Tag: ETL533

ETL533 – Literature in Digital Environments – Assessment 2: PART A

Review 3 – Stage 3: What things were in a WW1 trench?

BBC Bitesize provides resources to support students, parents, and teachers to learn, revise and teach children of ages 3 – 16+. The website supports all curriculum areas and units linked to the curriculum taught in England, Northern Ireland, Scotland, and Wales and is available in four languages. Many of these units are comparable to the NSW Education curriculum and the one that I have focussed on is a history unit about World War One. The KS2 (Year 5 and 6) history topic of World War One aligns with the NSW Education Stage 3 and 4 History content. 

I will be reviewing the interactive graphic Activity 1: What things were in a trench? (image  3.1).

This graphic can be found as a part of the non-fiction webpage Year 6 World War One, and the learner guide What was life like in a World War One trench? This digital graphic has a hypermedia multimodal format, recorded voice, images, and text to explore.  This activity portion of the webpage follows a variety of information sections about World War One trench life, with a quiz at the end consisting of five multiple choice questions to test your knowledge about the preceding information. 

This type of infographic, with multimodal hypertext and commentary, offers students a different way of thinking about the topic and extends their understanding of the text (Dalton, 2013, p. 649). With the popularity of graphic novels and manga genres, the appeal of this type of image-based learning and interaction with the text is another option for visual digital literacy with Stage Three students (Dalton, p. 648). 

There are ten different objects that can be highlighted individually and explored further (image 3.1). Each highlighted image can be clicked to reveal a combined recording of a British ‘soldier’s’ voice (image 3.2), followed by a black and white photograph from WW1 (image 3.3) and text describing the image (image 3.4).  

Each sound recording is of a first-person account and is under one minute to ensure full engagement (eg, Transcribed from BBC Bitesized (2022). Rats: “those rotten rats, we can’t get rid of them no matter how hard we try. I shot five of them the other day myself, no sooner were they gone, than ten more came running…”). 

The sound recordings were accessible via an iPhone (using Safari), though were  “not supported”  to play on my desktop computer via any platform.  I discovered that my IP address is the problem as it is not registered in the UK. This limits its use in Australian classrooms.

Following each sound recording is a still image, a black and white photograph from WW1 which clearly depicts the scene. 

Finally, textual information explains each image in an authentic and comprehensive manner, while expressed in appropriate and understandable language for the intended audience, children in years 5 and 6. Thus aligning with the NSW English syllabus outcomes for Stage 3, especially EN3-3A (NESA, 2021). 

Each image compels the reader to seek more information about the trenches, which can be found in other sections of this webpage. The reader has the opportunity to extend their knowledge about WW1 via the other learner guides on the topic of World War One. This multimodal hyperlinked infographic may also be a way to extend students’ knowledge about a topic. Using this infographic as a starting point to creating their own multimodal hyperlinked image, which could include their own voice recordings, additional information about the topic, and hyperlinks to other findings and would make a valuable assessment tool to evaluate their comprehension and continuing to develop their “interest and skill in analysing, critiquing, and responding to text” (Dalton, 2013, p. 649).

Resources

BBC Bitesize. (2022). KS2 What was life like in a World War One trench? BBC. https://www.bbc.co.uk/bitesize/topics/zqhyb9q/articles/z8sssbk 

Dalton, B. (2013). Engaging Children in Close Reading: Multimodal Commentaries and Illustration Remix. The Reading Teacher, 66(8), 642–649. https://doi.org/10.1002/trtr.1172 

NSW Education Standards Authority. (2021). Reading and viewing: Stage 3. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content/893 

ETL533 – Literature in Digital Environments – Assessment 2: PART A

Review 2 – Stage 2: Roald Dahl Digital Escape Room 

The phenomena of the escape room is relatively new, and the digital escape room even more so, especially within the context of the classroom (Taraldsen et al, 2022). Although game-based learning is not a new concept, it is a way to engage students in cooperative communication and be critical and active learners (Taraldsen et al, 2022). Being a relatively new framework for education, there is not a lot of research studies in this area (Taraldsen et al, 2022). However, Makri et al. (2021) have looked at Educational Escape Rooms and Digital Educational Escape Rooms (DEERs) in their study. 

I began a search for digital escape rooms as I recalled how much the children in Years 3 to 6 enjoyed the opportunity to engage in a new digital text during the Covid-19 lockdown. I came across a website that features a variety of digital escape rooms for kids and adults compiled onto one page. They are sorted into categories, many with educational themes, and for a variety of levels, and content suitable for family fun, teens, and adults. 

I was drawn to a family favourite, Roald Dahl, in the ‘Based on Books’ section. I have read and reread Roald Dahl’s books to my own children and many of my classes in Stages 1 and 2. I discovered that it had been created by Willoughby City Library in 2020, as an opportunity to connect children and their families to the public library and its services during the Covid-19 lockdown. It is recommended to open the digital escape room using a computer screen, rather than a mobile device for the best experience. It was created using Google Sites in honour of the 30th anniversary of the death of Roald Dahl. 

It requires the reader to be accomplished or have an adult present to help navigate the text and other features. To begin the experience simple navigation by clicking a ‘next’ button at the bottom of the page, and to advance in the story. Once the main ‘room’ is reached, the layout is a simple two-column webpage to present each ‘chapter’.

Each ‘chapter ‘represents a different Roald Dahl book and is characterised by an image from an Unsplash source (image 2.1). 

Chapter One	Chapter Two	Chapter Three	Chapter Four
image 2.1 (all credits can be seen here, provided by Willoughby City Library, 2020).

There is an embedded Google Form in which the digital escape room story and puzzles are played out. Each image has hidden links, which are clues to answer the questions for each chapter. The clues open up in a new tab via Google Slides, Google Docs, Google Drive, or Google Sheets. The clues must be answered correctly, in all caps, with no spelling errors or accidental additional characters to advance. Each question has a required answer and begins as a red line, then changes to a blue line when answered correctly. Completing the first chapter opens chapter two and three questions, and completing these two opens chapter four questions. 

After becoming stuck on one question in the first chapter and another in the third chapter. I decided to seek assistance from the source. An email address on the introduction page proved most helpful. I contacted the library to request an answer sheet, for the purpose of my assessment and to support students for use in the classroom setting. Support was prompt and courteous and they were excited that a resource that was created quickly during the first sudden lockdown was still useful. 

It is assumed that you have knowledge of the Roald Dahl books prior, as the first question in each chapter asks you to look at the image to determine the title of the book represented. In addition to this, some questions also require knowledge of the characters or storyline to ensure that an answer can be achieved. 

The layout could be a challenge for some students and a suggested improvement would be aligning the chapter pictures with corresponding Google Form questions. At times the questions were quite vague and brief. Rewording the questions may be helpful in understanding what was being asked of each corresponding clue. Most of the clues were well placed though and children could be guided to determine a response. I could see how some students could also be easily discouraged if stuck on clues that required some deciphering using numbers and letters or knowledge of the original text. It would be critical for teachers to have the answers to ensure some level of success or support. 

DEERs are certainly an innovative way to combine digital skills, critical thinking, and teamwork in education and the online classroom, however, certain considerations need to be taken into account (Makri et al., 2021). Considerations include learning objectives, communicative and teamwork skills of participants, and ensuring students can navigate the experience to achieve success. DEERs may also be a tool for teachers to access understanding about a text read in class or another topic that they have been studying, though they would also need to incorporate a way to gather evidence of their learning such as follow-up polls, quiz scores, or comments on the platform (Makri et al., 2021).

Resources

Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review. Sustainability (Basel, Switzerland), 13(8), 4587–. https://doi.org/10.3390/su13084587

Seymour Public Library. (n.d.). Escape rooms and games. https://seymourpubliclibrary.org/departments/escape-rooms/ 

Taraldsen, L. H., Haara, F. O., Lysne, M. S., Jensen, P. R., & Jenssen, E. S. (2022). A review on use of escape rooms in education – touching the void. Education Inquiry, 13(2), 169–184. https://doi.org/10.1080/20004508.2020.1860284

Willoughby City Library. (2020). Roald Dahl digital escape. April 22, 2020. https://sites.google.com/view/roalddahldigitalescape 

ETL533 – Literature in Digital Environments – Assessment 2: PART A

Review 1 – Early Stage 1 and Stage 1: Dr. Seuss Deluxe Books app

The more that you read,

The more things you will know. 

The more that you learn,

The more places you’ll go. (Dr. Seuss, 1978).

We all know and love Dr. Seuss’ books, and it is easy to become captivated by the verse, rhyming, rhythm, simple illustrations, and imaginative, recurring characters that have made a universal impact over many generations since the 1920s. The original Dr. Seuss books have been reproduced in a multitude of formats including paper, digital, films, television shows, stage productions, and mobile apps. 

For Early Stage One and Stage One I chose to look at apps for iPads, these are the device of choice in Kindergarten to Year 2 classrooms in my school setting. According to Dr. Goodwin (2012) in her study of iPad use in the classroom, there is emerging evidence of iPads being educational tools to support learning via the apps available, though research in this area is failing to keep pace with new technologies. Goodwin (2012, p. 11) also suggests that explicit criteria for app selection be developed to critically analyse their relevance.

I began my search on Google and came across the Oceanhouse Media website. They are a publisher of more than 650 apps for mobile, tablet, and computers. Their Dr. Seuss app was most appealing and linked with the current Dr. Suess borrowing trends in our school library. Their two main Dr. Seuss apps for iPhones, and iPads, offer unique features and can be compared HERE.  Dr. Seuss Deluxe Books app was the most suitable for my setting. 

The app is free to download and offers one free enhanced digital book, Yertle the Turtle, with 16 others available. Each additional book is $5.99, with a recommended grade range of Kindergarten to Year 3. Finding the app through the website provided an opportunity for FREE teacher access to all 17 books via a promotional code. This code is one-time-use, obtained by using the online registration form and a school email address. As promised, the digital books were now available for me to download for free. A substantial saving of AUS$95.84 (as separate purchases), or at a cost of AUS$62.99 for the Read and Play bundle 40, or AUS$57.99 for the Read and Play 37 bundle. This allowed for a more thorough analysis of the app.

The app features an animated version of each book, the characters move simply but do not detract from the text. The settings (image 1.1) allow the reader or parent/teacher to set parameters for different reading modes and other features.

Let’s talk settings…

The reading modes:

• Read to me – text is highlighted as each word is narrated (image 1.2). The reader taps an arrow to advance to the next page.
• Read it myself – reader taps each word and is read aloud. After tapping each word a review arrow button appears for a text reread. The dynamic text layout could make reading words left to right challenging for emerging readers.
• Auto play – plays the whole story automatically, with each read word highlighted. Play is continuous unless the stop button is held for 5 seconds. This feature was difficult to execute on an iPhone. When autoplay is stopped reading mode reverts to ‘read to me’. A good mode for nonreaders or emerging readers who would benefit from seeing text direction. The reader cannot go back to a previous page and cannot access the activities in this mode.

Other features:

• Activities – It is unclear how to access the activities and took trial and error in the ‘read to me’ mode. Touching images on the page reveals a hidden star image that floats to the bottom right corner and can then be tapped to open the activity (image 1.3). Searching for the activity was a way to engage the reader, though could be a distraction, and locating the correct part of the image was occasionally difficult. Instructions for the activity are announced and repeated if idle. Activities are suitable for the intended grade and may include “spelling, sorting, rhyming, phonics, puzzles, memory, word search, sequence, and more” (Oceanhouse Media, 2022). 
• Picture words – allows the reader to tap any picture and have a word pop out, narrated, and then disappear. A feature that helps to identify items on the page (image 1.4).
• Music and Sound – When this feature is left on, it is distracting and the narration is not as clear.

Overall, this app is engaging and can be shared on multiple devices. Parents who download the app can track their child’s progress. The digital books can be viewed on the home page in a variety of ways, including A to Z, favourites, and grades. For this app to play an integral role we need to ensure that nostalgia isn’t getting in the way of knowing an app is appropriate (Yokata & Teale, 2014). Maintaining the aim of this app is not to teach reading, but to access reading in an interactive and engaging way. Undoubtedly this app is fun and entertaining, but in addition could also support student learning at home and in the classroom (Goodwin, 2012, p. 16).

Resources

Goodwin, K. (2012). Use of tablet technology in the classroom: Phase 1 iPad trial. NSW Curriculum and Learning Innovation Centre (CLIC). https://www.cirta.org/images/doc_archive/cirta_nouvelles/iPad_Evaluation_Sydney_Region.pdf 

Oceanhouse Media. (2021). Dr. Seuss Deluxe Books. (Version 1.0.7) [mobile app]. 

Oceanhouse Media. (2021). Dr. Seuss app features.  https://edu.oceanhousemedia.com/dr-seuss-treasury-and-dr-seuss-deluxe-book-app-comparison/ 

Seuss, Dr. (1978). I can read with my eyes shut! Random House.

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher, 67(8), 577-585. https://doi.org/10.1002/trtr.1262