EED5102 Pedagogical explorations of spaces and places connected to multi-modal learning

Assessment 2: Pedagogical explorations of spaces and places connected to multi-modal learning - Due

(EED5102) Curriculum and Multi-modal Learning - ZV

Overview

Length: 2000 words (+/- 10%)

Weight: 40%

Due date: End of Week 4 (11.59pm Sunday)

The purpose of this assessment task is to critically analyse and evaluate places and spaces that you may use as part of your pedagogy.

Learning takes place beyond the classroom, potentially anywhere and anytime. In this assessment, you will investigate 4 learning education-focused places or spaces that incorporate elements of ICT (part of multi-modal learning) and think creatively about how these can expand curriculum opportunities and learning accessibility. These spaces/places (e.g. museums, libraries) may have an obvious focus on learning and teaching or they may have a feature or use of technology that you can adapt to a multi-modal teaching approach (e.g. Virtual tours, educational blogs, learner management systems, Aboriginal Culture Centres, exhibitions, science centres, sport venues, overseas experts etc). By describing how the ICT use in each place or space relates to pedagogy and either the Digital Technologies Curriculum or ICT Capabilities, you will further your understanding of multi-modal teaching and learning.

This assessment task is formative and asks you to work within the 'apply', 'analyse', and 'evaluate' layers of Bloom's Taxonomy when showcasing your places and spaces.

Figure 1 Bloom's taxonomy (Vanderbilt University Center for Teaching, 2022)

What are places and spaces?

Places are physical excursions and spaces are virtual excursions. They aim to provide an inquiry-based approach to teaching the curriculum not otherwise afforded in the classroom, by targeting the specific circumstances of a place/space and engaging students as active participants in their social construction of knowledge and skills. For example, a museum or virtual tour is considered to be a place and space respectively, because the whole class can visit and draw on the place/space to inquire as active learners about the specific context showcased at the museum or virtual tour.

This assessment supports unit learning outcomes 1 and 4.

Your assessment submission should include a cover page. Download theCover page template (DOCX 13 KB).

Task

This assessment requires a review of twoplaces and twospacesfocused on primary education. At least one of these places/spaces must be outside of Australia, i.e. an international or global place/space. You will need to explain how these places/spaces incorporate elements of ICT (multi-modal learning), and what the outcomes could be if used as a primary teaching resource, using recent theory and research to justify your claims. You will also reflect on how place/space might be used, or adapted for use, in your own primary teaching.

The spaces and/or places you explore and report on will need to be either sourced from the Internet (spaces) or physically visited (places) where you currently reside and will undertake your practicum. You may use pictures/images from the internet to support your description of the place/space; please ensure these are appropriately credited.

The places/spaces you report on should ideally be relevant to your teaching specialisation and can be from anywhere globally or locally, and from beyond traditional educational places like schools, kindergartens and early childhood centres. Think creatively, think globally, think virtual tours, online museums, find the experts in the world, etc.Remember, you must include at least one international/global place or space in your analysis.

Some ideas of places:

• Australian Museum

• Botanical Gardens in the location where you reside

• Nature reserves in the location where you reside

• Historical site in the location where you reside

• ACMI: Virtual learning programs(Stop Motion animation etc.)

• Melbourne Museum workshops

• Scienceworks

• Australian Sports Museum

• The Little Mermaid, Melbourne Symphony Orchestra

• Music recording studios

• Museums in the location where you reside

• Cultural heritage sites in the location where you reside

Some ideas of spaces:

• NGV: Virtual tours

• Kids coding lessons: These are wired live on TV.

• Museum Victoria

• Anne Frank's House

• American Museum of Natural HistoryincludingOlogy the science website for kids

For each place/space, provide one A3 page that responds to the following 3 headings (4 pages maximum, plus a reference list not included in the word count):

1. What does the place/space offer you?Explicate what multi-modal learning opportunities are created by the Information Communication Technology (ICT) in the place or space (including one global) not otherwise afforded in the classroom. You must include photos, and evidence from your attendance (if possible) - correctly cited. Showcase the place/space and how it is organised (e.g. resource access, numbers, variety etc). (600 words)

2. What is the purpose of the place/space?Cross-examine ideas, drawing on broader theoretical frameworks (use a wide and diverse range of literature). Justify why the selected places/spaces are fit for primary educational purposes. Elucidate how they may expand curriculum opportunities and/or accessibility for students from diverse backgrounds. Justify drawing on current literature and unit content related to your discipline area. (800 words)

3. Would I use this place/space as part of my pedagogy?Articulate how research (academic literature-theory) has informed your thinking about teaching with these places and spaces. Use current literature, the unit content and research related to your discipline area in your argument. For example, you may consider how social media and gamification may support or hinder the use of the place/space. What new ways of thinking does literature provide you with? Evaluate the space/place in relation to the safe, ethical, and responsible use of digital resources. How will you ensure student safety? (600 words)