H800 EMA

Angela Phillips EMA H800
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Part A. Digital technologies: experience and evidence Technology 1 Thought-sharing Applications Thought-sharing applications are best described as online mind-map. Individuals can build their own page of ‘thoughts’ or the application can be used collaboratively by groups of people. The application can be added to at anytime, it is possible to insert text, images, audio and video clips. The pages can be kept private for individual use where only the ‘owner’ of the page can view and edit the content. The applications allow open access for all or there is a function to allow contributions to be approved before they are displayed. Two popular free Thought-sharing applications are Wallwisher (Xiphar, 2008) and Lino Sticky and Photo Sharing for you (Infoteria Corporation, 2012). I was introduced to Thought-sharing applications when I was observing teachers within the school that I worked. I was observing an English lesson where the teacher had set homework on using Wallwisher. Prior to the lesson the students were asked to visit the Wallwisher page and give their thoughts to the statement about how Kristy was feeling (figure 1). In the lesson, the teacher used the page to engage the class in a group discussion. The discussion then enabled the class to formulate ideas for their writing. The teacher made use of individual work and students were also working collaboratively, this is one of the best examples I have seen of students working as a community of learners (Sfard, 1998).
Figure 1: (Sheeran, 2012) After observing the lesson and the outstanding learning that took place, I decided to use the though-sharing software as an educator. I was asked to run a training session for new teachers to the school. The focus of the training was ‘showing progress’. I developed a Lino Sticky and Photo Sharing page and emailed the web address to my colleges. I asked my colleges to use the page to display an idea of how they show progress within lessons (figure 2).

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Figure 2: (Phillips, 2012a). I then used the webpage within my training session to demonstrate how the application could be used, as well as sharing the existing teachers ideas of how to show progress within a lesson. The new staff completed an evaluation sheet to indicate the value of the training session and all participants commented that they would trial the applications in their lessons, see appendix 2. After observing the use of thought-sharing technology I decided to share the use of the software with my peers on H800. I suggested that we could use Wallwisher to share any ideas or thoughts we had regarding TMA02. The page was not well used by the H800 tutor group and I was disappointed with the group participation (figure 3). Besides myself and the course tutor, only two other students posted to the page. For this exercise to have value it was important to share ideas. I did not revisit the reasons why the page was not well used, but the group have not shared any ideas, thoughts, feedback or information about any of the TMA’s we have completed. This leads me to believe that the issue surrounded my use of the resource and my initial question, rather than the application.
Figure 3: (Phillips, 2012b) Although my first use of the application during H800 was not successful, I decided that I would demonstrate to my peers that the application had value. The group were asked to share our personal learning environments and I decided to share mine using Lino Sticky and Photo Sharing application (figure 4). I found the use of the application extremely useful and I set the page as my homepage on my computer. I can now easily access all my most used internet links.

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Figure 4: (Phillips, 2012c) Makany et al (1997) completed a study on the use of non-linear note taking; they concluded that, “Participants with such learning strategy represented information in a semantically more connected and meaningful way than their peers with traditional, linear note-taking strategy.” As previously stated I have used the diagram above, where as I doubt I would have ever looked at a traditional list of my PLE again. As part of my research for H800 I have been looking for more detailed research into thought-sharing software. Unfortunately I have not been able to find any academic case studies or large scale research. I have however found evidence, through educators blogs, of how the applications have been used to enhance learning. Sharp (2009) has started a Wallwisher page that she has shared on her blog, to show ideas of how the application can be used in the classroom. There are ideas such as, asking students to post things they would like to know about a topic and then devising research questions and simple ideas such as brainstorming. SimpleK12 (2010) also shares ideas about how thought-sharing applications can be used in the classroom. The blog has many entries from different educators who share their different ideas about how these versatile applications can be used. Gordon (2012) also shares ideas of how to use thought-sharing applications. NSW Government Education & Communities (2011) shows educators how to set up and use Lino it and suggests uses of the applications, such as peer assessment. The majority of blogs I have found share ideas of how to use the applications, rather than why the applications have educational impact. I was originally drawn to the applications as they allow for both individual and collaborative work and can be used to assist in creating a learning community (Sfard, 1998). The application could be used in both distance and online learning, like a spider-diagram that could be created on a traditional board in a formal classroom setting. In my opinion the applications use technology to enhance a well practiced and effective learning activity. Weaknesses of the Application  Needs valuable contributions from all involved if the there is to be effective participation.  The individual setting up the page has to register to use the site.  Students need to be made aware that their postings could be viewed by anyone.  Internet enabled devises are needed to view and contribute to the applications.  Internet access is required to use the applications.  Students need to have access to the URL in order to participate, which are not easy to remember.  Students do not need to use their real names, so it may be difficult to ensure full participation or for educators to assess individual contributions. Strengths of the Applications:  Can be used individually or collaboratively.  Can be used to brainstorm, collect ideas, share resources, share important information etc. (British Council BBC, 2012) and (Lamb, A. and Johnson, L., 2011)  Can be accessed from anywhere with internet connection, approximately 61% of 5-16 year old students have internet on their mobile telephone in the UK (Coughlan, 2012).

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 Students can use their choice of device to access the internet, which could increase participation (Pettit and Kukulska-Hulme, 2011).  Can be used to share/display webpages, videos, images, audio (Lamb, A. and Johnson, L., 2011).  Can be engaging as using emerging technologies (Dahlstrom et al., 2011)  Can be used for a range of different learning activities in a range of different ways (Sheeran, 2012), (Phillips, 2012a) and (Phillips, 2012c).  Free to use (British Council BBC, 2012).  Students do not need to give their real names on postings.  Students can peer assess others work.  Easy to share as students only need the page URL, which can be emailed or saved in a shared area.  Moderation can be set up to ensure appropriate posts are only displayed on the application.  Can be edited and posts moved.  Can be saved and viewed/used again. In conclusion, I feel that Thought-sharing applications can have great potential to create exciting and stimulating learning activities. They can also be used for reflection, keeping notes and sharing information. These applications are available for free and accessible from any device that can access the internet. They can be used to encourage and develop group tasks as well as individually. As this is a relatively new application, more research into why the applications are educationally beneficial would be advantageous.

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Technology 2 Blogs Before embarking on H800 I had never read or written a blog and the idea of writing a blog did not appeal to me. As I studied H800 I began to realise that the issues I had relating to participating in blogs were due to my perceived online identity (Bayne, 2005). Kerawalla et al., (2008) looks at the different types of blogging tendencies, when I was asked to write a blog as part of H800 I was an anxious, self-conscious blogger. Due to studying blogs as part of H800, I have now developed into a self-sufficient blogger and have already started to update my blog relating to next module that I will be studying with the OU. As a learner I was drawn to Cameron and Anderson’s (2006) suggestion that creating a blog have pedagogical lifelong learning possibilities. When I thought back to my previous studies I did not have any information about the topics that I had covered. I eventually found cardboard boxes full of information in my loft, some of which would have been useful to H800. I found many things that would have been useful over the twelve years since I finished University. This was highlighted during H800, as we were asked to watch a clip of student teachers who had written reflective blog surrounding their studies (JISC, 2010). I found the video clip extremely relevant to my educational journey and the information given in the clip confirmed that writing a blog could be useful. Some of my peers on H800 had been writing a blog for some time prior to the course and reading the blog postings of more experienced blogger (Clark, 2012), helped me decide how I would pitch my own blog. Once I was comfortable with how I would present myself online and overcame my concerns relating to how I could be perceived by my students (Black, 2007), I started using my blog as a reflective learning tool. As a student I found it interesting and insightful to read the blogs of my peers, but felt apprehensive leaving comments on other students’ blogs. After considering why I felt uneasy leaving comments on other blogs, I believe the issue lies in not wanting to appear to be negative or dismissive of others. As part of my role as an Advanced Skills Mathematics and Accounting teacher, teaching at a secondary school, I hoped to be able to share my new found appreciation of writing a blog with some of my older students. Before I embarked on using blogs with my students I decided to conduct a questionnaire to ascertain the opinions of secondary school students aged 14 to 19 to blogs. I constructed a simple questionnaire using SurveyMonkey (1999) setting ten questions for the students to complete. I emailed the link to all the students in year 12 and 13 at the comprehensive school that I work at in Bradford, Yorkshire, UK. 257 students within year 12 and 13 could participate, however 34 students completed the survey (appendix 3). From the information that I have gathered from secondary school students at the school in which I worked, the results are as follows:  32.4% of students have kept a blog, 17.6% have written a blog posting in the last month.  76.5% of students have read a blog posting, 14.7 % do so at least once a week  55.9% of students have commented on other people’s blog, 17.6% do so more than once per month.
Kennedy et al. (2008) researched the use of blogs of first year university students in Australian Universities, can concluded:
“A significant blog culture is evident among incoming first year students, given 34.9% indicated they have kept their own blog in the last year and more are reading (58.6%) and commenting on (43.9%) other people’s blogs. A substantial proportion of students (21.2%) indicated that they were contributing to their own blog on a weekly basis.” Although the studies were conducted several years apart, with different sample sizes, with different ages of students and within different continents, the results show similar trends, as follows: In both studies reading blogs was the post popular, followed by commenting on other peoples blogs, while around ⅓ of students in both studies have written a blog. This indicates that while students are happy to read other peoples blog entries, they are less likely to make comments and even less likely to write a blog themselves. It is very difficult to compare the data any further between the studies as the variables, as described above, are so different. After conducting the survey I decided to ask some of my year 13 students to write a reflective blog on topics that they had covered in Accounting Advanced Level (A Level). I decided to do this as a blog posting (Phillips, 2012d). Firstly I gave brief instruction for the students to help them set up a blog and then asked the students to comment on my blog sharing a link to their blog. Figure 5 shows an example of a student’s blog posting.

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Figure 5: (Foster, 2012)
There were four students in the group and only 3 participated in the activity. The activity would have been more valuable if the students had spent time reading and commenting on each other blog posts. I found that I was the only person posing questions and comments on the students’ blogs. Two of the students wrote extremely clear reflective examples.
However, not all blog posting were as successful (no name, 2012), figure 6, as the academic content was not added. The student who wrote this blog when questioned stated that he did not see the point of writing a blog as he would use his class notes for revision. He also stated that he preferred to work independently for the rest of the group and did not want to share his ideas.
Figure 6: (no name, 2012) There is much research into the use of blogs for higher education, but there is little research into the use of blogs for secondary school age students. There are different issue to consider when dealing with students who are not yet adults, this will have an effect on the use of blogs in the secondary education. Strengths of the Application  Reflective online diary to track learning events.  Influencing peers and enjoyment of helping others (Lai, H.M. & Chen C.P., 2011).

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 Available to view/update where there is internet access.  Peer reflection and assessment is easy to achieve.  Ability to display portfolios and showcase work easily (Deubel, 2007).  Ability to communicate with peers/teacher (Deubel, 2007).  Enhancing classroom discussions (Deubel, 2007).  Students can start to construct personal learning networks (Deubel, 2007), (Lai, H.M. & Chen C.P., 2011).  Students need to be self motivated (Deubel, 2007).  Enhanced reputation and confidence sharing knowledge (Lai, H.M. & Chen C.P., 2011). Weaknesses of the Application  Information provided in blogs could be incorrect or misleading.  Time and cost implications (Lai, H.M. & Chen C.P., 2011).  Other people taking credit for your ideas published/loss of power of knowledge (Lai, H.M. & Chen C.P., 2011).  Serve personal agendas (Deubel, 2007).  Can take a great deal of time to set up and moderate (Deubel, 2007), (Lai, H.M. & Chen C.P., 2011).  Ethical issues need addressing (Deubel, 2007).  Information is on a public forum, even if password protected (Deubel, 2007).  Students poor online behaviour (no name, 2012).  If to be used in a classroom setting, all students need to participate and respond to get value from the activity (Deubel, 2007). In conclusion, I feel that blogs can be used in secondary education, but it is vital that rules are put in place for safe online use. It is also vital that all students participate in reading and commenting on other peoples blogs or the strength of the peer to peer learning elements of blogging will be lost. Using a reflective learning blog has helped me clarify my thoughts and this is a valuable learning outcome. Total words: 2710

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Part B. Digital technologies: your recommendations Technology 1 Thought-sharing Applications in Secondary School Education There are many varied uses for Thought-sharing applications such as Wallwisher (Xiphar, 2008) and Lino Sticky and Photo Sharing for you (Infoteria Corporation, 2012). However, as both applications are relatively new there is little statistical information as to the value of their use in education. Both applications are often featured in educators blogs and other literature on how they can be used in teaching and learning, without data to back up the claims made. Recommendation one – Knowledge/ideas bank to grow as knowledge/ideas grow. The applications can be used by individual students to show their knowledge on a particular topic, the application can be added to at any time and reviewed by both teachers and peers. The student can enter videos clips, images and text. This can be used across a range of subject areas. As a Mathematics teacher I could ask students to develop their own page noting everything they know about quadrilaterals. The students can then add to the page as the topic commences in class. Students can peer assess each other’s pages and the pages can be assessed by the teacher. The student will then have a record of what they have learned. The use of the application allows students to add videos (YouTube, 2012) or images. I would give this recommendation a low confidence rating as, although I have used the application as described as a learner see figure 4, I have been unable to find any evidence numerical evidence. I have found anecdotal evidence detailed in the blog posting of Burt (2011) to show other educators have used the application successfully. While there is a great deal of anecdotal evidence relating to the use of these applications further research needs to be undertaken. My suggested research questions are as follows: How effectively can Thought-sharing applications be used to by individuals to create an ongoing knowledge/ideas bank? I would suggest that this question would be best addressed with a case study of several different schools, over different subjects areas, over a period of time. The research would need to look at the longer term uses of the application, for example how the bank has been used for revision/future learning. Recommendation two – Showcase for students work, such as art or video clips that can be then peer reviewed. The teacher can set up a page on one of the chosen applications, each student can then add their work to the page. An example of what could be added could be video clips, images or text. Once all students have added their work to the page the teacher can then show the work in class to be peer reviewed or the work can be peer reviewed as an out of classroom activity. This could lead to discussions about the topics, strengths and limitations of the work submitted. I would again give this recommendation a low confidence rating, due to the fact that I have not been able to locate any statistical information for this recommendation. I have however successfully used the application in this way with a group of teachers (figure 2). The discussion that was generated around the content of the page was extremely valuable for all involved. Again I have found some anecdotal evidence for this recommendation from a video clip by Evans (2012). The research questions that I would like to see answered would be, ‘How can the Thought-sharing applications help the teacher showcase student work?’ and ‘How can Thought-sharing applications be used to aid peer assessment?’. Both the questions could be answered by a study into the use of the applications over different schools and subjects, it would be useful to conduct case studies from a range of teachers with varying knowledge of the application and their thoughts on the impact of the application, once they have used it. The students involved in the lessons should be asked how the application has impacted their experience of peer assessment. Recommendation three – Discussion piece to introduce or conclude a topic. The teacher can set up a page on the chosen application and put some information on the page for the students to respond to outside the classroom. Once the students have participated, the teacher can share the information and this can generate class discussion or ideas for further research. I would again give this recommendation a low confidence rating as I do not have any academic research to back up my claim. I have observed a lesson where this recommendation was actioned and the learning was outstanding, as previously described in section A (Sheeran, 2012). I would like to know if the use of the Thought-sharing application had aided discussion in a classroom setting. This could be researched by observing different teachers using the application and noting the quality of the

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discussions generated. It would also be valuable to ask the students if the application made it easier to contribute to classroom discussions. Technology 2 Blogs in Secondary School Education As part of H800 I have had the opportunity to study how blogs can be used in education. However, the majority of the research relates to further education. As a secondary school teacher I wanted to study to use of blogs in education for secondary age students. Recommendation one – Reflective blog Further to the research of Kennedy et al. (2008) and JISC (2010), I believe that writing a reflective blog could be advantageous for learners. I have experienced this myself during H800. However, from the feedback of the students that participated in the questionnaire in the school in which I work, found that 67.7% of students had not participated in writing a blog, where as only 17.6% had posted to their blog at least once in the month. For reflective blogs to be successful it is important that students want to participate. If students are forced to write blog posts it could mean that the posts would not have any educational value. I have experienced this as a teacher (Figure 6), (no name, 2012). My recommendation is that students are shown the value of writing a reflective blog and then encouraged to do so within secondary education. I would like to see a case study of the use of blogs within secondary education, focusing on students in years 10 to 13. In particular students perceptions of the use of reflective blogs over a period of time, within a range of subject areas. This would involve students volunteering to be part of the study, agreeing to writing a reflective learning blog over a period of an academic year and a review of how their perceptions of writing a reflective blog changes over time. At present I would give this recommendation a low confidence rating as although there is detailed research into the use of blogs in education, it is not focused on younger learners. Recommendation two – Communicating with students I would like to study the use of blogs to communicate with students. In the UK it is estimated that 61% of five to sixteen year old children have an internet enabled mobile telephone (Coughlan, 2012), this enables many students easy access to an online blog. By updating a blog it would be possible to interact with students using a variety of different technologies very easily. One of the ways to communicate that a blog has been updated is via Twitter(Twitter, 2012). I have found that I can send a ‘tweet’ to all my followers on Twitter to inform them I have published a new blog posting. Wolfe (2011) indicates that Twitter is growing quickly with nearly 150 million visitors in July 2011 and this is expected to increase further. I would like to recommend that blogs are used to communicate important information and ideas to students. I would like to see a case study undertaken by teachers who write a blog for their students’ information. The case study should focus on how the information in the blog is shared with students. Students would need to be questioned to see if this has made the communication of information easier or more convenient. At present I would give this a low confidence rating as I have no experience with this as a student or an educator. I have been unable to find any research in this area. 1,370 words

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Part C. Digital technologies: your design or specification Learning Activity using thought-sharing technologies Characteristics of the learners The activity is designed for a class of 28 year 10 students who will be studying the Higher Mathematics General Certificate of Education (GCSE) in the UK. The group of students have not been taught together before, as they from three different mathematics groups in year 9. The students will be aiming for the grades A*, A and B within the GCSE examination at the end of year 11. The students have not studied shape and space within Mathematics since year 8, so the subject knowledge of the group has to be determined. All the students have used computers and accessed the internet before, but it is unclear whether any of the students have used thought-sharing technologies. All students have regularly used Flipcam to make video clips. Barriers that may need to be addressed The students are of mixed gender (12 girls and 16 boys), predominantly white British, with five students for whom English is not their first language. One student is of Eastern European decent, while four students are of Asian descent. All students have access to computers and internet within school, only one student does not have internet access at home. But has an internet enabled mobile telephone, which can use the schools free wifi network. All students in the group have a signed parental agreement that they are able to participate in videoed classroom activities. All resources needed are available and the thought-sharing technology is free to use. At the school in which I worked lessons are expected to follow a set format. All lessons must have:  an entry activity, to engage students in learning as soon as they enter the classroom;  learning outcomes that have to be levelled by GCSE grade and showing progression;  an Ethnicity, Diversity and Community Cohesion (EDCC) objective;  differentiated activities;  opportunities to check the progress and understanding of the lesson; and,  a clear plenary activity to finish the lesson. At the school in which I work there is a set format for planning, see appendix 4 for the formal plan for this lesson. The entry activity I plan to use is an individual activity, a sheet will be given to each student, see below, that should be completed once the students have taken their seats in the classroom. Figure 7: Entry Activity

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Once the students have completed the entry activity, they will discuss their answers with their peer work partner. I would then use differentiated questioning to ascertain the answers from the class. The answers would be displayed on the interactive whiteboard, showing correct spellings of the words. I would then share the learning outcomes with the class. Figure 8: Learning Outcomes I then intend to move on to the plenary activity, to see if any of the students can already complete the tasks. If there are any students who are already confident with the content of the lesson, I would give them a problem solving sheet to complete using circle theorems. See figure 9 for the plenary questions. I will check to see if students can answer the questions, using mini whiteboards, where students can show their answers. All students in the class regularly use mini whiteboards in lessons. Figure 9: Plenary Activity

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The students will then be split into pairs and each pair will be given one of three different sheets of information. The students need to follow the instructions on the sheets, discuss and see if they can find a rule. The information sheets are below. Figure 10: Sheet 1

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Figure 11: Sheet 2
Figure 12: Sheet 3 Once the students have had time to investigate their rule and discuss in pairs, the pairs will join to make groups investigating the same rule. The students should then discuss in a larger group and refine their rule. Once each group is satisfied that they have found a rule, they are to make a video clip explaining their concept. The students have used of mini whiteboards, poster paper and quiet work spaces in which to film the clips. Once the group has produced a video clip they will pass the Flipcam to me and I will upload the clip to the Wallwisher page for the topic. The group will then return to their seats and individually complete consolidation questions relating to the rule they have investigated. The students are always able to discuss their work with their work partner if needed. Differentiated worksheets will be available so students have a choice about the level of task they will complete. Once all students have completed the worksheets the class will be given a post-it note. Each student writes their name on the front of the post-it note and looks around the classroom for the relevant poster. Once they find the poster relating to the work they have completed in the lesson, they write the answer to the question

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displayed on the poster on the back of the post-it note and stick the post-it note to the wall adjacent to the poster. I will then check the answers to the questions on the posters. Before the class are dismissed, I will hand out the homework sheets. The sheets will include the URL for the Wallwisher page that hosts the video clips produced in the lesson. Students will be asked to visit the page and watch each video. From the information given on the video clips, students are to complete the ‘which rule’ worksheet, by placing the letters from the circle theorems correctly in the table and then solve the problems. The sheets that are to be given out are below. Figure 13: Homework Sheet

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Students are also expected to post a positive comment for each video clip and also a comment to help the group improve on the Wallwisher page. The homework must be completed before the next lesson, as the video clips and peer comments will form part of the starter to the next lesson. At the start of the next lesson, the videos will be reviewed, using the Wallwisher page. The students peer comments will be assessed and any misconceptions about the circle theorems will be addressed. I have chosen to use the thought-sharing technology as described, as it is a nice introduction to how that technology can be used. I will set up the thought-sharing page and share the URL on the worksheets that are to be given to students. I will store the video clips produced on the site, which I can do quickly while the students are working on the consolidation questions. I have already received approval from parents and students that all videos can be shared, as this is school policy. By using the thought-sharing technology in this way, the students are given the opportunity to investigate, discuss, explain, review and assess. The students have worked both independently and collaboratively in the lesson and during the activities. The students will have the opportunity to peer assess and have their work assessed by their peers. The Wallwisher page is available to be viewed where there is an internet connection, which means that all students can participate in the learning. The page will be available for students to review at anytime and can aid revision. I have produced a page with an example of a video clip and peer assessment for information and that I can show to the students (figure 14).
Figure 14: (Phillips, 2012e) 1,239 words

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Part D. Digital technologies: individual and collaborative learning As an experienced teacher I have been aware for many years that it is important for learners to have a variety of different learning styles within their education. As part of TMA01 I included the diagram below that I have displayed in my classroom and often used to explain to students why different ways of learning are important. During H800 I discovered that figure 15 does not have any academic research to back up the claims (Wood, 2004). I have always placed more academic value on the ‘active learning’, in this description of learning, and have tried to ensure that the majority of my teaching has focused on these ‘active’ elements.
Figure 15: Learning Pyramid As a learner during H800 my beliefs in how learning takes place has been challenged. A significant amount of the course has consisted of ‘passive learning’ as describe in this example. However, I have gained a great deal of information from the ‘passive’ elements of the course, such as reading case studies and watching audiovisual clips. I enjoyed reading Sfard (1998) as she describes how it is important for both individual work and participating in community learning to take place. The importance of this has been highlighted to me during H800, as I have had the opportunity to read case studies to gain information individually, share my information with my peers on H800 using the H800 forum. The forum has then allowed me to refine my understanding, by sharing my peers points of view. I have then individually been able to reflect on my learning individually within my blog. My blog has then been published to the internet to share with a wider online community. I feel the combination of individual and community/group work has enabled me to gain a deeper understanding of the course. The community element of H800 has enabled the group to support each other using a wide range of different technologies. Brown et al. (1989) states that deeper learning happens when the learning activity is authentic, as a teacher I have always thought it is important for students to be able to learn in real-life situations. For example, if a mathematics student wants to learn about the nets of cubes, it is much better for the students to handle, dismantle and make their own nets to gain a deeper understanding. During H800 the learning activities that I have been engaged in have been authentic, for example as part of the EMA I have designed a learning activity that I am going to deliver. Designing the activity has given me the opportunity to put the learning of H800 into practice in a real-life situation. As Brown et al. (1989) suggests this has enabled me to gain a deeper understanding of the course material. Engeström, Y. (2001) indicates that in real-life situations we may not recognise what we are trying to achieve, as the solution to our problem may not be invented yet. OECD Education Directorate (2010) states, “Today,

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because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.” This indicates that Engeström, Y. (2001) suggestion that learners need to become robust problem solvers in correct. Throughout H800 I have had been encouraged to look at different ways of tackling problems, for example, during TMA02 we were asked to redesign the learning activities. As a teacher of secondary school age students I will ensure that in my students are given the opportunity to expand their learning with open ended activities. I hope this will encourage the students to look more deeply and creatively at problems. 618 words Total words for EMA 5937 words

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Appendices
Appendix 1 – TMA03 Feedback
Appendix 2 – Feedback from training session for thought-sharing applications
Appendix 3– Survey results relating to blogs
Appendix 4 –Lesson plan for circles theorems lesson using thought-sharing technologies

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Appendix 1
TUTOR'S COMMENTS AND ADVICE TO STUDENT: On this form, you can find a summary of the feedback for each part of TMA03. I have included suggestions about things to remember for TMA04 and the EMA (feed forward). More detailed feedback can be found on your TMA03 script. To address accessibility issues I have with comments bubbles/MS Word tracking, I have used cerise, boldface font to insert feedback into your TMA03 script so that it stands out from your colour coded narrative. I have highlighted any presentation issues in yellow. I hope you find this feedback and feed forward useful. Please note: the eTMA system requires that all returned work has a grade. For this reason, I have included a nominal grade of 100 for your TMA03. Unfortunately, this does not count towards your continuous assessment mark! ========== GENERAL I know that you intended to submit a later version of TMA03, Ang, but that you had some unexpected family illness that prevented you from doing so. Some of my comments, then, may already be things that you'd intended to address. You've put a lot of thought into this outline, Ang, and I think you should be able to develop it successfully for your EMA when you've revisited the TMA03 question. What I would advise now is that you look very carefully at the EMA question and relate it to the content of your TMA03 which doesn't always match what the EMA asks for. You may well change your mind about certain aspects of the EMA as you start to pull together all the relevant material, and that's absolutely fine. Please don't hesitate to contact me with any questions or concerns you may have as you work towards the EMA. ========== THINGS TO REMEMBER FOR TMA04 AND THE EMA (FEED FORWARD) I know you were pressed to submit TMA03, so I think this probably explains the few proofreading errors. Do make sure that you proofread carefully, as the omission of a single character can lead to a change of meaning (e.g. 'Thought-sharing software' ==> 'though sharing software') Thinking about referencing, as you write a TMA/EMA, you may come across references that you may or may not include in the final version. Even if you think you may omit something from your final submission, it's very useful to add it, in the correct format, to a collection of references for the work you're preparing. This can save a lot of time towards the end of the process as all you need to do is to delete from the reference collection anything you haven't included in the final version. Usually, this is much quicker than searching for the references you *have* included. ========== PART A

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You've chosen two technologies that should be suitable for your EMA. What I've suggested in my in-text feedback is that it would be useful to clarify your view of 'blogs' as this is a little confusing at present. In relation to Q3, I've indicated in my in-text feedback that what's being asked for here is a general overview of how these technologies have been used in learning and teaching - a literature review, if you will. If you have a look at the EMA question, this should clarify things for you. I was particularly pleased to see that you've considered the ethical issues around using blogs/photos etc from student work. ========== PART B What Q9 is asking for is that you develop some research questions, explaining why the answers to these would be helpful.You've defined the areas you think need investigating, so you could usefully start to prepare related research questions. Referring to research journals may be a useful way of observing how to structure such questions. Don't forget to look at the EMA question to see what else is required for Part B of the EMA. ========== PART C The EMA question asks you to focus your specification on ONE of the two technologies you've chosen for Part A/B, so you need to think about which of the two you'd prefer to design a learning activity for. ========== PART D You address this question very briefly, but make some quite strong statements. What I think would be useful here would be to look at the EMA question as it offers you some suggestions about resources that you may find useful as you develop your views about the usefulness (or not) of 'individual' and 'collaborative' learning. ==========

21
Appendix 2
Feedback from Showing Progress Staff training – AMP July 2012
How you can check progress
How useful was each session?

Not used and won’t use

Used before

Never used and will trial
Levelled learning objectives
0%
70%
30%
Progress sheet
5%
25%
70%
Mini whiteboards
10%
45%
45%
Traffic light
5%
35%
60%
Thumbs up/down
10%
70%
20%
5 to 1
5%
0%
95%
Multiple choice traffic lights
0%
0%
100%
Post-it note challenge
10%
0%
90%
Success Criteria
15%
5%
80%
Differentiated graded activities
0%
30%
70%
Self assessment sheet
0%
35%
65%
Peer assessment sheet
5%
35%
60%
Student response pads
5%
40%
55%
Formative written feedback
0%
55%
45%
Wallwisher/ Lino it
0%
0%
100%

22
Appendix 3
Results from open questionnaire emailed to students in year 10 to year 13 at Queensbury School in Bradford UK.

24
Question 7 - Do you think reading a blog could help your studies? – Responses
Yes = 15 (44.1%) No = 11 (32.4%) Not sure/Maybe = 5 (14.7%) Other = 3 (8.8%)
Raw data
yes
27/6/2012 5:25 PMView Responses
No just something else for a distraction
Yes
no.
yes, talking to other people of a similar age about similar things could mean that you see comments that you didn't know before.

25
I wouldn't think so
25/6/2012 8:32 AMView Responses
yes
Depends what the blog is about.
No
Maybe but ive never read one so i dont know
yes if information is suitable
yes
Yes but only in english language
not sure
yes
no
not really
Yes.
Depending on what the blog is about
Yes
nope, because it is someone's opinions and could be false information
yes
No
No
sure
Yes, as it gives other people ideas on how to conduct their studies.
Quite possibly yes
MAYBE
no
maybe
no as i canot retain information on blogs but enjoy reading them in diary forms

26
yes
Possibly, Depending on if the writer is a professional in the field (subject) that the bolg is written about.
yes
Question 8 - Do you think subscribing to a blog could help your studies? - Responses
Yes = 13 (38.2%) No = 14 (41.2%) Not sure/maybe = 3 (8.8%) Other = 4 (11.8%)
Raw data
yes
Yes
no.
not sure.
I wouldn't think so
yes
"no "
No
Unsure
yes
no
not sure
yes
no
not really
No.

27
Depending on what the blog is about
Yes
Nope
yes
No
No
yes
Yes
Yes
SOMETIMES
no
depends
no same as above
yes
Again, Possibly but it depends on the usefullness of the bolg and the subject at hand.
yes
Question 9 - Do you think that writing a blog could help your studies? – Responses
Raw data no 27/6/2012 5:25 PMView Responses No just something else for a distraction 27/6/2012 5:06 PMView Responses Yes 25/6/2012 10:34 PMView Responses no. 25/6/2012 6:14 PMView Responses

28
i think other people's comments might help you with your studies or make you think about what you originally thought. 25/6/2012 5:46 PMView Responses No probably not 25/6/2012 8:32 AMView Responses yes 25/6/2012 4:16 AMView Responses Maybe, but is not something that I'd want to do. 24/6/2012 1:01 AMView Responses No 22/6/2012 10:56 PMView Responses Unsure 22/6/2012 6:24 PMView Responses yes 22/6/2012 5:50 PMView Responses yes 22/6/2012 5:21 PMView Responses Yes but only in english language 22/6/2012 5:21 PMView Responses not sure 22/6/2012 12:04 AMView Responses yes 21/6/2012 10:22 PMView Responses no 21/6/2012 7:58 PMView Responses possibly 21/6/2012 5:55 PMView Responses Yes. 21/6/2012 4:35 PMView Responses Not really 21/6/2012 6:59 AMView Responses Maybe 21/6/2012 4:14 AMView Responses Maybe, but if it's wrong information it will not help others 21/6/2012 4:10 AMView Responses no 21/6/2012 4:03 AMView Responses No 21/6/2012 3:13 AMView Responses No 20/6/2012 10:15 PMView Responses definately 20/6/2012 10:14 PMView Responses Yes, as it could be used as a revision tool. 20/6/2012 9:31 PMView Responses Possibly, mainly for the sake of revision when looking back at previous posts 20/6/2012 9:15 PMView Responses

29
MAYBE 20/6/2012 8:59 PMView Responses no 20/6/2012 8:58 PMView Responses maybe 20/6/2012 8:38 PMView Responses no 20/6/2012 8:34 PMView Responses yes 20/6/2012 8:32 PMView Responses Not really although it may help others taking the subject that i am writing about. It could be usefull if you are unsure about a subject however google is always useful when stuck. 20/6/2012 8:24 PMView Responses yes 20/6/2012 8:22 PMView Responses
Question 10 -Is there any educational value in commenting on someone else's blog? – Responses
Raw data
yes
Yes
no.
i dont think there is in commenting, but there is in reading others comments. it helps for communication.
Not really... Unless you're asking a question I suppose
yes
For the other person maybe, if it's advice.
Little
Unsure
extra infomation your curious about
no

30
not sure
dont know might be
no
not really
Yes.
No
No
nope
no
No
No
yes
Yes, as it gives the other person someone elses view which could help them to achieve a better grade.
Not that I could think of
NO
no
might be
no
yes
Possibly if it is to help the person if they are stuck or need help on something.
yes

31
Appendix 4
Lesson
Teaching group:
10N1
Objective/grade:
Today I will learn to solve problems involving circle theorems Grade B to A
All - Grade B solve simple circle theorem problems
Most - Grade A investigate and identify a circle theorem rule
Some - Grade A Solve more complex circle theorem problems (2 steps or algebra)
Ethnicity, Diversity and Community Cohesion Objective: To work on my own and in a group
Entry/ Starter
Students to be given a sheet with missing information to label parts of a circle. They are to do this individually Students to then check with their work partner and ensure that they are happy with the different parts of a circle. Demonstrate using interactive whiteboard. Extension task: - to draw an arc on their sheet (AMP) to show using the visuliser.
Main Student Learning Activities
Differentiation
Activities to check progress
AMP to share LO with the class.
AMP to show the class the plenary slide. Students to have a go at doing them. This has not been covered by the class as yet.
Students to be split into six groups. In pairs the students are to follow the success criteria on the given sheets (pink – angles in a semi-circle, blue – angle at the centre, green – angles in the same segment). Students are to investigate the circle theorem they have been given in their pairs, and then discuss as a group of 4/6. Students to think of a silly hint to help the class remember the rule (like my parallel and perpendicular arms).
Each group of 4/6 is to be given a flipcam and asked to make an explanation video for the circle theorem that they have investigated. Once the video has been made and reviewed by the group, the students are to pass the flipcam to AMP. AMP to upload the video onto the Wallwisher page.
Students to look at the two step problems for their given circle theorem.
Plenary to check progress. Posters round the room and students to put their answers on the posters for the rule they have looked at today.
Objectives are differentiated.
Any student who can do the activity will be moved on straight away to the extension problem solving sheet
Students to investigate what they find. Students to investigate a rule – differentiated by groupings, how clear the students formulate the rules, Q&A. Students who find the rule, need to then formulate an question to check the understanding of their peers.
By quality of the explanation of the rule.
By questions, by answers
By questions, there will be an easy medium and hard question for each type of question. Choice by student. Q&A. Feedback from questions.
Throughout lesson.
Q&A
Q&A, paired discussions. Students to feedback and explanation to the rest of the class.
Flipcam videos
Postit notes, Q&A, RAG.
Peer marking
By answers, by RAG, by Q&A.
Homework
Students to be given the URL for the Wallwisher page. Students to visit the page and watch each video. From the information given on the video clips, students are to complete the ‘which rule’ worksheet. Students are then to give a positive comment for each video clip and also a comment to help the group improve. The homework must be completed before the next lesson, as the video clips and peer comments will form part of the starter to the lesson.
Resources
Flipcams/ Wallwisher/ RAG cards/ Worksheet/ Whiteboards/ Visuliser/ Paper/ Card sort activity/ Posters for plenary/ Posit notes

32
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