and D. Loertscher.  2010. Building a Learning Commons, a guide for school administrators and learning leadership teams.  Hi Willow Research & Publishing. Salt Lake City, Utah.

Mr. G Online. July 22, Edtech cheat sheet: understanding new trends in educational technology.  Retrieved Jan 8,2014 from http://mgleeson.edublogs.org/files/2012/07/20120721-074913.jpg

Nevin, Roger.  March 2010. Improving learning, engaging students and changing the collaborative culture of a school through the learning commons.  Retrieved Jan 11, 2014 from http://tmcanada.pbworks.com/f/Paper_For_Edmonton+Rogeszr.pdf

Robin, B.R. 2008.  Digital Storytelling: A powerful technology tool for the 21^st century classroom.  Theory into practice 47:220-228.  Retrieved Jan 12, 2014 from http://digitalstorytellingclass.pbworks.com/f/Digital+Storytelling+A+Powerful.pdf

Schoolwires.  2013.  Creating a safe social learning environment to improve student success.  republished in Internet at school. nov/dec 2013.  vol 20 (5) p 8-13.

University of Houston.  2013. Educational uses of digital storytelling.  Retrieved Jan 12, 2012 from http://digitalstorytelling.coe.uh.edu/archive/index.html .

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[1] SD57 TL Learning Team Grant “ Challenging the culture of research”

[2] SD57 TL Learning Team Grant on Digital Literacy

Final course reflection

Looking back at my learning as I participated in the collections course LIBE 465, I notice that the topics of most interest to me were areas that I am currently working on in my library, so these became my areas of most significant learning.  I focused on library organization, including physical space and signage; the catalogue and the ability to support our District Librarian’s cataloguing and the library webpage which I want to focus on for my next area of improvement for my school library.  I found that my blog became more for reflective learning, while the blackboard posts provided more interaction with the other students in the class.  I posted on both my blog and blackboard every week and most weeks I entered in discussions with one or 2 other classmates.  Some course questions I read as asking for personal opinions so I did not always indicate how the course readings were relevant to the topic in my postings.

Library organization was discussed in lesson 2 when I thought about library access, with assignment 3 and in lesson 13.  In lesson 2 discussion posts I reflected on the comment that library reorganization is like a kitchen renovation[1].  I had been working in a new library since this September and have been noting where there were problems in flow and function.  Asselin et al (2003) state that in a “well designed library form follows function”, and safety, security, location and traffic flow are fundamental to good design.  I also considered how to organize my library space so a variety of groups could use the space at the same time (Loertscher et al . 2008).  This goal is discussed by Koechlin et al (2010) where they note that layout should be designed to encourage individuals and groups to work together to create learning.  I am also trying to figure out how to encourage students to look at more books, so I have been thinking about displays (Ohio Library Council 2012).  I am in the middle of the renovation and continue to question whether the reorganization will improve the function of the space. 

The discussion about access was not just physical space reorganization but also equitable access to information.  One classmate posted that “access is not access if it is not equitable.”[2]  This resonated with me as I am arranging library hours and after school access for students who forget to return books on time.  I am also trying to think of ways to provide access on days I don’t work and when I am teaching English.  I have tried having student leave a note on books they want to sign out so that I can sign out and deliver them later.  I need to think of other ideas to approach the challenge of this classmates comment. 

A classmate posted that her vision of “a teacher librarian is to create a school library that is an extension of the classroom, easily accessible, not just a weekly thirty minute book exchange”[3].  This comment challenges me to think not only library hours, but to realize I need to work on the library webpage to provide resources to students doing homework at home.  Joyce Valenza (not dated) states that “your library webpage is like your second front door. It meets your students where they live, and play, and work, with 24/7, just-in-time, just-for-me support and intervention. It creates online signage for students and staff.”  I have gained some ideas on what to include in my school library website from Joyce Valenza’s webquest (not dated), which I have printed out for when I start this task.  I also appreciated a classmate’s[4] list of essential elements including easy access to the library OPAC and events happening in the library; tabs for classes’ online resources and general websites; and tutorials to help students with research project (also C. Hawkes[5]).  Another library in my district has encourage me to include different search engines [6]  I see the library webpage as a safe stepping stone for students before they venture on the web[7] an idea that has resonated with my classmates.

My final area of growth in this course was learning about MARC records and how to support the District Librarian.  Like the advice in Lesson 7 the District Librarian has allowed me to “eliminate the busy tasks (of cataloguing) is essential to your success” allowing me to “focus on supporting learning, developing information literacy and collaborating with colleagues”.  I am much more conscious of purchasing books that come from companies that provide MARC records[8] that fit seamlessly in our School District catalogue.  Not only does this make their job easier (Manitoba Education and Training 1997), it also means I receive the books for staff and students much quicker.  In lesson 7 and reflected by a classmate[9] who said they could check subject headings in MARC records “for topics and themes that are taught on a regular basis by teachers” but would have to send changes to the District Librarian for entry.  I was thinking similarly, but then realized I would rather spend my time working on directly supporting student learning and instead use the lists in the online catalogue to identify resources for students and teachers.  It may take a few more searches to identify available material and I can also rely on our Dewey organized shelves to find other relevant materials.  My biggest struggle with purchasing MARC records is the cultural lens used by the original cataloguers[10].  I realize that this concern will be one of the approaches I will share with students to question their cultural bias and that of the materials they are using for their research.

 

The goals for this course were to learn from texts, online and others and apply to my environment and information literacy.  I met this goal in the areas of library organization and supporting the District Librarians in cataloguing.  I am leaving this course with challenges to develop the library website to improve access; to finding more ways to display library materials and to challenge students to question the materials they use for cultural bias.

 

Bibliography

 

M. Asselin, Branch, J. L., D. Oberg.  2003.  Achieving information Literacy: Standards for School Library Programs in Canada. Canadian Association of School Libraries.

 

Koechlin, C., E. Rosenfeld and D. Loertscher.  2010. Building a Learning Commons,  Hi Willow Research and Publishing.

 

Loertscher, David V., Carol Koechlin and Sandi Zwaan. 2008.  The New Learning Commons: Where Learners Win! Reinventing School Libraries and Computer Labs. Salt Lake City, UT: Hi Willow Research and Publishing.

 

Manitoba Education and Training.  1997.  Cataloguing and processing: A resource for school Library personnel. Read chapter 2: Rules and authorities. http://www.edu.gov.mb.ca/k12/docs/support/catalogue/cataloguing.pdf

 

Ohio Library Council  Publications, Displays and Sinage website.  Retrieved Nov 3, 2012 from http://www.olc.org/marketing/4pubs.htm

 

Valenza, Joyce.  (not dated) A WebQuest About School Library Websites http://schoollibrarywebsites.wikispaces.com/

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[1] E. Beaudry LIBE465 blackboard post Sept. 2012. 

[2] K. Tran Sept 12, 2012.  LIBE465 blackboard post.

[3] Deborah Millar Sept 11, 2012. LIBE465 Blackboard post.

[4] M. Hunter Nov 23, 2012.  LIBE465 Blackboard post.  

[5] C. Hawkes Nov 22, 2012 LIBE465 blackboard post:

[6] E. Beaudry Sept 17,2012. LIBE465 Blackboard post.

[7] E. Beaudry Nov. 19, 2012.  LIBE465 Blackboard post.

[8] E’ Beaudry Oct 19, 2012.  blog post.

[9] M. Hunter Oct 21, 2012.  LIBE465 Blackboard post.

[10] E. Beaudry Oct 19, 2012.  LIBE465 Blackboard post.

Evaluating sources

I have already run into the challenge of a resource evaluation when a grade 3 student (9 years old) was searching for an answer to a question about planet Neptune.  He found a site with the answer, but it was written by an 8 year old.  I pointed out to the student that he should question whether this is a good answer.  Quickly I realized that having the students just use a google search engine was not sufficient if they didn’t evaluate the website that they found.  I am afraid I spent quite a bit of time pointing out to students that they needed to question the page they clicked on rather than taking the problem to the teacher an making a short lesson on this topic.  I can see this is my next step. 

So now I need to offer this lesson to the teacher to help her students.  I plan to make a short outline of the lesson and show that to the teacher to try to get her onside.  I have found some good lessons on Common sense media (http://www.commonsensemedia.org/educators/curriculum) but realize I can also look at  Media literacy ( http://mediasmarts.ca/digital-media-literacy-fundamentals/media-literacy-fundamentals).  If I am successful with one teacher then I can start to share this with other teachers.  I have lots to do with being a new TL and feeling a bit squeezed and not taking time to reflect.  Thank goodness for courses which push you into regular reflection (Libe465).  I find since it is a new job and lots of things are required I am lacking focus on which is the most important step to take first.

Cataloguing internet pages and circulation

I like the idea that new catalogues will also add entires for websites (Libe465 lesson 11 the power of the catalogue).  I included websites in my  LIBE465 assignment 2 but I like the idea that this will take over my links on my library webpage which I currently manage separately.  This means I could update the webpage to be more about current events and book reviews, while taking off the links to websites.  Our catalogue is shared within our District so then good elementary and intermediate sites would be shared with all users, reducing the cost of entering and reviewing websites.  It would however require reviews every ~6 mos to ensure the online links are still valid and the content is still appropriate  for the audience and matches the subject keywords in the MARC record.  However until these pages are included in the catalogue, I will maintain them on the library website (http://schoollibrarywebsites.wikispaces.com/WebQuest+on+School+Library+Websites) for information access and delivery.

The first component of an effective circulation system has really fallen down in my school as teachers borrow items without signing them out!  Even the self-checkout isn’t used.  To compound this no inventory was conducted last year.  I think my strategy will be to post inventory date on teacher folder, then peruse teacher classrooms for library resources, then do the inventory so my missing items list is as short as I can make it.  Any other suggestions would be appreciated, I don't like being the Dragon teacher-librarian but this rule definately needs enforcing.