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Intelligent Classroom Design
Intelligent Classroom Design
Intelligent Classroom Design
Intelligent Classroom Design
Intelligent Classroom Design
Intelligent Classroom Design
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Intelligent Classroom Design

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This is a copy of the presentation which supported my talk at the AFMLTA National Conference Canberra 5th-8th 2013
By working together we can create language classrooms we are proud of. In selecting and developing digital resources we need to address design principles like those of Scott McCloud – focus, frame, image, word and flow. We further need to incorporate the principles of gaming designers such as Zimmerman and Salen. We are now authoring interactive stories based on sound educational theory and practice since it is no longer a plot-centric approach where the teacher is the sole scriptwriter of the classroom. We need to understand the notions of cognitive interactivity, functional interactivity and explicit interactivity to benefit from the current internet practice: content delivery, sharing and then open invitation to proffer feedback. This presentation looks at ways of exploring interactive multimedia and user interaction to create meaningful language learning activities.

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Intelligent Classroom Design

  1. 1. Share FeedbackContent
  2. 2. Do you have a web enabled device? Register with twitter.com or log into your Twitter account Use the hashtag #intelligentclassroomdesign Your feedback and comments are welcome You can follow me on Twitter @sally07
  3. 3. The standards Teaching for effective learning Tefl SA National performance standards - aitsl National Languages Policy Personal standards National EducationTechnology standards All Project for languages
  4. 4. The policies and guidelines DECS SA policies and guidelines School policies School values SACE Board policies and guidelines SACSA Guidelines ACARA National Curriculum
  5. 5. My Inline Network Colleagues In house professional development Faculty Meetings Ad hoc training Students Teacher learning community
  6. 6. My Online NetWork Twitter Tweet Deck Web iPad apps SlideShare Email subscriptions My Blogs You Tube Pinterest Facebook feed search.twitter.com
  7. 7. Image : BULLSEYE
  8. 8. Focus Frame Image Word Flow
  9. 9. What exactly do you want to teach? What is the focus of the lesson, the image, the text, the presentation? What do you want your students to know at the end of the session? The presentation? Is your message clear at the start?
  10. 10. sally07 12
  11. 11. Government of South Australia 2011
  12. 12. Identify basic misunderstandings • Have plenty of examples to clarify. • Ask others to set the picture straight. • Show how search engines/translators can be faulty. • Ask about interpretations and what something could and might mean. sally07 14
  13. 13. Frame What is your angle? Are you focussing on detail and complexity or is it a general overview and contextualisation? Is it inclusive? Who are you including? Where are the boundaries for today? Where does this lesson fit in with the rest of your narrative?
  14. 14. Image Are your images inclusive? Do you want your images to teach a subtext? Are the images crystal clear? What kind of atmosphere are you setting? Are your images able to contribute to visual literacy?
  15. 15. What register are you using and why? Are you using words which will convey meaning to students? Do you need to include clarification of terms? Are you preventing misconceptions? Are you captioning when and where you can?
  16. 16. Are you showing how one thing leads to another? Are you showing how this connects to prior knowledge, life, the world, other subjects? Have you explained which part of the picture you are in at the moment and where that can lead? Are you making connections with what you have taught and what comes next?
  17. 17. Resources • A photographer’s frame of mind • Literacy Today • A rhetoric of sequential art • 30 graphic novels in 30 days • TeFL • paper.li • Scoop.it • I’d like to thank Shoo Rayner for allowing me to download and splice the Mr. British Culture clip
  18. 18. The Principles Interaction Cognitive interaction Explicit interaction Beyond the object
  19. 19. Introduction • Both Katie Salen and Eric Zimmerman are well credentialled academically and in the gaming industry to look at gaming principles from a theoretical point of view .
  20. 20. Classroom implications • As classroom practitioners we could benefit from looking at the principles which attract our students to games and try to apply the theory to ensure more effective learning in the 21st century.
  21. 21. Examples • Lecture • Presentation • Video • Demonstration • Talking through examples
  22. 22. • What can you do to provide absorbing content which engages student brains more comprehensively? Question
  23. 23. Cognitive interactivity Functional activity of button clicking and page turning Students are clicking on web links Students click on the button to get to the next set of information Students read a page
  24. 24. Examples • Web quests • Independently viewed presentations • Web research • Completing sets of exercises • Filling in spaces
  25. 25. • What resources can you provide at the button clicking page turning level which will want them to click and turn? Question
  26. 26. Examples • Using what is learned to create a video • Presenting what is learned to an audience • Creating an assignment but including reflection and feedback • Allowing students to act and make choices relevant to content and assignment
  27. 27. • What assignments and activities can you provide to ensure students are using their new knowledge in an interactive, connected way? Question
  28. 28. Beyond the object interactivity • This is the fan base, the merchandising the getting users to engage with the game in ways so that they identify strongly with the game.
  29. 29. Discussion • You need to think about and discuss this. Do we need fan bases for French? Maths? Science? Are there ways we can do this ethically as classroom practitioners?
  30. 30. • Getting students to participate in extra curricula events • Making students aware of expos, films, special events, competitions • Having focus days • Creating clubs, teams, special interest groups • Publishing work online Examples
  31. 31. Question • Do you show how the love of the subject and the new knowledge can be used to connect with others and the real world?
  32. 32. • Affective interaction design • Eric Zimmerman • Rules of play • A meaningful read • Gamelab’s hustler Resources
  33. 33. Content Share Feedback

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