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Location-based learning
The document discusses location-based learning strategies for middle years education, emphasizing the importance of literacy, numeracy, and ethical understanding within the Australian curriculum. It introduces concepts like BYOD (Bring Your Own Device), immersive learning activities such as 'Hoddle Waddle,' and the integration of technology to enhance student engagement and collaboration. Additionally, it highlights the need for meaningful curriculum design that allows students to explore and document their experiences in real-world contexts.
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Location-based learning
- 1. Location-based learning HTAV MiddleYears Conference
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- 3. ‘The map isnot the territory.’ P–3
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- 5. Learning outside theclassroom To be or not to be BYOD Visual thinking Illusion of choice http://farm4.static.flickr.com/3417/3187926964_208ae55674.jpg P–5
- 6. The Australian Curriculum 7General Capabilities – the lenses of location-based learning? 1. Literacy – not English 2. Numeracy – not Maths 3. ICT capability – giddy up! 4. Critical and creative thinking – problem solvers unite! 5. Personal and social capability – more please… 6. Ethical understanding – examine the social fabric 7. Intercultural understanding – race, gender, age, ability P–6
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- 10. Learning outside theclassroom Responsibility Respect Real things Challenge Choice Collaborate P–10
- 11. Street Museum: Museumof London (UK) P–11
- 12. Curriculum design How mightwe design a collection based program that offers meaningful choices, to create and document stories in an environment? http://www.flickr.com/photos/23760200@N04/3182820590 P–12
- 13. BYOD Note down Take photos Recordaudio Send texts Film video Locate Dig deeper http://www.flickr.com/photos/38305415@N00/4365558047 P–13
- 14. Hoddle Waddle It’s nota race! Immersive learning Integrate places, spaces, faces Structured discovery with measured risk
- 15. Hoddle Waddle 1. Expandstudents’ knowledge of the history of Melbourne 2. Improve students’ understanding of the geography of Melbourne 3. Encourage students to work as part of an effective and productive team 4. Encourage students to develop stronger communication skills 5. Students experience public transport using city maps & navigation skills 6. Students visit Melbourne’s cultural landmarks and institutions 7. Give students an exciting and educational record of their team’s ‘waddle’ 8. Give students an enjoyable Melbourne city experience P–15
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- 18. Melbourne map –1950s P–18
- 19. The new schoolbag? Tools Capture now Edit later Roles Responsibilities http://www.flickr.com/photos/34064267@N00/5960255156
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- 21. Mobile Guided Apps Lost 100 Historypin MelbourneHistorical Sound of buildings Our City Vic Heritage P–21
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- 28. Location-based ingredients • • • • • • • • • • • • • • • http://www.flickr.com/photos/65692143@N00/534450666/ P–28 Middle years Freemium Onlineresources Guided and independent Team with roles and focus CBD Zone based User planned Linked to library collections Timing Pre & post activities Negotiated Decisions at point of need Mixture of subject disciplines Technology support Team focus on each other
- 29. ‘The best teachersare those who show you where to look but don’t tell you what to see.’ Alex Trenfor P–29