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NSW Open High School, Stephen Murray Lisfting Learning Engagement through Interactive Technologies

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