The road to transformation
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The New Tools of Digital Learning-MODULE: Digital Storytelling

The New Tools of Digital Learning-MODULE: Digital Storytelling | The road to transformation |
INTRODUCTION Digital storytelling is a way to share one's ideas and develop literacy through creating a multimedia project. The melding of spoken word, dynamic images, and music help the storytelle...
Kylie Joyce's insight:

Digital storytelling is another way to use web 2.0 tools to develop 21st Century learners as they use a range of multimedia tools while developing literacy skills, at the same time engaging students in deeper learning.

Elena Keating's curator insight, August 15, 2013 4:46 PM

Now you are talking! what a fantastic source of information about digital storytelling. I could probably think of hundreds of ways to use this in the setting I am in - but then I wouldn't have time to use it. Best I try to apply. A sure fire way to encourage and enthuse children's creativity. 

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Turning Students Into Teachers

Turning Students Into Teachers | The road to transformation |
The best way to learn anything is to teach it to someone else . Isn't that what you've always been told? It's true ... and also a great philosophy to apply in…
Kylie Joyce's insight:

I am a strong supporter of the statement above and this is reflected in my personal teaching pedagogy. I try to create in my learning environment opportunities for students to reinforce and demonstrate their understanding through the use of peer tutoring and similar learning tasks. This blog posting by Sam Gliksman explains some innovative ways for students to create tutorials to explain new concepts, with the use of apps like ScreenChomp and ShowMe. Students can either use images or make a video to demonstrate their understanding of a concept and record the audio to accompany this. These can then be shared either within the classroom environment or be uploaded to a blogspace for other schools to access. The suggestion to share these tutorials on parent-teacher evenings is an excellent way for students to 'teach' their parents.

'Rather than attempting to map the structure of an external reality onto learners, constructivists  recommend that we help them to construct their own meaningful and conceptually functional representations of the external world (Jonassen, 1991 p.11). This task aligns closely to the constructivist learning theory as they need to internalise their understanding and then demonstrate this via the creation of the tutorial. When these are then uploaded for others to view and share comments, it aligns with the social constructivist theory.

As this type of task would not have been previously possible without the use of web 2.0 tools such as the apps for creating the tutorials and the social media tools like a class wiki or blogspot, redefinition, in terms of SAMR model, can be achieved. Very inspirational.


Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational technology research and development, 39(3), p. 11

Gliksman, S (2011). Turning students into teachers, retrieved 11th August 2013 from ;

Jesse Soininen's comment, August 20, 2013 3:20 PM
I just love your curated picks. Wonder and awe
Begoña Iturgaitz's curator insight, August 26, 2013 6:28 AM

Crystal clear. I truly cannot understand why we don't make any profit of this at schools. As a related issue, also absolutely worthy for  those high skilled learners at our own schools, instead of searching only  for individual gateways.

Randall Crosby's curator insight, September 29, 2013 4:17 PM

Let our kids teach. They will learn more.

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Education Futures | Designing Education 3.0

Education Futures | Designing Education 3.0 | The road to transformation |

Via Wes Heberlein
Brett Taylor's curator insight, August 12, 2013 7:23 PM

Education 1, 2 ... 3 - really need to allocate time as an individual and with my team to putting some serious thought into where we would like to see community and workplace education heading - don't wish to be the one working in the realm of 1.0 while other educational sectors are at 3.0+!

Wes Heberlein's comment, August 13, 2013 12:39 PM
I agree with you to Kylie but as I say to my colleagues at work that sometimes its more beneficial in the long run to have these conversations or allow students time to undertake alternative activities if you can see results being reaped in the end.
Wes Heberlein's comment, August 13, 2013 12:41 PM
Elena thanks for the compliment :) I know they appreciate the enthusiasm, motivation and support. Really helps them to thrive.
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Web Conference - Activities - Online Literature Festival

Online Literature Festival - Activities - Web Conference
Kylie Joyce's insight:

The Online Literature Festival presented by Education Queensland in conjunction with the State Library of Queensland is a wonderful opportunity for students in all Queensland schools to interact with renowned authors and illustrators. The festival takes advantage of a variety of web tools make this possible. One of the interactive opportunities is for students to participate in a collaborative writing workshop, where the author/illustrator works collaboratively to jointly construct a written or visual text, with the author/illustrator sharing some of their special tips and tricks used during the creative process.

This collaborative web conference is an example of a modification task when viewing this in terms of the SAMR model. Without the use a web tool, in this case web conferencing, it wouldn't be possible for several schools to interact and work collaboratively with authors/illustrators who are physically in a different location. The added benefit of this experience is that students get to interact, work with and give feedback to other students at different schools.

'Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997, cited in Shuford, Howard and Facundo 2006). Meaningful learning occurs when individuals are engaged in social activities.' The collaborative process undertaken during these author/illustrator web conferences links very closely to the social constructivist learning theory. During my research of transformational e-learning, I believe that many tasks link closely to the social constructivist approach in order to achieve true transformation.

Orey, M. (Ed) (nd). Emerging perspectives on learning, teaching and technology. Retrieved from viewed 8th August 2013

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Digital Literacy Learning Activities for the Early Phase: Picture Book Location Tour

Digital Literacy Learning Activities for the Early Phase: Picture Book Location Tour | The road to transformation |
Kylie Joyce's insight:

This is a great way to utilise web 2.0 tools for use in the early years curriculum. The use of Google Maps to explore locations read about in the classroom makes it possible to make comparisons between the 2 worlds. Linking classroom experiences to the 'real-world' is a premise of the constructivist learning theory and this learning activity makes this possible. Transformation at its best as it redefines the task of investigating settings of various texts and opportunities to develop deeper understandings. Bringing the world into the classroom!

After reading colleagues curation comments and blog posts, I have been able to see possibilities for extending this type of activity. Students could work in pairs to recreate the setting from the text shared in class to more closely match the 'real-world' environment and create a digital text innovation to be shared on the school website or other online class sharing site.

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Mobile English: Digital word banks

Mobile English: Digital word banks | The road to transformation |
Students create individual or class image banks to record the vocabulary they study in class.
Kylie Joyce's insight:

This is an excellent tool that Dana shared in her collection. It is an excellent way to enrich and personalise deep understanding of vocabulary. As vocabulary development has been identified as a focus for many schools as a result of NAPLAN results, this task would be very beneficial.

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Department of Education, Training and Employment: Learning Object - Direct a Robot: which way?

Department of Education, Training and Employment: Learning Object - Direct a Robot: which way? | The road to transformation |
Kylie Joyce's insight:

This learning object is one of the resources available as part of the online curriculum resources for Year 2 Maths provided by Education Queensland. As with many of the learning objects that I have looked at, at first glance, it would seem to be categorised as an augmentative online task. Students need to decide which direction and for how many paces the robot needs to move in order to collect samples from a moon-like environment. Obstacles need to be avoided along the way. Students need to use logical thinking and problem solve to complete the mission properly. When doing this activity individually, it can be linked to cognitive learning theory as the students construct knoweldge from past experiences (Asia e University), that is that they are able to alter their solutions to the task from experiencing suggestions that aren't successful. I observed this learning object being used at the transformational (modification) level in a year 2/3 class. The students engaged in in-depth discussion during and after each attempt to complete each mission, making suggestions,explaining their reasoning, asking for the help grid to be displayed so they could confirm or rethink their solutions. The interaction between the students during this process was mostly student-guided. Providing this task in an interactive environment and the resulting discussion during this task, allowed for significant task redesign as the focus moved from students successfully completing the task to justification of suggested solutions. This has opened my eyes as to how many learning objects can be used as transformational learning tasks depending on how the task is presented.


Asia e University, Learning theories-cognitive learning theories chapter 5, p. 127, viewed 10th August 2013,

Sandy Shannon's curator insight, August 10, 2013 10:19 PM

Kylie’s post started me thinking about the current limitations and the future possibilities of learning objects to facilitate socially constructed learning and redefinition of tasks. I was intrigued by the idea of Learning Objects with the capacity to allow for redefinition of a task although I suppose in a another context this might be called gaming ?

In the digital environment this learning object is an individual task. When students discuss the choices and options as a class while interacting with the learning object they are provided with opportunities to construct understandings together. Is there a way to embed this type of socially constructivist learning into Learning Objects?

I began to consider the possibilities of combining Learning Objects with the capabilities of tools such as “ Voice Thread”. This would open up possibilities for discussions between students to occur within the digital environment and regardless of their physical location. While working in a Learning Object (that supports students to discover their own solutions) students might record their thinking or explain what they did to solve the problem. As other students work with the Learning Object they could choose to listen to advice from their peers (previous or current participants). They might even be able to rate the usefulness of a peers advice (to provide feedback to that student). This peer advice could conceivably take the place of the automated responses that are programmed into the Learning Object

The task is redefined as learners share advice and justifications regardless of their physical location or the time they are participating. Providing options for feedback about the usefulness of the advice given also allows for a bank of most useful posts, chosen by the students themselves, to be compiled and accessed. 

Brett Taylor's comment, August 12, 2013 7:01 PM
I'm a big fan of the use of suitable gaming opportunities as a means to promote "serious" learnings. Too often, especially in the adult learning environment, we remove the fun element that is inherent in younger educational activities - time to revisit gaming as a constructive adult learning tool.
Brett Taylor's curator insight, August 12, 2013 7:05 PM

The whole notion of gaming as a valid learning tool has been challenged so often in the adult environment in which I am involved such that the majority of activities have lost what elements of fun and semi-competitiveness they may have had.


Adults like to enjoy the learning process too and perhaps it is time to engage in the serious game concept more fully for this audience.