1. Mix I.T. Up to
Bring together the right task, the right tool and the right student (Cuban 2000)
Enable the learner to participate in different forms of reality and move among them according to individual interests and needs.

2. Mixing I.T. Up Robin McKean Raelene Beecher St Hilda’sASG
Entry Type: Team of two
Robin McKean Raelene Beecher
Name of nominating Peer:
School Name:
St Hilda’sASG
Position:
Coordinator of Library and Information services / Year 5 class teacher
Phone:
(work) (mobile)

3. PROJECT BASED PLATFORMS Our Learning Continuum
Static
PROJECT BASED PLATFORMS
Our Learning Continuum
SITUATIONAL
GAME PLAY
MMORPG
(Massively Multiplayer
Online Role Playing Game)
SITUATIONAL MUVES
(Multiuser Virtual Environments)
Mobile
AUGMENTED REALITY

4. Project Based Platform
(static)
Our students complete these activities as part of an Inquiry Approach to learning and use interactive multimedia wherever possible to facilitate their learning.
These activities are designed to:
Support common utilities such as Word, Excel, PowerPoint and PDF’s.
Take into account personal interests, multiple intelligences and learning styles.
Include rich media such as movies, audio and Flash*
Enable teachers to control resources in order to meet their desired outcomes.
Year 5: Sample
Year 6: Sample

5. Situational Game Play Sample: Wherever possible,
we support learning by:
Using digital and on-line
adventures based on
problem solving and role
play to engage the learner.
Teacher Notes
Sample:

6. (Massively Multiplayer Online Role Playing Game)
MMORPG
(Massively Multiplayer Online Role Playing Game)
This environment assumes an added dimension for our students where they :
Use digital games combined with virtual reality to situate themselves in an environment where they may experience desired context and happenings.
Use an ‘Alice in Wonderland’ interface as the educational tool of choice where the line between education and entertainment blurs and students and teachers meet in a multi user virtual edutaining environment – a cyberworld remote to the traditional classroom.

7. Year 5 students were introduced to portals and virtual worlds through a reader’s theatre and cooperative reading activity
related to Felicity Pulman’s ‘Shalott’ ---
a book in which ‘through a virtual reality program,
five teenagers are zapped back in time to the court of King Arthur ……

8. They were then exposed to Viking Times through ‘The Viking Magic’ series -
“ideal books for readers who enjoy a strong story and a richly imagined world.”

9. At the same time, the year 5’s entered Runescape ….
a virtual MMORPG ….. where they were required to complete the tutorial only.
We had moved into virtual reality so that the students
could experience the context and happenings of the Viking world.
Their written report was the beginning of many writing activities born out of a virtual world.

10. Situational MUVES
After liaising with universities in the U.S. and Australia we have MUVEd to quality curriculum based learning opportunities that harness the social energy, generated by opportunities to communicate, discuss and exchange ideas, to encourage cultural awareness and mutual understandings amongst learners previously separated by boundaries (political, geographic, interpersonal).
These activities:
Combine strategies used in the commercial gaming environment with lessons from educational research on learning and motivation.
Students and teachers now assume a virtual persona (avatar) to travel to virtual places. Some have experienced time travel. We are now able to interact within immersive education specific virtual environments.

11. A Year 6 cross curricular project (Science, Health, S&E) completed
in conjunction with Medical Mysteries – and other situational game play learning activities.
Video Links

12. We are returning to River City later this year with a Doctor and Pharmacist
(parent helper) on board to give a second opinion whenever necessary……

13. Taking their world of imagination further,
the year fives were taken to another virtual world
and exposed to the legend of Quest Atlantis

14. By accessing Q.A. from school or home, the students continue
to meet regularly in the Anytown village to complete writing quests
related to the mysteries that they are trying to solve in this world.
Quests are given to students
by the virtual newspaper staff.

15. Augmented Reality
It was a logical step to experiment now with Mediascapes.
Students are now using mobile, location–based experiences that blend digital images, video, audio and interactions with the physical landscape therefore linking classroom simulations to the outside world.
We are now
Chasing the ARGH factor….
A new tool for information
gathering, communication, and personal expression.

16. Students themselves rather than avatars, travel into simulated environments using PDAs and a map aligned with GPS coordinates plotted around our school campus.

17. The programming tool…… from http://www.mscapers.com/

18. The first mediascape learning activity involved the students of year 5 completing a cyber sleuth activity designed to enhance their knowledge and understandings of the environment.
They were required to:
Locate the Geographical South Pole
Investigate the food chains,
endangered species
and any possible environmental threats

19. Students travelled around designed locations triggering images enhanced with embedded sound files.

21. Introduction to food chain component….

22. A special information sheet was located at our simulated South Pole.
It was designed to lead into the next learning activity
and relate the activity and students back to the classroom
The students were notified
of their arrival at the south pole
by way of an audio fanfare.

23. Students are now using the software programme to create
their own mediascapes related to current class inquiry projects.

24. Lesson and Work Samples