Over the last 18 months I have made several power point presentations of, for example, work from exhibitions I've visited and other learners' work. I've used them in class and they've made a very useful addition to resources I take in.
I've come across a problem which I'm wondering if anyone can advise me on and help me solve. When I copy the Power Point to a CD and try to watch it on another computer, I am told "Power Point can't read XXX (name of presentation)." This didn't happen when I used the AdEd lap top I used before last summer - it was replaced because it had no firewall in place.
I still feel new to using technology and there's oh so much to learn! I'd hoped to give some CDs to friends, but don't want to give them power point presentations that they can't read.
Any suggestions?
Monday 20 July 2009
Tuesday 14 July 2009
What would make a difference?
Is there a piece of kit you feel would make a real difference in your classroom? Have you seen something new that you would like to trial? We will shortly be able to put in a bid for further capital equipment so please let me know as soon as possible what would be on your wish list and why. Please a new post on the blog with your ideas.
RARPA
Last month I was observed by a member of the AdEd Observation & Support Team. The overall feedback I received was very positive and useful and both myself and my learners benefited from the experience - after he left some of them said how unobtrusive he'd been and they'd enjoyed "showing off" their achievements.
I was disappointed to be awarded a 3 for RARPA. I record initial assessment of learners. I use an A4 sheet of lined paper rather than the form from the AdEd CD, as this has nowhere for recording initial assessments. I have a sheet for each learner, where I record mid-term and end of term progress and achievement.
I take photos each session of my learners' work as they experiment and progress. I post some of these photos to the AdEd Flickr site. My learners know about Flickr - I tell them about it and give them a handout telling them how to acess Flickr. I encourage them to make comments on each others work. When I can I access the internet with them so they can see their work on the Flickr site. (I look forward to being able to use a "Dongle" to increase learners' access to the internet).
At the end of the term learners display their work, in this case we had asked for an area in the Community Centre entrance for just this, and learners were looking forward to the opportuninty. The observer knew of this plan as it was recorded in my scheme of work and I discussed it with him.
What more can a tutor do to record learners' progress and achievement, to achieve a "good" rather than "satisfactory" for RARPA when observed? I would appreciate some feedback from anyone but especialy members of AdEd Observation & Support Team. As tutors we have a limited amount of time into researching and preparing courses we deliver and recording progress and achievement. Most importantly, how much would learners benefit if I put more time into recording progress and achievement?
This question is on my mind as I work at Cinderford Artspace and this morning we have a tutors' meeting - RARPA is on the agenda. I would love to feel I had a positive contribution to make to the discussion but as my efforts are deemed satisfactory rather than good I'm not sure that I have.
I was disappointed to be awarded a 3 for RARPA. I record initial assessment of learners. I use an A4 sheet of lined paper rather than the form from the AdEd CD, as this has nowhere for recording initial assessments. I have a sheet for each learner, where I record mid-term and end of term progress and achievement.
I take photos each session of my learners' work as they experiment and progress. I post some of these photos to the AdEd Flickr site. My learners know about Flickr - I tell them about it and give them a handout telling them how to acess Flickr. I encourage them to make comments on each others work. When I can I access the internet with them so they can see their work on the Flickr site. (I look forward to being able to use a "Dongle" to increase learners' access to the internet).
At the end of the term learners display their work, in this case we had asked for an area in the Community Centre entrance for just this, and learners were looking forward to the opportuninty. The observer knew of this plan as it was recorded in my scheme of work and I discussed it with him.
What more can a tutor do to record learners' progress and achievement, to achieve a "good" rather than "satisfactory" for RARPA when observed? I would appreciate some feedback from anyone but especialy members of AdEd Observation & Support Team. As tutors we have a limited amount of time into researching and preparing courses we deliver and recording progress and achievement. Most importantly, how much would learners benefit if I put more time into recording progress and achievement?
This question is on my mind as I work at Cinderford Artspace and this morning we have a tutors' meeting - RARPA is on the agenda. I would love to feel I had a positive contribution to make to the discussion but as my efforts are deemed satisfactory rather than good I'm not sure that I have.
Thursday 2 July 2009
What a difference a dongle makes!
This evening I went to my computer course at Forest Road Centre in Cinderford. I had told tutor Amanda about the 'dongle' for using where there is no internet connection. It is brilliant, but at the moment I can't get it working at the Littledean venue. I am told it is the weakness of the signal and others have experienced the same problem. However, never to give up, I took it to Amanda's course last week and it worked fine in Cinderford. Amanda's learners were very interested in this technology and we shared ideas on how it could be used. Although the learners' computers are connected to the internet, the computer Amanda uses (laptop) to project worksheet etc. onto the board is not connected to the internet, so teaching internet skills is quite tricky. This week Amanda borrowed the 'dongle' and the feedback form learners and Amanda was a 'passionate' - "this has made such a difference". It is a brilliant piece of kit. Learners had a good look at the flickr site and left a comment below one of my learner's pictures.
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