This post is based around work done by Ms Tam Yuill Proctor. She has already blogged about this unit here. She has also created a Sway about it, which you can view here.
One of our aims, as an eLearning team, is to foster and supplement the intrinsic enthusiasm of many of our staff. We find this blog is a great way to publicise and celebrate the success that we see every day in our school.
One such staff member is Ms Tam Yuill Proctor. A previous post on this blog described her success with using Google Earth to explore film setting with her Year 10 English class. This activity was part of a wider unit exploring the importance of setting within English. In response to the great work her class produced in this activity, Ms Proctor approached me to talk through some ideas to continue this innovation-based learning with this class.
Example video showing a world created by a student to inspire their creative writing
With a continued focus on setting, the class was given a fairly stereotypical short story brief. Write a short story of approximately 600 words with the theme of Conflict. Each student must produce at least four drafts, make those drafts available to their peers for feedback and feedforward, and act on appropriate advice given. Nothing particularly groundbreaking here!
However, acting on inspiration gained from a keynote address given by Australian author Michael Pryor at the NZATE English Conference, Ms Yuill Proctor had students design the setting for their story before they wrote it. The period before the recent school holidays, the students were set the task of creating a virtually designed setting for their story. They were able to use any digital platform they wanted, and could spend as much time as they wanted, over the holidays, on the setting. The results were remarkable.
While a smaller number of students contacted Ms Proctor asking if they could work in ‘the real world instead’ the vast majority of the students stuck to the original brief. There was a wide variety of work produced, with settings constructed in Sketchup, Paint, Minecraft and the source engine of the game Counter-Strike.
Bringing the learning together
The final aspect of this task involved students recording a short video, or audio recording that would allow them to clearly the author’s purpose, specifically regarding the setting they had designed. The challenge we now faced was what is the best way to tie all this great work together in a way that was accessible for a larger audience. Our original idea was to use the augmented reality App Aurasma, which has been used with some success in the Preparatory School. Unfortunately it quickly became obvious that the use of this App, with this particular group, was going to be problematic as although the class all had their own laptops, not all had a compatible smartphone.
The obvious solution was to host students’ videos on You Tube and create the links with QR codes instead. This proved to be a great decision as all students were able to create and link their codes effectively and quickly. The other pleasing aspect of this success was that it further consolidated my belief that, in a classroom setting, it is usually much more effective to use an easy to use tool, that a more complicated substitute that may, in fact, have any tangible value added.
With many students choosing to create their setting in Minecraft, Ms Yuill Proctor and I were really conscious that it might be difficult for the audience of the story to get a full appreciation of the complexity of a Minecraft setting design from a 1D picture. Resultantly we decided to print these designs on the school’s 3D printer. The knowledge of Joshua Harrison, a member of the IT team, was instrumental at this stage, and I acknowledge his important contribution.
Reflections on a job well done
I was particularly pleased with the fact that this, very successful, unit is a great example of a teacher challenging herself, and her students, with an activity that is clearly modification on the SAMR scale.
Ms Yuill Proctor was also very pleased with the results of the unit; especially the fact that it “fully integrated all aspects of the English Curriculum.” The creating meaning and the making meaning Curriculum Strands were both clearly addressed and the structured nature of the unit allowed student agency to come to the fore.
Example of Student Work
The following story is based around a setting created in the source engine of the game Counter-Strike. Use the QR code to see a video of the setting, or click here!