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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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P–3
‘The map is not the territory.’
P–4
Reading the past
P–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–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–7
Future thinking, today
http://www.freefacebookcovers.co.uk/2012/back-in-my-day/
P–10
Learning outside the classroom
Responsibility
Respect
Real things
Challenge
Choice
Collaborate
P–11
Street Museum: Museum of London (UK)
P–12
Curriculum design
http://www.flickr.com/photos/
23760200@N04/3182820590
How might we design a collection based program that offers meaningful choices, to create and document stories in an environment?
P–13
BYOD
Note down
Take photos
Record audio
Send texts
Film video
Locate
Dig deeper
http://www.flickr.com/photos/38305415@N00/4365558047
Hoddle Waddle
It’s not a race!
Immersive learning
Integrate places, spaces, faces
Structured discovery with measured risk
P–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–16
BYOD
P–17
Hoddle Waddle
P–18
Melbourne map – 1950s
The new school bag?
Tools
Capture now
Edit later
Roles
Responsibilities
http://www.flickr.com/photos/34064267@N00/5960255156
Immersion
See
Think
Wonder
Time
Place
Space
P–21
Mobile
Guided Apps
Lost 100
Historypin
Melbourne Historical
Sound of buildings
Our City
Vic Heritage
P–23
Melbourne Urban Forest
P–24
Run That Town
P–25
Mobile
Creation Apps
SCVNGR
ARIS
Layar
Google Maps
P–26
Hoddle Waddle
P–28
Location-based ingredients
http://www.flickr.com/photos/65692143@N00/534450666/
• 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
P–29
‘The best teachers are those who show you where to look but don’t tell you what to see.’
Alex Trenfor
