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S Murray Aades 2008 Presentation

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Presentation delivered to the National Leaders Forum of Australian Association of Distance Education Schools, Darwin Aug 2008 - \'Lifting Learning Engagement Through Interactive Technologies\'

Presentation delivered to the National Leaders Forum of Australian Association of Distance Education Schools, Darwin Aug 2008 - \'Lifting Learning Engagement Through Interactive Technologies\'

Published in: Education, Technology

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  • 1. Lifting Learning Engagement Through Interactive Technologies An Action Research Project at Open High School 2008 Stephen Murray Principal, Open High School
  • 2. Background - Curriculum
    • Open High School is a specialist languages school providing 11 languages (Stage 5 & Stage 6) through distance learning
    • 90% Stage 6 - 10% Stage 5
    • Japanese, Chinese, Indonesian, Korean
    • Spanish, Italian, Mod Greek
    • French, German, Russian
    • Latin
  • 3. Background - Students
    • 85% Stage 6 and 15% Stage 5
    • 70% govt schools - 30% non govt
    • Reaching into over 500 schools across NSW, ACT & overseas
    • 65% Sydney Metro Area - 35% rural/regional
  • 4. Background - Staff
    • 120 staff (87 FTE teaching/11 SASS)
    • Deputy Principal + 9 Head Teachers
    • 85% of staff are native speakers
    • 65% of staff are fluent in 2 or more languages
    • 55% of teachers are casual, part time or temporary
  • 5. Open High School’s Pedagogical Foundations
    • R elationship building through collaborative learning
    • A ccessible & achievable curriculum
    • I mmediacy of feedback & response
    • S upportive & proactive learning support structures
    • E xpectations that are high and shared by all stakeholders - a no excuses school
  • 6. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology Open High School Digital Futures Project 2006 Digital Assets Library
  • 7. Background
    • Low retention rates in Stage 5
    • 70% loss of students from Stage 5 into Stage 6
    • Predominantly boys
    • Learning materials with strong emphasis on text
    • Strong emphasis on repetitive learning eg drill & repeat glossary work with low cognitive reach
    • Large component of oral/aural learning in Stage 5 languages syllabi
  • 8. Identified Needs – The Learner
    • Immediacy of student feedback
    • Students with greater control over the learning experience
    • Students with greater choice in their learning
    • Lifting learner engagement through use of visual learning resources
    • Embedded interactivity
  • 9. The Project
    • Development of a ‘library’ of re-useable digital assets for Stage 5 Indonesian
    • Collection of comic style frames or ‘stills’ that an be assembled in a variety of sequences to generate a ‘storyboard’ of a contextualised conversation in the target language.
    • Library of comic frames stored in a Learning Resource Repository and able to be accessed remotely
  • 10. Stills Library
  • 11. Stills Library Features and Functionality
    • Managed Access
    • Standardised file naming protocol eg
    • OPHS_S5_In_T1_Curry1
    • OPHS_S5_In_T1_Curry2
    • Web based meta tagged searching tool
    • Linked to Student Administration database
    • Files downloadable to CD/DVD burn palette with details recorded in Student Administration Database
  • 12. The Pedagogy of the Online Comic Strip
    • Visually engaging.
    • Use of contemporary settings or context.
    • Uses authentic language.
    • Individual frames enable students to construct their own ‘storyboard’ and authentic scripts in the target language.
    • Facilitates sequencing in storytelling – essential in learning another language.
  • 13. The Pedagogy of the Online Comic Strip
    • Use of humor to elicit and develop conversation and vocabulary skills
    • Enables high level interactivity
    • Modifiable to meet individual learner needs
    • Blank frames enable ‘branching’ and ‘prediction’ in storytelling
    • Choice of sequence reinforces learning
    • Immediacy of feedback
  • 14. ICT Requirements
    • Sequence of comic frames to be published in Flash™ format and be a self executing file.
    • Integrated with mp3 audio
    • Individual comic frames to be Interactive Whiteboard friendly ie able to be independently arranged in a variety of sequences on IWB
    • Cross platform enabled
    • Moodle™ compliant
    • Multi application eg useable in podcasts and vodcasts
  • 15. Our progress so far….
  • 16. Resourcing the Project
    • Teacher as subject matter expert.
    • Artwork and production expertise sourced through an external Production Team on a $ cost per frame.
    • Production Team consisted of a professional Illustrator, Animator and Project Manager
    • Design brief, content and associated scripting generated by subject matter expert.
    • Copyright belongs to the school.
  • 17. Project Outcomes
    • Benefits
    • Better ‘fizz’ for our $. Project flow rate much greater than school could achieve
    • Tapping into high order industry standard skills and expertise
    • Creation of professional quality graphics that can be adapted to a wide variety of uses
    • Teachers’ repertoire expanded
    • Student interest & learning engagement high & sustained
  • 18. Unpacking The Process
  • 19. Always expect the unexpected!
    • Existing content is usually harder to adapt to a comic format than building new content from ground up.
    • Outcomes of project need to be clearly articulated and published before the design brief stage is commenced.
    • Design brief needs to be fully detailed with high level of specificity and published.
    • Collaboration model needs to be negotiated in conjunction with the design brief and published.
  • 20. END