Week 8 – Lifelong Learning

This week we looked at lifelong learning and what it means to be a global citizen.

Lifelong learning as a basic definition is learning that continues throughout your whole life, not just your schooling years. Lifelong learning enables people to continue developing even through non-formal ways of learning, which can be just as valuable as formal ways of learning can be (Lifelong Learning Council Queensland Inc, 2013).

We can ensure our students become lifelong learners through ways such as encouraging students to make their own learning goals, reflecting, and collaborating with other students (Bryce & Withers, 2003). All of these will help them develop important skills for their adult life.

A global citizen is someone who contributes to the local and global society, they have certain values and act in a way to make our world more sustainable (Oxfam, N.A.). The Oceania Project is an example of a global citizen. I have created a presentation of what they do using Prezi. Prezi is a fantastic online presentation program that enables the user to create quick, basic information presentations and share them with the online community and anyone else who accesses the presentation via its link.

The Oceania Project Presentation



Bryce, J., & Withers, G. (2003). Engaging secondary school students in lifelong learning. Indigenous Education, 14. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1014&context=indigenous_education

Lifelong Learning Council Queensland Inc. (2013). What is Lifelong Learning? Retrieved from http://www.llcq.org.au/01_cms/details.asp?ID=12

Tri-star Martial Arts Academy. (2014). Lifelong Learning. [Image]. Retrieved from http://tristarkarate.com/blog/karate-school/enjoy-lifelong-learning-on-a-shoestring-budget

Oxfam. (N.A.). What is global citizenship? Retrieved from http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship





Week 7 – Digital Blurring

This week we were asked to create our own online game through Sploder. Sploder allows the user to make a variety of online games including arcade, platformer, physics, classic and 3D adventure games. Each type of game allows the user to create multiple levels and then they are able to be shared with the rest of the Sploder community. It does not require a knowledge of programming and is free to join, so is the perfect gaming website to use in a classroom environment.

Creating a game not only allows students to be creative, it also allows them to develop their problem solving skills and story telling skills. The games need to be able to be completed by others so students really need to continuously test them and use their brains to ensure what they are creating will indeed work. Games can then be shared with other classmates to be played and even possibly critiqued in where they thought the game would be improved. With how technology driven the current generation has become, online game creation is a perfect example of how we can utilise this passion of technology and use it to develop important skills.

You can view my created game here:

Sploder Game




WordPress. (2011). Sploder. [Image]. Retrieved from http://wpsict.wordpress.com/tag/sploder/

Week 6 – Digital Fluency

This week we looked at the online program Scratch and also used it to create our first project. Scratch is an online program that enables users to create their own interactive stories, games and animations. Users are then able to share their projects with other users around the world.

I found it a bit tricky to work out to begin with but after watching the introduction video and exploring the site, I was able to create my first animation:


I really enjoyed going through and watching other students’ animations. It was interesting to see how different our animations could be through the same program.

An online program like Scratch would really help to allow students to develop their digital fluency. It allows students to show their creative side and develop their logical thinking. Another benefit of Scratch is the mathematical concepts it engages students in such as coordinates, variables and random numbers.

Scratch could be used in the classroom setting to get students to present their own short stories one a particular topic that interests them, or even get them to create their own little game that other students could then enjoy.scratch1




WordPress. (2010). Scratch. [Image]. Retrieved from http://chrisbetcher.com/2010/10/teaching-kids-to-think-using-scratch/

Week 5 – Pinterest

There are many different ways that information can be presented. Pinterest is a website that can be used to store specific information for future reference and enables the user to put them into specific categories as well. My pinterest account can be found here:


As part of the task we created boards to allow us to pin specific information to them. This allows the user to keep information easily accessible for future use.

Pinterest would be highly valuable in the learning and teaching environment. Teachers can use it to pin useful websites, learning sheets, and ideas for classroom activities. Students can also follow the teacher on their own pinterest accounts enabling them to have access to anything pinned by their teacher and perhaps of use to themselves.

One benefit of pinterest is that there are no real security risks. Users need to have their own account to access pinterest but there is no sharing of their personal information on the site, just sharing of pins thy find to be of use to them.





Media Inc. (2014). Pinterest Logo. [Image]. Retrieved from http://readwrite.com/2014/02/25/evan-sharp-pinterest-cofounder-builders#awesm=~oAED8EEU3K4TDP

Week 4 – Digital Divide

This week we were asked to create an Infographic that represents an issue of a digital divide.

The Infographic that I created looks at small and medium enterprises and how our new digital age can affect their sales and revenue. Infographics are a fun way to present complex information to readers quickly and in a way that will keep them engaged. The wordle up the top presents all the main ideas in the issue. Bright colours have been used to make the infographic stand out along with the statistics showing the divide between businesses that do use online technology and those that do not.

The main difference with my infographic compared to other students is the issue I picked to represent. Most other students looked at how a digital divide can impact children’s education, whereas I chose to look at how it can impact our businesses. It is similar to others in the way I have used bright colours and pictures to grab the reader’s attention and keep them interested. It is also similar in the use of statistics and graphs to present the information.

Digital Divide (1)