DEC Scan Journal : 2014 Issue 1
2014 Volume 33, Issue 1 9 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews Mathematics • Data, measurement, space & geometry – Maths S2 The following slideshow has screen shots of students’ virtual world mathematics builds – geometry, heptagons and a Fibonacci cone. • Pannikin and Pinta – English S2/3 • Antarctica – English, HSIE S3 • Hatchet – English S3 The following slideshow has screen shots of students’ virtual world builds for English units – Antarctica and Epic Citadel. HSIE • Being Australian – English, HSIE S2 • Japan – HSIE S2 • Rainforests – HSIE S2/3 • Antarctica – English, HSIE S3 • Global connections – HSIE S3 • Gold! – HSIE S3 The following slideshow has screen shots of students’ virtual world builds for HSIE units – Gold, Japan, Global connections and Rainforests. Creating avatars An issue that I have observed time and time again is that avatar gender and appearance is extremely important to students (and teachers) and, unless they are allowed time to modify their appearance, many will continue to attempt to edit their look during lesson time and, therefore, be off task. Ultimately they want their avatar to appear how we want others to see us (Savin-Baden, 2010, p. 29). Identity is not static. Over the duration of the year, students should be given time to revisit their appearance as what is needed instead is not a static view of self but a liquid view – a sense of multiple identities that shift and change with time (Savin-Baden, 2010, p. 29). Coffs Harbour student avatars wear the school uniform created in Photoshop and uploaded as a texture. This is an excellent solution if you want to take the focus off the avatar clothing. Virtual world and the curriculum To date, I have used virtual world technology with Stage 1 to Stage 3 students in the following key learning areas (KLAs): English: • Epic Citadel – English, Science S1–3 • Being Australian – English, HSIE S2 We discuss and set strong behavioural guidelines as a class when we are working in a shared multi-user space; this allows for the students to own their behaviour and become more automated in their learning. Digital citizenship is key; I link it within the virtual learning space or, as coined by Educational Technology Consultant, Bronwyn Stuckey, in the lived curriculum. Bronwyn has been a great influence and demonstrates best practice in the use of 3D immersive technology and student online presence. The article Digital citizenship, the lived curriculum: Part 1 (Collier, 2013) and The lived curriculum, Part 2: what that looks like (Collier, 2013) should be compulsory reading for all educators! Moral and ethical use of online and virtual spaces is also a critical area of my teaching and The Good Project, founded by Howard Gardner, Mihaly Csikszentmihalyi and William Damon, is a brilliant resource. Mosque created by two Muslim Stage 3 boys. Female avatars were unable to enter as a female section had not been built. A discussion opportunity about digital citizenship, ethical and moral reasoning.
Volume 33 Issue 2