Accident rates on the Melbourne Metro were rising, largely due to an increase in risky behavior around trains. But a rail safety message was the last thing our audience wanted to hear and traditional public safety messages just don’t work on young people: tell them to do one thing and they’ll do the opposite. So we had to turn a message that people needed to hear into a message that people wanted to hear. The way we did it was to embed the message into awesomely entertaining content.
THE BUILDING BLOCKS
The sixth eLearning Excellence Awards of the eLearning Industry Association of Victoria was held on 14 November. The K-12 sector had a great range of finalists worth checking out.
Royal Children’s Hospital Create, Explore, Learn App. This app encourages children to create their own artworks, explore the vibrant spaces of the RCH and learn about the artists, designers, zoo keepers and divers who all play a role in making the RCH a healing space and a learning place.
Other finalists K-12:
- Fatigue and Recovery – an interactive program for PE that gives students an opportunity to be involved in an engaging story that draws out the concepts behind fatigue and recovery in elite athletes
- Chinese Language Learning Space– engaging modules to support teachers and students of Chinese Language
- AITSL Illustrations of Practice – video vignette showing authentic teacher practice drawn from particular Standard and focus area drawn from the Australian Professional Standards for Teachers (APST).
- Time Lens Museum Victoria: takes would-be explorers on a scavenger hunt around Melbourne Museum to discover some of the treasured objects and hidden gems of the museum’s collection.
A valuable resource can be found at APPitic. The site presents lists of educationally relevant Apps
which are presented for iPads but could be a reference for other tablet users. This particular link presents well organised apps for teaching and learning exploring multiple intelligences.
We discuss persuasive text with students and get them to write them.
This blog post writen by Gregory Ciotti is a handy resource for teachers to invesitgate the words that persuade us to buy.
Great resource for digital literacy, critical thinking and simply writing persuassive texts. http://www.copyblogger.com/persuasive-copywriting-words/
Australian vocational education and training statistics
For qualifications commencing in 2011
- The national estimated completion rate for VET qualifications at certificate I and above was 35.5%, up from 33.7% for qualifications commenced in 2010.
- For students in full-time study aged 25 years and under with no prior post-school qualification, the national estimated completion rate for VET qualifications was 44.2%, a decline from 45.7% for qualifications commenced in 2010.
- VET qualifications at diploma and above (43.6%), certificate IV (41.6%), and certificate III (40.9%) had the highest national estimated completion rates.
- For students in full-time study aged 25 years and under with no prior post-school qualification, the national estimated completion rate for VET qualifications at certificate III was 56.2%.
- VET qualifications in education (58.8%), society and culture (48.5%), and natural and physical sciences (43.8%) had the highest national estimated completion rates.
Kayne Tremills from ABC3 presents this action-packed live event all about Vikings!
Find out what Vikings ate for dinner, why they went to war and what they learnt at Viking school. http://splash.abc.net.au/livestream
Research fromLiz Weir at the ACU looks at how iPads complements the teaching of Physical Education in the Bachelor of Education (Primary) course and develops the acquisition of movement skills, concepts and strategies that enables the pre-service teacher to confidently and competently teach children in the twenty first century.
- The inclusion of ICT in the teaching and learning of physical education can improve the quality and effectiveness of a program (Collins, 2011).
- Physical education that challenges all physical educators to think creatively, more deeply and broadly will help shape the future direction of this important school subject (Kirk, 2010).
- Read Liz’s research on Digital Learning News.
‘Essential questions’ are all too often lower order. And not that essential suggests notosh
Every topic, every bit of learning has content that can be Googled, and we don’t want teachers wasting precious enquiry time lecturing that content. We want students, instead, to be using class time to collaborate and debate around the questions that are Not Googleable, the rich higher order thinking to which neither the textbook nor the teacher know the answers. Keep reading
David Tout and Juliette Mendelovits examine why we receive such differing reports on the literacy and numeracy skills of young Australians.
Australia participates in several large-scale assessment programs that provide information about the knowledge and skills of the population at various points in the lifespan. Each of these programs tells its own story about literacy and numeracy standards in Australia, and some of these stories appear to contradict one another. The 2006 Adult Literacy and Lifeskills Survey (ALLS) reported that about 50 per cent of Australians between the ages of 15 and 74 are below the minimum required standard of literacy and numeracy. Three years later, the 2009 OECD Programme for International Student Assessment (PISA) reported that 15 per cent of Australian 15-year-olds are below a baseline level of proficiency in reading and mathematics. Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN), on the other hand, reported in 2011 that only six per cent of Year 9 students – who are around 14 years of age – are below the minimum standard of literacy and numeracy. Taken at face value, these results suggest a lot of improvement in a short space of time; however, trends observed over that same period within assessment programs do not support this view.
What, then, can explain these wildly different reports? Are these three assessment programs measuring completely different things? Or do expectations vary about what constitute adequate levels of literacy and numeracy? Or is there something else at play? Further, if the reasons for the variation can be understood, is it possible to represent these standards on a single, coherent continuum of achievement?
Explaining the differences
The apparent discrepancies between different measures of literacy and numeracy can be explained by four key factors:
• the definitions of literacy and numeracy used;
• the stated and unstated program purposes;
• the agenda of the stakeholders; and
• the way standards are represented statistically.
A great “Tuning in” idea to introduce a new topic for students. OR an excellent assessment tool for students to design and present their learning.
Jeff Dunn from @edudemic presents a guide to digital scavenger hunts with the tools and process to get started.
Getting students to design their own could be a means by which students could demonstrate their understanding and deeper thinking about any learning area – history, science and even literature studies or narratives. A great way to explore learning. Its more than fun (although fun is never a bad thing in learning) it is actually a complex task that can present a students understanding of what they know.
If you’ve got a smartphone or a tablet in your classroom, you’re ready for the adventure to begin! By adventure I mean digital scavenger hunts.
Digital scavenger hunts should be carefully prepared so don’t rush into them. They’re fun and, if done properly, will get students excited to do another one. If instead students spend the entire time asking you, the teacher, questions … then it’s not ideal. Instead, make sure the hunt is planned out so that the students can only ask questions of each other. That’s likely the best way to keep the active learning process in high gear. Full article