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Vitta13 creative learning environments gcasey

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VITTA abstract for 2012 conference – Creative learning environments promote creative thinking & inspiring learning
All students have knowledge, that their experiences have given them, and valuing this knowledge can be a difficult task within a school curriculum. Venturing beyond the walls of the classroom, to combine online social media, Web 2.0 and face-to-face teaching, can help to support students’ strengths and abilities while providing them with opportunities to create, publish and be valued resources for their peers. This PhD classroom action research study created dynamic online environments where students were faced with a wide range of tools which encouraged them to think, create and share their knowledge. Multimodal methods of learning were at their fingertips and new literacies became part of the day-to-day learning cycle.

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Vitta13 creative learning environments gcasey

  1. 1. Creative Learning Environments Promote Creative Thinking & Inspire Learning Gail Casey Teacher – Geelong HS # Just completed my PhD with Deakin Uni Background image from - VITTA Conference August 2013
  2. 2. About my work: • I have just successfully completed the examination phase of my PhD with Deakin University for which I held an Australian Postgraduate Award. • My presentations can be found at: • My action research sites include: •, & • In June 2012, I was awarded first place in the ISTE Online Learning Awards: • learning-award •In June 2013 my paper titled ‘From Telling the World to Showing the World: in an Era of Social Media’ received an Outstanding Paper award at the Edmedia conference in Canada. •
  3. 3. Practitioner Action Research
  4. 4. Practitioner Action Research
  5. 5. All Students have knowledge that they bring with them to the classroom
  6. 6. Many strengths and abilities that students have can go unnoticed
  7. 7. Social and Participatory Media Provide a Gateway for Educators BUT WHAT MIGHT THIS LOOK LIKE?
  8. 8. Creativity is at our Finger Tips
  9. 9. Students can create identities
  10. 10. We have the means to inspire learning
  11. 11. “Multimodal literacy is one way of describing reading and writing in new communication environments.” Maureen Walsh, 2011 p.14, in Multimodal Literacy: Researching Classroom Practice
  12. 12. Lets look at some examples. In these examples ‘Ning’ was used, but there are many other alternatives such as Edmodo and school Intranets that would also work well.
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  16. 16. The students have the Creativity! As educators, we need to use this for our own purposes… engage their peers in Creative Thinking & to Inspire Learning We need to build environments where this can be shared!
  17. 17. I have published and presented widely Teacher Publications Casey, G 2012, 'Social Media in the Math Classroom', Learning & Leading with Technology, vol. 40, no. 36-37. Casey, G 2012, 'Designing for Learning using Social and Participatory Media', ICT in Education, vol. 34, no. 1. Casey, G 2010, 'Knowledge Sharing, Knowledge Building: Using social networking to develop critical literacy and encourage creativity', Education Technology Solutions, no. 36, pp. 42-4. Peer Reviewed Publications Casey, G 2013, 'Interdisciplinary Literacy through Social Media in the Mathematics Classroom: an Action Research Study', Journal of Adolescent & Adult Literacy, vol 57, no. 1. (ERA 20322) Casey, G 2013, 'Social Media in the Classroom: a Simple Yet Complex Hybrid Environment for Students', Journal of Educational Multimedia and Hypermedia, vol. 22, no. 1. (ERA 20285) Casey, G 2013, 'Building a Student-Centred Learning Framework Using Social Software in the Middle Years Classroom: An Action Research Study', Journal of Information Technology Education: Innovations in Practice. 12: 159-189, (ERA 18013) Casey, G 2011, 'Knowledge-building: Designing for learning using social and participatory media', eLearning Papers, no. 27, pp. 1-7. (ERA 45102) Casey, G & Evans, T 2011, 'Designing for learning: Online social networks as a classroom environment', International Review of Research in Open and Distance Learning, vol. 12, no. 7, pp. 1-26. (ERA 20804) Also published in Spanish Casey, G & Evans, T 2012, Diseñar para aprender: redes sociales en línea como un entorno de clase, Universidad Nacional Autónoma de México l B@UNAM l retrieved March 2012, <>. Book Chapter Casey, G (forthcoming), 'Students as 'Assessors' and 'Assessees' in an Era of Social Media', in S Koc, P Wachira & X Liu (eds), Assessment in Online and Blended Learning Environments, Information Age Publishing, Charlotte, NC. Other Papers in Various Stages of the Peer Review Process Casey, G (2nd round of peer review), 'Unlearning to be the Teacher', Technology, Pedagogy and Education Journal. (ERA 20271) Casey, G & Evans, T (in peer review stage), 'Chaos and Complexity Within and Around a Classroom Action Research Investigation of Social Media', Complicity: An International Journal of Complexity and Education. (ERA 40646) Casey, G & Wells, M (in peer review stage), 'Remix the social: Remix the learning in an era of social media', Journal of Technology and Teacher Education. (ERA 20270)