Reflection: Topic 5 - Embedded Task 3, Presentation of content

This third reflection is of my most challenging domain so far. I have minimal experience in presenting content and lessons via any platform besides PowerPoint (PPT) and a projector. I believe PPT still has a relevent purpose in education if used in a simplistic mode such as my created video.

Having been exposed to presentation alternatives within EDSE12024 course learning materials, I conceed there are more engaging and interactive formats for providing content to, and importantly obtaining knowledge and discussion from students.

My chosen platform for this reflection submission is of the timeline website Sutori. Sutori can provide the interactive and collaborative environment PPT fails to. I found I can follow visual cues and simplistic lesson plan sequence through the timeline feature, whilst providing space for student engagement and assessment. Being an online platform, real time moderation is required. Students can work collaboratively in group task or contribute individually. Purchasing of an unlimited account ($99 p/a) will see me able to create an unlimited number of groups, allowing for differentiation of content to be delivered and assessed through issuing associated code to applicable students. I can teach from a master copy so to speak, whilst students logged in individually see content and tasks tailored to their knowledge or skill ability. Therefore I may create four groups for a subject and I have the ability to change students within those groups easily as students progress.

I have enjoyed exploring Sutori, and found my freind the PPT can be embedded and played as a movie in full screen, abeilt with reduced quality.

 My Sutori page linked and embedded also, trialing all features available unfortunately embedded element scrolled automatically and was removed.

My Sutori page

In my experience with PPT it can climb the SAMR model (Puentedura, 2017), but would not succeed past augmentation with my skill and time restraints to construct complex slides. However, with platforms such as Sutori I can confidently see students engaged in transformative learning at redefinition levels through the interactive and collaborative features of Sutori. A practical example of this would see my lesson progressing to an on-task activity point, students then engage with content (possibly individualised) and reply through quizzes and reply posts. Student who are fast finishers can be provided extension or enriched content easily also. Upon completion I can view responses and discuss these collaboratively or importantly notice student struggling with incorrect responses and follow-up accordingly. This is how I see Sutori being used with Graphics subject were students have individual computer access.

References

Puentedura, R. (2017) Impact of the SAMR model. Retrieved from  https://www.commonsensemedia.org

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