DEC Scan Journal : Volume 36 Issue 4
2017 Volume 36, Issue 4 26 Contents Editorial Learning & teaching Research Share this Resource reviews click to enlarge performance or to demonstrate understanding of mathematical, historical, cultural or scientific concepts. Visit the STEM NSW website to view examples of STEM projects. New media incorporating multimodal texts Macquarie ICT Innovations Centre conducted a transmedia storytelling project in which students in Year 3 and Year 10 developed storyworlds based on a class shared story. Teachers facilitated a design process that enabled the assembly of a complex, multimodal artefact. The framework for this process is outlined in the following diagram. Visit the website for more information on the transmedia storytelling project and how the design framework reflects the ICT elements in the English curriculum. Examples of future-focused learning and teaching There are many innovative examples of future- focused learning and teaching occurring in schools across NSW. STEM/STEAM projects Many schools are developing and implementing interdisciplinary STEM and STEAM projects, wherein students create solutions to authentic problems or challenges that incorporate a range of technologies including: • educational robots • physical computers such as arduinos and RaspberryPi’s • augmented and virtual reality • 3D design and printing • drones. Designing digital games involves students in an authentic activity that rigorously addresses a range of curriculum outcomes as well as enterprise skills. Students are exposed to design thinking, systems thinking and computational thinking as they design, build and program a game. Currently, the NSW Department of Education is conducting a Minecraft Education Edition pilot that encourages teachers to explore future-focused learning through game-based learning. A popular addition to the use of Minecraft in the classroom is student-created machinima, which are narrated videos made in Minecraft (or other games and virtual worlds). This medium is arguably an excellent way to express ideas from literary works, music, art and • learning that is learner-centred, inquiry-based, personalised, agile, and reflects changing teacher and student roles and dynamic, flexible learning environment • the impact of ubiquitous information and communication technologies including automation, artificial intelligence, robotics, virtual and augmented reality and coding. These evolving technologies require new pedagogies. • the rise of multimodal/transmedia literacy, which reflects the horizontal integration of story, narrative worlds and journeys containing a range of media and often spanning multiple modes across different platforms. This reflects the shifting literacy paradigm – for example, the shift from print-based text communication to visual-based visual communication, such as memes. • a focus on participatory culture where learners explore, design, create and share artefacts and projects for a specific purpose to a relevant audience • greater focus on collaboration and teamwork including collaborative design, project teams, focus groups, cooperation, discussion, debate, harmonious interaction and shared planning • the evolving future workforce leading to an increasingly ‘gig’ economy and the need for enterprise skills, agility, flexibility and networking.
Volume 36 Issue 3