پرورش تعامل دانشجویی با stile

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My name's Jesse Black. I teach at Mount Sinai College in Sydney,
Australia. I've been here for four years, and three out of those four years, we've
been using technology in the classroom. I teach year three, a nd that involves
a whole range of courses from math to English to creative arts, and
we teach 41 children between two teachers. So we're responsible for
all in all 41 children. I think the main reason behind us using
technology at this school in particular was not so much the fact that it's coming,
and we need to adapt, but more about how do we enable
the best pedagogy for our students? And when you look at it from
that perspective, there is a whole world that opens up when you're
willing to kind of take some risks and adapt, and
put technology back into your curriculum. So I think for us it was more
about answering the question, what is going to drive the best
outcomes for our students? And when you look around, it's really
hard to deny the power of technology, to help us meet those outcomes. iPads that we all use, and
we use computers, and smart books. We use Stile,
which lets us learn all different stuff. >> So, one of the core technologies we use
at Mount Sinai College is called Stile, S-T-I-L-E, and
Stile is a little bit hard to describe. It's not a learning management system,
it's more like a content creation and delivery system. There is some pedagogy actually
embedded into Stile, and in short, it allows me to create lessons that I can
then push to my students on the iPad. Okay, so you're looking at the home
page of Stile, once you log in. And you can see down here on the left
side there are various subjects. These are what you would
have access to as a teacher. So I'll just walk you through one briefly. My favorite is probably how
I'm using Stile in math. So, when you click on your subject, it
will load up for you any lesson that you might have created, and this is really
where it's powerful, because for example, I have a lesson topic called YouTube, and underneath here lives all of my
pre-recorded YouTube videos. You'll see this black line here called
Students and when I slide that, I can make the videos visible to students
or invisible which is really nice. It keeps them focused and engaged so
that maybe they're not spending time on topics you've already covered or
that they shouldn't be on. I'll give you an example
of one we've done recently. This is called a YouTube
session on Elapsed Time. I'll flip to student mode so
you can see what they see. So a student might open their iPad,
go to this, log in Stile, go to this link. They'll read the instructions and they'll
scroll down and they'll watch this video. In this video I'll walk you through
in a moment, I've created and uploaded via YouTube. So it's kind of, Stile you can think about
as the wrapper that delivers the content which is on YouTube. The software I use to create all of my
YouTube videos is up here on the tab. It's called SmoothDraw. It's free, which is nice,
and it's quite powerful. SmoothDraw lets you pretty much do any
annotating you want on your screen. I record with Open Broadcaster Software,
which is also free. This is a really easy,
painless program to use. Once I've recorded my lesson,
I upload via YouTube. YouTube is obviously quick, painless,
and it's almost never down, so you can rely on it quite well. Now, I could just send my
students links to my videos, if I click on Video Manager over here,
I can pull any link that I've made, but I find Stile is really that extra step,
and I'll give you an example as to why. So here I am in my video that I made. Let's go look at one of
the lessons that I've done. It's called Sam's Alarm Clock. So I've taken some screenshots
of a problem I really liked. They have to solve it, and
this is where Stile really shines. I can make these multiple choice questions
that the students can answer and it will mark it for me, and
then give me feedback on how they've gone, and that's really, really powerful. So this is what the students see,
and it was so simple to set up. So just kind of two little
insights into what Stile is doing. It's allowing me to send my lessons
to the students via YouTube, and it's allowing me to collect data
on them, and give them feedback. So when I record my lectures on YouTube. It's a pretty simple process. I use a number of different ways but
probably the most basic is I record myself drawing on my computer and
speaking at the same time. So, I can give any kind of didactic
instruction straight into the computer. It's recorded. I save that recording, maybe do
some editing, upload it to YouTube. Then I can use Stile to push that
YouTube content to the students. And Stile, it's contextualized, so they're looking at it exactly
how I want them to see it, and I can put follow-up questions that can
be automatically marked, if I need. So, Stile's kind of like the wrapper. YouTube it's how it's delivered,
and it's recorded on my computer. I think my main problem was I had this
mindset of I need to find the killer app. I need to find that one thing that's
going to make the iPad worthwhile and it took me a long time to realize
that that one thing is me. The killer app for
students is their teacher. So once you realize that,
you try to think about how does the iPad enable you to spend
more time with your students. And that to me,
it sounds like a very simple lesson, but it took me a few years to even figure
that out, because I just kept looking for that one app that's going to solve
solve everything, and it doesn't exist. You still need to develop that
teacher student relationship. I think we often wondered how
much technical skill do we need to use this kind of
technology in the classroom. And my answer to that would be the
absolute bare minimum is what's needed. And I think I can say that because if you
have the mindset that you will work with your students, and that you will learn
from them as much as they learn from you, you can approach it almost with
them in a collaborative sense. If your school's supportive and you have
at least one person in your school that you can go to to ask. I start from,
what do the students already know? So there would be some kind of pretest
involved, a way that I can gauge where they're at, so that when I do deliver the
content, we're really doing two things. We're not boring them, and we're not giving them something that's too
difficult, and so we can individualize. The second kind of tier of the preflight
checklist is going straight back to the syllabus, what are the outcomes
that we're kind of beholden to? And I find it's nice to go back to that
frequently, because you do forget, and you do realize that you see them again,
you think oh, I could be doing that in a different way. So it's asking where the students
are from using the syllabus. And then finally just thinking about
what technologies are going to fit, how you want to deliver the lesson. I mean, sometimes it might be YouTube,
sometimes it might be Stile, and that's only going to come with experience. I think when you first start it's fine
to not know what to do, just jump in, but after a few years it'll
be very clear to you, oh, this lesson needs this
technology to be enabled. >> You can watch videos in Stile,
and you can upload photos, and have writings everywhere,
for depends what subject. You can make a link for
any subject you want. >> You can get a lot of subjects. You can put loads of
things that they teach us. I find that the student's response
to technology is evolving. If I had to answer this question a few
years ago it'd probably be a bit different. I'd say now it almost feels second nature,
the way they respond to it. I would say they expect it. It often creates a feedback
loop in your classroom. So in the past, if a student wanted
feedback from their teacher, it's kind of bound to time and space. In a funny way, it kind of
releases you from time and space. You can give students feedback at home, you can give them feedback at
different parts of the school. It's and that creates kind of a,
like I said, a feedback loop and it enables them to then
push their work further. We've been on a three year journey,
really, to embed technology deeply at our school, and it could not have
happened without the support of everyone. I mean, it is a collaborative enterprise,
what we're doing here.

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