Eastern promise

Dani Martin, Chair of the Western Australia Chapter of Learning Environments Australasia tells us what she found interesting at the latest A4LE conference in Singapore.

Learning Environments Australasia’s 17th Regional Conference kicked off in Singapore on July 12th with a bang of drums, dancing and an enchanting lion dance. It was a clear indication of the extraordinary speakers and workshops to come over the following two and a half days. As delegates, we were continually tested with dramatic new theories (and practices!) of technology, artificial intelligence, the role of education and thoughtful, inclusive design principles.

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      string(313) "to become so engrained in daily life that it has almostbecome an operating system in the Eastern world. Rather than justsimply sending messages, WeChat allows its users to make payments,manage their banking, buy lottery tickets, order a taxi, book a hoteland pretty much anything else you would do on ..."
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      string(3736) "to become so engrained in daily life that it has almostbecome an operating system in the Eastern world. Rather than justsimply sending messages, WeChat allows its users to make payments,manage their banking, buy lottery tickets, order a taxi, book a hoteland pretty much anything else you would do on an average day allvia a user-friendly app.Facebook has already launched payments on Facebook inthe US, and rather than just being a standalone project, I believethis is step one in positioning Facebook as an operating system foreveryday life.When you combine this point with the idea that the Facebookdrones are going to be bringing the internet to billions more people inthe near future, I am certain that, love it or hate it, Mark Zuckerberg’sinternet giant is going to play a more important role in the lives ofeven more people for many years to come.Professor Steven van Belleghemhttp://www.teachingtimes.com‹‹ PREVIOUS PAGE n  NEXT PAGE ››This month’sFeaturese-learning UPDATE n www.teachingtimes.comWhy is 4G important to education?Students are heavily involved in Web 2.0 technologies – blogs, twitter, podcasts, wikis, social network sites, virtual worlds, video sharingand photo sharing. As a result, the internet is playing an increasingly important role in not only students’ social life, but also their academiclife too. Teachers are now turning to Web 2.0 tools, drawing upon their ability to assist in creating, collaborating on and sharing content.Social network sites are quickly becoming ubiquitous online. In the digitalised era, new kinds of social, work, and learning practicesemerge where information is mixed with entertainment.Facebook, specifically, has been found to be used to reinforce learning. As previous communication technologies (e.g. email, chatrooms, bulletin boards, etc.) have been integrated into the way we teach and administer lessons, social network sites may also have aplace in our classroom.Facebook has quickly become the social network site of choice by students and is an integral part of the behind the scenes ‘educationexperience’. Since its 2004 inception, the adoption rates of Facebook in education are remarkable. Furthermore, Facebook also has agrowing audience in teachers and students.At the end of 2015, Facebook unveiled its newest education project – the Personalized Learning Plan (PLP) – and in doing sounderscored the need for greater broadband access. Without 4G, the great promise of education technology and the full benefits ofpersonalised learning can’t be fully realised.While students in the West are benefiting from digital tools and resources, tens of millions of students across the world still lackbroadband access.Projects like Facebook’s PLP underscore the potential for technology to transform education as we know it and to ensure that everystudent who wants to learn has access to high-quality education.In his own Facebook post, Mark Zuckerberg said of PLP: “The idea is that teachers work with students to customise instruction to meetthe student’s individual needs and interests.“Technology in personalised learning enables teachers and students to create personal learning plans, track progress and findmaterials to help them learn best.“When technology is tailored to students’ needs, it frees up time for teachers to do what they do best – mentor students.“Building software that will enable personalised learning for all children is a new and exciting challenge for Facebook and we can’tdo it alone. We’re committed to listening to and learning from the education community – teachers, parents and organisations that aresupporting personalised learning.”http://www.teachingtimes.com"
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Digital Learning

Hands up who doesn’t use Facebook?

12 Apr 2016

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      string(5606) "Activity 3 instructions The Great War© Imaginative Minds Ltd.Activity 3: Timeline of the Great WarDescriptionStudents create a timeline, covering events leading up to andduring the Great War.Curriculum FocusLiteracy, art, history, thinking skillsMaterialsIncluded in this resource pack:Activity sheet 3a – Student introductionActivity sheet 3b – Teacher’s timelineYou will also need:Internet, research materials, drawing materials, collagematerials, A4 or A3 paper, research log (optional – Activitysheet 2c provides a generic template)GroupingsFour or fiveProcedureTell the pupils that, in their groups, they will represent theevents that led up to and events during the Great War in atimeline. It can be written, drawn, collaged or computerproduced.As a class, the pupils may choose to produce a visualtimeline that includes both writing and pictures. This couldcontribute to a class display.Pupils’ research should include a number of sources –books, internet and so on. They may use a research log ifthey wish (Activity sheet 2c).Before beginning their research, the pupils may wish tocreate a mind map of what they already know and ofanything they would like to research. They can add to this astheir research progresses.Teacher’s noteThis activity will take a number of sessions. Pupils willanalyse and evaluate information and then present it in aneffective manner.Activity sheet 3a The Great War© Imaginative Minds Ltd.In your groups, you are going to produce a timeline of eventsleading up to and covering the Great War.You may choose to begin your timeline with the assassination ofArchduke Franz Ferdinand in Sarajevo, or you may choose to begin yourtimeline with the declaration of war on 4 August 1914. You may evenchoose another earlier starting point – your starting point is your choice,but you must be able to justify it.The Great War was a global war – it was a total war. There had not beena war on mainland Europe for 100 years. No distinction was madebetween men fighting in the war at the front and women and children intheir beds at home. Nearly a thousand years had elapsed since Britain’slast invasion and now that was a very real threat.As a group, you may choose which events or battles you add to yourtimeline, but your timeline should reflect the war’s main events from aglobal point of view.You may wish to use a research log to research the events to add toyour timeline. You may also choose to use a mind map to note downwhat you already know, note new ideas and link your old ideas to yournew.The Great WarThe Great WarThe Great WarThe Great WarActivity sheet 3b The Great War© Imaginative Minds Ltd.1914June 28th Francis Ferdinand is assassinated at Sarajevo.July 5th Kaiser William II promises German support for Austria againstSerbia.July 28th Austria declares war on Serbia.August 1st Germany declares war on Russia.August 3rd Germany declares war on France and invades Belgium.Germany implements the Schlieffen Plan.August 4th Britain asks Germany to withdraw her troops from Belgium.Britain needs that assurance by 11pm. It does not come spBritain declares war on Germany.August 23rd The Battle of Mons. The BEF begins its retreat from Mons toParis. Germany invades France.August 26th Russian army is defeated at Tannenburg and Masurian Lakes.September 6th Battle of the Marne begins.October 18th First Battle of Ypres.October 29th Turkey enters the war on Germany’s side. Trenchwarfare begins to dominate the Western Front.December 16th German bombardment of Whitby, Hartlepool, and Scarborough.This is the first attack on Britain since 1066.1915January 19th The first Zeppelin raid on Britain takes place. Great Yarmouthand Kings Lynn are hit.January 31st Poison gas is used for the first time in the war as Germans onthe Eastern Front attack Russian positions west of Warsaw.February 4th Germany declares the waters surrounding British Isles to be awar zone in which ships can be sunk without warning.February 18th The first German u-boat campaign of the war begins withunrestricted attacks against merchant and passenger ships inthe waters around the British Isles.February 19th Britain bombards Turkish forts in the Dardanelles.April 22nd Poison gas is used for the first time on the Western Front. TheGermans release chlorine gas.April 25th Allied troops landed in Gallipoli.May 7th The “Lusitania” is sunk by a German U-boat.May 23rd Italy declares war on Germany and Austria.May 31st The first aerial bombing of London occurs as German Zeppelinskill 28 people.August 5th The Germans capture Warsaw from the Russians.September25thStart of the Battle of Loos. British use poison gas for the firsttime .December 19th The Allies start the evacuation of Gallipoli.1916January 27th Conscription introduced in BritainFebruary 21st Start of the Battle of Verdun.The Great WarThe Great WarThe Great WarThe Great WarTeacher’s timelineActivity sheet 3b The Great War© Imaginative Minds Ltd.April 29th British forces surrender to Turkish forces at Kut in Mesopotamia.May 25th The era of the all-volunteer British Army ends as universalconscription takes full effect with the passing of the MilitaryService Act, requiring all eligible British men between the agesof 19 and 40 to report, excluding clergymen, teachers and menworking in agriculture, mining or the railroads.May 31st Battle of Jutland.June 4th Start of the Brusilov Offensive.July 1st Start of the Battle of the Somme. The British Army suffers theworst single-day death toll in its history as 18,800 soldiers arekilled on the first day of the Battle of the"
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Creative Teaching & Learning

Activity 3: Timeline of the Great War

16 May 2018

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      string(5610) "Activity 3 instructionsThe Great WarActivity 3: Timeline of the Great WarDescriptionStudents create a timeline, covering events leading up to and during the Great War. Curriculum FocusLiteracy, art, history, thinking skills Materials Included in this resource pack:Activity sheet 3a – Student introductionActivity sheet 3b – Teacher’s timelineYou will also need:Internet, research materials, drawing materials, collage materials, A4 or A3 paper, research log (optional – Activity sheet 2c provides a generic template) Groupings Four or fiveProcedure Tell the pupils that, in their groups, they will represent the events that led up to and events during the Great War in a timeline. It can be written, drawn, collaged or computer produced.As a class, the pupils may choose to produce a visual timeline that includes both writing and pictures. This could contribute to a class display.Pupils’ research should include a number of sources – books, internet and so on. They may use a research log if they wish (Activity sheet 2c).Before beginning their research, the pupils may wish to create a mind map of what they already know and of anything they would like to research. They can add to this as their research progresses. Teacher’s note This activity will take a number of sessions. Pupils will analyse and evaluate information and then present it in an effective manner. In your groups, you are going to produce a timeline of events leading up to and covering the Great War.You may choose to begin your timeline with the assassination of Archduke Franz Ferdinand in Sarajevo, or you may choose to begin your timeline with the declaration of war on 4 August 1914. You may even choose another earlier starting point – your starting point is your choice, but you must be able to justify it.The Great War was a global war – it was a total war. There had not been a war on mainland Europe for 100 years. No distinction was made between men fighting in the war at the front and women and children in their beds at home. Nearly a thousand years had elapsed since Britain’s last invasion and now that was a very real threat.As a group, you may choose which events or battles you add to your timeline, but your timeline should reflect the war’s main events from a global point of view.You may wish to use a research log to research the events to add to your timeline. You may also choose to use a mind map to note down what you already know, note new ideas and link your old ideas to your new.1914June 28thFrancis Ferdinand is assassinated at Sarajevo.July 5thKaiser William II promises German support for Austria against Serbia.July 28thAustria declares war on Serbia.August 1stGermany declares war on Russia.August 3rdGermany declares war on France and invades Belgium. Germany implements the Schlieffen Plan.August 4thBritain asks Germany to withdraw her troops from Belgium. Britain needs that assurance by 11pm. It does not come sp Britain declares war on Germany.August 23rdThe Battle of Mons. The BEF begins its retreat from Mons to Paris. Germany invades France.August 26thRussian army is defeated at Tannenburg and Masurian Lakes.September 6thBattle of the Marne begins.October 18thFirst Battle of Ypres.October 29thTurkey enters the war on Germany’s side. Trench warfare begins to dominate the Western Front.December 16thGerman bombardment of Whitby, Hartlepool, and Scarborough. This is the first attack on Britain since 1066.1915January 19thThe first Zeppelin raid on Britain takes place. Great Yarmouth and Kings Lynn are hit.January 31stPoison gas is used for the first time in the war as Germans on the Eastern Front attack Russian positions west of Warsaw.February 4thGermany declares the waters surrounding British Isles to be a war zone in which ships can be sunk without warning.February 18thThe first German u-boat campaign of the war begins with unrestricted attacks against merchant and passenger ships in the waters around the British Isles.February 19thBritain bombards Turkish forts in the Dardanelles.April 22ndPoison gas is used for the first time on the Western Front. The Germans release chlorine gas.April 25thAllied troops landed in Gallipoli.May 7thThe “Lusitania” is sunk by a German U-boat.May 23rdItaly declares war on Germany and Austria.May 31stThe first aerial bombing of London occurs as German Zeppelins kill 28 people.August 5thThe Germans capture Warsaw from the Russians.September 25thStart of the Battle of Loos. British use poison gas for the first time .December 19thThe Allies start the evacuation of Gallipoli.1916January 27thConscription introduced in BritainFebruary 21stStart of the Battle of Verdun.April 29thBritish forces surrender to Turkish forces at Kut in Mesopotamia.May 25thThe era of the all-volunteer British Army ends as universal conscription takes full effect with the passing of the Military Service Act, requiring all eligible British men between the ages of 19 and 40 to report, excluding clergymen, teachers and men working in agriculture, mining or the railroads.May 31stBattle of Jutland.June 4thStart of the Brusilov Offensive.July 1stStart of the Battle of the Somme. The British Army suffers the worst single-day death toll in its history as 18,800 soldiers are killed on the first day of the Battle of the Somme.August 10thEnd of the Brusilov Offensive.September 15thFirst en masse use of tanks at the Somme. The tanks are British.October 8thThe German Air Force (Luftstreikrafte) is founded as various aerial fighting groups are"
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Creative Teaching & Learning

Activity 3 Resource Pack: Timeline of the Great War

2 Jun 2014

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      string(284) "... the war in the Pacific. By dropping the bombs, he could prevent the USSR from entering the war in the Pacific and claiming the lands promised them at Yalta. There is no doubt that Stalin saw the dropping of the bombs as directed more at Russia than Japan. ‘They are ..."
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      string(5583) "evaluate information and then present it in an effective manner. All pupils will make contributions and will take part in the presentation giving reluctant speakers the opportunity to contribute a small section and to have support from their group in all stages of producing their presentation. Can the bombing of Hiroshima and Nagasaki be justified?Scientists in America had been working on a new type of weapon for many years – the atomic bomb. In March 1945, they carried out the first successful test in the desert in Mexico at Trinity Site. The effect the bomb had was tremendous. Scientists had invented the most powerful weapon on earth, with the power for total destruction. The Americans had two more of these bombs, each with the capability to destroy a city. What no one knew was what the effects of the bombs, both long and short term, would be on people.To bring the war in the Pacific to a speedy conclusion, the decision was taken to drop an atomic bomb on Hiroshima on 6th August 1945. Within seconds, 75,000 people had been killed or fatally injured. The Americans asked the Japanese to surrender, they refused. Three days later, a second atomic bomb was dropped on Nagasaki killing a further 42,000 people.Six days later, the Japanese surrendered.The bombingsWhen ‘Little Boy’ was dropped on Hiroshima by the B29 bomber Enola Gay, the initial heat blast was 900 times hotter than the surface of the sun. The winds created travelled at 500 mph and everything in a two-mile radius was flattened. It has been reported that the mushroom cloud rose to 17,000 metres.Within thirty minutes of the blinding white flash came the black rain, infecting the area and the people it fell upon.In the bombings of both Hiroshima and Nagasaki, the Americans guess 117,000 people were killed. The Japanese dispute this figure and say a quarter of a million.The bombs had a devastating effect on the environment. Many plants and animals were killed or died months later from radiation. Radioactive sands clogged wells for drinking water. Water sources were polluted by radioactive waste. Agriculture was damaged.The two atomic bombs vaporised around 117,000 people in Hiroshima and Nagasaki. Those who survived are called “hibakusha”– meaning people exposed to the bomb — and there are a number of them still living today.Why did they do it?The reason given by President Truman for dropping the Atomic Bombs was that they were dropped to end the war in Japan quickly, saving thousands of American lives. The invasion of Okinawa, April to June 1945, had claimed over 50,000 casualties for the Allies. The USA believed that Japan would never surrender and Japan had 5,000 aircraft and 5 million soldiers prepared to fight to the death.However, it is often claimed that there were other reasons that led Truman to his decision:· The Japanese were on the verge of surrender in August 1945 anyway – many historians believe that the bombing of Hiroshima and Nagasaki was revenge for Pearl Harbour and Japanese war crimes against Allied prisoners of war.· Truman dropped the atomic bombs because he wanted to end the war and keep the Soviets out of the war in the Pacific. By dropping the bombs, he could prevent the USSR from entering the war in the Pacific and claiming the lands promised them at Yalta. There is no doubt that Stalin saw the dropping of the bombs as directed more at Russia than Japan. ‘They are killing the Japanese and intimidating us,’ he told Molotov, his minister for Foreign Affairs.· The bomb was dropped to impress the Soviets, and persuade them to relax their grip on Eastern Europe.· Some even believe Truman sanctioned the bombings to test the weapons on live human beings to see what effect they would haveYour taskLook at Activity sheets 7b, 7c, 7d, 7e, 7f and 7g.Worksheet 7b shows photographs of Hiroshima taken before the Atomic Bomb was dropped and some taken after.Activity sheet 7c shows photographs of the Atomic Bombs that were dropped on Hiroshima and Nagasaki detonating and some of the effects of that detonation.Activity sheet 7d contains photographs of the effects that the Atomic Bombs had on the population of the cities. (Warning: graphic content)Activity sheet 7e shows photographs of the planes and crew who dropped the Atomic Bombs on the cities.Activity sheet 7f gives some statistics mainly of the bombing of Hiroshima.Activity sheet 7g describes two eye witness accounts of the bombing of Hiroshima.In your groups discuss the photographic and written evidence and decide if you think the bombing of Hiroshima was justified.Produce a speech explaining your feelings on the dropping of the Atomic bomb. You must explain if you think the US was right to drop the bomb and explain your answer.The bomb blast caused “shadows” of the people to be left behind. In a few seconds after an atomic bomb goes off, the area around it is bathed in intense heat rays streaming out from the detonation point. The temperatures of objects hit by the rays can climb to 1,000 degrees or more. This causes some substances to burn while cold. Dirty concrete can be “bleached” white. If any object blocks the heat rays for those few seconds, a portion of the surface is spared and does not change colour leaving a “shadow.” The people who left these “shadows” were killed when vaporised by the heat and shock that arrived a few seconds after the blinding light.The shadows are a unique occurrence from a nuclear explosion and remain after many years. They remind us of a horrific moment in history"
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Creative Teaching & Learning

Activity 7 Resource Pack: Can the bombings of Hiroshima and Nagasaki be justified?

6 Jan 2014

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Leadership Briefing issue 7.04 (76)"
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      string(3952) "ResourceDECODING LEARNING: THE PROOF, PROMISE AND POTENTIAL OF DIGITAL EDUCATIONOriginal DocumentDecoding Learning: The Proof, Promise and Potential of Digital Education. Schools have spent in excess of £1.4bn on digital technology, with little evidence about the impact on learning, according to this new report by Nesta. It says technology has the potential to transform education for the better when it is combined with effective teaching practices. But too often technologies have been imported into classrooms without the necessary changes to teacher practice and school organisation to support them.KeywordsTechnology, digital, impact, learning, education, teaching, practices, classroomsSummarySchools have spent in excess of £1.4bn on digital technology, with little evidence about the impact on learning, according to this new report by Nesta.Main Points:· Technology has the potential to transform education for the better when it is combined with effective teaching practices. But too often technologies have been imported into classrooms without the necessary changes to teacher practice and school organisation to support them.· School budgets are increasingly assigned to technology, without a strong understanding about how to use it or its potential benefits. As a result, millions of pounds worth of kit is languishing unused or underused in school cupboards.· From tablets to voting pods, whiteboards and games, individual technologies have been sold to schools with great expectations of enhanced learning. In too many instances, however, innovations – and their investments – have failed to demonstrate an attainment return.· The report argues that education technology should be designed around how students learn; revealing that technology is currently being used to support existing teaching practices, rather than transforming teaching and learning.· Digital technologies have started to have an impact, but there is still vast potential. There is great scope for independent learning, with huge growth in the amount of information available to learners. But, when it comes to ‘learning with others’, good ideas and methods developed through academic research and commerce are not filtering through to the classroom.Areas and opportunities for digital education:· Assessment tools:  There is currently too little truly innovative technology-supported practice in this area. Although not unnoticed, there is significant opportunity here;· Learn through making: Build on the current enthusiasm for ‘making’ and ‘doing’ by supporting students with the right tools and thinking about application beyond the classroom environment;· Techniques for practising: Not much is currently being done to know which tools are helpful; innovation in this area would be greatly welcomed;· Turn the world into a learning place: Stop thinking about learning taking place purely in schools;· Social learning: Consider technologies that support a dialogue between teachers and learners – in and outside of school – so that information can be swapped.Action· Nesta cautions that in the last decade technology has been put above teaching, and excitement has been put above evidence of what things work. If developers are to design effective kit and educators are to invest their time and money wisely, they need to work together. It is only through joining the dots that we will move from a ‘plug and play’ approach to technology to ‘think and link’ – where tools are used with lots of other types of resources.· Teachers need more inclusive and genuinely innovative tools, with multiple functions and ways of using them. Arguably, there is considerable incentive for industry to design such tools, with an imperative that learning is put first.NotesAuthorR ChimaDate CreatedNovember 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

The Proof, Promise and Potential of Digital Education

3 Dec 2012