Snapshot of learning for PowerPoint and MovieMaker
Student ownership of the learning process improves relevance and motivation
Contributed by Nathan Kerr, Howick College, Auckland
Focusing Inquiry
The focus for learning was for students to demonstrate their knowledge of important geographic ideas, specifically to describe processes and interactions in a natural hazard (NCEA Level 1). With guidance students planned, carried out and evaluated a geographic inquiry including:
- collecting and recording information
- processing and presenting information
- making generalisations and illustrating geographic ideas
- participating in a group activity; and evaluating an inquiry.
The Achievement Standard required students to describe an extreme natural event and the human response.
“Describe the processes which produce a natural hazard; describe the sequence of events that occurs in a natural hazard; describe the effects of a natural hazard; describe how people can influence the likelihood or effects of a natural hazard.”(NZQA)
Describing the transformations that take place during a natural event had predominantly included responding and recording learning in written forms. From sharing prior knowledge through to recording information as a result of a field trip. Opportunities for students to encounter learning through a variety of contexts and tasks were limited.
As a result the approach was narrow and did not offer resources that might support students to follow learning that responded to their interests. Increased access to technology was identified as a possible solution to create a learning environment that would better meet the needs and interests of a diverse group of learners.
“The selection of mobile technology was a result of a partnership between the teacher and the students. Decisions were made based on the strengths and interests of the students, especially in relation to their understanding and use of mobile technologies” (Nathan Kerr)
Teaching and Learning
In this example students were learning to describe the processes and interactions during a natural hazard.
One learning task included students creating a learning object in the form of a two minute multimedia presentation that demonstrated their understanding of the process and the underpinning geographic ideas.
MovieMaker or PowerPoint on school desktop computers were used to create the learning object.
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Opportunities to Learn
To demonstrate their understanding of the processes and interactions of a natural hazard, success criteria were developed with the students.
Students used the success criteria to:
• plan and organise their multimedia presentation
• identify and collect digital content that might be included. -
Enhancing Relevance of Learning
Students quickly realised the value of developing their own multimedia presentations in relation to their learning. However, access to the learning object was often limited to the school environment and timetable.
Students introduced the idea of transferring video files to their phones. This resulted in increased student engagement and ownership of their learning.
Students were able to use their devices to:
• record artefacts to support their learning
• collaborate, peer assess and share their learning with parents and whanau
• utilise increased opportunities to think and talk about their learning. -
Taking the learning further
Students used the recording capabilities of their mobile devices to collect relevant digital artefacts, phenomena, and examples to demonstrate the process, for example:
• recording their thinking and ideas
• conversations with teachers, guest speakers and other external experts
• from field trips and museum visits.“During the field trip I also collect relevant digital artefacts as a back up for students in case they are needed once we returned to school” (Nathan Kerr)
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The Student’s Voice
A vital element of the learning object is the student narration. As students plan and organise media for their presentation they also create a script. The success criteria guides the development of the script and supports students to process and organise thinking and new information.
Writing and recording the narration provide opportunities for students to practise and transfer new learning, for example, using and sharing learning objects to revisit learning.
Learning Inquiry
Students were excited by the opportunity to integrate the use of mobile technologies, especially their own, to support and demonstrate their learning. While the technology was not new two key motivators for the students were:
- opportunities to be involved directly in decisions relating to their own learning
- relevance of new technologies to support learning in a school environment
Students also valued the increased access to content through their own devices when it suited them, rather than having to wait for a school computer. Also the opportunities to review and revisit their thinking and learning in a time and place that suits, has been recognised by the students, especially in preparing for examinations.
Student exemplars were also shared during the planning stages, however, students indicated that a learning object created by the teacher would also be valuable to support conversations underpinned by geographic ideas. Students were interested to see teacher thinking and ideas on the process shared in a digital context in addition to traditional instructional strategies (eLearning as Inquriy).
The opportunity to create learning objects using mobile devices has made a significant difference to the way students view ownership of their learning. They are able to clearly describe how this approach might be used in other learning areas, including overcoming potential barriers.
EDtalk
Nathan explains how mLearning - the provision of digital information on portable devices - can open doors for learning any time and in any place.
