EDUC 1751 Assignment 1Analysis of a technologically mediated inquiry<br />By Thomas Newton<br />c3146181<br />
Good artefact<br />http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1323441_1%26url%3d&<br />
Bad artefact<br />http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1323441_1%26url%3d&<br />
Architecture of the Artefact<br />The Sven Callaway show was mainly based in PE KLAs and a small portion of science. Content focused on drugs and drug taking.<br />It used visual graphics for the cartoon talk show, each member of the panel and audience had their own voice which fits under audio, and there was a transcript provided for all audio. It also included higher and lower order thinking through the audio and included activities.<br />This artefact set out well so that the user could easily navigate their way around the site without getting lost.<br />The site was based around a non linear structure. The student or user had full control over which panellist and audience members they wanted to hear from. They could also travel freely between the set activities and the various different resource links of the activity page. <br />
Architecture of the Artefact<br />The fossil activity site was based around the science KLAs, and focused only on the content of fossilisation.<br />The site provided a very educational video and some text. However the text was simply the transcript of the video. This didn’t really engage any higher order thinking for this site.<br />The artefact was a very simple model in the way that it only had the video and the transcript on the site, so it didn’t need a step by step guide to navigate around the site. <br />The site allowed the user to freely and easily navigate to more resources through the side bar on the screen. This gave the student a small portion of control of the site. <br />
There are a number of different questions that need to be addressed before an artefact, in this case both websites, can be judged if they are classified as ‘good’ or ‘bad’. These questions refer to the Intellectual Quality of the Learning, the Quality of the Learning Environment and the Significance of the Learning.<br />
1- the artefact stayed focused on the important ideas of the topic<br />The good artefact stayed true to what the main issue was, which was drugs and drug taking. All of the different ideas and points that were made stayed within the focus of drugs and drug taking.<br />
2- It gave the students opportunities to show their understanding of what was being taught.<br />the Sven Callaway show gave the students the opportunity to show their understanding of what they had learnt through the number of activities that were included on the site. <br />One particular activity was where they had to create a drug education program that would be useful and meaningful to youth and share it with the class<br />
3- It got the students to think about different points of view, different ways to solve the problem, or different solutions to the problem.<br />The students were introduced to the different points of view through 4 panellists and the interactive audience. Every person had a different opinion on drugs and ways to solve these problems.<br />It also got the students to actively engage in creating ways to solve the problem through them creating a drug education program and another activity where they create a reply response to one of the guest members.<br />
8- it made sure that some of the lesson was challenging or difficult of all the students<br />There were a range of activities that provided a challenge for the students. Such as creating debates about a claim that was given on the site e.g. ‘Drugs aren't the real problem; the real problems are homelessness, unemployment, poverty and violence, and the breakdown of the family.’ <br />or activities that include choosing a drug and researching the positive and negative effects of the drug and present the findings in a report.<br />
14- it made sure the lesson had a real world application or connection what the students were learning and their future learning needs.<br />There were a number of real world connections throughout this artefact. Two of the biggest connections came form Jason and Jade. <br />Jason discussed dealing with peer pressure to take drugs, which a number of students will have to deal with in the future. It also included a number of websites to got to if situations like this happen to them e.g. http://reachout.asn.au/home.asp<br />Jade also discussed the fact that her cousin had died using GHB. This shows the connection that these drugs can kill you and what some people have to live with when this happens. <br />
References <br />Educ 1751 puddle- PEHPD- Scootle PDHPE DLO 2 The Sven Callaway show<br />http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1323441_1%26url%3d&<br />EDUC 1751 puddle- science- Learning about fossils activity<br />http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1323441_1%26url%3d&<br />
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