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Learning through Wonder (group 5 - Elizabeth Key & van Helden S00246813)

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Learning through Wonder (group 5 - Elizabeth Key & van Helden S00246813)

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5 phases of Matthew McFall's doctoral thesis on designing wonder in and beyond school settings.

• Anticipation: a sense that something is going to happen and a desire to know more. 
• Encounter: the moment of experiencing the wondrous. 
• Investigation: pursuit of the wondrous, to understand it better or to continue the experience. 
• Discovery: coming to understand, or realise how much more there is to know. 
• Propagation: continued working with this wonder, to share and celebrate.

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(8) Place-based LearningBy Stephanie Pizzica and Kyla McRae – Tutorial, Tuesday 12-2pm •	Place-based learning considers location to be a trigger for learning and an active part of how people learn •	Learners are at a given time influences what they experience, their feelings, and their ways of thinking •	Approach that involves looking for learning opportunities within a local community and using the natural environment to inspire learners •	Spark curiosity in students •	Helps connect the abstract concepts in their textbooks and practical issues and challenges in their own community  Mobile technologies are opening up new opportunities for place-based learning•	Set of tools used to support study outside of the classroom•	Sharing images and joint approaches to setting up tasks make local collaboration easier. •	Websites such as the Do-it trust help to locate volunteers and support community activities https://do-it.org/ Physical location and learning •	To identify locations as a way to get out of the classroom •	Activities: taking part in field studies or work in developing new facilities for a nature site •	Natural environment inspires learners - allow them to join local projects as volunteers •	Place-based learning associated with field trips or museum visits  Virtual location and learning •	Provide opportunities for adding virtual information to physical settings •	Location aware devices such as mobile phones to trigger events •	Such tools can be used to find new locations, store and visualise data, find more information, and connect learning in the classroom or the community or outside the school•	A learner can prepare for an activity while in a classroom, then carry out work in another location, before reflecting on it in the classroom. •	Prompt students to think of learning as more personal and relevant to their own interests. •	http://www.maseltov.eu/ - use of mobile devices/ smartphones to motivate and support learning of language and cultural knowledge. •	http://www.open.ac.uk/blogs/salsa/ 

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(8) Place-based LearningBy Stephanie Pizzica and Kyla McRae – Tutorial, Tuesday 12-2pm •	Place-based learning considers location to be a trigger for learning and an active part of how people learn •	Learners are at a given time influences what they experience, their feelings, and their ways of thinking •	Approach that involves looking for learning opportunities within a local community and using the natural environment to inspire learners •	Spark curiosity in students •	Helps connect the abstract concepts in their textbooks and practical issues and challenges in their own community  Mobile technologies are opening up new opportunities for place-based learning•	Set of tools used to support study outside of the classroom•	Sharing images and joint approaches to setting up tasks make local collaboration easier. •	Websites such as the Do-it trust help to locate volunteers and support community activities https://do-it.org/ Physical location and learning •	To identify locations as a way to get out of the classroom •	Activities: taking part in field studies or work in developing new facilities for a nature site •	Natural environment inspires learners - allow them to join local projects as volunteers •	Place-based learning associated with field trips or museum visits  Virtual location and learning •	Provide opportunities for adding virtual information to physical settings •	Location aware devices such as mobile phones to trigger events •	Such tools can be used to find new locations, store and visualise data, find more information, and connect learning in the classroom or the community or outside the school•	A learner can prepare for an activity while in a classroom, then carry out work in another location, before reflecting on it in the classroom. •	Prompt students to think of learning as more personal and relevant to their own interests. •	http://www.maseltov.eu/ - use of mobile devices/ smartphones to motivate and support learning of language and cultural knowledge. •	http://www.open.ac.uk/blogs/salsa/ 

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Drones enable both recreational and educational activities. They’re new tools, which offer a different approach for fieldwork as well as an effective way to engage students in learning. Drones can feed learners’ curiosity to see things that are hidden, can help make abstract concepts more concrete, and have a role to play in making outdoor learning more attractive. Drones allow visual data to be collected in areas that students may not have access to. Students have the ability to view footage from areas around the world and use these in their studies. E.g rainforests, deserts, specific locations/countries to explore culture. If school have access to drones for their own use, a range of subject areas can be taught in a hands-on environment. Mathematics, including activities such as predicting flight times, or landing drones in particular places identified through mathematical problem solving. Use of drones helps to make some mathematical concepts more concrete for students. Useful links: https://www.mymindsparklearning.org/blog-2/real-world-applicability-drones-in-education https://edtechmagazine.com/k12/article/2018/03/drones-students-tackle-complex-topics https://www.digitaltrends.com/cool-tech/powerdolphin-ces-2018/

# data[].attributes.subject
Drones enable both recreational and educational activities. They’re new tools, which offer a different approach for fieldwork as well as an effective way to engage students in learning. Drones can feed learners’ curiosity to see things that are hidden, can help make abstract concepts more concrete, and have a role to play in making outdoor learning more attractive. Drones allow visual data to be collected in areas that students may not have access to. Students have the ability to view footage from areas around the world and use these in their studies. E.g rainforests, deserts, specific locations/countries to explore culture. If school have access to drones for their own use, a range of subject areas can be taught in a hands-on environment. Mathematics, including activities such as predicting flight times, or landing drones in particular places identified through mathematical problem solving. Use of drones helps to make some mathematical concepts more concrete for students. Useful links: https://www.mymindsparklearning.org/blog-2/real-world-applicability-drones-in-education https://edtechmagazine.com/k12/article/2018/03/drones-students-tackle-complex-topics https://www.digitaltrends.com/cool-tech/powerdolphin-ces-2018/

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Playful learning -	Central part of teaching and learning -	Has no age limitations – children to adults-	Used to motivate and engage-	Develops critical thinking, problem solving, analytical communication skills-	Used inside and outside of the classroom Four forms of play: 1.	Pretend playo	Role play – exploring different perspectiveso	Supports to develop language and social skillso	Learn about others and their environment o	Opportunities to express and explore emotions - fears and desires o	Free play vs guided play – guidance and support from a teacher2.	Mobile playo	Apps that support learning on the mobile o	Learning content with game elementso	Develop problem solving skills and language developmento	Interactive and flexible o	Opportunities for exploration and discovery o	Make learning visible 3.	Digital gameso	Creation of own online game? o	Coding? 4.	Developing playful values o	Changes how learners think about learning o	Goal: students to become more curious and take more risks in their learningo	Play spaces are either physical or imaginary

# data[].attributes.subject
Playful learning -	Central part of teaching and learning -	Has no age limitations – children to adults-	Used to motivate and engage-	Develops critical thinking, problem solving, analytical communication skills-	Used inside and outside of the classroom Four forms of play: 1.	Pretend playo	Role play – exploring different perspectiveso	Supports to develop language and social skillso	Learn about others and their environment o	Opportunities to express and explore emotions - fears and desires o	Free play vs guided play – guidance and support from a teacher2.	Mobile playo	Apps that support learning on the mobile o	Learning content with game elementso	Develop problem solving skills and language developmento	Interactive and flexible o	Opportunities for exploration and discovery o	Make learning visible 3.	Digital gameso	Creation of own online game? o	Coding? 4.	Developing playful values o	Changes how learners think about learning o	Goal: students to become more curious and take more risks in their learningo	Play spaces are either physical or imaginary

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Creating robots that perform well at specific tasks can be an exciting and collaborative learning activity.They become active creators of knowledge who explore, question, and assess what they have learnt. Cognitive verbs – creating, collaborating, explore, question, analysis, explain.  – all used when using robots/technologies Robots can take on routine tasks, freeing teachers to spend more time with learnersCan be expensive - looking at lower pricing such as Lego or Roblox or BeebotsEmphasis on hands learning – children can learn and demonstrate their learning more effectively and create more engagement between teacher and students. 

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Creating robots that perform well at specific tasks can be an exciting and collaborative learning activity.They become active creators of knowledge who explore, question, and assess what they have learnt. Cognitive verbs – creating, collaborating, explore, question, analysis, explain.  – all used when using robots/technologies Robots can take on routine tasks, freeing teachers to spend more time with learnersCan be expensive - looking at lower pricing such as Lego or Roblox or BeebotsEmphasis on hands learning – children can learn and demonstrate their learning more effectively and create more engagement between teacher and students. 

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Learning through WonderElizabeth Key and Yanis van Helden-	Wonder invites learning-	Wonder is multi-faceted-	Teacher helps students solve problems through hands on experiences-	Allows students to share ideas of wonder and find/create their own wonderous objectsMatthew McFall: wonder as a series of phases•	Anticipation: a sense that something is going to happen and a desire to know more. •	Encounter: the moment of experiencing the wondrous.•	Investigation: pursuit of the wondrous, to understand it better or to continue the experience. • Discovery: coming to understand, or realise how much more there is to know.•	Propagation: continued working with this wonder, to share and celebrate.

# data[].attributes.subject
Learning through WonderElizabeth Key and Yanis van Helden-	Wonder invites learning-	Wonder is multi-faceted-	Teacher helps students solve problems through hands on experiences-	Allows students to share ideas of wonder and find/create their own wonderous objectsMatthew McFall: wonder as a series of phases•	Anticipation: a sense that something is going to happen and a desire to know more. •	Encounter: the moment of experiencing the wondrous.•	Investigation: pursuit of the wondrous, to understand it better or to continue the experience. • Discovery: coming to understand, or realise how much more there is to know.•	Propagation: continued working with this wonder, to share and celebrate.

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Virtual Studios

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•	Learning in this environment involves social interaction and collaboration. 
•	The focus is on developing creative processes. 
•	Students learn through doing within a community of practice of peers and tutors. 
•	students learn computer-aided design (CAD) for creation and simulation, and building information modelling (BIM) for data management and collaborative project work. 
•	Time previously spent developing traditional skills of sketching and making is now spent on developing literacy with digital tools. 
•	They make use of sharing experiences available on social media platforms, but are focused on learning activities linked to artefacts, including images, models, and videos. 
•	social and collaborative processes
•	Linear ways of thinking are challenged, and uncertainty is embraced through practice. 
•	The role of the tutor is not to teach but to observe, comment, and critique. 
•	The success of a virtual studio depends on learning design, the digital interface, and making good use of the data collected. 
•	Build on 21st century skills and networks with the wider community
•	Can be done anywhere at anytime with the correct technology.
•	A learner can prepare for an activity while in a classroom or lecture hall, then carry out work in another location, before reflecting on it in the classroom. 
•	Can be used if students cannot physically attend an excursion or go to a place, they can do virtual walk throughs.
•	Place-based learning can be used in a wide range of subject areas, including Culture and History, Geography and Science. 
•	They can be used to add virtual information to physical settings and also offer a sophisticated set of tools that can be used to support study outside the classroom. 
•	They can be used to add virtual information to physical settings and also offer a sophisticated set of tools that can be used to support study outside the classroom. 
Challenges:
•	access to technology
•	needing appropriate tools for learning
•	funding
•	teachers who are ict trained
•	ethical and privacy protected

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Using technology to give students the ability to engage in an authentic inquiry-based learning of HASS subjects, rather than a transmissive story line from one perspective. Technologies give students a way to access and interact with this knowledge from multiple perspectives, shaping the shared history of local communities. This moves away from the effects of colonisation where one people group use digital resources in a way that suppresses the knowledge, voice or values of any people group, and especially the indigenous people groups.  

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Action LearningAction Learning combines learning by doing and collaborative learning. There are four key components – a coach, a group a problem and a question. These key components help students with reflection in learning. Action learning help students form a solution when presented with a problem. It encourages students to work on their own throughout their own experiences, therefor allowing students to develop their independence. Group activities are a diverse approach to promote learning. An action learning session begins with active learning and refraining a problem by asking questions to begin the lesson. 

# data[].attributes.subject
Action LearningAction Learning combines learning by doing and collaborative learning. There are four key components – a coach, a group a problem and a question. These key components help students with reflection in learning. Action learning help students form a solution when presented with a problem. It encourages students to work on their own throughout their own experiences, therefor allowing students to develop their independence. Group activities are a diverse approach to promote learning. An action learning session begins with active learning and refraining a problem by asking questions to begin the lesson. 