EDUC 1751 Slideshow


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EDUC 1751 Slideshow

  1. 1. EDUC 1751 Digital Artefacts<br />Alesha Roche<br />3062888<br />Tues 4 - 6<br />History<br />
  2. 2. Artefact 1 - Discovering Democracy: Exclusion<br /><br />
  3. 3.
  4. 4. Key learning objectives that this artefact demonstrates are<br /><ul><li>Students investigate some of the reasons why people from the Pacific Islands and from Asian countries, such as China and Japan, came to Australia in the 19th century.
  5. 5. Students identify some common attitudes of white settlers to non-white immigrants.
  6. 6. Students investigate the various kinds of legislation used by colonies to keep certain immigrants out.
  7. 7. Students interpret information from a range of primary sources. </li></ul>Educational value <br /><ul><li>The artefact describes the role immigrant groups that were later excluded played in the economic life of the colonies, as well as measures taken to limit their numbers.
  8. 8. Outlines reasons for the arrival of some immigrant groups that were eventually excluded from Australia.
  9. 9. Outlines some prevalent attitudes of non-white people to Chinese and other Asian immigrants and to Pacific Islanders.
  10. 10. Presents some prevalent attitudes of non-Indigenous Australians to Indigenous Australians.
  11. 11. Provides a range of primary sources including images, political cartoons, statistics and maps.
  12. 12. Provides a related student task. </li></li></ul><li>Artefact 1 has 11 slides with each containing information about exclusion in Australia. <br />In this artefact the information is broken up into sub-topics making the information easier for students to understand. Each slide also contains a picture which relates to the information being discussed. <br />
  13. 13. This artefact doesn’t contain any voices or any interactive features that would keep students interested for a longer period of time. <br />By having just information and pictures with no interaction students could get bored and off task very easily.<br />
  14. 14. Artefact 2 – Peter Dalton: Enlistment<br /><br />
  15. 15. In this artefact students help a fictional teenage boy named Peter Dalton to decide whether to enlist for Australian military service in World War I. Students look at a summary of key military and political events that lead to Australia’s involvement in the war. Students can listen to interviews of people with a range of opinions for and against enlistment. They must examine background materials about recruitment drives, voluntary enlistment and conscription before they are allowed to continue onto the SWOT analysis and ultimately decide weather or not Peter should enlist and they then explore the consequences of their decision. <br />Key learning objectives <br /><ul><li>Students analyse arguments for and against enlistment and conscription in Australia during the World War I period. </li></ul>Educational value<br /><ul><li>Encourages students to explore the arguments for and against conscription in Australia from individual and social perspectives.
  16. 16. Provides a range of sources such as maps, and images and posters from the World War I period.
  17. 17. Includes a SWOT analysis tool (strengths, weaknesses, opportunities and threats). </li></li></ul><li>This artefact contains a interactive map showing students where the fictional Peter lives in South Australia which helps the students relate to the young man.<br />Throughout the artefact there is the voice of Peter telling students his side of the enlistment debate. <br />
  18. 18. Throughout the artefact there is pop-up pages like the slide here which allows students to find out more information about aspects relating to the war. By clicking on the feather students learn the meaning behind sending a white feather to people who wont enlist. They can also view enlistment posters. <br />This artefact is very interactive and hands-on for students which would keep them engaged and learning about enlistment in World War 1.<br />
  19. 19. This artefact is useful for examining the issue of conscription and enlistment in World War 1 from several perspectives. <br />Students have to listen to the voices of Peter’s friends and families as well as Australia’s Prime Minister to learn what their opinions are on enlisting in the war before they can make their decision on Peter enlisting. <br />
  20. 20. A SWOT analyse is where students have to decide on a Strength, Weakness, Opportunity and Threat for enlisting in the war. <br />
  21. 21. Students have to view all the background information on the war and listen to people’s opinions about enlisting before they can progress through to the last slide where they then decide on whether or not they think Peter should enlist in World War 1. <br />