Understanding Digital Learning

Digital Learning is “learning facilitated by technology that gives students some element of control over time, place, path and pace.”

If children have access to digital devices and the Internet, their learning is no longer restricted to the classroom during school hours. These kids can learn almost anything at any time, anywhere.

Interactive and adaptive software allows students to learn in their own style. This makes learning personal and engaging. Teachers have the ability to adjust and alter their teaching styles to suit individuals needs, based on the real-time data these new technologies provide.

These technologies also allow students to work and learn at their own pace. Students have the ability to spend as much time or as little time as they personally need, while still achieving the same level of learning at the end.

Digital learning is made up of three parts: Technology, digital content and instruction

  • Technology is the mechanism that delivers content. It includes Internet and hardware. It it’s the tool, that facilitates how students receive content.
  • Digital content is the material, which is delivered through technology. It’s WHAT students learn through technology.
  • Instruction is the educator’s role in digital learning. Technology doesn’t eliminate the need for teachers. They are essential in guiding and assisting students learning, and keeping them on track. Teachers can use digital education as a tool to expand their methods of teaching.

Digital learning is considered to be the future of education and as you can see in the video below, is changing the way future generations will learn.

Resources

Gosa.georgia.gov. (2016). What is Digital Learning? The Governor’s Office of Student Achievement. [online] Available at: https://gosa.georgia.gov/what-digital-learning#_ftn1 [Accessed 25 Apr. 2016].

 

 

Unboxing Boxer Debriefs

Screen Shot 2016-04-20 at 11.21.33 AMFor the past two weeks, Tom, Riley, Keiden, Jess and myself have been working on our DIGC310 group assignment. For this task we are creating an unboxing series across multiple platforms. Each week we record ourselves playing a board game to create a short youtube video. We then reflect on the experience and delve further into the game in a podcast. Finally this information is collated in weekly blog posts.

While each week is a buildup of our overall digital artefact, it is also an opportunity for us to adapt and develop our skills and series as we are continuously reflecting and looking at what we can improve. We hope to show our work to the class this week to get some outside perspectives and ideas on where our project should go from here.

Feel free to check out our blog which includes our videos and podcasts.

https://boxerdebriefs.wordpress.com/about/

 

The Nitty Gritty

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Eat Up app homepage

Personal Development, Health And Physical Education K-6 Modules. 1st ed. Sydney: Board Of Studies NSW, 1999. Web. 17 Apr. 2016.

Now that the main concepts for Eat Up have been established, it’s time to get into the nitty gritty.

A large proportion of Eat Up relies on reading. Whilst the content will remain simple, players will need to be reading at a PM level of 20, which is the approximate level of an 8 year old. The simplicity of the game may however be limiting for older primary students. Therefore the educational content in Eat Up will be sourced from the PDHPE modules in stage 1 (year 1 and year 2) and stage 2 (year 3 and year 4). While the official recommended age for playing Eat Up would be 8-11 year olds, there is no restriction to who can play the game.

The Board of Studies Teachings and Educational Standards NSW gives the syllabuses for the content taught in NSW schools from Kindergarten to Year 12. This information explains what is to be taught to children at particular stages of their education.

For primary school students, the Personal Development, Health and Physical Education module explains, “The development of healthy attitudes and behaviours early in life is of fundamental importance to the growing child and the adoption of a healthy lifestyle. The benefits of a healthy lifestyle should be clearly reinforced and the consequences of inappropriate behaviour explained. The activities for this strand are designed to encourage an informed and responsible approach to these decisions. They focus upon relevant information, skill development and values clarification related to issues such as nutrition, hygiene, and consumerism” (Board of Studies, 1999, p. 211). 

Stage 1 (Year 1 and Year 2):

At this stage, when taught nutrition, students should have an understanding of, food groups, balanced eating habits, and food choices for good health. This is done by, introducing students the food pyramid, and answering questions such as:

  • What type of foods do our bodies need most and least?
  • Are the foods that we often want to eat the same as the foods our bodies need?
  • Why do our bodies need certain foods?
  • What would happen if we didn’t eat these foods and only ate foods we wanted?

Stage 2 (Year 3 and Year 4)

At this stage, when taught nutrition, students should have an understanding of balanced eating habits and compare nutritional values of food.

Based on this information, here is an example of a challenge in Eat Up:

*On a scroll* – “The bottom level of the healthy food pyramid is made up of vegetables, legumes and fruit. The average person should eat 5 vegetables and 2 pieces of fruit everyday. Using this information help Mummy make a healthy breakfast juice.”

The player will be shown a variety of foods such as, carrots, ginger, apples, chocolate sauce, ice cream, bananas, etc. They must place 5 vegetable and 2 fruits in the blender to pass the challenge.

 

 

 

 

 

 

 

 

While the challenges and games will be based off these modules, it would be advised to have the game looked over by current stage 1 and stage 2 teachers to gain any insight into their thought on the content included in Eat Up.

Similarly, the game would need to be play tested on children in stage 1 and stage 2, to determine if the game is suitable and gain feedback for any areas of improvement.

Resources

“PM Levelling”. Cengage Learning Australia. N.p., 2016. Web. 17 Apr. 2016.

Personal Development, Health And Physical Education K-6 Modules. 1st ed. Sydney: Board Of Studies NSW, 1999. Web. 17 Apr. 2016.