ErlandBellUWS

The PicCollage Application (App) and a Quick Response (QR) Code and reader App are a fun way to integrate digital technology into learning. It is suggested that six-year-olds have the same level of understanding technology as a 45-year-old (Curtis 2014) so integration of technology is something that children can fully engage with.

“The core values of Curriculum for Excellence resonate with long-standing key concepts of outdoor learning. Challenge, enjoyment, relevance, depth, development of the whole person and an adventurous approach to learning are at the core of outdoor pedagogy” (Scottish Government, 2010).

The Scottish Government Health and Wellbeing indicators of wellbeing promote that children should also achieve indicators to promote physical and emotional wellbeing (Scottish Government, 2017) and the inclusion of outdoor learning into helps educators achieve the specified indicators. Asking a learner to be responsible for an i-pad provides them with a sense of “responsibility” (Scottish Government, 2017) and can also ensure that they are “included” (Scottish Government, 2017) by the other children. Being outdoors is an opportunity “for staff and students to see each other in a different light” (Scottish Government, 2010). Furthermore, outdoor learning should not be restricted to learning about outdoors, rather should be used to compliment a variety of lessons. It is a valuable part of an Inter-disciplinary lesson (IDL).

A QR Code and Reader App is an easy way to set up an outdoor lesson. Pic Collage works well to compliment the lesson and to create an eye-catching memory that can be shared within the school.

From a learning perspective, I found PicCollage easy to use and saw the value of it immediately. Tasked with creating a collage about any subject it was simple to use and easy to get a final product. Myself and my working partner decided to do a collage suggesting the options for travel to the University of West of Scotland (UWS) campus. A picture of the footpath (UWS Campus is located next to the River Ayr, so this is an attractive setting), the bus stop, a car in the car park and Ayr Train station. The photos were sorted by the App and were entitled “Travel options”. This task, allowed me to see the benefits of the App from a teaching perspective; it is easy to use and produces attractive images therefore one can see the benefits of the App and understand why it would compliment any outdoor learning.

The QR reader app is easy to programme and produces QR codes automatically when information is input in to the App. Even though the learning was outdoors, the subject of the learning did not have to be about outdoors. This was demonstrated to the students by lecturer, Graham Brett, who had arranged for us to explore the grounds around the UWS campus whilst we searched for QR codes to scan and reveal answers about Scotland.

Creating a QR based quiz as part of a team of four met the following outcomes from the Curriculum for Excellence:

• Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. HWB 1-19a.
• I can communicate clearly when engaging with others within and beyond my place of learning, using selected resources4 as required. LIT 1-10a B 1-23a.
• I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. MLAN 2-08b.

(Scottish Government, 2008).

This was done by creating a series of questions considering how to say words on Spanish. The answers were built into a series of QR codes. The codes were to be displayed/hidden within a space outdoors. When learners find the codes, each would be scanned and the correct answer would reveal a letter. Collect all the letters and work out the secret word. The game encourages a deeper understanding of words that have been learned and also makes the learning fun. Having the game outdoors has the advantage of complementing the academic side with other benefits such as: encouraging a healthy lifestyle, development of communication skills, encouraging working with others and can make children feel more included.

The workshop marked the end of the module and it is time to reflect on my experience and review my own confidence in using technology as an educator. Going forward I will actively look for opportunities to integrate digital literacy and use of the programmes and devices that have been explored as part of the module in my teaching and lesson planning. My confidence has grown and I ca only see a positive impact should devices and Apps be introduced and managed appropriately within a classroom environment. As the module ends, I have been able to review my current confidence levels compared with how I felt about certain programmes and devices at the start of the module. There has been a marked increase in every category.

References:

Curtis, S (2014) Digital learning; how technology is reshaping teaching (online) Telegraph [online] Available: https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed 21 March 2018].

Scottish Government (2017) Wellbeing (Online) http://www.gov.scot/Topics/People/Young-People/gettingitright/wellbeing [Accessed 21 March 2018].

Scottish Government (2010) The Curriculum for Excellence Through Outdoor Learning (Online) https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf [Accessed 21 March 2018].

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 21 March 2018].

The 2011 Horizon Report recognised games-based learning as a future trend that would be adopted within the teaching profession within 3 years (Bray, 2012).  Today’s Digital Technology tutorial proved that recognition was justified as pupils from a local school introduced the world of MineCraft to the class.

As a parent, I have had the opportunity to see the game being played by my children and am aware of their enjoyment of the game.  In the past I have seen it as an unsophisticated tool with poor graphics, but I have never seen the potential it offers.  I have also viewed numerous video’s online by Vloggers, such as Dan T.D.M, who play the game, however I have not engaged with the videos assuming; as an adult I would not find interest in them.

Throughout the Digital Technology Module, MineCraft has been mentioned as a tool that could be used to assist learners to engage with lessons, with one example being that a child who is struggling to write a story may create a land on Minecraft then write what they have created.  I understood the value in this.  In a previous workshop we explored the use of Super Mario Kart as a games-based learning tool and I fully engaged with it, so I approached the class about MineCraft with an open mind.

As an emergent teacher the value of the game was instantly obvious as the pupils who visited the class were vibrant and enthusiastic about the game.  In a previous blog, I referred to the SHANARRI wheel which recognises the importance of wellbeing within education and the results of games-based learning demonstrated some of the SHANARRI outcomes.  Pupils were engaged and willing to interact with myself and my fellow Students.  The school pupils demonstrated a sense of responsibility (Scottish Government, 2017) and felt respected (Scottish Government, 2017) as they became the teacher.  There was a sense of confidence and they played an active role in the workshop.

Bray (2012) states that in a classroom setting, games should not just be used as rewards or for entertainment but as a whole new approach to learning.   Experimenting with the MineCraft game provides opportunities for this to happen.  Pupils explained to the group the Harry Potter World they had created and how they had used it to interact with each other:

“It is good to be able to play online with your friends” said Miss C.

“I like to be able to talk about what we are going to do next” said Master G.

These comments reflect thoughts by Beauchamp who states that the type of skills that are developed through games-based learning include: Strategic Thinking, Planning, Communication, Negotiating Skills and Group Decision Making (Beauchamp, 2017)

As a result of the visit to the University, the Experience and Outcomes (E’s & O’s) as outlined in the Curriculum for Excellence achieved by the pupils included:

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. HWB 2-12a

Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Whilst the approach is games-based, the learning does not come from the game itself, the game becomes a context for what the learning will be about (Bray, 2012) i.e. A teacher may use MineCraft to enlist learners, but the game play itself can be short.  One example would be to use the game when studying a topic.  Game play would engage learners and encourage participation but lessons surrounding the topic would further benefit the learner.

Considering a History Topic of the 2^nd World War, learners could be asked to work in groups to design a Bomb Shelter using the MineCraft game.  They would consider supplies needed for the shelter, access to the shelter and its position under the ground.  This activity itself would meet the following outcomes from the Curriculum for Excellence:

When listening and talking with others for different purposes, I can:  share information, experiences and opinions  explain processes and ideas  identify issues raised and summarise main points or findings  clarify points by asking questions or by asking others to say more. LIT 2-09a.

I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.  TCH 1-04b / TCH 2-04b

(Scottish Government, 2008).

Using the MineCraft bomb shelter as the context, further lesson could include:  Writing a letter to a friend who has been evacuated to the country from the perspective of being in the bomb shelter during an Air-Raid:

I am learning to use language and style in a way which engages and/or influences my reader. ENG 2-27a (Scottish Government, 2008).

A Mathematics lesson around the dimensions of the shelter could be planned, ensuring the space will be big enough to accommodate the items it would need in it:

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.  MNU 2-11b (Scottish Government, 2008).

Discussions could be had surrounding the genocide of the Jewish people:

I am increasing my knowledge and understanding of different forms of worship and artefacts within world religions and can explain their importance for followers of world religions. RME 2-06a.

I can use primary and secondary sources selectively to research events in the past.  SOC 2-01a.

Throughout all my learning, I can use search facilities of electronic sources to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b.

(Scottish Government, 2008).

Games-based learning has the most transformational impact when combined with good learning and teaching (Bray, 2012).  This is true when you consider the numerous E’s & O’s that could be achieved when delivering lessons which grew from playing a game.

On reflection, I can see the benefits of MineCraft in greater detail, the graphics allow for easy creation of objects which slot together without awkward lines or edges.  My thoughts about the game are summed up beautifully by the words of a 10-year-old school pupil who taught this mature student a lot today, “I love it, it’s like Lego, except you never run out of bricks” (Miss C, 2018).

References:

Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.

Bray, O (2012) Playful Learning: Computer Games in Education (Online) available https://www.slideshare.net/Microsofteduk/playful-learning-computer-games-in-education/2-the_microsoft_visual_identity_the [Accessed 13 March 2018].

Miss C (2018) Identity concealed for confidentiality reasons.

Master G (2018) Identity concealed for confidentiality reasons.

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf   [Accessed 13 March 2018]

Scottish Government (2017) Wellbeing (Online)  http://www.gov.scot/Topics/People/Young-People/gettingitright/wellbeing [Accessed 13 March 2018].

Images from Pixabay (Online) http://www.pixabay.com [Accessed 13 March 2018].

The focus of the learning this week in the Digital Technology tutorial was games-based learning, which is “the integration of gaming into learning experiences to increase engagement and motivation” (Higher Education Academy, 2017).

Games based learning is challenging, engaging, creative and fun.  Children engaging with games-based learning are utilising their social skills, developing their communications skills and using their imagination.  All the while it could be suggested that they are not even aware that they are learning… play is a crucial part of cognitive development as children grow. (Higher Education Academy, 2017).

Through the course of the Digital Technology Module there have been references to games-based learning and discussion surrounding the use of MineCraft.  In a previous blog I have mentioned that MineCraft could be useful for children with Additional Support Needs (ASN) to engage with learning.  I had also considered the use of Wii Sports as a relevant game which could be used to assist children to engage with a physical lifestyle.  I admit I was a little taken aback when the focus of the lesson was to be around the Super Mario games Series (specifically Super Mario Kart).

Tasked with designing a Kart and Character I was a little apprehensive as my drawing skills are not to the fore.  When my design turned out to look like a poorly drawn Mini-Convertible with Pizza’s (badly drawn) for wheels, I have to admit, I did not see where I would go from there and how I would then work with my group and plan an Interdisciplinary Learning Experience (IDL) with this as my inspiration!  I could not have been more wrong, and as the ideas for the IDL came together, we had to stop ourselves from allowing it to get out of control.

Using the Pizza wheels as inspiration an IDL was planned.  The Curriculum for Excellence sets out Experiences and Outcomes (E’s & O’s) that should be delivered, and the Mathematic outcome used for our activity was:

Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent.  MTH 1-07c (Scottish Government, 2008).

Activity for the outcome would be completing words problems that would result in answers in fractions.  For example:  After the race, the wheels were shared out by the team, there were 8 people on the team, how many slices of pizza will each person get?

Another activity which would deliver a good variety of E’s & O’s would be to work towards making pizza.  The activity would include researching a recipe for making pizza dough.  Method for making it and method for preparing a pizza.  Discussions around the wording such as Ounces/Grams and Celsius/Fahrenheit.   (As the group discussed this idea we realised that as part of the pizza making we would be using weights and measures and that we may be covering further E’s & O’s).  The activity would also include experimenting with different flavours and toppings and would discuss foods as a national identity.  Once all the information was collated, mobile devices and eBooks would be used to create an instructional ‘How to make Pizza’ eBook.  This would be a multimodal eBook and could then be added to over time with other recipes.  This activity would be split into different lessons and as it was delivered it would meet the following E’s & O’s.

I can present in my writing in a way that will make it legible and attractive for my reader combining words, images and other features.  LIT1-24a.

I enjoy eating a diversity of foods n a range of social situations.  HWB1-29a.

I experience and sense of enjoyment and achievement when preparing simple healthy food and drinks.  HWB1-30b.

I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts. TCH 1-03b.

(Scottish Government, 2008)

One of the benefits of the games-based learning approach is that is encourages group work and allows a child to develop communication skills, talking in groups, listening and teamwork.  The Scottish Government sets out eight indicators of wellbeing which are commonly referred to by the acronym their initials make, SHANARRI.  Children are considered ‘Responsible’ if they have opportunities and encouragement to engage in play (Scottish Government, 2017).

The lesson plan surrounding making a pizza would result in a child ‘Achieving’ – being supported and guided in learning and in the development of skills (Scottish Government, 2017).  Furthermore, making pizza and encouraging healthy toppings would see the child considered ‘Healthy’ – access to suitable healthcare and support in learning to make healthy, safe choices (Scottish Government, 2017).

“Games… have become more demanding, often challenging players to solve complex problems” (Jones & Hafner, 2012).  However, children may not even realise they are learning (Higher Education Academy, 2018).  Some critics suggest that games are corruptive, addictive and a waste of time (Jones & Hafner, 2012) however, whilst our lesson plan was around games-based learning, it must be said that in the workshop we did not actually play the game.  With this in mind, it could be suggested that the benefits are greater than a risk of corruption or addiction.  Furthermore, the choice of game would be appropriate for an age group and would not promote violence or anti-social behaviours.  Actual game playing should be included to ensure children fully engage with the activities however it would not be necessary to include game playing as part of every activity.

References:

Higher Education Academy (Online) https://www.heacademy.ac.uk/knowledge-hub/gamification-and-games-based-learning [Accessed 12March 2018]

Jones, R and Hafner, A, (2012) Understanding Digital Literacies, A Practical Introduction Abingdon.  Routledge.

Scottish Government (2017) Wellbeing (Online)  http://www.gov.scot/Topics/People/Young-People/gettingitright/wellbeing [Accessed 12 March 2018)

Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 012 March 2018]