This is the fifth in a series of lessons that are designed to prepare students for Robotics competitions such as RoboCup and First Lego League. The target is students in year 5-8.Logic-for-Line-Following-with-Makecode-Mindstorms-for-LEGO-EV3
Recently, I have been playing with Augmented Reality (AR) in my classroom, after discovering Metaverse. Download the app and then scan my first attempt at a breakout game.
One thing that I learned is that I don’t know how to design an escape or breakout game. Thankfully, the good people at BreakoutEDU have some good design tools. If I get the time, my next iteration should be better.
Apart from creating the odd breakout game for my classes, I plan on incorporating this into a future multi-modal project for my students. Another idea is to have my students design and build AR learning experiences for other teachers, as part of their assessment.
The Medium.com Metaverse site has a whole host of ideas and uses for the app. Try some in your classroom.
I have just finished developing a unit of work around solving digital problems. This is targeted at year 10 Digital Technologies and is a foundation to year 11 Digital Solutions, Topic 1: Understanding digital problems.
I am indebted to code.org for their Computer Science Discoveries course for the bulk of the curriculum resources. I have adapted them to align to the Pedagogical Framework that I use when teaching Digital Technologies.
You can access the Scheme of Work here.
Student ePortfolios are a great option because students are able to present digital evidence of their learning to a wide (and even global) or restricted audience. Additionally, the artifacts and products of their learning can be multi-modal and produced using technology. If you intend on taking this path, I recommend using the 5-by-5 Model of portfolio development. In particular, reflective portfolios are particularly powerful.
https://web.seesaw.me/ – online system to manage student portfolios
https://www.bulbapp.com/ – another online system to manage student portfolios
https://education.weebly.com/ – free and easy online website creation system.
http://www.wix.com/ – another free and easy online website creation system.
Scootle (http://www.scootle.edu.au) provides access to more than 20,000 items of digital curriculum content published by Education Services Australia. Most of these link directly from The Australian Curriculum website. For example, when seeking resources for ACSSU113, there is an obvious link to Discover resources at scootle:
Otherwise, by going directly to scootle, teachers can find interactive learning objects, images, audio files and movie clips via browse, search and filter technology. Then they can create personal lists of favourite resources for quick access.
Discovering Learning Content
You can find the content that you need by performing either a Basic or Advanced search. My advice is to consult the Scootle User Guide as this is a skill in itself, but one worth investing some time in. Another place to find help is within the Scootle users demonstrations, Education Services Australia, YouTube playlist. Again, the best way to discover content is to find content by Australian Curriculum. Then your search will yield all digital curriculum resources that fall within the curriculum content and year level that you are seeking.
Probably the best feature on the scootle site is the ability to create and manage Learning Paths. A learning path includes a sequence of learning content, interwoven with teacher comments and descriptions and delivered to students either online (by use of the student PIN) or offline (by using an exported learning path spreadsheet or PDF). This system stops just short of being a Learning Management System (LMS) such as Blackboard. I would still use it to sequence my learning and link to it via my Virtual Classroom. I can’t emphasize enough what a great system for sequencing learning this is. If you are contemplating using it, I highly recommend consulting the Scootle User Guide and the Scootle users demonstrations, Education Services Australia, YouTube playlist.
Learning in a collaborative or interdependent way provides students with a social and intellectual context for greater levels of critical thinking, motivation, peer review and self-reflection. These opportunities are outlined in the ACARA General Capabilities.
Scootle’s has big range of collaborative activities in an environment where students collaborate to build understanding, express their learning and receive feedback. Some of the features of Scootle’s live workspace that support collaboration are:
• a dynamic environment – Students can add their own text, comments and online resources, and rearrange the workspace to build a structured, collaborative response to a task.
• feedback – Ongoing feedback is available from the teacher at any time for student reflection and meaningful formative assessment.
• online identity – Students choose nicknames and avatars for themselves in the live workspace.
• Scootle chat – Chat in real time, with all discussions recorded and available for feedback and reference for students and teacher.
• file upload and sharing – Students can upload their own files and resources to attach to a learning activity
Many of the digital content items available are assessment resources. These can be used as a check for understanding as part of a Learning Path. I have also seen them used in a summative way as well. I would use these because they are linked directly to the Learning Goals of my content area of the Australian Curriculum and therefore rigorous. It also means that I don’t have to create an assessment item, print it out and mark it as it is all online and automated.
Start using Scootle today!