2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact: Engaged Learning Project
Reflection:
For the engaged learning project, I created a multi-disciplinary unit to be used and taught in the gifted resource classroom in grades first, second, third, fourth, and fifth. This assignment was completed on an individual basis and titled “Virtual Wax Museum: Using Augmented Reality to Bring History to Life.” The learning project was based on social studies history classroom standards and included digital tools and resources that were integrated through digital video production, green-screen technology, the Aurasma app, Photoshop Elements 12, Premiere Elements 12, and QR codes. I designed the project, implemented it with my students, and shared the experience both with the entire school and community. After I designed the unit, I executed the wax museum through months of lessons taught and learned.
Students created a history project to show their knowledge on historical characters from their standards or characters of their interests (personal interest and choice are a part of gifted standards). They explored digital video production, while using green screen technology and Adobe Premiere for editing. Students dressed up as characters, recited a first-person speech, then created a video; students had their pictures taken in costume, and their videos were connected to their photographs through the Aurasma app. Students then created quizzes to accompany the Aurasmas for student review in the other classrooms, where students in the regular classroom scanned the picture to watch the video, took the quizzes, and checked their answers with student-made QR codes. Their roles were producer and teacher, and their learning experience was authentic and meaningful.
All of the learners involved in this activity were identified gifted; however, the learning took place throughout all of the grade levels when students shared their projects and assessment materials (for review for the other students). The learning environment was hands-on and motivating, as students demonstrated their knowledge of history through 21st-century technology. My roles were facilitator, guide, and co-learner/investigator throughout the project.
Students increased their knowledge of historical characters as well as the use of technology. They benefited from the lessons taught and increase their communication skills by sharing their newfound knowledge with their peers, parents, and the community. This project created a lifelong learning experience for all parties involved, by teaching students how to research a character and communicate their learning to others through a new-found technology experience. Augmented reality was a new concept for the students, parents, and all stakeholders throughout the project, which made the experience authentic. Because the students and parents were invested in the project, sharing their learning with the public increased their confidence, advanced their communication skills, and made their learning momentous. Students will have a lifetime of memories with the project and a product (photograph and video) to reflect on the experience for years to come. Since the execution of this project, I presented about it at the GaETC to share the positive learning and teaching experiences of using augmented reality in the classroom to teach history.
I learned the importance of creating authentic learning experiences for my students; when their learning is authentic, their chance of remembering the material is much greater. Seeing my students get so excited about sharing their knowledge through technology in a new way made me proud; the experience was fulfilling for all involved. If I changed anything about this artifact, I would not use “virtual reality” as the term to describe the project in the title. Because I have now learned the difference between augmented and virtual reality, I would only use “augmented reality” to describe this project.
When implemented, this project brought the school together in many ways. After I taught the teachers how to use the Aurasma app and QR codes in their classrooms, their teaching changed and improved tremendously. Even the teachers who were afraid to try something new (and the grandparents who visited the museum) could scan the pictures and make them come to life. The experience brought generations together through the use of technology in a new way, and I love that. Students in my classroom as well as other classrooms learned about historical characters through 21st-century technology; it was a great project. I assessed the product based on a rubric that addressed research skills, writing skills, speech memorization, technology skills, and communication to others. In addition, students received feedback each week on ways to improve their public speaking and video presence skills.
For the engaged learning project, I created a multi-disciplinary unit to be used and taught in the gifted resource classroom in grades first, second, third, fourth, and fifth. This assignment was completed on an individual basis and titled “Virtual Wax Museum: Using Augmented Reality to Bring History to Life.” The learning project was based on social studies history classroom standards and included digital tools and resources that were integrated through digital video production, green-screen technology, the Aurasma app, Photoshop Elements 12, Premiere Elements 12, and QR codes. I designed the project, implemented it with my students, and shared the experience both with the entire school and community. After I designed the unit, I executed the wax museum through months of lessons taught and learned.
Students created a history project to show their knowledge on historical characters from their standards or characters of their interests (personal interest and choice are a part of gifted standards). They explored digital video production, while using green screen technology and Adobe Premiere for editing. Students dressed up as characters, recited a first-person speech, then created a video; students had their pictures taken in costume, and their videos were connected to their photographs through the Aurasma app. Students then created quizzes to accompany the Aurasmas for student review in the other classrooms, where students in the regular classroom scanned the picture to watch the video, took the quizzes, and checked their answers with student-made QR codes. Their roles were producer and teacher, and their learning experience was authentic and meaningful.
All of the learners involved in this activity were identified gifted; however, the learning took place throughout all of the grade levels when students shared their projects and assessment materials (for review for the other students). The learning environment was hands-on and motivating, as students demonstrated their knowledge of history through 21st-century technology. My roles were facilitator, guide, and co-learner/investigator throughout the project.
Students increased their knowledge of historical characters as well as the use of technology. They benefited from the lessons taught and increase their communication skills by sharing their newfound knowledge with their peers, parents, and the community. This project created a lifelong learning experience for all parties involved, by teaching students how to research a character and communicate their learning to others through a new-found technology experience. Augmented reality was a new concept for the students, parents, and all stakeholders throughout the project, which made the experience authentic. Because the students and parents were invested in the project, sharing their learning with the public increased their confidence, advanced their communication skills, and made their learning momentous. Students will have a lifetime of memories with the project and a product (photograph and video) to reflect on the experience for years to come. Since the execution of this project, I presented about it at the GaETC to share the positive learning and teaching experiences of using augmented reality in the classroom to teach history.
I learned the importance of creating authentic learning experiences for my students; when their learning is authentic, their chance of remembering the material is much greater. Seeing my students get so excited about sharing their knowledge through technology in a new way made me proud; the experience was fulfilling for all involved. If I changed anything about this artifact, I would not use “virtual reality” as the term to describe the project in the title. Because I have now learned the difference between augmented and virtual reality, I would only use “augmented reality” to describe this project.
When implemented, this project brought the school together in many ways. After I taught the teachers how to use the Aurasma app and QR codes in their classrooms, their teaching changed and improved tremendously. Even the teachers who were afraid to try something new (and the grandparents who visited the museum) could scan the pictures and make them come to life. The experience brought generations together through the use of technology in a new way, and I love that. Students in my classroom as well as other classrooms learned about historical characters through 21st-century technology; it was a great project. I assessed the product based on a rubric that addressed research skills, writing skills, speech memorization, technology skills, and communication to others. In addition, students received feedback each week on ways to improve their public speaking and video presence skills.