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Transcript of EDU2LMS
Diana Milonas & Ashlea Guerra
By the end of this unit students should be able to...
The Mediterranean world
Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome.
The physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002)
Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion (ACDSEH032)
The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
Asia and Australia´s engagement with Asia
The role of a significant individual in ancient Egyptian history such as Hatshepsut or Rameses II (ACDSEH129)
The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003)
Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035)
The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
The physical features of ancient Rome (such as the River Tiber) and how they influenced the civilization that developed there. (ACDSEH004)
Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion. (ACDSEH038)
The significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs. (ACDSEH039)
Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
Inspiration and Wordle.
Materials and activities.
Due to the influence and use of technology within today’s society there is a vast amount of resources that can be used for educational purposes. Apps are a refreshing and more assessable way of using technology within the classroom while also allowing students to harness their technological skills and knowledge, while also providing an alternative experience to the educational content.
Here are a number of apps that can be used for educational purposes within a historical context.
Materials and Activities.
Working towards the assignment.
Materials and activities.
Writing workshops with Storybird.
Materials and activities.
Justification from Ashlea.
Justification from Diana.
Present a "day in the life" story or video regarding to the the ancient Greeks or Romans or Egyptians.
Be able to present one of the key features shown in the AUSVELS, such as social beliefs, physical features or influential people within their time.
Students should be able to make use of the programs provided in this presentation. By doing so entail develop their critical thinking skills with in-depth research, clear concise mind maps and vast abundance of other activities and materials for stimulation.
Once students have researched their area of study they want to divulge into, we have to have them sort out key elements for their question.
Cross curriculum benefits.
Having students use this technology enhances their capabilities to gain information and determine what is authentic for their purpose.
Our approach caters to diverse learners with visual stimuli, independent thought and a collaborative approach.
Teachers and student benefits.
This approach links theory to practice.
After we have the students committed to one area of study we want to scaffold this process further by introducing them to TWO ways in which to present their information.
This is by either a video/animation or writing piece demonstrating their knowledge obtained from their research and planning early stages.
By offering an option we want students to not only in the initial stages of research and planning integrating the programs provided but use them as a means to develop their understanding. Additionally we want them to be capable in making conscious decisions and be skillful in various outlets to demonstrate their understanding of the topics presented.
The process to successfully achieve learning outcomes.
with Swirk and history apps:
Identify the factors within the ancient society chosen.
Identify the influential people in the chosen ancient period.
Find monumental landscapes within period.
Social and cultural beliefs pertaining to era.
with Inspiration and Wordle:
Determining from the research what is key to influencing "me" in this time period?
Using Inspiration chart what would be of importance in my chosen place and era?
Incorporating Wordle to show key ideas and elements pertaining to chosen social, physical, ect component.
Mapping out what are the key facts I need to incorporate into my piece.
planning and practicing
Story boarding- laying out a clear start, middle end.
How I am going to present my ideas?
Who am I in my piece, myself, speak as a influential person within that time, a slave?
with Storybird and WEVIDEO:
Present ideas and knowledge pertaining to chosen ancient study.
Identify key dates and era.
Show knowledge pertaining to one of the highlighted assignment questions.
Clear concise story told either by ONE form of digital story modes.
Ability to identify key factors historically to one of the assignment questions.
Benefits of using Storybird:
Students can use search for images pertaining to their area of study.
Visual stimulation to get their writing flowing
Added into their writing folio.
Can be shared with class for peer review.
Due to the influence and use of technology within today’s society there is a vast amount
of resources that can be used for educational purposes. Apps are a refreshing and more
assessable way of using technology within the classroom while also allowing students to
harness their technological skills and knowledge, while also providing an alternative experience
to the educational content. Here are a number of apps that can be used for educational purposes
within a historical context:
The Pyramids is an iPad touch app that allows you to discover the tombs and pyramids of ancient Egypt. The pyramid is an interactive 3D app that allows students to explore and examine wall paintings and statues in close detail. The apps also has an interactive book feature written by Egyptologist, Zahi Hawass. This is a great and useful app that can educate and give students an opportunity to explore and investigate ancient Egypt, while also gaining a perspective of Egyptian/ ancient society.
• Highly detailed 3D representation of the Giza plateau for you to fly around
• All three main pyramids, the Sphinx and eight fascinating tombs to enter and explore
• Stunning annotated HD photography of the interiors of the pyramids and tombs
• 35 digital restorations of wall paintings showing their original appearance
• a collection of panoramic views at ground level
• Specially written text telling the story of the Old Kingdom, its rulers, and great monuments, supported with interactive illustrations
• Over 350 beautiful photographs vividly illustrating the Giza plateau, the excavations, and the building of the pyramids
• Animated and narrated expert introductions to the tombs from Egyptologist Bram Calcoen
• 40 exquisite antiquities presented as fully manipulable 3D objects that can be zoomed and spun to view from every angle
• 3D objects include Tutankhamen’s mask and the Solar Boat
(iTunes Apple Store, 2014, para. 2).
Here are a number of apps that can be used for educational purposes within a historical context:
Colosseum 3D Interactive Virtual Tour – In Rome, Italy
Colosseum is an educational iPad touch app that allows students to explore and investigate the history and architecture of Ancient Rome. The App also helps students gain a perspective of Roman life by focusing on the importance and the significance of the Colosseum as according to the Roman people and the Roman Empire.
• The arena - “Hypogeum”
• The Emperors Seat
• Rebuilding of the architecture
• Narrated stories
(iTunes Apple Store, 2014, para. 1).
Ancient Greece by Kids Discover.
The Ancient Greece app is an educational and engaging way of teaching students the history of Ancient Greece, this app focuses on a number of key areas
while teaching students through a number of interactive activities. The Ancient Greece app focuses on these areas:
• Greek Gods
• The Olympics
• Life in Ancient Greece
• Lasting Achievements
• Greek Drama, Literature, and Architecture
(iTunes Apple Store, 2014, para. 1).
• Interactive 3-D models
• High-definition video and audio
• Hi-res photographs, cartoons, and animations
• Easy-to-read, accessible writing
• Quizzes, puzzles, and other fun games
(iTunes Apple Store, 2014, para. 2).
SWIRK LEARNING WEBSITE
Swirk is an online interactive learning portal for secondary and primary students,
covering a wide range of subjects including Maths, English, Science, Geography and History. Swirk’s activities and learning portals are based on the learning requirements as formulated by the Victorian Curriculum and Assessment Authority and have based all learning content through the following mediums: videos, animations, activities, worksheets, assessments and textual content.
• Caters to different learning styles
• Allows students to research about ancient historical pasts in various different contexts
• Allows students to create and demonstrate their own understandings
• Students have access to a range of resources
• Assists students in developing a range of ITC methods and skills
• Is engaging and interactive
• Students have access to a vast selection of resources and materials
“Wideo is an animated online video creation platform that allows you to create, edit, and share videos online for free. You can choose (or upload) images, backgrounds, and music that you want to use in order to create your own online video and then share it with the world”.
(Wideo, 2015, para. 1).
Students will be required to create an animated video based on ancient societies; students will be required to select the following topics to base their animated video on: Ancient Rome, Greece or Egypt.
Students can access their dashboard and select a subject area for learning
Once students select their chosen discipline area, they will be presented with a list of topic/learning areas. Once students have selected their chosen area, they will be given a selection of learning activities. This includes: Written information based on chosen learning topic, images with descriptions, videos and animations.
STORY BOARDING WEBSITE: GENERATOR
“Generator is a creative studio space, a space where you can explore the moving image, be inspired, create your own moving image works and share your creations with the Generator community” (Generator, 2014, para. 1).
Generator is a great interactive resource that allows students to choose or create their own scripts as they create a story with the aid of visuals. This website is particularly useful in assisting students in demonstrating their own understandings based on ancient societies. While using this website, students will be required to select one area for storyboarding as according to their Mediterranean world studies (Ancient Greece, Egypt and Rome). After making their selection, students will then be required to create a script and visual imagery for their storyboard. All scripting and imagery should reflect their understanding on “A day in the life of an ancient world”.