eLearning and Secondary Futures Thinking


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New Zealand Area Schools Association Conference 2009

DOI: 10.13140/RG.2.1.2113.0082

Drawing on the Secondary Futures project for community consultation to develop a framework for 1st Century education best practice this paper explored ways to use eLearning and ICT tools to deliver successful learning with modern pedagogy. It focused on the Aviation Studies model from the New Zealand Virtual School project.

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  • These partnerships were spared from a meeting between Dave Evans (ATTTO), Jon Bird (Catlins) and Allan Jon (Catlins). At a subsequent meeting between the group Dave Evans brought Elizabeth Valentine (ATTTO CEO) where the partnership was formalised, and Elizabeth introduced Catlins to Nextspace.

    Nextspace is a 3D visualisation industry catalyst and consultancy partially government funded and with a mandate to help improve digital literacy in New Zealand.  Nextspace has assisted us by providing sophisticated 3D software and 3D models for our students to work with. 
  • The ATTTO kindly invited us to attend the AIA conference, and paid for the transport and accommodation.
  • In 2008 the first course was offered through OtagoNET, free to OtagoNET member schools. Ken Pullar (the ePrincipal also kindly helped with setting us up through the VLN and providing support with enrolments.

    We are committed to maintaining those links and are running a group for OtagoNET again in 2009.
  • Jeff at Air Fiordland
  • Users are able to move models around in real time.

    You can pull it apart. You can slice it. You can play animations. You can even annotate it with text.
  • These tools let you “play back” complex 3D animations of real world uses
    Possible teaching,
    Describe the aircraft
    Mix with a podcast
    Use to examine items in detail.
  • Deep Exploration reduces very complex models over 1/10th their original size while still retaining all of the graphical internal integrity of the model.
  • SmallWorlds is a new generation of virtual world that runs inside your web browser, without the need to download or install any other software. SmallWorlds combines media, web content, and casual games into a highly accessible & compelling 3D world that integrates seamlessly with the rest of the web, bringing Virtual Worlds into the mainstream.

    SmallWorlds allows users to create and customize their own rooms and worlds, and fill them with a wide variety of items and activities for them and their friends to enjoy together. With their online friends and acquaintances, they can share experiences like playing games, watching YouTube videos, listening to their favourite bands, browsing through photo galleries, and so much more. SmallWorlds brings together the best aspects of online games, instant messaging, social networks and digital media, and wraps them into a persistent virtual world that is never more than a hyperlink away.
  • Tremain Lucas, Jon Bird, Allan Jon and Dave Evans with some of the 2008 Aviation students at Safe Air in Blenhiem, 2008

  • Matt at Aim Proximity advertising

    Squadron Leader Andy Grieg
    Director of Air Force Recruiting
  • CBHS Robotics Team travelled to Auckland to compete in the FIRST Robotics Boot Camp (July 2008)

    Cluster approach to ICT Project based Learning led by CBHS. ICT Project Based Learning.
  • This Action Research, led by Christchurch Boys High School, aimed to evaluate the factors that facilitate ICT Assisted Project Based Learning.
  • Practical applications for Area School students – robots to build fences.

    During the Research & Development phase, students complete a Robot Design WebQuest to guide their inquiry and foster higher order thinking - for example:
  • Practical applications for Area School students – robots to build fences.

    Programming Specs: The robot must be programmed in C to follow a black line on a light-grey background. If the robot sees a mid-grey “body” laid across the line, it should stop for two seconds (each second identified by a flash of its lights), and continue following the line until another “body” is encountered, when it repeats the stop-flash-continue sequence. ( US 5967 )
  • The camp includes 4:1 student/teacher ratios
  • eLearning and Secondary Futures Thinking

    1. 1. The Catlins Area School eLearning and Secondary Futures Thinking NZASA Conference 2009
    2. 2. Secondary Futures Principles •Students First •Inspiring Teachers •Social Effects •Community Connectedness •The Place of Technology
    3. 3. Secondary Futures Thinking is all about the school becoming a “Learning Hub”.
    4. 4. Successful students in the future will have: • Capacity to learn •The capacity to participate in a future society •The capacity to be part of the New Zealand tradition •The capacity to value self and others Helping to achieve this will be: •Customized learning pathways •Linked-up learning programmes •Multiple learning portals •Synchronized learning platforms
    5. 5. Links to eLearning Pedagogy Learning supported by or facilitated by ICT can: • Assist in making connections, especially through overcoming the barriers of distance and time. • Facilitate shared learning through creating communities of learners. • Create a supportive learning environment by providing resources that take account of individual, cultural or developmental differences. • Enhance opportunities to learn by providing virtual experiences and tools to take learning further.
    6. 6. Educational Partnerships for Aviation Meet real needs  Secondary Futures ideas  Engagement - authentic educational experiences  Career education  Address industry needs  School, community & business in partnership
    7. 7. Introduced at the AIA Conference 2008 • Aviation Industry Association Conference • Tauranga Aviation Careers Day • Build industry links • Develop parts ‘library’
    8. 8. Linked with OtagoNET • First delivered (as eLearning ) through OtagoNET • Class still available to OtagoNET schools • We drew on experience as an OtagoNET foundation school • Ideas and framework for our eLearning Handbook Support with: • Enrolments • Video Conferencing • Audio Conferencing
    9. 9. What were the 2008 Courses? • Introduction to the industry • Basics of the theory of flight • Aviation career options • Encouraging further learning • Aviation Studies • Your Aviation Career • The Theory of Flight • Your Place in Aviation
    10. 10. How did they develop into 2009? • Extended accreditation • Three full year courses • Pitched at Levels 2 and 3 on the Qualifications Framework • Includes the material from the short courses • Covers compulsory units from the National Certificate • Broad introductory coverage to aviation concepts and issues • Counts towards NCEA
    11. 11. Short ‘taster’ courses for 2009 • Your Aviation Career • Your Place in Aviation • The Theory of Flight • Count towards NCEA
    12. 12. Subject Knowledge, Industry Links and ‘Currency’ • ATTTO - industry links, feedback and standards • Nextspace technologies • Air Fiordland industry currency visits and support • RNZAF partnerships and Base Woodbourne visits • Staff with a strong industry background, and sound pedagogical practice
    13. 13. The Learning Framework • OtagoNET School • Podcasts • Interactive 3D visualization • 3D Virtual Campus • Power Points • Images and diagrams • VC / Audio Conferences • PDF / Word documents • Email “Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius (around 450 BC)
    14. 14. Deep View Complete A free 2D and 3D graphics viewing application. View in 3D with Deep View Free at www.righthemisphere.com/dv
    15. 15. Communicate, collaborate and visualize dynamic product data. Using 3D allows students to “Demonstrate knowledge of…”. 3D visualization empowers inquiry learning. View in 3D with Deep View Free at www.righthemisphere.com/dv
    16. 16. Using 3D to show the details *.rh models are web ready! Edit 2015: This slide contained 3D material that can no longer be shown here. It used the Deep View software system.
    17. 17. SmallWorlds and a Virtual Campus http://www.smallworlds.com/
    18. 18. Optional Face2Face and Camps • Meet the teacher • Meet peers and develop a ‘class’ • Optional eHui days • Optional Aviation Camp at NZRAF Base Woodbourne
    19. 19. Working in with RNZAF • ‘Graduate Packs’ and the ‘Step Up’ challenge • Working in partnership to link in with the Air Training Corps • Ongoing links for the Camps • Helping eLearners find out about these real career options • Professional knowledge exchanges through dialogue and presentations
    20. 20. ‘In School’ Options Learn on full enterprise software solutions that top aviation companies around the world are using. • Real aircraft parts • Linked design and build • Blended theory / practical – Aircraft structures – Hydraulics – Pneumatics – Electrics – Electronics
    21. 21. Industry Links and Donations • JT8D Jet Engine donated by Christchurch Engine Centre
    22. 22. The Background Systems • eLearning Handbook • Integrated into the school QMS documentation • OtagoNET eLearning experience • Courses qualify for STAR funds • Cost recovery model • Trained Teaching Staff with Industry Experience • Regular staff professional development with industry • Student links to industry
    23. 23. Teach me how to think, not what to think Robotics and Object Based Programming at Christchurch Boys High
    24. 24. What is ICT Project Based Learning? “In ICT PBL, students work individually or in groups over an extended period of time to develop a product, presentation, or performance. Students gain increased skill in being independent, self-sufficient, intrinsically motivated learners.” Moursund (2006)
    25. 25. Action Research into ICT Project Based Learning The factors monitored include: • Student use of mind-mapping software. • Student use of programming software. • Student access to hardware. • Student to teacher / tutor ratio. • Student – student communication. • Project Environment. (home/school/University)
    26. 26. The Project – “The War Zone!” “In order to rescue victims, design a robot that must find its way through a hazardous area as quickly as possible, following a black line which has been marked with bodies, then very accurately identifying each “body” before advancing further along the line.”
    27. 27. Learning Tools • Inspiration Software • PCs with MPLAB IDE & Hi- Tech C compiler and a programmer. • Robot kitset with gear box and IR sensors & PCB. • Schematics and datasheets. • Rescue course sheets • Industry visits and links
    28. 28. Programming in C C is the chosen because: • C is used in a commercial applications. • C is a small language. • C has excellent library support. • There is good availability of C compilers. • C supports modular programming. • C translates into machine code efficiently. struct flight_t { OCIString * name; OCINumber height; OCINumber weight; OCIDate hiredate; OCINumber fuel; }; typedef struct flight_t
    29. 29. Successes and Solutions Due to the success of this PBL: • The students will go for annual camps at University of Canterbury School of Engineering - to improve their programming . • Industry links and visits including the Christchurch Engine Centre • Students have the opportunity to enter in a Robotics Competition.
    30. 30. Future Steps • The Ignition Programme – Links with RTLB SouthWest Otago – Links with Industry – Links with ITOs – Action Research into using 3D Learning to engage difficult students • Expanding virtual departments – Address roll issues in Area Schools – Helps deal with staffing – Alternate path for international students – Alternate sources of resource development • The New Zealand Virtual School – Developed as an EOI for the Trade Academy Project – A wide group of project partners – Using new technologies to reduce barriers
    31. 31. Resourcing and the Ministry “There is a currently a critical knowledge gap in the MoE’s understanding of current schools costs and the potential benefits of virtualisation of schools services across high speed data networks. Better knowledge of the real costs and potential savings is critical in the policy development for the future funding of ICT in schools.” Murray Brown 2008
    32. 32. The Catlins Area School We would like to acknowledge the staff of the ATTTO and Miranda Satterthwaite of Christchurch Boys High School. This presentation includes material originally developed by those people.