The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.

1. Global Forum
November 7-10, 2011 | Washington, D.C.

2. Virtual Classroom Tour - VCT
Partners in Learning Global Forum
November 7 – 10, 2011
Washington DC

3. Virtual Classroom Tour – VCT
Name of Project:
Educator(s) Lyneth Crighton
School Brescia House School
Brief description of Brescia House School is located in Bryanston, Gauteng, South Africa. It is a Catholic school for girls which
educates 850 girls from Grade R (6) to Matric (18). The pilot “Anywhere, Anytime Learning” program was
school context
launched on the 1st March 2011 when 72 grade 10 learners each collected their brand new Dell Latitude 2110
netbooks from the IT Support Centre to embark on a digital adventure with their peers and teachers.
School Website http://www.brescia.co.za
http://Bresciahousesecondaryschool.blogspot.com
Content/Subject English (Home Language)
With links to Afrikaans, History, Consumer Studies, Physical Science, Life Orientation, Life Sciences,
Areas Religious Education, Geography and Mathematics/Mathematical Literacy
Age/Grade level Grade 10 (16 years)
Project Objectives • Provide a solid introduction to the prescribe English novel “Cry, the Beloved Country” written
by Alan Paton and published in 1947
• Provide a platform that learners could use to analysis the themes and characters of the novel
and create a central resource for further studies of the novel in English class
• How central themes of the novel are reflected in many academic subjects and by many leaders
Please note this presentation is of this century
best viewed as a presentation, • Integrate collaboration and other Web 2.0 tools to create a 21st Century Learning Environment
and it contains links to hidden • Support learners with the first-time use of their new netbook, in a wireless environment,
slides and to videos published on
YouTube and other live websites.
and its features (including webcam, Bluetooth & wireless adaptors, speakers & microphone)

5. Evidence of Learning
Collaboration with “teacher experts”; group
members; and other classmates via …
Email
Integrate information using Web 2.0
tools ….
Skype
Twitter
Podcast prepared
reading
To create a “Cry the
Blackberry
messenger Related YouTube
video
Beloved Country” Wiki
Word Clouds of
Facebook wiki writing Create an
Complete 3 online
individual wiki Hyperlink your
assessments on
page based your wiki page to other
Digital the Moodle portal
theme word; related content in
to assess your
School Blog images relate it to your the wiki and on
knowledge of the
Click activity focus boxes knowledge of the the web
plot of the novel
Character novel
marked with the link icon, on
the right, to link to the Online avatars
Learners’ evidence of discussion
forums
learning.
Please note that some links
are to videos published on
YouTube and live weblinks.

6. Knowledge Building & Aspects of Knowledge Building & Critical Thinking:
• Learners have to use analysis and synthesis skills as the used their own, peers and teachers
Critical Thinking knowledge to weave into their wiki page
• Learners build their own knowledge “bridges”; they made the connections of the themes to
modern times.
• The project as a whole relied on the learners building their own knowledge and experimenting
with technology to create their own opinions of which tools suited them best
• The wiki they created could not be copied from any source and relied on learners thinking
differently about what and how they learn.
• Examples of knowledge building and critical thinking from the Wiki include:
• The learners worked together, along with their Afrikaans teacher, to find the connections
between the Novel’s theme of oppression, the Afrikaans poet Ingrid Jonker and Nelson
Mandela
• They integrated Geography terrain knowledge, mapping skills and distance calculations to
discover the route Absolum Khumalo would have taken on his journey from rural KwaZulu-
Natal to the city of Johannesburg
• The critically reviewed the movie revision of the novel – did they agree that the characters
were correctly casted; the story correctly told and did the costumes reflect the period that
the story is set in?
Extended Learning Beyond The workshop did not conform the traditional restrictions of the school day. Learning was extended
the Classroom beyond the classroom in the following ways:
• The workshop took place in a space where would normally divided into two classrooms, or ridgidly
set out in an arrangement suitable for writing examinations. The learners rearrangde the learning
space as it suited them, moving desks and chairs, sitting on the floor, even making use of the
corridor outside.
• The environment allowed wireless connections, so learners video Skyped, Tweeted, Emailed,
Blackberried, Facebooked and talk to each other as the travelled their journey of knowledge
building.
• Unlike traditional school days, learners wore more comfortable clothing, ignored bells ,
signaling the end of the lessons and teachers wondered in and out of the learning space,
offering insight and guidance.
• Learning did not take place in a linear fashion, learners experimented with Web 2.0 and ideas
in order for them individually and collectively again insight in the Novel’s themes
• Most importantly, for me, their were no “wrong answers”; learners created their own
knowledge in the form that suited themselves best.

7. • Before the workshop the girls were required to read the novel “Cry the Beloved
Collaboration Country” by Alan Paton; in order to assess that the girls were reading and prepare
them for the Moodle environment the girls completed 3 online tests and
participated in class online discussion forum.
• At the start of the workshop the 72 grade 10 girls were divided into 9 groups of 8
girls, this was done by simply giving each girl a card with her name, a puzzle piece,
a coloured peak cap and a word or phrase which somehow related to one of the 9
central themes of the novel, and no instructions.
• Live debate erupted as the girls had to use their thinking caps and workout how
puzzle pieces, coloured hats and random phrases related to digital experiences. (It
was interesting to watch how different girls used the different clues to form
groups)
• The girls were each given a “press pass” type card where they listed their fields of
expertise in relation to software, digital devices and any other skills they thought
useful. This served to highlight the idea that each individual has a part to play in
creating knowledge and if we pool our expertise we can achieve great things
• Each group had 2 to 3 staff “experts”, who related to them the thread that the
group had to research. The teachers helped guide the girls through the workshop
to evaluate, research and present their own phrase and the groups theme in the
grade wiki.
• Groups collaborated on mind maps to steer their research and plan their pathway.
These were displayed during the workshop and adapted and changed as the days
progressed.
• As the girl were “creating their own knowledge” the task suggestions were merely
suggestions. The staff were there to ensure they kept within the theme but they
could find their own way and own associations.
• Learners collaborated in groups, with their peers and teachers using Skype,
Twitter and emails
• A Wiki by definition is “a Web site developed collaboratively by a community of
users, allowing any user to add and edit content” without collaboration the
learners would not succeed in producing a meaningful wiki.
• The project was structured to allow for maximum use of the collaboration tools
offered by each learner having the use of her own laptop & the tools of Web 2.0