Day 1 workshop 12.12.2011

1. virtual learning environments
uni bridges workshop 12.12.2011

2. the community is waking-up
web as participatory platform – web of people:
‘us-ness’ | community | connect | network | share

3. pedagogy | learning networks
Beyond the institutionalised logic of the school towards the
network logic of the learning community.
Learning institutions rethinking the possibilities around what
can be learnt, where learning can happen and who is
involved in the learning process.

4. •Students connect/share with each
other and La Trobe Uni.
•Students interact with a range of
content in a decentralised way.
•Access La Trobe Uni learning content.
•Opportunities for informal
conversations, connections & learning.
• School based
curriculum.
• School specific content.
• Digital portfolios. THE UNI BRIDGE NETWORK
ecology of
virtual spaces
• Students use a range of
• Teacher sharing an collaboration. Web 2.0 applications.

5. Students connect/share with each
other and La Trobe Uni.
Students interact with a range of
content in a decentralised way.
Access La Trobe Uni learning content.
Opportunities for informal
conversations, connections & learning.

6. explore web 2.0 applications
http://www.diigo.com/user/digimuve

7. the flipped classroom

8. life in an inquiry driven, technology-embedded,
connected classroom: science
• Teacher lectures less – students explore more.
• Students spend time piecing together what they have learned, critically evaluating its
larger purpose, and reflecting on their own learning.
• Students don’t acquire knowledge just for the sake of acquiring it. They need to do
something with it — “project-based” learning.
• Technology is embedded into the fundamental structure of the learning: how research is
done, how information is captured, and how learning is displayed. It’s never an
accessory tacked on at the end.
What does it look like? Learn more – read the full blog post:
http://plpnetwork.com/2011/11/04/life-in-a-technology-embedded-classroom-science-2/

9. project based learning example
The SARS Project
Each year, student teams from all over the world compete in a well-known competition
called ThinkQuest (http://www.thinkquest.org/competition).
The challenge is to create an innovative educational website for use by other students on a
topic the team really cares about.
In 2003, six high school students from Malaysia, Singapore, the Netherlands,
Cairo and Philadelphia, collaborated online to create a site on a topic of great concern at
the time – the deadly outbreak of the Severe Acute Respiratory Syndrome, or SARS.

10. project based learning example
The SARS Project cont ....
The global team of students had to do all the work involved in producing an engaging
educational website:
• researching the topic;
• presenting well thought-out content
• interviewing experts;
• writing the text;
• designing and creating the look and feel of the site;
• programing the site’s interface, navigation; and
• creating interactive games and quizzes.
The team’s challenge was to:
1. Work in a team to solve an urgent problem: getting other students to overcome
their fears by learning more about the disease and about ways to protect
themselves from the viral outbreak.
2. Present the work in a way that appealed to other students, engaging their interest
through images, animations, video, and interactive games, as well as through
clear and concise writing.

11. project based learning example
The SARS Project cont ....
The six student team members, working from four different time zones used over a dozen
different software and web tools to create and share their work online. The first time they
actually met was at the ThinkQuest Live award event in San Francisco.
The SARS project website: http://library.thinkquest.org/03oct/00738/
Project Based Learning Website: http://pbl-online.org/default.htm