Location-based learning
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Learning outside the classroom is powerful. It provides the opportunity for real-world observation, investigation and interaction. When combined with innovative curriculum design and the power of digital tools, location-based learning supports inquisitive learners, narrative driven experiences and meaningful outcomes. Through the experiences and research of the State Library of Victoria Education team learn about the development of city experience programs like the Hoddle Waddle, the use of digital and spatial tools for mapping, integration with history, and conducting fieldwork.
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Location-based learning
- 1. Location-based learning HTAV Middle Years Conference
- 3. ‘The map is not the territory.’ P–3
- 5. Learning outside the classroom To be or not to be BYOD Visual thinking Illusion of choice http://farm4.static.flickr.com/3417/3187926964_208ae55674.jpg P–5
- 6. The Australian Curriculum 7 General Capabilities – the lenses of location-based learning? 1. Literacy – not English 2. Numeracy – not Maths 3. ICT capability – giddy up! 4. Critical and creative thinking – problem solvers unite! 5. Personal and social capability – more please… 6. Ethical understanding – examine the social fabric 7. Intercultural understanding – race, gender, age, ability P–6
- 10. Learning outside the classroom Responsibility Respect Real things Challenge Choice Collaborate P–10
- 11. Street Museum: Museum of London (UK) P–11
- 12. Curriculum design How might we design a collection based program that offers meaningful choices, to create and document stories in an environment? http://www.flickr.com/photos/23760200@N04/3182820590 P–12
- 13. BYOD Note down Take photos Record audio Send texts Film video Locate Dig deeper http://www.flickr.com/photos/38305415@N00/4365558047 P–13
- 14. Hoddle Waddle It’s not a race! Immersive learning Integrate places, spaces, faces Structured discovery with measured risk
- 15. Hoddle Waddle 1. Expand students’ knowledge of the history of Melbourne 2. Improve students’ understanding of the geography of Melbourne 3. Encourage students to work as part of an effective and productive team 4. Encourage students to develop stronger communication skills 5. Students experience public transport using city maps & navigation skills 6. Students visit Melbourne’s cultural landmarks and institutions 7. Give students an exciting and educational record of their team’s ‘waddle’ 8. Give students an enjoyable Melbourne city experience P–15
- 16. BYOD P–16
- 18. Melbourne map – 1950s P–18
- 19. The new school bag? Tools Capture now Edit later Roles Responsibilities http://www.flickr.com/photos/34064267@N00/5960255156
- 21. Mobile Guided Apps Lost 100 Historypin Melbourne Historical Sound of buildings Our City Vic Heritage P–21
- 28. Location-based ingredients • • • • • • • • • • • • • • • http://www.flickr.com/photos/65692143@N00/534450666/ P–28 Middle years Freemium Online resources Guided and independent Team with roles and focus CBD Zone based User planned Linked to library collections Timing Pre & post activities Negotiated Decisions at point of need Mixture of subject disciplines Technology support Team focus on each other
- 29. ‘The best teachers are those who show you where to look but don’t tell you what to see.’ Alex Trenfor P–29