Exploring Google Classroom

So far we having been using blogger to share links to assignments with students.
I have also been exploring using Google Forms to create Digital Worksheets....

The problem with a blog is that the posts are arranged chronologically, and I found that the Grade 8s battle to find the posts, as they don't know how to search the blog. I would use their emails but they are still learning how to use email, so I am exploring a few options for next year....

We are building a Google site and Google Classroom recently came out, so I am testing how to host a link to a digital worksheet.

So far I like how simple it is to post content on Classroom and am interested to see how handing in assignments will work. I also like how I make announcements that a pertinent to that class...

I think I will continue with the blog as a public place to share content with other educators/ the public and use classroom as my online learning forum.

What is the purpose of GAFE in the classroom?

Image Courtesy of Shena Macdonald

Our use of ICT in the classroom facilitates are more interactive style of learning.  This is called blended learning and flipped classroom theory.  These theories govern how one applies ICT to a classroom setting.  However choosing an online learning management system saves you time and focus your experimentation.  As mentioned previously it also helps if your choice of ICT fits in with your school's’ online learning plan.  

We have decided to work with Google Apps For Education (GAFE) so my review will focus on how this learning management system benefits me.  I will write a separate review on how our application of blended learning and flipped classroom theory has improved our results.

Some reasons why we choose GAFE are:

• GAFE is FREE! This is super important! It means learners can access it from home without incurring extra costs.
• GAFE is USER FRIENDLY. It builds on skills learners and teachers are familiar with such as Word, Powerpoint and email.
• GAFE is UNIVERSAL! Google works in most countries and it works well! This means learners are equipped with skills that they can apply to other contexts as well as future work environments. GAFE is compatible most devices, which is important in a BYOD setting. [BYOD stands for Bring Your Own Device]

There are 3 main aspects to incorporating GAFE into the classroom.  

1. GAFE facilitates sharing educational content with learners.

2. GAFE allows learners and teachers to generate content.

3. GAFE streamlines administration and record-keeping.

There are numerous benefits to each of these functions so here is a Link to an explanation of the 3 main aspects of GAFE

Reducing the Fear of ICT through training, planning and reinforcing the need for teachers over computers

Photo Courtesy of Shena Macdonald

If you prefer a less anecdotal style of writing click on here: Link to Summary of this Post

Below is a story style version of the summary:

Sometimes teacher training, feels like being hustled by taxis in Warwick triangle- everyone is in a hurry with not enough time and the way taxis drive you are just waiting for the pending disaster. However, I hope this blog shows you that introducing technology into the classroom is a much slower paced journey. 

One of teachers' biggest fears is that the computer will replace the teacher. I don't think this is the case. For computer-supported learning to work you need good teachers... I have learnt so much from how Mrs Moore organises her lessons and this skill is very evident in the way she arranges her blog posts! Sometimes my posts tend to be too long and overcrowded, but Mrs Moore's posts are to the point and broken into measurable chunks. It just goes to show that very experienced teachers know exactly how much information to put on a page! So creating a blogpost follows similar principles to planning a lesson or composing a worksheet.

Another fear that prevents teachers from introducing technology is the perception that technology is actually bad for learning. I watched a short clip by the Epipheo team and Nick Carr that tackled this notion in such informative way (see link below). Carr speaks about how developing incredible ideas takes focus and time. Carr maintains that the distractions of a multi-tasking internet environment prevents ideas moving from short-term to long-term memory. My personal perception is that technology can be a wonderful way to facilitate focused work and idea development, but learners need teachers to show them how to use computers in a focused manner. Using links is a wonderful way to direct learners' attention to specific texts or articles/ videos. Surfing the internet or bouncing through social media updates is definitely not focused learning.

Another common misconception amongst teachers is that online learning forums are very complicated and their knowledge of computers is too basic. The thing I like about using Google Apps For Education is that it builds on skills I am comfortable with- such as creating a word document, email and powerpoint. Starting with computer skills you are familiar with will make you feel more confident. Learners may be excited about online learning, but they are also afraid. Thus a teacher confidence acts as the learner's safety net that encourages them to explore new territory.  

I thought I would crash and burn in front of my learners when I introduced my online classroom, but I discovered my online classroom actually began functioning like insurance for unlikely events. Just today Mrs Moore was telling me how she forgot it was theory and had prepped for practical, but working off her online classroom archive made constructing a lesson on the spot much easy.

In fact I started working online to save face! My handwriting is so terrible that my exploration into online learning was fuelled by a need to be able to type everything!

When I realised how little the learners knew about working online, I felt a lot bolder in venturing out in a new direction. You see learners are competent at navigating social media but working online is still a challenge for them. Also working online is about learning not being computer whizzes. Thus students need teachers to guide them in answering questions. The feedback opportunities that working online offers enables teachers to encourage and inspire learners. This personal encouragement is vital to learners' development! It is something only skilled teachers can offer- not a cold machine!

Creating digital textbooks, is about adapting curriculum content to suit your classroom! Yes that content can be shared with lots more people- but it still needs a teacher to unpack it in a way that their learners relate to! I love the way online learning empowers me to create and alter content in an immediate, professional manner. I think many departments at Durban Girls High have years worth of incredible content combined with valuable work experience!

I love creating content and assessment and watching how it enhances learners' understanding, but I find that my time is often limited by administrative tasks. I am so grateful for the time Mrs Moore has given our department to invest in finding computerized tools that decrease teaching admin. For example we have created our own online bank of comment codes for marking projects, which saves typing time. We have used subject meetings to explore apps that mark for us- unfortunately most of art theory is essay writing but I am sure automated marking of multiple choice questions would benefit other departments.  

Machanic (2001) says that many online learning experiments are sabotaged by lack of time and resources devoted to staff training. Yes, working with a computer may be different-like changing from a manual to an automatic car, but if we give ourselves time to enjoy each pitstop and road sign then we will find that in the long run the computer will become the administrator and this will free us to do what teachers do best- TEACH!

Mrs Moore and I have slowly been integrating online learning tools into our teaching environment. It certainly wasn't an overnight migration! Many of our experiments were birthed in subject meetings and hours of discussion. Some of that discussion was subject specific and other discussions were with other educators, ICT professionals and the school management team. Which brings me to another important point on successfully navigating the world of online learning! ICT Training must be scheduled into your department's year plan. There are so many different online learning systems that learners and educators are going to get confused if everyone is doing their own thing. Working as team will make sure your department grows together and will save you many hours of travelling down dead-ends. Collaborating with Mrs Moore has been a treat and I would have been very lost without Mrs Moore's enthusiasm and strategic thinking skills.

Of course no-one can think clearly in a traffic jam! If you want to learn to drive a car- you have to find a quiet place with a good instructor who is happy to let you blunder along trial and error style. And don't worry getting a drivers licence may come with a few hours of practise but the freedom it brings is well worth the effort. So if you are interested in embarking on your own unexpected ICT journey...clear out the taxis and browse through the blog or pop in to our art studio and we'll help you plot out a map.

Interesting Links:


Link to epipheo video on what the internet is doing to our brains

Reference:

 Carr, N. and Epipheo Studios, (2013). What the internet is doing to our brains. [online] YouTube. Available at: https://www.youtube.com/watch?v=cKaWJ72x1rI [Accessed 14 Jul. 2014].

Machanic, M. 2001. [online] 11.3 Faculty Development in Higher Education: "Best Practices" Review and Planning Recommendations for Technology-Rich Learning Environments; Mindy Machanic. Available at: http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_3.asp [Accessed: 11 Feb 2014].

Picking your Tools..

Photo courtesy of Shena Macdonald

When one trains educators to incorporate technology in their coursework, Machanic (2001)  with reference to Eastmond and Lawrence and Horgan (1998) notes that it is important to emphasise how technology supports pedagogy practices rather than the showbiz qualities of technology presentations.  Thus, Machanic (2001) proposes the notion that including technology in one’s course development is more than an aesthetic presentation element but rather a useful format that can be used to increase access to learning.  I would agree with this practice, as I have found that exploring the vastness of technological applications can be overwhelming and time-consuming.  Thus, basing one’s use of technology within a pedagogical context can provide a framework for one’s exploration and selection of technological tools.

Consequently, we have realised that our art department has subconsciously developed various criteria that influenced our selection  and use of information communications technology.  In my Master’s paper I will discuss how we reached a consensus on our criteria and selection of technological tools.  I will also explore how learners responded to the various tools and how their experience influenced our development of our online classrooms and implementation of technological tools.

Firstly we selected a learning area that we would like to present digitally, such as assessment and self evaluations.  We then discussed what we would like to achieve in that area.  We then looked at a variety of online tools that others were using and choose our own tools based on the following criteria.

Some of the Basic Criteria we used for selection of information communications technologies (ICT) were as follows.

Digital tools/ programs/ICT should be:

• free!
• easy to share (e.g tools should be link friendly)
• accessible to learners and educators (hence the emphasis on free)
• save educators time by mechanising administration
• improve presentation and record keeping
• speed up rate of communication between educators and learners
• allow dialogue/collaboration between learners and educators,
• easily edited (adaptable) as our online classroom is experimental
• build on basic computer skills (sharing between programs , microsoft office, editing images)
• save the environment by saving paper
• improve pedagogical practice
• optimise Visual curriculum requirements
• work well the school infrastructure (infrastructure is a major hinderance to online learning but I shall write another post about this)

I will expand on these criteria further as this blog grows. 

If you are thinking of introducing technology into your classroom, perhaps you should think about how what you want to achieve in your classroom? 
What criteria list would you create?  

Having an end goal in mind will help you stay focused when presented with a vast range of apps and fancy magic tricks.

Reference: Machanic, M. 2001. [online] 11.3 Faculty Development in Higher Education: "Best Practices" Review and Planning Recommendations for Technology-Rich Learning Environments; Mindy Machanic. Available at: http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_3.asp  [Accessed: 11 Feb 2014].43 (6), pp. 51--54.

Grounding experiments in ICT theory & experience

Photo courtesy of Shena Macdonald

Although our online process seemed very spontaneous it was actually grounded in Mrs Moore’s years of research style teaching as well as her vast collection of articles on current developments in education and online courses.  Moore has also presented numerous projects for Microsoft and Google on blended learning, flipped classrooms and catering for a variety of learning styles. Mrs Moore has been working with integrating ICT into education for many years- in fact she was making me laugh the other day when she said she had no idea how the first computer that arrived in her classroom worked and the principal just smiled at this panicked teacher and said- "you're a bright person I am sure you will figure it out!"...Well, Mrs Moore has certainly used her intelligence to mastermind many successful computer-supported projects!

We recently did a strengthsfinder course at school and Mrs Moore’s top 5 strengths are in the ideas category, which explains why we are constantly trying new things in our studio classrooms! We seem to never stick to the same curriculum content and are constantly adding new links.  Being a young teacher, who likes to appear in control, I have adopted the strategy of smile and nod, and scrabble to research various terms at the end of any discussion with Mrs Moore- I often feel like the duck who is gliding along but its' legs are paddling like crazy underwater.  Although in reality I think I appear more like a toddler with a million questions. What follows is some of the pearls I discovered from Mrs Moore’s presentations, our departments research, and various discussions with lecturers and colleagues. Our move to online learning is not only about using computers in the classroom.  

It is all about incorporating Flipped classroom and blended learning theory.

Harvey Singh ( 2003, pp. 51-54) in a Journal Article titled “Building Effective Blended Learning Programs” states that first generation e-learning courses where too similar to their classroom counterparts in that their single mode of instructional delivery did not provide sufficient choices, engagement, social contact, relevance, and context.  According to Singh, studies have proven that combining multiple delivery modes in a blended learning environment facilitates greater learning and performance.  Blended learning is when one merges a variety of learning tools as well as events-based activities (Singh, 2003).  Thus an example of blended learning is combining a classroom based discussion with a digital worksheet that learners can complete in their own time.  

Thus Singh proposes that digitally delivered learning needs to be more than an online presence for it to be effective.  Singh (2003) reinforces the notion that catering for a variety of learning styles and allowing learners to collaborate with educators in a various manners will boost course outcomes. As our journey in e-learning has progressed, Neith and I have spent considerable hours discussing a variety of learning styles and delivery modes that we could translate into a digital classroom.

For example digital mindmaps cater for visual learners whereas practical application benefits kinesthetic learners. Thus I will set up a digital worksheet for those who enjoy writing, and other learners will create a mindmap on A3 card and others will use prezi. I also set up a practical hand-generated element that stimulates the kinesthetic learners. It may sound like a lot of work, but once it is done you just copy and paste the links for the next year and learners enjoy the work so much more that it makes the extra effort worth it.



Link to PPT discussing our application of blended learning

Link to PPt on Flipped Classroom Application at DGHS

Cellphone Worksheets- making homework an enjoyable experience

Photo Courtesy of Shena Macdonald

In 2012 and 2013, I had began using Google docs and prezi to collaborate with learners on  projects. However the juniors were battling to zoom in on Powerpoints on their cellphones, so I decided to explore using Google forms for visual analysis activities and the result was a treat. The answers came through in a spreadsheet format and this made my marking much easier, as it allowed me to mark one question at a time without wasting time flipping through scripts.  This is very useful for short questions as you are able to mark fairly and establish clearer patterns of which areas learners are struggling with or which questions need to be clearer.   I have since tried this method with the seniors and have received some useful feedback from them.  

Link to Tutorial on creating Digital worksheets and self-evaluation forms

Online Mentorship

Photo Courtesy of Shena Macdonald

One of the benefits of online classrooms is that you can see how teachers arrange their lessons and what type of resources they share with their learners.  You can also see how teachers ask questions and use visual layouts to make accessing information clearer.

I love the way Mrs Moore writes with a sense of humour...years of experience have also taught her how to capture teenagers' attention.  Online classrooms of a great way of sharing resources with other classes. We love that our blogs are public on the net and are delighted when other schools use our content.  We also love seeing what other schools are doing and have learnt alot from Durban Girls College and the GAFE summit.

Being a teacher you have to be present in the classroom all the time, but the internet can take you into other peoples' classrooms.  So I can quickly check another site whilst supervising a lesson and assisting learners.

Also experimenting with new things is much easier when you have a wise hand to guide you.  I love that I can share documents with Mrs Moore and she can instantly know what I am teaching in my classroom and where I need to add or change something.

Posting images of learners work also allows the learners to mentor each other and so the cycle grows.

I will add some screenshots blog examples.

Mentorship

Photo courtesy of Shena Macdonald

Machanic (2001) discusses the value of mentoring as an important faculty development avenue for educators. Machanic (2001) states that new faculty members need to be exposed to multiple ways to teach as well as multiple ways that people learn. Personally, I have experienced the benefits of mentorship since I began teaching at Durban Girls High School in 2010.  I am fortunate enough to have Neith Moore, the head of the Art Department at Durban Girls High School as my primary mentor, but I have been profoundly influenced by many of the staff at Durban Girls High School. Mrs  Moore is constantly experimenting with new teaching methodology as well presenting curriculum in a way that caters for a variety of learning styles.

I was fortunate to experience Mrs Moore’s teaching style as both a pupil, observer and co-teacher. Mrs Moore always refrained from parrot style learner and preferred to ask questions that promoted critical thinking and a thirst for knowledge. You were not allowed to be a passive participant in Mrs Moore’s classroom. Her nudging questions and refusal to print out notes required you to arrive to class with a blank page and an eager mind. Theory lessons were spent recording your own thoughts and the class discussions about a series of questions that Mrs Moore proposed. Our answers were built up by observing and discussing visual clues in a variety of artworks. We would then test our interpretations against general perceptions and class viewpoints. Thus acquiring knowledge was a collaborative affair where one learnt from others as well as historical and contemporary sources.

Some processes take time to understand and many of Mrs Moore's seeds were watered during university, but I shall reflect on that in another post. 

Teaching is such a gift because it grows you as a person. I thought I understood art but when I begun explaining it to others, much of my knowledge was cemented in my own mind. I also love how the application of art principles can have so many different interpretations- if only learners knew how much they teach the teacher. I also found that there was so much that I did not know and would find myself eavesdropping on Moore’s lessons by hiding in our stock room and then running back to tell my class, what I had just heard.  

I am so grateful to Mrs Moore for patiently teaching me how to teach and constantly answering my million questions.  I am also grateful to the staff at Durban Girls High School for always looking out for me- I like to think all the extra help is just because I am an old girl, but I know that they are unbelievably gracious to many people.  The constant chatter in staffroom often delivers so many gems and I am so glad Mrs Martin (the previous principal of Durban Girls High School) took a chance on hiring this fresh-eyed diploma student. 

I am also grateful to my Mom and aunt, who are both excellent art teachers, but they are so special that I think they deserve a post of their own.  One thing I admire about the way my mom teaches is the way she constantly finds something to encourage people with- and you will not believe the results those kind words inspire.

Anyways, what I guess I am trying to say is...I find writing sometimes makes concepts come across as your bright ideas, but really these posts are desperate attempt to extend the access the treasure chest that these incredible mentors have shared with me.  

This post is getting long so I will have to write another post about Information, communication technologies improves mentorship amongst teachers.

Reference

Machanic, M. 2001. [online] 11.3 Faculty Development in Higher Education: "Best Practices" Review and Planning Recommendations for Technology-Rich Learning Environments; Mindy Machanic. Available at: http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_3.asp [Accessed: 11 Feb 2014].

Using online forums to decrease teacher's administration burden

Photo courtesy of Shena Macdonald

Working online has certainly streamlined my administration and improved my record keeping process. I will have to locate some of the tutorials I have prepared for teachers' workshops, but using spreadsheets to add up marks certainly is effective. Some of the functions may not able to some teachers, but have a look through and maybe you will find something you would like to try.

One of the main reasons I started marking on excel spreadsheets is that my handwriting is really ugly and felt embarrassed scribbling feedback on the learners' scripts. However I know that summative and formative feedback is very important for learners' development (I will write more about this in another post).

One benefit of marking on excel was that it added up my marks for me and reduced the number of calculations errors. Sure we sometimes enter a faulty formula, but excel certainly saves me hours of calculator work.

An unexpected bonus of marking on excel was that I had records of all the feedback I had given learners. This was great when I had to compile reports on problematic learners. It also helps me track learners progress and assist them with fixing areas.

Thus, I was loving using excel, but was unsure how to get the feedback back to the learners in a legible format. At first I printed my spreadsheet and cut into strips, but this wasn't very useful as it didn't tell learners which marks linked to which sections.


Screen Shot of a Mail Merge Labels

Mrs Moore had been printing our exam marks on labels since I was at school, but using mail merge to transpose spreadsheet marks into labels seemed complicated and I was hestitant to try. However, Mrs Moore is a patient mentor and after a few lessons I managed to get mail merge right and I now use it for everything. I wouldn't say I am a Master at it as the merge sometimes does some strange things, but I am certainly happy to keeping trying and often bug my husband for some expert excel advice and that helps alot. However, the effort it takes to learn the system and the cost of the stickers certainly pays off in time saved. It definitely saves a lot of time and errors during exam time, when you have to add classwork practical marks to their exam scripts. I think it would certainly benefit other departments that have term marks made up of multiple sections. It also helps the learners with checking their marks and they love getting extra stickers to put in their homework diaries.

I will add some more images, notes and tutorials to this post when I get a chance, but for now I have to go make lunch and tackle some marking :-)

Encouraging learners to try new paths

Photo Courtesy of Shena Macdonald

One of the main problems our learners have is time management.  I spend many hours tracking who has handed in and I often have to carry piles of marking home.   I am always terrified that I will lose someone’s script.  Therefore the idea of online hand ins was appealing, as it meant I could mark anywhere, so long as I had internet access and the sharing of internet links could assist me in tracking learner’s hand in status.  

However, learners are sometimes slow in trying something new, so we offered the learners bonus marks if they did their work online.  Many of them found the online process easier and have began using online presentation forums for other subjects as well.  

As teacher working online has improved my record keeping and assessment process, but I have realised that you have to allocate lesson time to getting the learners familiar with online learning environments.  For example in 2013 I decided to try a photo project with the Grade 8s (click here to view the project http://studio2-41.blogspot.com/2013/02/grade-8-advertising-challenge.html).  I asked them to email the pictures instead of printing them,  as it would save paper and being able to email is an important life skill.  Well, it took them a whole term and I realised that although this generation may seem technology savvy, but they have no idea how to use technology to generate work.  Thus there is need to teach learners to move beyond social networking into working with technology rich learning environments that prepare them for the world around them.

Some of the learners are more familiar with computers and others take longer to familiarise themselves with online learning. Thus I demonstrate in a new school in class and also spend time assisting learners individually at second breaks and during the lessons. I find that learners tend to work in pairs and this makes them more comfortable working online. I have also been testing creating online tutorials that show learners screenshots of processes discussed in class. However it seems that learners mostly learn through trial and error, but they need a push to get out of the comfort zone and take the first step. So as a teacher one needs to be firm in your expectation of their ability to conquer new tasks so that they don't give up too early, but encouraging and approachable at the same time, so that they feel comfortable asking questions. Also learning a new skill takes time so don't rush online projects. For some learners switching on a computer and locating the chrome icon is a challenge, so make sure you are wandering around the class interacting with them as they progress through the project.

Another problem we have had with introducing online learning is that the computer resources sometimes don't co-operate. For example our computer labs had a very slow internet connection so it took a long time for the projects to load. Thus I try to set the learners an online task with a hand-generated element so that they have an activity to start with while they are waiting for the computers to load.

Another method of introducing online learning is to start with devices that learners are familiar with... such as cellphones...the learners seem to be addicted to these devices and are so excited when they find out they can use them for school work.. however I shall write about that experience in another post.

link to PPT on how learners access our blogs

Preparing learners for the world of work

Photo courtesy of Shena Macdonald

Blogging is a wonderful place to connect learners with online resources that relate to the career your course is preparing them for.

Art research is made up of prac and theory, and the learners process work requires them to investigate other artists and various art techniques. I use blogposts to share links to various artists works and websites.  This means that learners are able to find examples that they can analyse in preparation for creating their own work.   It is difficult to organise regular excursions that expose learners to current exhibitions, but online catalogues and artists' sites increases learners' exposure to current examples. 

Broadening students contact base benefits me, as there is less pressure on the teacher to be an expert in every field of art.  Art is made up of various practical techniques and each learner has a different area of expertise. For example some learners enjoy two-dimensional work and others prefer working in 3-Dimensional styles. I majored in sculpture and painting in my Fine Arts degree, and I have a basic understanding of other fields, but I will never know as much as professional potter. Some art teachers limit learners to the art techniques that they are familiar with, but I prefer to allow learners to explore all different fields.  

Learners seem to appreciate honesty and I have never had a student complain when I explain that I can help them with applying art elements and principles to their project design, but they will have to consult another resource for technical assistance. Of course our studio does have the added resource of Mrs Moore, whose creative expertise extends across most art disciplines. So the freedom to experiment as students and teachers is not without the safety net of a very experienced head of subject. 

The aim of most education systems is to prepare learners to for their futures (Robertson, 2013).  Wagner (2010 in Robertson, 2013) states that developing critical thinking and problem solving, collaboration and leadership, agility and adaptability, and initiative and entrepreneurialism are the four skills that learners need to secure a good job. 

The interactive element of blogging has certainly encouraged learners to take initiative in their engagement with the curriculum. Working on with other professionals also promotes collaboration. Sometimes learners conduct email interviews with professionals via the contact details displayed on their websites.

I have found that students often complain that they do not understand how school relates to the working world. I know that complaints are sometimes a result of a poor attitude to learning. I also know that students do not understand the importance the skills school develops (for example Mathematics enhances learners logic). However I do think it is important for learners to understand how school work relates to their future aspirations. Thus I have appreciated how working online sustains learners' interest by linking educational activities with career-related applications. I also appreciate the way art integrates prac and theory, but I shall write more about that soon.

I will also add some screenshots of student discussions and links to this post.

Link to Blended Learning Powerpoint
 

Reference:

Robertson, K. 2013. Assessment as an Opportunity for Developing Independent

 Thinking Skills in Students. (online)  Available at:  http://www.facultyfocus.com/

articles/educational-assessment/assessment-as-an- opportunity-for-developing-independent-thinking-skills-in-students/ (Accessed October 2013)

Collaborating with learners on assessment strategies

Photo Courtesy of Shena Macdonald


Part of Mrs Moore's training for new teachers includes using rubrics to assess learners. The closeness in mark difference between markers' sheets when using rubrics is remarkable. Thus we began discussing how include in the learners in the assessment process. We hoped that understanding the assessment process would improve learners results.


Robertson (2013) suggests that learning environments adequately prepare students for the working world when they encourage critical thinking and problem solving, collaboration and leadership, agility and adaptability, and initiative and entrepreneurialism.


We have discovered that using self-evaluations has improved the learners critical thinking skills and this allows them to identify and solve problems on their own. Filling in the evaluation gives them time to reflect on and pinpoint problematic areas that they can improve on in the future. Self-evaluations also promote transparency in assessment as our marks are often very similar to the learners own evaluations. Discrepancies in a learners assessment and a teachers' evaluation are also discussed and this helps learners identify misunderstandings. Thus using collaborative assessment to promote transparency teaches learners that their marks are based on performance rather than teacher's bias.


Robertson (2013) states that the comprehensive nature of grading rubrics sometimes stifles learners’ creativity and independence. Therefore Robertson (2013) suggests that allowing students to create their own formative assessment rubrics promotes autonomy and critical thinking.


We have allowed some the junior classes to create their own rubric, but unfortunately senior learners' rubric is set by the Education Department. However we do discuss and customise the rubric as a class. I will add some examples to this post soon.


Thus this blog will document how my Mtech study furthers my research on how involving students in the application of various assessment strategies improves critical thinking and transparent assessment. For now, let me comment on the various programs we have tried as online tools for self-assessment.

Initially we used Survey Monkey to create self evaluations. However, During 2013 we also began exploring various Google functions. We loved its similarity to familiar programs such as Excel, Powerpoint and Word and the collaborative elements were perfect for classroom activities. Using Google forms for self-evaluations was edit friendly in comparison to the free version of Survey Monkey. Another excellent feature of Google forms was that the response came through in a spreadsheet format. We were already marking off Excel Spreadsheets, but we were manually entering the students self-evaluation scores. Therefore having the learners responses come through in a spreadsheet format was much easier! It also allowed us to keep clearer records of where the learners felt they were at and how they were improving.


I will post a tutorial on how we use excel to mark as well as screenshots of how Google forms works.


Link to PPT showing practical examples of how online assessment works





Robertson, K. 2013. Assessment as an Opportunity for Developing Independent


Thinking Skills in Students. (online) Available at: http://www.facultyfocus.com/


articles/educational-assessment/assessment-as-an- opportunity-for-developing-independent-thinking-skills-in-students/ (Accessed October 2013)

Capturing learners' interest by using blogs to create 'current' textbooks

Photo courtesy of Shena Macdonald

Another feature we were enjoying about Blogger was that we were able to share links to current articles and this allowed us to guide learners online surfing.  This also meant that we weren’t confined to textbooks for theory examples, but we could teach from current happenings in the art world.  For example, in 2012 when The Spear saga was all over the news we were able to integrate it into the Art and Politics syllabus. The learners loved learning about something current and the media hype had peaked their interest before our formal theory discussions began.



Link to Mrs Moore's 2012 Post on the Spear

Link to article about why Brett Murray painted The Spear

Mrs Moore also included the Marikana strikes in her blog and I am sure it influenced Roanne to create this artwork a year later.

Where to? Where from?

Artist: Roanne Moodley

Medium: Pencil crayon on board

Durban Girls High School, 2013

Link to Mrs Moore's blog post on "Marikana Massacre" as part of the Grade 9 stereotype syllabus

We are also working with the KZNSA producing educational content about current exhibitions. These blog is shared with other schools and is funded by the Lotto Social Art Program, which means underprivileged schools are able to access colour resources by skilled art educators.

Link to KZNSA Social Art Educational blog

Link to KZNSA Exhibition After 20 Years 20 Artists

A much needed extra pair of hands...

Photo Courtesy of Shena Macdonald

Being a teacher in state school I always wish I could afford a teaching assistant. I mean I can't complain too much my class sizes are a lot smaller than most state schools but still. Well I had no idea that my blog and working online could be just that.

A blog is kind of like a spiderweb or library catalogue. By placing a link on the blog the learners are able to click on it and it takes them to content on my Google Drive or to another website or online tutorial or video.

This means that the computer can teach the learners! What a blessing! Especially when you are a new teacher or your subject requires one-one interaction.


Link to Post where learners access different wirework tutorials

Mrs Moore has been slowly building our equipment base over the past few years so learners are exposed to wide range of art techniques.  Some of the art techniques are new to me, so providing links to youtube clips and tutorials allows me to learn with the students.  Also many of the tutorials are posted by professionals who have been making art for a lot longer than me.

This meant that the educational content covered in my course was not limited to my knowledge. Some teachers may find this disconcerting, but I find it liberating. Suddenly I can be sure that my learners are also responsible for their education, I have guided them to fields of knowledge and how much they gain is dependant on their engagement.  Also working with an experienced teacher likes Mrs Moore means I can point the learners to her blog or vet links through her. So working collaboratively certainly fast tracks one's personal learning quipping learners with skills needed to navigate a world of information overload and Google.

Providing links to other tutorials also saves me time, I may know how to do something but recording a tutorial takes time, but posting a link is immediate. Suddenly my lesson aids are done for me and I have more time to focus on assessment and helping learners individually (this is very important in art).

I also find that online tutorials provide the learners with assistance at home during their homework sessions.  This means that they are less frustrated by the feeling of being helpless. Obviously access to internet does limit their engagement at times, but we have tried to combat this by providing internet access during second breaks.



Link to example of a Homework post with a Paper Bead Tutorial

Another benefit of using the blog to host links and tutorials is that learners can comment and add links to useful sites that they find during their research sessions. This means that the art studio becomes a more collaborative space and education content is not limited to the teacher's research and knowledge.

 I also find that the senior learners end up working on a diverse range of art mediums.  Thus some learners will use the tutorials to teach themselves, while I am busy demonstrating a different technique to another group of students. I can then come back and check up on one group and advise them on tips for their next experiment.  Thus working online extends the variety of art products being produced in our studios.  

I will write another post about how working online assists me with record keeping and handing out feedback and assessment reports.

Link to PPT on creating links in a Blog Post