Strategically identified the pedagogical context of the digital artefact

The Cross Stage Worimi Conservation Lands Ecosystem Study (CSWCLES) includes several effective pedagogical techniques that are drawn from the Quality Teaching model. The Stage 5 section was designed as an authentic task which drew upon multimedia texts and field work as tools for research.  Using an authentic task gives relevance to the study, helping to improve engagement from students (Reeves & Oliver, 2002).

The Stage 5 section uses the NSW Geography 7-10 syllabus and meets the following outcomes-

5.1 identifies, gathers and evaluates geographical information

During the course of the lessons students are asked to gather primary information during the field work component using a number of geographic techniques and tools, and search for secondary information using the internet and library services.

5.2 analyses, organises and synthesises geographical information

The creation of the webquest document allows students to analyses the information they have found for suitability of incorporation into their document. Students have been tasked with assembling a diverse range of information about several topics; however the webquest calls upon specific components of the information which must be organised by the students,

5.4 selects and applies appropriate geographical tools

Depending on how the students decide to construct their webquest, the incorporation of graphs, tables and maps may be selected for incorporation. There are several exersices within the lessons that explore several geographic tools and their applications.

5.5 demonstrates a sense of place about Australian environments

Using tools such as google maps, videos and photographs and drawing from student’s local knowledge, the physical location of the Worimi conservation lands is pinpointed.

5.6 explains the geographical processes that form and transform Australian environments

The first lesson explores the creation of the Worimi conservation lands, both its physical construction and its social construction. This information, along with information discovered during research may be incorporated into the web quest document.

5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales

The Worimi Conservation Lands study offers a unique insight into the national, local and indigenous perspectives of the area and it’s problems.

Strategically justified the role of the digital artefact

The Cross Stage Worimi Conservation Lands Ecosystem Study (CSWCLES) draws its structure and content from the Quality Teaching model and meets several of its elements. The nature of the lessons encourages discussion amongst the students, often asking a question and allowing the students to ‘run with it’. An example of this is the “Why is local important?” slide from the first lesson. This slide asks for students to draw on previous knowledge and discuss and record reasons why using a local ecosystem is a benefit to their understanding. This is just one instance that draws on the element substantive communication.

Students are asked to explore the social and cultural values associated with the Worimi Conservation Lands. This topic allows students to examine the different perspectives of different people. By exploring several ideas of the same location, students are taught that knowledge is not absolute and answers truly are a matter of perspective. This topic meets the element problematic knowledge.

The CSWCLES aims to keep students engaged in the subject by using discussion, multimedia and micro-tasks – for example, the “find a photo task”. Direct instruction is used to transmit information; however these periods of the lesson are regularly broken up with tasks and discussion to maintain interest from the students. This is an example of how this lesson meets the engagement element.

The fieldwork section of this task allows students to gather information of their choosing. During this time no student is told what they should take a photo of, or what information to write down however teaching staff are there to guide them. The webquest design process is also largely the student’s responsibility. They are given the tools and knowledge to complete the task, however it is expected that the students will self-manage the research and construction of the webquest document. By placing the responsibility on the student these tasks meet the element student self-regulation.

The assessable component of the CSWCLES, the webquest, allows students to create a document that will be used by a stage 3 class. This provides a connection to the real world and not just provides an assessment for assessments sake. This meets the element connectedness.

Comprehensively justified the intellectual rigour and engagement

Reeves & Oliver (2002) provide ten characteristics of an authentic task with which it is possible to judge a task for its authenticity. The CSWCLES ask students to form groups and conduct field work and research in the same manner as a geographer would in the real world.  They must build a product – webquest – to be used by primary school students based on data they have collected from their own research and fieldwork.  It is encouraged for the research to include many different perspectives and opportunity was given for students to interview different ‘users’ of the ecosystem during fieldwork. The task was designed to be completed over several days, perhaps even a couple of weeks, enabling a deep understanding and requiring substantial amount of effort. The webquest could then be marked as an assessable item meeting several ITC outcomes including access, collect and interpret electronic information, collect and use visual media, design and create a multimedia presentation or webpage to communicate geographical information to a particular audience, including maps and diagrams as appropriate.

The webquest task asks students to use PowerPoint, an easy to use what-you-see-is-what-you-get program, in a manner that they may not have used it before to convey information to a specific audience. There are a number of factors that must be considered, including appropriateness of the tasks they set out, design to meet the needs of their audience and ways to keep the activities interesting.  This provides a substantial challenge that all students, even those with limited experience with PowerPoint.

Insightfully evaluated a key learning moment from your reflective learning log as it informs learning & teaching.

This assignment gave me the chance to use the SMART notebook software. Before I started this course I had no knowledge of the technology, having completed school several years ago. Working with this software granted many ‘a-ha’ moments along with many frustrations. One problem, for example, was the programs tendency to ‘squash’ embedded videos into an 4:3 ratio regardless of the format they were recorded or edited in. I still have not figured out how to solve this problem and I believe that having an ill shaped video would cause a distraction to the class. To solve this problem in a classroom environment I would use an un-embedded copy of the video until I could trouble shoot this issue or find a better piece of software to use.

Critically identified the conceptual and technical learning insights and the problematic nature of the learning

Project based learning is a great way to encourage students to call upon a large variety of skills to solve a problem. My partner and I provided one another with knowledge from our own previous experiences as well as shared resources we discovered during completion of the task. We used our group sessions to discuss what we wanted to achieve and set goals for the next time we meet. We used Google documents to keep track of one another, record our goals and meeting times and as a communication tool. We decided to use a SMART board lesson as a container for our tasks, Power Director to edit video, Audacity to record sound and Powerpoint for the construction of the webquest. Originally I wanted to use conventional means to create the webquest document, however even WYSISWG HTML editors didn’t allow the freedom of expression and ease of use I required for my students. Although ITC are important, I felt that education on HTML was best left to the Computer Labs.

Critically evaluated the way in which your understanding of multiliteracies

Multiliteracy is modern communication methods with considerations to technology, social and cultural issues, current trends and all diversity (Cazden et al, 1996). Multiliteracy recognises audio, video, linguistic, gestural and spatial as modes in which information can be passed from one person to another. The advantage of using ITCs is that audio, video and linguistic can all be used together to create a lesson that is topical and relevant. The TPCK model shows that a balance between pedagogical, content and technological knowledge is required to build a relevant and modern lesson (Koehler & Mishra, 2008). The TPCK model and multiliteracies both demonstrate the need for the use of technology in the class room, as well as an understanding of the students to make the technologies relevant and not just for technologies sake.  

Comprehensively discussed at least 2 social impacts

The Worimi Conservation Lands were chosen specifically for the social impact it would have on the students.  The lessons were designed with the assumption that they would be taught in a Newcastle school, which makes Worimi Conservation Lands a local ecosystem. In her paper “The Effects of Local Learning on Environmental Awareness in Children: An Empirical Investigation” (2005), Fisman discusses the effect of choosing a local ecosystem for case studies on environmental issues. Fisman (2005) states that proximity to an ecosystem establishes a personal connection that is likely to foster environmental care and concern, where as an ecosystem which the students have never seen or are very unlikely to see is easy to ignore.

The mentoring component of The Cross Stage Worimi Conservation Lands Ecosystem Study (CSWCLES) allows stundents from Stage 3 and Stage 5 to interact teach and learn from one another.  The program is designed to foster a caring and responsible attitude for the stage 5 students and provide them with a chance to ‘get to know’ their audience for the webquest design portion. Meeting and interacting with the stage 3 students legitimises the webquest design task by.