Quick message:

Just wanted to wish everyone a
HAPPY NEW YEAR

             xx

Task 3d

The module to me so far has been inspiring, I have learnt so much about networking and its importance to my professional and personal life. Before this module I could see the importance of reflective practice and am really enjoying using my reflective journal but I found to keep posting my thoughts on my blog extremely time consuming and then having to read other blogs and comment on theirs when I could be reading and researching myself.  I now see the benefits and its importance in sharing ideas and communicating with others as this shifts my thinking, planning and practice to think more about the topic of conversation helping me to come to a conclusion that has been carefully considered. I am also going to make that extra effort to go to the campus sessions to get to know everyone.

Task 3c: Sources of information

My 5 most important sources of information are:

1 Goggle

2 IPhone

3 Facebook

4 you tube

5 Blog

1.       Google

Through Google I can do just about anything, I seem to be using Google a lot more since starting the BAPP course, I am aware of its benefits and the ease of using this tool, I find it hard to think of life without it. The benefits it as on my life is invaluable. Online email service Gmail the Google Document Office and Google+ social networking service. You can research anything. It certainly helps our education as it’s so easy to find information out. Google’s products extend to the desktop as well, with applications such as the Google Chrome web browser, the Picasa photo organising and editing software, and the Google Talk instant messaging application. These services help me to keep up with the busy life style I lead.

2.       IPhone

My iPhone is extremely important to me it means that information can be found easily whilst on the go without taking a lap top everywhere with you. Sending and receiving emails booking of events confirming and of course using the phone to make calls. All the amazing applications that are available finding cheap deals book holidays, shop, restaurants, and having games and music is means that I couldn’t now live without my phone.

3.       Facebook

Using Facebook is a great marketing tool for my dance school, students are able to chat away about events and achievements , I have found friendship develop with students who dance on different days, which is really nice to see the older students giving the younger students advice and help. It’s also good for inviting Facebook users to the dance or drama shows.

4.       You tube

You tube is very important to me. I use you tube to search for new styles of dance and when I am choreographing dances to give me new ideas which inspires me to open my thinking

5.       Blog

I really enjoy using my blog and reading other blogs which inspires my thoughts and sometimes can completely change my thoughts. It certainly helps with the BAPP course to know others are at an easy reach to discuss learning and thoughts. I do know that I haven’t been writing on as many blogs as I would have liked which I now understand to develop my learning I need to be more involved in other blogs.  

Task 3b: Theories relating to networking

Hi Everyone
Had a lot of trouble downloading this!!
Hope you enjoy :)
https://docs.google.com/document/pub?id=1HyC6VjCTJsBOUcC0-sbEUMe5oLtkoDQGIEG-btLsjKg

Task 3a: The Networked Professional

Before starting the BA (Hons) course my knowledge of the different ways of communication were extremely brief, the most advanced I dared to explore were emails and facebook and they was scary enough. I feel my lack of knowledge and not seeing the benefits of the tools available kept me quite shaded to a whole new world of fantastic marketing professional /business opportunities. I wasn’t arrogant to the point of not wanting to learn as I am rather inquisitive, but knew it would be time consuming and I had heard so many different stories about people hacking personal information and found some information published could be quite detrimental to my career I decided to steer away.

After starting the course I have been using facebook in a different way not for my personal networking but for my dance school I use this for students to see what’s going on, school achievements activities photos. All photos that are put on facebook are with written consent from parents or a guardian. I have found facebook to be a great marketing tool for my business to advertise a current event for example shows and trips. Facebook is also a lovely way for new students with less confident to get to know each other, which helps students to bond and feel settled in the dance school. For me using facebook on a professional level has not yet had any drawback, so to keep on the safe side I will remain optimistic.

I have really enjoyed using my blog although I haven’t used it enough this term but plan to in the future. Living in Stoke-on-Trent we have a stream of teachers, I am able to approach them with questions regarding students, syllabus questions or for advice, they have always been either a phone call or a simple drive away. This is all well and good but most of us have similar backgrounds so agree on the same. Since having my blog I know understand how important this tool is it enables in a safe and friendly way to find different views from people all over the world who are from diverse backgrounds who may have more experience and knowledge than me, I find this exciting so I am able to be open minded to my learning allowing students to gain the best possible experience of dance from me.       

Twitter is the next tool I want to get familiar with and use for my dance school to help further develop my networking and marketing my dance school.

People use networking for all different reasons to save time, research quicker and promote themselves or a business to keep up to date with the latest information, meet new people to engage in conversation with others share ideas or research. The web is a huge tool if you know how you can gain and learn from other professionals my only question is can you trust who they say they are.

I would like to see one page with all information that is customised for my needs for example diary, blog, facebook, my web site, emails, BBO (the British Ballet Organization) , online banking to name a few, that require only one log in to get started which with my hectic lifestyle would save me time. Not sure how or if this is available but it’s something that I will be looking into, in the near future.    

When at the School I am unable due to blocked sites use facebook, my blog, twitter, my web site  which makes my life quite difficult working there all day and then to my dance school in the evenings I would have to use and carry 2 different lap tops all day with me I want to know if there is an app or someway to combine all of this together which would allow me to use facebook answer emails use twitter and blog at any point during the day this is something I need to look into which would make my life a whole lot easier.

Task 2d: Inquiry

What in your daily practice gets you really enthusiastic to find out more about? Who do you admire who also works with what makes you enthusiastic?

I gain great motivation in the way learners develop not only in a subject but also in life, seeing less able students achieve their personal best in class by achieving a professional equal dance environment, seeing students from all back grounds dancing in the same room helping each other inspires me to want to maintain that motivation through the more difficult adolescence years. I have many teachers that follow good conduct I find the more inspiring teacher to be one who is able to manage a class showing equal respect to students who is able to be approachable allowing a fun but disciplined learning environment.  

What gets you angry or makes you sad? Who do you admire who shares your feelings or has found a way to work around the sadness or anger?

The most anger I have felt is losing both my grandparents in the last year due to illness the pain and heartache we all go through is beyond me. What makes me so sad is one minute your life is great and within a second your whole world as turned upside down, seeing others who have lost parents friends etc.

 My mum is extremely easy to talk to, even though she was shocked and heartbroken as my grandparents both passed away within sixteen months of each other , my mum comforted us, she is understanding , calming and fun to be around. My mum has a lot of empathy which I wish I had.

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

Gosh this list could go on and on I’ve bullet pointed a few

·         The ability to guide students to learn and achieve in a safe and friendly environment

·         Giving students self-belief and watching them achieve

·         Seeing students from all works of life coming together helping each other and overcoming  their fears

·         New friendships  

·         The excitement of shows and examinations

·         Always new things to learn or to develop

There is not one particular person that I admire. I admire people that are determined to achieve the best for their students being honest and fair.

What do you feel you don’t understand? Who do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, Or has asked the same question as you?

I don’t understand why students at the adolescence years leave ballet to study other dance styles or leave dance altogether. Students who studied ballet at my dance school at the age of 14 plus were on average studying their grade 6/7 ballet examination with The British Ballet Organization (BBO) it was evident to me by the register that after approximately three years, students would leave the dance school giving no reason for their decision.

I and another local dance school have been asking the same question i admire the way in which she is also keen to find an answer to this to re motivate or to re inspire our students who once dreamed of becoming a ballerina.

Task 2c: Reflective Theory

Hi Everyone,
I feel this year is going far to quick!

Please have a look at my reflective theory.
Any feedback will be gratly appreciated,

Thank you :)
https://docs.google.com/document/pub?id=1R2ttxATKRXIYiLlsSPtadjCwk1x_FvOpqgauqAxg1s4

2b 'Journal writing experience'

After reading other blogs and looking back at the summary of tasks for part 2 I’ve realised I’ve not actually completed what was asked.  I have been extremely busy with school shows, dance school shows and assessments……and getting over the dreaded flu! I really need to set aside and dedicate time to the course to avoid slipping behind.

Previously 

I have chosen to do my journal writing experience based on Moon and Reid framwork upon an event that happened only a few weeks ago that made me question can you actually combine friendship and work.

Already having the worst few years of my life, with the loss of my Grandad to cancer last year and then this September my Nan suddenly passed away.

 I went to work as normal setting up for my first class which went extremely well …. A colleague came over to me and said that my brother is waiting in reception for me; I knew straight away something was wrong. I ran to reception where he asked me to come outside then told me my nan had passed away, I felt my whole life flash…I was in complete shock .. school had already packed my bag and told me to go and my classes were covered, that was only the start of the day … I had a show planned in a month’s time I rang my best friend and told him my devastating news… he immediately stepped in and told me to be with my family and he would organise the rest of the show theatre and set. The show was to raise money for cancer research in memory of my grandad. I was so relieved he said he would help me, he took control and told me that everything was in hand, which took a lot of pressure from me.

Description

2weeks later

After work I went straight to my grandparent’s house to help with  clearing a few things out, My  friend called me like always to let me know that the dance school was running fine and the show was on its way. I continued with my family helping out, then had a call from my backstage manager to ask me who are the backstage crew for the show, I was then informed that no one had been asked … I was slightly alarmed as he had told me that all was organised. I then rang the theatre to find out the theatre was also not booked and not only that but we had no set which meant I had one week before the show went on to organise everything myself  I tried to call him and left him a messages heartbroken asking why he has done this to me. He never rang back.

Initial Reflection and list

I was so angry, disappointed and hurt but also felt so let down; I could not let this domineer our plan of the show and the charity this had to happen and would even though  I was devastated I felt so angry, scared and a great deal of loss, in that second I felt I had lost everything.

This section really helped me to delve into my deepest thoughts where no one could judge me. I could write whatever I really felt. I listed all the words I felt towards loss and how dis-heartened I felt which were all negative. As I was writing I stopped, took a break, came back and read through what I had written, I then realised that the anxiety I was feeling was quite normal, but I had forgotten to think upon the people around me my family, my students, all my thoughts surrounded me.

Evaluation

This section I found quite difficult I had lost my best friend he would obviously have found it very difficult to contact me and I him. I wish I could turn back time but being unable to do that I can only reflect what if I had of offered him more help, I felt that my reaction may have been wrong leaving an answer phone message as he may have worried, My strength and determination to continue with the show and organise everything within the week surprised me, which made me realise no matter what goes on there’s no need to panic things can get resolved.  

What if?

I didn’t enjoy writing the ‘what if’s’ at first as I felt nothing would change the events so what was the point in asking what if. I felt this was like punishing me …. Look how it could have turned out. …As I was doing this I could write for hours what if I never expected so much from my friend and I helped then no-one would be let down. What if I didn’t leave a message and waited to speak to him, would we still be friends. I used to believe things happen for a reason and you can’t change what happened but from using the ‘what ifs’ helped me to see things different. If anything happens like this again I will think back to the ‘what ifs’ and put them into practice, by the end of writing this section I could see the positive outcomes.

Another view

This to me was extremely hard to write from another perspective when I was so hurt and still feeling so angry.  I had to come back to this at the end of the day. I found this helpful to see the side from a parent from the dance school, a student and my friend. Over the whole I found that this was not my fault and that my friend never meant to let me down he took too much on and didn’t want to say to avoid my disappointment. This was a calming writing experience which was very worthwhile.

Themes

My main themes from my day were, trust, delegating, friendship, taking direction, team building, betrayal, fight or flight, my strength to stand up and put right.

I have learnt a lot from this task and will defiantly use this structure in the future, I feel I am becoming more critical about the way I think, realising events that happen during the day can be sorted quite easily by taking the time to stand back and reflect. I feel I need to be more opened minded about seeing things from another person’s perspective instead of only my way.

Task 2b: 'Journal Writing Experience'

I have found Kolb's learning cycle a fairly simple method of reflection to understand and get involved in, This involves me describing a situation, identifying how I felt or what I was thinking at the time, evaluating the situation including stating what was good and bad about the situation, analysing, concluding and finally creating an action plan as to what i would do differently or the same next time and then applying this.

I enjoy using Kolb's Learning Cycle as this encourages the me to think critically about the situation.
I have found that by reflecting using Kolb's Learning Cycle my ability to problem-solve as improved, I have enhanced my professional self in practice and exploring my view of the world. By slowing down learning, taking more thorough account of a situation(s) it enhances creativity by making better use of intuitive understanding of myself and how i express myself.

I have began to use Kolb's Learning Cycle at the school i teach in as a means of formative and summative assessment which allows students to record their experience and develope learning ways to enhance there learning giving them a better learning experience and deepening the quality of learning, in the form of critical thinking or developing a questioning attitude. I have started this with my year 9 students and is proving to be a success it enables them to understand their own learning process which gives them an involvement in their learning giving them personal ownership of learning.

 

Task 2b: Reflective writing

I really enjoy writing in my journal about both personal and professional experiances and reflecting on my day. I have noticed that I only write about things that have gone wrong or upset me. I never seem to reflect on something I did really well to see why it was really good and commend myself, next week my focus will be writing in both positive and negative things as i feel that even the good should be noted and reflected upon.
Whats everyones thoughts?

Task 2b 'Journal writing experiance'

Bould assumption to reflective practice is "writing is ameans of puzzling through what is happening in our work and personal lives." D.Boud (2001)

I was asked to be involved in Assertive mentoring, which I felt would help my teaching, giving me a better understanding of pupil’s behaviour and how to assist that particular behaviour. I have posted this as i feel this may help other teachers. Reflection as helped me to continue to puzzle through to come to research deeper to give me a deeper understanding

I was given the opportunity to shadow another member of staff who has worked in this role for the past 3 years. For the purpose of this reflective journal I will identify the pupil as Amy who is 16yrs old and is currently in year 11.

Her year 11 group will be the first year 11 group in this school to take part in the system of mentoring called Assertive Mentoring (AM).

Assertive Mentoring was created by Eamonn Farrar and Dean Judson for Hurworth Comprehensive School in Darlington as a series of systems including ‘student target setting, tracking, mentoring, intervention and checking.’  (Farrar, 2008, pg20)

My first meeting with Amy highlighted that she did not yet recognise ‘the special value of the mentor-mentee relationship’ (Farrar, 2008)

Her opening comment: ‘I will turn up to the meetings, nod at the right times, you can fill in your forms and away I’ll go. No one gets in to trouble then.’

My interest was aroused by Amy’s comments, as she appeared to have developed a sense of the education system that she felt was obsessed with ticking boxes.  Stating, she was doubtful of the intention of any initiative provided by the school to be truly in her interests and not the interest of the school.

I began asking myself the question, does assertive mentoring work?

This question would support the schools decision to adopt the Assertive Mentoring scheme. The success of the scheme, in its original context, transformed Hurworth’s GCSE results from 38% A* to C passes in 1998 to 96% A*to C passes in 2007.

There was a similar study taken place in the form of action research which made me question what new knowledge could I bring to this subject matter. Secondly the study had taken place over three years and my time limit was fixed to one school term and time to evaluate the data. Thirdly but most importantly this large focus didn’t spark my interest as I thought it would. I began to feel perhaps my interest had become ‘co-opted by these very movements, which are led by special interests more concerned with ‘national competitiveness’ than with the welfare of children.’ (Anderson, Herr & Nihlen, 2007)

The idea that action research ‘attempts to explain the ‘big consequences of little things’’ appealed to me. I wanted to be effective within the limitations of time and a desire to make research of some true purpose and quality. So reviewing the literature gave me cause to support Elliot’s (1991) view that reconnaissance should involve more than just ‘find facts’ but also act as analysis and to be a recursive activity in which the general idea can adapt.

I began to look at the question ‘What makes a good assertive mentor?’ Again the literature of Farrar (2008) outlined this. I asked myself if my knowledge of AM was something that had been insinuated to me by obscure sources without critically examining the evidence. The ‘Assertive Mentoring: seminar handbook’ which was given to me by my colleague provides a list of good mentoring qualities including supportive, friendly, and mutually respectful. Also includes in the list of good qualities is the term ‘hard mentoring’. This is an evidence based system in which; current attainment is the priority, deals are struck and mentors lead the sessions. A series of short case studies presented by Farrar are given in ‘Using Assertive Mentoring to counter ladishness’ (2008) in which these techniques work with two troubled male pupils. These situations reflected pupils who were struggling with peer pressure and teacher conflict and their Assertive Mentoring systems and ‘Save the day’. Initially I had marvelled at these examples and was looking forward to my own mentees.

Amy year 11 pupils with poor behavioural record and a reputation of wearing inch thick make up, was unimpressed with Assertive Mentoring scheme. The premise that the assertive mentoring scheme was mentor led was a concern as Amy was not the kind of pupil to be led by her peers or any other adult. She made it clear to me at an introductory meeting that she thought the programme was a joke and she would be willing to go through the motions but not to be truly involved or committed to it. Through further discussion with her it was apparent through her use of critical language she was intelligent and articulate as she criticised the fact the school was involved in lots of schemes that were not effective and that as teachers we all expect her to be stupid because she wore make-up. I wanted to use her critical potential and so the question was born. I wanted to see how the system would work for those pupils who did not fit around the whole expectations.  This critical nature was ‘something one would like to change or improve on’ (Eliott, 1991) and I wanted to give authority to her voice. My interest was inspired, so how can we motivate the reluctant Assertive mentee to become involved in the mentoring programme?

I then collected reports and viewed comments across the board such as;

‘Amy is a bright girl. However her current behaviour and lack of focus will not support her meeting her full potential’ (Amy’s School Report 2009, Head of Year Commentary)

Target grades are A and B but she is currently working at C and D accept Art which is aimed for A. Amy’s daily reports previously described her as ‘Scruffy’, ‘too much make-up’, ‘Loud’ and ‘Constantly questioning’.

I am going to talk to Amy’s parents and to Amy and engage her interest. I felt her academic potential made her more than capable of student researcher. Also her ability to articulate her feelings to me frankly and question teachers did show me her possible aptitude as researcher in this endeavour.

 I feel now my practice is made up of a collection of others ideas that I assumed worked because I am told they work by other sources.  The young people in my care have experienced is not based on my reflection of suitable practice for them but what has worked by others. ‘The research process itself can generate greater professional understanding for those practitioners involved.’ (Barnett & Burton, 2006, pg 398) I now understand my assumptions, my weaknesses as a researcher and as a teacher, but most importantly I understand what to do when I don’t understand. I need to generate my own understanding for my own contexts so my learners can develop in ways that have been carefully considered rather than merely accepted.

This way I can respect myself and have confidents that the work in my classroom fits my pupil’s needs.   

Task 2b: 'Journal writing experiance'

About a month ago I have been particularly interested in the development of Assessment for Learning, this is a process which involves sharing learning goals with students. The aim is to help students to understand and recognize the standards they are striving for which involves students in self assessment. Both the students and teacher reflect upon their work and areas in which they can identify their next steps in learning.

My belief is that in order to enhance your learning, the students need a very clear description in what the teacher’s aims and objectives are. Many of my students were forgetting by the end of the class what was expected, although it was clearly stated at the beginning of the class. I therefore introduced the WALT and WILF approach these characters are created to allow students to clearly understand the teachers learning intention. The child friendly language of ‘We are looking to’ and ‘What I’m looking for’ had an immediate impact to my classroom practice. I saw am immediate improvement to the students work as they were set clear aims and objectives.

My approach to WALT and WILF was to clearly explain on wall charts within the classroom enabling the students to refer to when needed. I would then demonstrate an example of what I wanted them to achieve, this gave them a clear understanding which helped to motivate their learning. The reason their motivation improved was because they could see what I wanted. After seeing the example of good practice this raised their learning aspirations, they felt more responsible for their own learning making them an independent learner. Students started to refer to WALT and WILF though-out the lesson showing that the technique was providing the learner with direction. Students were discussing the process as a team which made the group more comfortable and relaxed and a better atmosphere.

I found they achieved an overall improvement to their quality of performance and self motivation because they fully understood what was expected. It also improved their peer assessment skills. During class discussion students were more frequently using correct dance terminology and able to spelling the words correctly. It reflected a better depth of understanding showing how initial implementations of assessment for learning can enhance student’s development at this level.

It gave the students the chance to ask the question.

‘What can I do to improve?’

I taught the pupils to set themselves targets related to their individual needs which I also reviewed with them. This also gave them the opportunity to suggest improvements using the measurement criteria. By doing this they are consolidating their self reflection and acting has students as researchers giving them pupil voice.  

I initially found this process very time consuming with only having students for a 6 week block and as a result, I lost time spending the first lesson explaining about WALT and WILF process.

I looked into other departments within the school who have adopted this strategy for a number of years and found mixed results.

I felt I therefore needed to explore this further to understand how best to deliver this method within my teaching to gain the greatest results from my students.

I did this by setting a questionnaire to measure their understanding of aims and objectives.  I found that the students who were using WALT and WILF to refer to were much more able to succeed in their learning than the classes that did not.

The classes that did not use WALT and WILF were unclear at the end of the class of what was expected and what they were aiming to achieve within the lesson.

After initial success in using WALT and WILF last week I began to see some of the pitfalls of this method due to it being so prescriptive in its learning objectives. I felt it began to stifle pupil’s creativity. For example, when asking pupils to work on their WALT and WILF they would fulfil that criteria and not progress with their work. They were expecting me to then give another WALT and WILF and not using their creativity and own initiative. These highlight a problem where by the students are only working to the best example demonstrated without developing their own style and discovering it for their selves.

After speaking to other peers and I decided to prevent pupil's losing creativity, I could in future whilst using WALT and WILF also indicate that these are not only the criteria to be fulfilled, by asking them to develop a WILF on their own for example when we are looking at a Dѐveloppѐ I will present them with the essential criteria i.e. alignment, I will then invite the students to devise a criteria on their own for example head line, performance quality. By doing this I am also giving another opportunity for pupil voice to be consulted in developing their own work and curriculum as I can develop work to their taste and interests.

 This process is used in other areas across the curriculum. At first I found this prior knowledge useful because the students understood the terms WALT and WILF however it had been used in various ways some teachers would use the word others would use characters I found this to be an area of concern as students became confused by what was expected of them. It would perhaps be beneficial if there was a whole school policy of how WALT and WILF were to be produced. I found that students need a consistent approach to WALT and WILF.

As a teacher using this method it has made me feel more confident in knowing they have required the knowledge expected in each lesson. I spent less time explaining and more time observing. I can therefore focus on other matters. It means I can help the less able and help the gifted and talented pupils more. It also means I can circulate the room preventing behaviour issues arising making it a more enabling learning environment, also behaviour issues did not arise due to lack of understanding. During my observations it allows me to assess the students as individuals enabling me to give each child individual feedback catering for their individual need.

As good as the WALT and WILF is in introducing the lesson, unless the lesson has other activities in it the WALT and WILF can become a tick list and over a number of weeks become disengaging and make the lesson content predictable for the student and myself as a teacher. Despite these issues with careful planning and creative teaching and learning WALT and WILF and be the ideal foundation to initiate an understanding and appreciation of our collective aims and objectives. 

Any thoughts would be greatly appreciated, Thanks for reading!

Michelle :)

 

Task 2a: Refelective Practice

Hi Everyone,

For the past week I have been taking a Journal everywhere with me, I didn’t want to leave it until I got home at night to write in it due to the long hours I work I thought I may forget bits. I have decided to bullet point the main things that stood out and my initial feelings then at night when I have finished my day I sit at home with a coffee and read what I put. This way works better for me because It means I return to my journal with a clearer mind, this enables me to see what I could have done better, what’s needs to be researched (if anything) or how I could improve. I’ve been writing in events or even conversations that have happened to me in both professional and personal situations.

I am really enjoying writing in the Journal and finding this quite therapeutic to be able to give time to sit quietly and reflect and learn about me!

How’s everyone else doing theirs?

Quick question:
Anyone had any form of feedback yet?

I have noticed that I have not posted my youtube Audio-Visual on the blog Channel page can anyone help me?

Thanks,
Michelle  J

Campus sessions

Hi everyone,

Really disappointed I've not been able to make the campus sessions today and tomorrow. We have ofsted in our school. I'll be able to make the next dates though. Looking forward to meeting people on my course :)
Hope the days go well
Michelle x

Task 1b: Professional Communications Technologies.

Hi Everyone,

Before starting this course I had no idea about any of the terminology or how advance technology is today, I was scared and ignorant to learn about this as my knowledge is so little. My initial thoughts on starting the web2.0 were extremely confused and worried about not being able to understand the complex and diverse system.
After reading 'The Reader 1 The Professional Communications Technology' I began to realise web2.0 was not as scary as I thought, but an important way to develop skills and learn new skills 'Network as Platform' collaborating with other people from all over the world. I have heard of Facebook and Twitter but from negative experiences that my peers have had with networking sites, I decided to stay clear. I feel my lack of understand as resulting in me missing out on a whole new world!
I clearly have a lot to be going on with exploring this exciting technology. Hamilton 2000 states that if barriers such as time, skill and financial commitment were broken this would create an increase of relationships between people. I like the idea that this allows people from all over the world, all different diverse backgrounds able to communicate with each other, which will help to break down the society barriers that we live in and equality will begin, my concern with this is the opposite could this also start a war and be used as a way of bullying and gangs collecting ideas to form bigger groups and if  personal details are shared where will all this lead to ?
I have asked google for the disadvantages of web2.0 and found another very interesting thought, which i have come across within my teaching experiences not me personally but another teacher, is that privacy is a problem anyone can download to 'you tube' but if the video recording was done without the knowledge of the person who is being shown in the video could cause lots of problems for professional people and students alike.
I think as long as it is in the right hands and people are aware of what it is advantages and disadvantages web2.0 is a positive learning and sharing environment.  
I like the web2.0 as a tool to finding and researching your own and others thoughts to come to an answer that I have researched and kept an open mind about, discussing carefully is a much healthier way of learning instead of accepting what you are told. 

Task 1c: Audio-visual

Hi Everyone!!!! This was very funny to do! really enjoyed this task :) Here is the link to my clip....
Enjoy watching :)
Michelle
http://www.youtube.com/watch?v=g29Cepbpf2c

Task 1d: 2d images

Hi Everyone,
I've attached some photos from the dance school's dance show, dance events and one of myself and my mentor from my last course.
Hope you enjoy
Thank you,
Michelle :)
http://www.flickr.com/photos/68716903@N02/

Task 1a: Professional Profile

Hi Everyone,
Here is a second attempt at my Professional Profile. After spending hours typing and re-typing I'm still not sure I'm happy with this!!! Having read other Profiles I feel there are still areas for improvement for example I think mine is to long....... I'm going to find editing my work hard.
Your thoughts on this would be greatly appreciated
Thank you :)
Michelle
https://docs.google.com/document/pub?id=1d01fQfooEv-VnHHMuVXCuEl08DZyuvtwzwZcz0FPV-I

1a Professional Profile

Hi Everyone,

Well here it is my first attempt at my professional Profile. Any advice on how to improve would be great. I think for my next version i will write it more personal about me instead of bullet pointing it. After reading others i feel it lacks personality but my reason for doing a bulletpoint version was to make it more eye appealing in the hope more would take the time to read it .......I look forward to seeing what you all think.
Thank you,
Michelle
x

https://docs.google.com/document/d/14y5N6v0ORomWYQkw-S7gUZZsB9mh_9MSiYbgy_HobMM/edit?hl=en_GB

Just a Query !!

Hi Everyone,

I am commenting on lots of different blogs, do i then get notification when there is a reply? Or do you have to keep checking to see?
If so does anyone know an easier way?
Thank you for your help in advance,
Michelle
x

Useful Information.....Input error: Cookie value is null for FormRestoration

I have just spend 2hours trying to reply on my blog and write on other blogs. I kept getting Input error: Cookie value is null for FormRestoration 
 
If this happens to you this is what you need to do:
First, try a different login procedure.
1. Login to Blogger using "http://www.blogger.com/".
2. Do not check "Remember me".

If that does not help, try a second time..
1. Clear cache, cookies, and history - then restart the browser.
2. Login to Blogger using "http://www.blogger.com/".
3. Do not check "Remember me".

Thought I'd let you know to save you wasting hours trying to find a way like i did! :)
Hope it comes in useful

My First Post

Hi every one,
I am really excited about getting stuck in to the course. Im Looking forward to keeping upto date with technology....... left to me i would still be with a paper and pen :). I am slightly behind to starting the program due to a family bereavement, not a good start to the course! Any help or advice any one can give me would be greatly appreciated as i need to get on track asap.
Thank you