Spring 2005

Online teaching & learning

Engaged to learn

Real lessons and real learning combine to create a successful outcome for students when the focus shifts from classroom to community. BARRY DITTMAN tells the story of schools and industry working together to develop computer-generated software models that get the message out.

Toowoomba SHS, located two hours west of Brisbane, was identified as a Technology, Maths and Science Centre of Excellence in 2001. This recognition stems partially from the development of partnerships with local

industry and other government agencies in these curriculum areas. These partnerships are based on the premise that there must be benefit for all partners. Our partnership with the scientists of the Department of Natural Resources and Mines (NRM) has seen a range of programs develop. The story below outlines how our students and teachers responded to an NRM need for interactive science models in 2004. A challenge to take scientific research projects and present the findings in a way that we can all understand and, more importantly, learn from.

ICT offered innovative possibilities for these students to explore these concepts and generate new ways to demonstrate their understandings. As teachers, we spend a lot of time developing ICT-rich scenarios that engage students in learning tasks that copy reality. Through no fault of ours, these scenarios can be viewed by the students for what they are—made up tasks that serve no real purpose. Through the Engaged to Learn project we established a process for addressing this connection in our curriculum. It has enabled the teachers involved to make the learning student-centred, worthwhile and relevant to the students’ current needs. There is real purpose to the work being undertaken and the faith and money being invested in the school by NRM is generating real motivation in the classes involved. The students feel that they have something to offer to the wider community.

So many questions

In establishing this project we first needed to think carefully about the outcomes expected by all parties involved. Time was taken to bring some teachers together with scientists and NRM management to brainstorm issues. Many questions arose. For example: if we are going to deliver high quality interactive learning objects to NRM, what resources will our school need and how would they be supplied? What new skills will our teachers need? Will teachers feel comfortable with the shift in focus in their classrooms? What are the needs of the students in our classrooms? Will the project meet their needs? Where does this sit in relation to the syllabus guidelines? What are the time lines? Will there be ongoing support? The most encouraging outcome from this meeting was that no one questioned the potential of the project.

Some of our answers

There were a number of answers to the questions asked. In consultation with NRM we refined these answers to focus on a set of steps we thought would deliver the required result. As is the case with all change processes, small steps are crucial in delivering the outcomes. As a result, the project team decided to start with two groups and work with them to determine the needs for future years. Meetings were held with students from the classes highlighting the expected outcomes. The two classes were quickly identified and the establishment of learning teams was believed to be the best method for moving forward. These teams would need time to brainstorm the project brief, develop the skills necessary to generate the model and develop the model to a user-friendly point. Suddenly, we had a semester plan for how the classes would run. We now needed to expand on the three stages so that the learning teams could go about their business.

Brainstorming

Initially, the teachers met with the scientists to hear a little about what their research areas were. This enabled us to link the scientists appropriately with the respective year levels. From here the teacher invited the scientist into the classroom to speak with the students about the project. Time was spent exploring the concepts using physical models. The scientists also provided written facts and diagrams that they considered useful. It was also crucial that the team explored other models on which to base their projects. The teams were shown a number of The Le@rning Federation learning objects with the intention of critically analysing them as the latest way to interact with information. This was an important step as it fuelled the imagination, but also provided a reality check on what skills the team would need. It should be noted at this point that some were very nervous about what had been taken on.

Skill development

Once a plan had been storyboarded, the learning teams then focused on the skills that they would need. Communication between the science expert and the students had to be clear and concise, open and honest, and quickly accessible. It was decided to use an online project room at The Learning Place (Education Queensland’s portal for the Queensland education community) as it would provide 24/7 access. The online forum had a dramatic impact on the project—the students were interacting with content that was dynamic and current. The teacher didn’t need to be the content expert; they could focus on guiding and supporting the learning. Together the teams could critically analyse the project as it took shape. The teams also took part in professional development. Software experts were commissioned by NRM to work with teachers and students to develop an understanding of Macromedia Flash. By having the project plan already in mind the teams were able to maximise the input of these software experts.

Develop the model

Once the training was behind them the teams had to get down to the serious business of project production. The students combined digital video with Flash animations to develop interactive objects that could be used by the NRM. These software objects made their debut at the local Agriculture Show in 2004, receiving very positive reviews from those interacting with them. On reflection, the initial projects took a lot of time and there was some heartache along the way. However, when this was weighed up against the outcomes for the students and teachers involved the project had to be rated successful.

To infinity and beyond

This year the project is expanding to involve classes from four schools, including two primary schools. Currently, year 12 is generating six different objects for community groups. Each of the year 9 classes will work on their own object, developing parts that will be combined into a final product. The year 6 and 7 classes will use a variety of software tools to develop information sites for NRM that are rich with multimedia. We have learnt a lot about the models that our learning teams can generate; what makes a good learning opportunity; and the importance of taking calculated risks. Most importantly, we have learnt that the focus on community-based learning teams who are all ‘engaged to learn’ provides us all with a rich and extremely satisfying learning outcome.

Barry Dittman is the director of the Technology, Maths and Science Centre of Excellence based at Toowoomba State High School.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au