Tag Archives: cycle4

Create an Object

This story’s unique quality is its relation to hacker and maker cultures that are finding their way from hobbyist environments to formal learning spaces. Opening up schools to maker cultures and fabrication practices may foster entrepreneurial and inventor spirits in … Continue reading

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Tell a Story

This story’s unique quality is its focus on narration and digital storytelling. Learning how to tell a story, to eloquently convey a point or to convince an audience, for example parents or other adults, can be considered a general expert … Continue reading

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ReFlex design session

We are working on getting ReFlex ready for iTEC cycle 4. ReFlex is a new media tool for individual student reflection. Following the TeamUp design metaphor, students can record one-minute audio updates about what they learned. At the end of … Continue reading

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Mind mapping the soil

To use mind-maps and related approaches as a powerful tool for learning, in particular to promote deep understanding while at the same time encouraging a cross-curricular approach. Continue reading

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GPS Enabled Learning Games

To use GPS devices in geo-located treasure-hunts and to develop location-based/alternate reality games Continue reading

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Digital Producers

Using digital media to create “broadcasts” of curricular work: presentations, classroom discussions and other school activities are captured and recorded through various means, they are then edited and uploaded to the web or to the VLE. Continue reading

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Create a model

Using models and visualisations to support an argument or to solve a problem. Continue reading

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Audio/video feedback

Using video or audio-recording equipment to record feedback given to a piece of student work. The recordings are uploaded to the VLE. Students are given extra-credits if they access the recordings and if they can demonstrate that they acted on the recommendations. The recordings give clues and direct students to additional resources (books, web-based, etc.). Advantages: quicker and more efficient (and more personalised) way of providing feedback; increased chance of students acting on feedback.
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