Post Grad: Session 5 - Digital Tours

Mixed Reality and Virtual Tours

Whakatoki - Mā te kimi ka kite. Mā te kite ka mōhio. Mā te mōhio ka mārama. 

Seek and discover. Discover and know. Know and become enlightened.

How immersive is it? Is it just audio (augmented with audio) or do they feel they're there and feel part of the new reality?

A way to find out what students are learning and getting them to share with others

How can we use VR/AR:

• Build prior knowledge
• Share knowledge built, each group takes on a different aspect
• Help visualise, e.g. cross sections
• Formative assessments 
• Share events, unable to attend
• Provide health and safety in the kitchen without the dangers
• Build description, as they can see, hear, imagine (adjective building through experience)

Play-based learning = Engagement, Curiosity 

We just have to consider Virtual vs Physical Field Trips - which option is best?

Takeaways

We used Thinglink to create a passage from one place to another. Check above the ANZAC Soldiers off to Gallipoli.

McGraw-Hill Augmented Reality App - can be used to show cross sections of shapes

Giving students choice in how they present their learning, even if only to teach other class members about what they learned.

Insights

Mapping students could start by mapping their own stories (Google My Maps). This could create opportunities to build virtual tours. That includes whakapapa of the maunga and awa, not just the place names.

Reflection:

We need to keep learning and building student experience, real and virtual, so our stories of the land are not forgotten, whether shared digitally or orally.

What might shift in the learning experience when students create content, rather than being a consumer of it, especially with tools like ThingLink or Delightex? How could this support learner agency, creativity, and deeper engagement?

Love the idea of teaching students to create their own work to help them revise or teach others. This helps prompt engagement and a more in-depth understanding. By giving students options, they have student agency and can choose how they present their learning and deeper understanding.

Post Grad: Session 4 - Research Informed Practitioner

 Being a Research-Informed Practitioner in the Digital World.

Nā te whakarongo me te titiro ka puta mai te kōrero - Through looking and listening, we gain wisdom.

What were our takeaways from the video ITL rubric and reading:

    What important skills are we teaching for the 21st century

• Previously known as essential skills and Key Competencies
• Collaboration is important
• Innovative Teaching and Learning involves
• Collaboration
• Knowledge Construction
• Self-Regulation
• Real World Issues/Innovation
• ICT for learning
• Skills in communication 

Note to self (Artifact=DLO digital learning object)

The article talks about not just consuming information but transforming learning experiences (this can be trickier for younger students)

Watching a video is not using ICT it is consuming it.

• Knowledge Construction 🚧 involves analysis, interpretation, synthesis and evaluation.
• 
  E.g. Art collage with a focal point and reflection on why these images
• Scratch creating angles, applying knowledge learnt about angles inside a triangle
• Therefore, the Audience is Authentic = Blogs with people responding.

Takeaways

Creating a Meme: makeameme - This could be done to reflect the attitude or feelings of a character at
different points in the text.

ICT flowchart - this is not about making, it is about the students designing the task.

For research articles, use scholar.google.com, not google.com

Insights

LMS - eLibrary

They subscribe, so we don't have to; articles are there for our use. But must log in through LMS.

Reflection

Love the idea of students having a choice to create a meme, video, audio recording(podcast) to share thoughts on what they are learning for inquiry, reading, maths, and writing.

Post Grad: Session 3 - Changing Education

Changing Education Environments and Outcomes

Innovating Pedagogy Reports - Summary - I wanted to look at Flipped Classroom page 17, but at the time, the link wasn't working, so my focus was on AI. Here is the video I shared. 

We looked at Changing Education Paradigms - I think I have seen it before, but it is still relevant - schools are not factories 

How does the Governance of AI in our context impact technology and our practice? - Main Ideas

“Regulating AI in higher education demands a comprehensive, nuanced approach that balances technological innovation with ethical considerations. Institutions must establish clear governance frameworks that create robust guidelines for AI usage, focusing on academic integrity, data privacy, and responsible implementation.”

“Good AI governance helps create inclusive environments by setting clear expectations while supporting innovation. Instead of blanket bans or one-size-fits-all rules, [we] need flexible frameworks that work for different disciplines and student needs. [The] key is involving diverse voices in policy development so governance supports, rather than hinders, inclusive teaching and learning.”

Taking Action:

1. Include teaching and learning professionals when creating institutional policies and guiding principles for the procurement and use of AI tools.
2. Make AI governance visible. 
3. Create a generative AI resource hub.
4. Ensure that AI tools comply with institutional privacy and cybersecurity standards.
5. Advocate for institutionally approved AI tools.
6. Create template language for syllabi and course policies.
7. Maintain human-centered teaching and learning. 

2025 EDUCAUSE Horizon Report® Teaching and Learning Edition

Takeaways

Don't give up just because the link doesn't work - Google it!🧐

Check reading in the right place and the right article

Insights 

Divergent Thinking isn't wrong thinking, and we need to encourage it, not destroy it or make it so there is only one way to get an answer. Divergent is not the same as Creative thinking!

Critical Analysis

Reflections

How can I encourage more divergent thinking in class?

Post Grad: Session 2 - Blended Learning

 Digital Fluency, Online and Blended Learning

This week's flip task was to evaluate an online learning tool. I started with Scratch, which I have used previously and enjoy, so it was easy to recommend and identify any negatives. Then I tried Class Companion which a collegue is using, it has some great ideas but not being ableto use with the class made it harder to evaluate. So I am looking forward to learning more witht he class. 

Whakataukī:

Hāpaitia te ara tika, pūmau ai te rangatiratanga mō ngā uri whakatipu

Foster the pathway of knowledge to strength, independence and growth for future generations

What is Online Learning:

• Social Presence - should be able to see others and connect with other learners
• Cognitive Presence - Tasks that stretch and test you, that make you think
• Teaching Presence - Someone who is teaching, guiding or facilitating the group so it doesn't go off on a tangent.

Tips for Teaching Online: Setting expectations, E.g camera on, mics off. With the camera on, you can get to know students better and them you, who are in the background.

Other things to consider when online:

And now it is not the time to wonder whether we use AI, but how we can:

What is digital fluency?

The Moe says

 

This definition comes from tki which has become tahurangi.

Or do we worry about Digital..

• literacy?
• savviness?
• competence?
• capability?
• wisdom?
• fluency?

Whatever the term, what is interesting is how these relate to other 21st-century skills!

What I do find interesting is this:

We also looked at SAMR model - we could use AI to get past substitution and move past using digital tools for enhancement to transformation. 

Modification is where they may investigate one aspect of a map for geography, then share their learning with others and use their inforamtion to enhance their map thorugh discussion.

Redefinition - students take charge of their learning - I can do it a different way. 

It can also be use to reflect - check video

Flipping the Classroom - Do students need to have devices or can they access it different ways.

Takeaways 

Suno - AI Music - creating own songs based on a topic or for relaxing

Where do people get new ideas from:

Ditch - Ditch that Textbook by Matt

Control Alt Achieve - Eric Curts

Insights

• Students want to learn how to use AI to help them learn and how they could use it in future occupations.
• Flipping tasks could help neurodiverse students learn in their own time and space (at home).  Then apply the learning in class with the teacher.

Reflection

I need to stop worrying about what I can do and find out what AI can do and use it to help students achieve and use it more effectively.

Then, looking deeper at the SAMR model, some tasks are built for modification to help front load, then you can get students to collaborate, it could be by investigating different areas and then coming back together and sharing their learning.