Mix I.T. Up to Bring together the right task, the right tool and the right student (Cuban 2000)

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

3. 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. Sample: Situational Game Play 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. 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 http://muve.gse.harvard.edu/muvees2003/index.html

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 http://atlantis.crlt.indiana.edu/public/welcome.pl

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