Monthly Archives: October 2020

INF 533 – Task 4 – Part C – The Reflecting

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PART C – THE REFLECTING

The shift in the reading paradigm has impacted the definition of reading and the parameters of a text  (ACARA, 2018; Lamb, 2011).  Literacy is now defined as the ability to effectively engage with and communicate with a range of modalities (ACARA, 2018). Even though ACARA (2018) has mandated the incorporation of print, digital and hybrid literature, the inclusion of hybrid and digital literature in educational practice does have an impact on student learning, teacher confidence, and the nature of copyright when sharing digital works.

Digital storytelling (DST) is the modern adaptation of the ancient art of storytelling, in which visual, audio and textual elements are interwoven together to convey information and develop critical thinking (Ciccorico, 2012; Ohler, 2013, p.94; Maneti, Lipscombe & Kervin, 2018).   DST is also an effective conduit of knowledge, and traditions but its primary purpose is to develop language, literacy, and learning (Moran et al., 2020; Ross Johnston, 2014).   From an education perspective, DST can improve multimodal literacies, digital competencies and critical thinking, as it requires the reader to interact with the content rather than just passively view it (Hashim & Vongkulluksn, 2018).  The issue with utilising DST is that not all DL is transformative, and not all recipients possess the necessary skills to access and engage with the medium (Ross et al., 2017; Jeon, 2012).  DST that have minimal gestural manipulation, contradictory modalities, poor layout, and a lack of visual permanence have lower comprehension compared to print texts  (Lamb, 2011; Hashim & Vongkulluksn, 2018).

The issues with students:

The ability to process information is known as cognitive load.  Mayer and Moreno (2005) point out that cognitive overload occurs the amount of information received supersedes the brain’s processing capacity and any excess of stimuli can lead to diminished transfer of knowledge and reduced learning outcomes (CESE, 2017, p.3).   Cognitive load is minimised when skeuomorphic features are curtailed, modalities are complementary and when students have appropriate digital literacy skills (Ibrahim, 2012; Mangen et al., 2013).   Other factors that increase cognitive load are visual permanence, layout, colour scheme, length of digital text and an appropriate level of content (Mayer & Moreno, 2005; Mangen et al., 2013).  The review of my own DST shows how I attempted to meet the needs of my students. 

The issues with practitioners:

ACARA (2018) and ATSIL (2017) both require the inclusion of digital literature into classroom practice, but this mandate can cause feelings of inadequacy and can be exacerbated by the volume and variety of technology available (Hyndman, 2018).   However, Watson (2019) points out that teachers do not have to become experts in all forms of technology, just the platform they are choosing to use.  This resonates as in the first assessment task for INF533, I pointed out that teachers were unlikely to include creation of DST in their practice due to concerns of their own digital competencies (Templeton, 2020).   McGarr & McDonagh (2019) suggest that teacher competence should be framed around technology, cognition and ethics, so that professional development can have a focus.   Read about my DST journey here.

The issue with copyright:

The integration and implementation of DL has legal ramifications, and whilst educators are familiar with the “10% or one chapter rule”, there is a significant proportion who are unsure of the legalities when it comes to digital resources, Creative Commons and copyright law (Suzor, 2017). Literacy Toolkit (2019) points out that modelling correct academic writing for students with appropriate citations, is an effective way of explicitly teaching academic honesty.  An added benefit of using the Office suite is that Creative Commons images can be utilised with ease.   It was also fascinating to learn that images from historical and current events do not require permission for reporting purposes, and that transformed resources do not breach copyright law as it is unlikely to affect the creator or harm the market (ALRC report, 2013, p.319; Suzor, 2017).  Therefore teachers that create and or transform media to suit the needs of their students, are less likely to breach copyright than educators that just copy resources.  I certainly wish I had known this prior to starting and finishing my digital narrative, but that is for another blog on another day.

This semester expanded my knowledge of digital literature as indicated by my EVIDENCE of LEARNING hierarchal chart.  

In creating this Sway narrative, I was able to build upon understanding gained from previous subjects and solidify new knowledge upon it.  I learned about :

  1. Debunking the digital native myth.
  2. Understanding the relationship between teens, trends and technology
  3. Understanding the classroom divide, the evolving nature of literature and how digital literature increases motivation.
  4. Determining collection parameters for digital literature
  5. Creating a rubric for evaluating digital resources
  6. Determining the curriculum outcomes using the Backwards by design process.
  7. Understanding the dynamics of a flipped classroom
  8. Understanding the relationship between multimedia and cognitive load.
  9. Exploring the legalities of copyright law in the classroom (Blog yet to be written) and the need to explicitly teach copyright ethics.
  10. Evaluating the process of creating a DST.
  11. Lastly, evaluating my own DST using the same parameters I designed for Assessment task 2.

Remember Bloom??

This Photo by Unknown Author is licensed under CC BY-SA-NC

Remember Bloom?  That’s why.

 

REFERENCES

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum – General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Australian Government. (2013). Copyright and the digital economy (ALRC Report 122). Australhttps://www.alrc.gov.au/wp-content/uploads/2019/08/final_report_alrc_122_2nd_december_2013_.pdfian Law Reform Commission.

AITSL. (2017). Standards for Teachers. Australian Institute for Teaching and School Leadership. Retrieved from https://www.aitsl.edu.au/teach/standards

Brown, C., & Czerniewicz, L. (2010). Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy.  Journal of Computer Assisted Learning 26(5). DOI: https://doi.org/10.1111/j.1365-2729.2010.00369.x

Centre for Education Statistics and Evaluation. (2017). Cognitive load theory: Research that teachers really need to understand. NSW Department of Education. Retrieved from https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory-VR_AA3.pdf

Ciccoricco, D. (2012). Chapter 34 – Digital fiction – networked narratives. In Bray, J., Gibbons, A., & McHale, B. (2012). The Routledge Companion to Experimental Literature. Taylor & Francis eBooks. Retrieved from CSU Library.

David, L. (2020). Cognitive theory of multimedia learning (Mayer). Learning Theories. Retrieved from https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

Department of Industry, Innovation and Science. (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Fuglei M. (2020). Begin at the end: How backwards design enriches lesson planning. The Resilient Educator.  Retrieved from https://resilienteducator.com/classroom-resources/backwards-design-lesson-planning

Hashim, A & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education, 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education/

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth : Responding to the needs of learners. Retrieved from https://ebookcentral.proquest.com

Hyndman, B. (2018). Ten reasons teachers can struggle to use technology in the classroom. The Conversation [Blog]. Retrieved from https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education 3(2), p.83-104. Retrieved from https://eric.ed.gov/?id=EJ1047003

Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663

Johnson, P. (2018). Chapter 4 – Developing Collections. Fundamentals of Collection Development 4th Edition. ALA Editions. Chicago. Retrieved from EBSCOhost Books.   

Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 23(4), p.387-405. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/13540602.2016.1211523?needAccess=true

Kurt, S. (2018). What is backward design. Educational Technology. Teaching and Learning Resources.  Retrieved from https://educationaltechnology.net/backward-design-understanding-by-design/

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from CSU Library

Mangen, A., Walgermo, B. R. & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education.  Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project.  Retrieved from https://www.researchgate.net/publication/331487411_Digital_Competence_in_Teacher_Education

Moore, J., & Cahill, M. (2016). Audiobooks; Legitimate ‘reading’ material for adolescents? Research Journal of the American Association of School Librarians. Retrieved from www.ala.org/aasl/slr/volume19/moore-cah

Moran, R., Lamie, C., Robertson, L., & Tai, C. (2020). Narrative writing, digital storytelling, and coding: Increasing motivation with young readers and writers. Australian Literacy Educators Association, 25 (2), p.6-10. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_gale_infotracacademiconefile_A627277934

Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Thousand Oaks, CA: Corwin. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/1hkg98a/alma991012780180302357

Ross, B., Pechenkina, E., Aeschliman, C., & Chase, AM. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology 25. Retrieved from https://files.eric.ed.gov/fulltext/EJ1163201.pdf

Ross Johnston, R. (2014a). Chapter 23 – Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 472-489). Melbourne: Oxford University Press.

Russell, D. (2019). An introduction to cognitive load theory [Features]. Teacher Magazine.  Retrieved from https://www.teachermagazine.com.au/articles/an-introduction-to-cognitive-load-theory

Suzor, N. (2017). Explainer: what is ‘fair dealing’ and when can you copy without permission? [Blog]. The Conversation. Retrieved from https://theconversation.com/explainer-what-is-fair-dealing-and-when-can-you-copy-without-permission-80745

Templeton, T. (2020). Task 1 – INF533 – Reading, literacy and digital literature in the classroom [Blog].  Trish’s Trek into BookSpace. Retrieved from https://thinkspace.csu.edu.au/trish/2020/07/26/task-1-inf533-reading-literacy-and-digital-literature-in-the-classroom/

Victorian Department of Education. (2020). Intellectual Property and Copyright. Retrieved from https://www2.education.vic.gov.au/pal/intellectual-property-and-copyright/policy

Victorian Government. (2020). Using third party copyright material – Fact sheet for agencies. Department of Treasury and Finance. Retrieved from https://www.dtf.vic.gov.au/sites/default/files/document/Fact%20Sheet%20-%20using%20third%20party%20copyright%20material.pdf

Vidales-Bolanos, M., & Sadaba-Chalezquer, C. (2017). Connected Teens: Measuring the Impact of Mobile Phones on Social Relationships through Social Capital. Media Education Research Journal 53(25). Retrieved by https://files.eric.ed.gov/fulltext/EJ1171085.pdf

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Watson, A. (2019). 10 tips to avoiding technology overwhelm. The Cornerstone for Teachers [podcast]. Retrieved from https://thecornerstoneforteachers.com/truth-for-teachers-podcast/10-tips-avoiding-technology-overwhelm/

 

INF 533 – Task 4 – Part A – The thinking

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THE THINKING

Citation:  

Templeton, T. (2020). White Australia Policy [Sway]. Daramalan College Teacher Resources. Daramalan College Library. Canberra.

 The Immigration Restriction Act of 1901 was one of the first pieces of legislation created by the newly formed Australian Federal Government and is the main focus of this digital narrative (DN).  Commonly referred to as the White Australia Policy (WAP), the Act was designed to maintain racial homogeneity and the economic value of the Australian man (Fong, 2018).   Whilst the Act is addressed in Year 10 History and Senior Modern History, the cognitive and curriculum focus of this DST is aimed at the 9/10 History Unit of work – Australia – From Federation to the Bicentennial  (ACARA, 2014a; ACARA; 2014b).  The utilisation of a multimodal DN in a  flipped classroom (FC) dynamic was a strategic ploy to encourage student ownership of learning, approach sensitive content suitably, promote collegial discussion, and allow the teacher to meet the needs of a diverse classroom (Gonzales, 2016; Schmidt and Ralph, 2016, p.1).    

Pedagogy 

Digital storytelling (DST) is an emerging pedagogical practice that effectively combines technology and literary work for use in recreational, personal or educational endeavours (Ciccorico, 2012; Ohler, 2013, p.94).  It is the modern adaptation of oral traditions, and the use of the narrative structure promotes reflective processes whilst communicating content in a manner that meets the cognitive, behavioural and developmental needs of students (Vidales-Bolanos and Sadaba-Chalezquer, 2017).  DST promotes Information Communication Technology (ICT) acuity, competency in digital literacies and a participatory culture, as it encourages students to move beyond passive consumption and into interacting and creating with it (Leu et al., 2011; Hashim and Vongkulluksn, 2018).  

 A DN created with Microsoft Sway allows students to interact with the different literacies and interactive elements, furthering valuable 21st century skills and improving the quality of transactions between the narrative and the reader (Ciccorico, 2012; Moran et al., 2020).   The format allows for the successful integration of visual and audio resources, and the use of personal devices increases teen engagement because technology is intrinsically linked to a teen’s social capital  (Moran et al., 2020, p.6; Vidales-Bolanos and Sadaba-Chalezquer, 2017).    

 Classroom Context 

Flipped classrooms (FC) are a transformative student centred teaching strategy with two distinct components, an external technology-based component followed by an interactive section (Ozdamli and Asiksoy, 2016, p.99; Schmidt and Ralph, 2016, p1.).   This inverted learning sequence allows students to gain access to the content prior to the lesson, which then allows for the teacher to facilitate discussion and meet the varying needs of the students (Basal, 2015; Schmidt and Ralph, 2016, p.1).  Implementing FC also allows student learning and engagement to be observed, documented and any misconceptions clarified (Leask, 2014).   As Schmidt & Ralph (2006, p.1) point out, guided discussion is essential for all students but especially for low literacy and ability students.  FC are constructivist in nature, self-paced, promote student ownership of learning and build critical study skills which are essential for lifelong learning (Basal, 2015).  

  Digital Technologies 

Digital technologies and multimodal resources (MR) are an integral aspect of DN and other modern classroom pedagogies (Ibrahim, 2020).  MR can be static, such as picture books and graphic novels, or dynamic such as Sway, Powerpoint, Thinglink, digital textbooks, and interactive websites (Ibrahim, 2020).  This DN utilises Sway and Thinglink because the software programs embed together well, and their combined interactivity promotes engagement as well as encourage gestural manipulation to access information (Ibrahim, 2012; Heick, 2017).  

 The resources themselves do not espouse learning.  Instead it is the juxtaposition of media which conveys information at the correct level and the subsequent class discussion that has the greatest impact on student learning (Mayer and Morena, 2005; Ibrahim, 2012).  When multimodal information complement and enhance each other, the brain is able to decode, deduce, categorise and construct this new information efficiently upon prior knowledge and thereby reducing the cognitive load (Mayer and Morena, 2005; Ibrahim 2012; David, 2020).  But when the varying forms of media have less than optimum layout and delivery, the brain becomes overloaded and processing time increases leading to an increased cognitive load leading to lower comprehension and failure to make meaning (David, 2020).  Therefore, it is important that DN created for use in a classroom setting utilise the multimedia principles to ensure cognitive load is maintained for optimum intellectual performance (Ibrahim, 2012; Heick, 2017). 

 School Context – Students:  

Daramalan College is a culturally diverse co-educational high school with many students’ descendants of the post war immigration schemes (ABS, 2016).  Therefore, discretion and finesse are required when addressing outdated perceptions of race and ethnic diversity.  The utilisation of a DST in a FC allows the student to process the information privately and then engage in discussion to develop further understanding.  

 School Context – Technology: 

Sway was selected due to its inclusion in the school’s subscription to Microsoft Office and that it can be successfully catalogued into the library management system.  This meets the requirements dictated by the school’s Collection Management and Development Policy.  Other benefits include its intuitiveness, ease of use and ability to integrate multimodal resources.   

REFERENCES: 

ACARA. (2014)a. HASS – History Curriculum. F-10 Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/ 

ACARA. (2014b). Modern History Unit 4 – HASS. Senior Secondary Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/humanities-and-social-sciences/modern-history/ 

Australian Bureau of Statistics. (2016). 2016 Census Quick Stats – Australia Capital Territory (No. 8ACTE). Retrieved from https://quickstats.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/8ACTE?opendocument. 

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education 16 (4). DOI:: 10.17718/tojde.72185 

Ciccoricco, D. (2012). Chapter 34 – Digital fiction – networked narratives. In Bray, J., Gibbons, A., & McHale, B. (2012). The Routledge Companion to Experimental Literature. Taylor & Francis eBooks. Retrieved from CSU Library. 

Cornet, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: arts integration for Classroom teachers (5th ed,) pp144-193. USA 

David, L. (2020). Cognitive theory of multimedia learning (Mayer). Learning Theories. Retrieved from https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html 

 Fong, N. (2018). The significance of the Northern Territory in the formulation of ‘White Australia’s Policies’ 1880-1901. Australian Historical Studies, 49 (4), p.527-545. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/1031461X.2018.1515963 

Gonzalez, J. (2016). Graphic novels in the classroom. [Blog] Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/teaching-graphic-novels/ 

Hashim, A., & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education/ 

Heick, T. (2017). What is cognitive load theory? A definition for teachers. TeachThought. Retrieved from https://www.teachthought.com/learning/cognitive-load-theory–definition-teachers/ 

Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education 3(2), p.83-104. Retrieved from https://eric.ed.gov/?id=EJ1047003 

Leask, A. (2014). 5 reasons why the flipped classroom benefits educators. Enable Education – Online learning solutions. Retrieved from https://www.enableeducation.com/5-reasons-why-the-flipped-classroom-benefits-educators/ 

Leu, D.J., Forzani, E., Timbrell, N., & Maykel, C. (2015). Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementary grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399. 

Mannheim, M. (2020). Canberra is expanding Australia’s biggest free public WiFi network but how many people use it? ABC News Canberra. Retrieved from https://www.abc.net.au/news/2020-08-13/canberra-expands-free-wifi-but-fewer-people-are-using-it/12551266 

Mayer, R., & Moreno, R. (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles. CHI 1998. DOI:10.1177/1463499606066892 

Mayer, R., & Moreno, R. (2005). A cognitive theory of multimedia learning; Implications for design principles. Retrieved from https://www.researchgate.net/publication/248528255_A_Cognitive_Theory_of_Multimedia_Learning_Implications_for_Design_Principles 

Moran, R., Lamie, C., Robertson, L., & Tai, C. (2020). Narrative writing, digital storytelling, and coding: Increasing motivation with young readers and writers. Australian Literacy Educators Association, 25 (2), p.6-10. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_gale_infotracacademiconefile_A627277934 

NSW Migration Heritage Centre. (2010). Australian migration history timeline – 1945-1965. Powerhouse Museum Collections. Retrieved from http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime-history/1945-1965/index.html 

Ohler, J.B. (2013). Digital storytelling in the classroom. New media pathways to literacy, learning, and creativity (2nd ed.). Thousand Oaks, CA: Corwin. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/1hkg98a/alma991012780180302357 

Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues. 8(2), p98-105. Retrieved from https://files.eric.ed.gov/fulltext/EJ1141886.pdf 

Schmidt, S. & Ralph, D. (2016). The flipped classroom: a twist on teaching. Contemporary Issues in Education Research. 9(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1087603.pdf 

Vidales-Bolanos, M., & Sadaba-Chalezquer, C. (2017). Connected Teens: Measuring the Impact of Mobile Phones on Social Relationships through Social Capital. Media Education Research Journal 53(25). Retrieved by https://files.eric.ed.gov/fulltext/EJ1171085.pdf 

Reviewing Digital Literature – White Australia Policy [Sway].

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This resources was assessed using the guidelines set out by this RUBRIC

Citation: 

Templeton, T. (2020). White Australia Policy [Sway]. 

 
General Selection Criteria: Digital Literature Selection Criteria:
Teaching and Learning Needs 50/50 Learning, literacy and language development: 45/50
Curriculum Needs 20/20 Format enhances the learning: 15/20
School Needs: 20/20 Features enhance the learning: 20/20
C/W School Ethos. 8/10 Price: Free  10/10

Summary: 

The White Australia Policy [sway] is an internally created teacher resource for use in conjunction with a flipped classroom setting. Designed as the pre-lesson task for the Year 9/10 History – “From Federation to Bicentennial”, this digital narrative contains a variety of primary sources, news clippings, videos, radio interviews and infographics about the different local and global perspectives surrounding the White Australia Policy.  The resource is a valuable teaching tool but needs to be accompanied by a teacher facilitated class discussion in order to gain optimum values. 

Curriculum links:
9/10 History –

 (ACDSEH092)

 (ACDSEE 145)

 Senior History –

ACHMH123 & ACHMH125 (Senior Modern History – Unit 3)

 ACHMH194 & ACHMH195 (Senior Modern History – Unit 4)

 

Learning, Literacy and Language:

The White Australia Policy [Sway] is a linear interactive digital narrative that has two main purposes.  The overt purpose is to assist students through the various perspectives of Australian and world history to understand the reasoning behind the legislation and implementation of this Policy.   The variance in viewpoints allow the students to develop their own conclusion about this historical event using the range of primary and secondary sources (Lamb, 2011).  The covert purpose of this narrative is to facilitate literacy development by promoting literacy, academic writing and critical thinking. 

The narrative facilitates literacy development by the use of complementing images, audio and textual elements, and the integration of the teacher as narrator is a direct attempt to use prior rapport to connect the students to the content (Ibrahim, 2012; Mangen et al., 2013).  This congruence of information is more effective at promoting knowledge and comprehension as the complementing audio and textual elements allow the student to experience the benefits of a read aloud in the privacy of their own home (Rhodes, 2019; Ibrahim, 2012).   Whilst the language used within the resource is diverse and subject specific, it may be difficult for students with learning or developmental needs to process, and thus it would have been beneficial to have hyperlinks available to assist with comprehension (Fitzsimmons, Weal & Drieghe, 2019). 

 The Sway’s textual elements with its formal tone, in text citations and use of subject specific vocabulary were designed to provide an archetype of academic writing (Cutler, 2019).   Literacy Toolkit (2019) recommends the use of modelled writing as an explicit teaching strategy to address elements of writing such as sequence, linking ideas and vocabulary choice.  It allows students who lack confidence in their writing to learn strategies and techniques that they can use in their own writing (Literacy Toolkit, 2019).  It also allows those students who lack familiarity with in text citations to experience how citations are intext and referenced.  

 Digital narratives like this Sway combines emerging technology and literary works in a manner that improves critical thinking and 21st century literacies (Moran et al., 2020; Ciccorico, 2012).  As students navigate through the various modalities, they experience a variety of primary sources that would be viewed as discriminatory in modern Australia.  The blatant racial stereotyping evident in some of the primary sources may cause some students distress.  This transmedia resource will challenge student’s perceptions of Australian history, as well as develop their critical thinking and digital literacies (Kopka, 2014). 

Technology trends.

Ross Johnston (2014) and Leu et al., (2015) point out that the inclusion of interactive digital literature into educational practices meets the modern societal paradigm and allows students to develop valuable 21st century skills.  The use of transmedia sources such as this Sway would benefit students by developing their critical thinking, experiential learning and their digital literacy (Cullen, 2015; Pietschmann, Volker & Ohler, 2014; Kopka, 2014; Leu et al., 2015).

Resource Integration:

The White Australia Policy [sway] is a teacher created digital narrative and is freely available on the school intranet with no licensing limitations making it a very thrifty resource.  It can be integrated into the library management system, class intranet pages and into any of the Microsoft office suite. It is also accessible from all personal devices and can be exported to Word and printed out for students who are disadvantaged by the digital divide (DIIS, 2016).  

 

Recommendation:

The White Australia Policy [sway] would be a valuable addition to the school collection. 

References:

Cullen, M. (2015, December 21). How is interactive media changing the way children learn. In EducationTechnology. Retrieved from https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

Cutler, D. (2019). Modeling writing and revising for students. Edutopia. Retrieved from https://www.edutopia.org/article/modeling-writing-and-revising-students

Department of Industry, Innovation and Science. (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Fitzsimmons, G., Weal, M., & Drieghe, D. (2019). The impact of hyperlinks on reading text. PLOS ONE. Retrieved from https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0210900

Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education 3(2), p.83-104. Retrieved from https://eric.ed.gov/?id=EJ1047003

Kopka, S. & Hobbs, R., (2014). Transmedia & Education: Using Transmedia in the Classroom with a Focus on Interactive Literature [Blog]. SeKopka. Retrieved from https://sekopka.wordpress.com/2014/05/07/transmedia-education-using-transmedia-in-the-classroom-with-a-focus-on-interactive-literature/

Lamb, A. (2011). Reading re-defined for a transmedia universe. Learning & Leading with Technology 39(3), p.12-17. Retrieved from https://eric.ed.gov/?id=EJ954320

Leu, D.J, Forzani, E., Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementary grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399. 

Literacy Teaching Toolkit. (2019). Modelled writing. Victorian Department of Education. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/teachingpracmodelled.aspx

Mangen, A., Walgermo, B. R. & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002 

Pietschmann, D., Volkel, S., & Ohler, P. (2014). Limitations of transmedia storytelling for children: A cognitive development analysis. International Journal of Communication 8, p.2259-2282. Retrieved from https://www.researchgate.net/publication/279323387_Limitations_of_Transmedia_Storytelling_for_Children_A_Cognitive_Developmental_Analysis

Rhodes, G. (2019). Why I read aloud to my teenagers. The Guardian. Retrieved from https://www.theguardian.com/lifeandstyle/2019/feb/09/why-i-read-aloud-to-my-teenagers

Ross Johnston, R. (2014a). Chapter 23 – Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 472-489). Melbourne: Oxford University Press. 

 

 

Creating a digital narrative – The good, the bad and the ugly.

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Creating a digital narrative requires planning. 

Creating a digital narrative for classroom practice requires extensive planning.  

Creating a digital narrative for a university assignment that can also be used for classroom practice turns a teetotaler into a wino. 

The creation of a digital narrative (DN) for education practice requires the teacher to consider the curriculum content, the needs of the student, the digital technologies available and their own individual ICT acuity. 


It requires:

  1. A clear understanding of which parts of the curriculum need to be addressed, content or skills (or both)
  2. The cognitive, behavioural and developmental needs of the students.
  3. The technological capabilities of the school such as BYOD policies and wifi capabilities.
  4.   It also requires the educator to acknowledge their own capability and find ways to work within their capacity.  This last fact is often crucial as many teachers feel that creation of interactive media is beyond their capability and therefore abstain from using DST in classroom practice (Hyndman, 2018). 

Part 1: Curriculum 

Whilst there are many pedagogical strategies in which an educator can introduce DN or DST into classroom practice, the most effective method for teacher librarians to use is the Backwards Design Process (BPD), or otherwise known as backwards by design.  BPD can be utilised across all areas of the curriculum and is often used by teacher librarians as a method of developing information literacy lessons  (Gooudzward, 2019).  Therefore it seemed like the sensible way to create this DN due to my familiarity with the process. 

  • The identification of the learning outcomes in both content and skills strands of the 10 History curriculum (ACARA, 2014).  
  • Once the learning outcomes were identified, the method and process of evaluating these learning outcomes needed to be determined. 


  • Kurt (2018) and Gooudzward (2019) both point out the importance of ‘ranking’ the outcomes and then correlating them to the complexity of the assessment.  The use of Bloom’s taxonomy would be useful here to help differentiate the learning. 

  • Now the learning events can be planned.  Considerations should include the type of learning that would suit this unit such as blended learning, explicit instruction, inquiry learning or the use of flipped classroom.  

Part B – Student Needs – Pedagogy that works. 

When creating or using DST, acknowledging the needs of the students is a fundamental part of pedagogical practice.  The White Australia Policy was a very inflammatory legislation and requires finesse and discretion when addressing it in a classroom setting.  Students who are recent immigrants or those that were descendants of those restricted by the White Australia Policy may need time and space to process this information.  The use of a flipped classroom as a pedagogical strategy allows for the embedding of a DST for students to access prior to the lesson (Schmidt & Ralph, 2016, p.1).  This gives the student time and space to process the information privately and the integrated questions promote critical thinking.  This strategy also promotes analysis and evaluation of the policy as well as time for the teacher to facilitate class discussion and address the needs of a diverse classroom (Basal, 2015).

Part C: Technological capacities.  

The use of Microsoft Sway was based on expediency.  My school has a subscription to Microsoft and the students have already engaged with the program in other disciplines.  The format allows for the successful integration of images, videos, audio, hyperlinks and Thinglink.  It can be accessed from any personal device connected to the internet, is intuitive to use and can be successfully integrated into the school intranet, class pages and can be cataloged into the library management system.

The school has a BYOD policy and excellent wifi, so there should be minimal issues accessing this resource.

Part D:  Teacher Competence

Cantabrana et al., (2018) point out that the quality of education in the 21st century is directly linked to teacher education and training.  Teachers that have been supported in their professional learning and development to integrate DL into their practice are more likely to use it successfully (Cantabrana et al., 2018).   Competence in ICT involves positive attitudes to technology as well as combing conceptual and procedural knowledge (Cantabrana et al., 2018, p.77; McGarr & McDonagh, 2019, p.11).  This means that teachers that are reluctant to use ICT from either lack of knowledge or lack of interest are less likely to want to improve their capability and extremely unlikely to create and foster the use of DL and DST in their classroom practice.  

McGarr & McDonagh (2019)  point out that teacher competence should be framed around three main areas, technological, cognitive and ethical.  This makes sense as creating a digital narrative requires the teacher to be competent at combining curriculum with technology, whilst ensuring copyright is addressed appropriately (McGarr & McDonagh, 2019, p.13).  

References:

ACARA. (2014b). HASS – History Curriculum. F-10 Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education 16 (4). DOI:: 10.17718/tojde.72185

Cantabrana, JL., Rodriguez, M., & Cervera, M.G. (2018). Assessing teacher digital competence: the construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research. 8(1), p73-78. Retrieved from https://files.eric.ed.gov/fulltext/EJ1202957.pdf

Goudzwaard, M. (2019). Slides: Backward design for librarians. New England Library Instruction Group 2. Retrieved from https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1052&context=nelig

Hyndman, B. (2018). Ten reasons teachers can struggle to use technology in the classroom. The Conversation [Blog]. Retrieved from https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Kurt, S. (2018). What is backward design. Educational Technology. Teaching and Learning Resources.  Retrieved from https://educationaltechnology.net/backward-design-understanding-by-design/

McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education.  Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project.  Retrieved from https://www.researchgate.net/publication/331487411_Digital_Competence_in_Teacher_Education

Schmidt, S. & Ralph, D. (2016). The flipped classroom: a twist on teaching. Contemporary Issues in Education Research. 9(1). Retrieved from https://files.eric.ed.gov/fulltext/EJ1087603.pdf

 

Going backwards to move forwards.

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I have often wondered how students can appear to be engaged and respond appropriately to a particular topic one day, and then the next day/week/month –  look at me perfectly blankly when I bring up the same topic for discussion. 

The blank faces and looks of confusion make me want to pull my hair out and develop a dangerous drinking habit.  It is very frustrating for teachers when students seem incapable of transferring gained information and knowledge from one class to the next class, let alone another subject or even the real world!

Bang your head just there…

 

As teachers we query our lesson structure, our pedagogical practice and our sanity for that matter! We wonder what is going on in the heads of our students and in our own!  

After all didn’t someone once say…

 

Well I am not Einstein but I am determined to make a change to my practice.  

One theory about this daily dilemma is that the curriculum and associated resources are often constructed with the focus on content rather than outcome (Fuglei, 2020).  This means that the learning outcomes of the lesson or unit of work can be missed as they were not explicitly addressed in the teaching and learning. 

This then poses the challenging question –

How do we increase the statistical probability of students achieving these learning outcomes?

The answer is… 

Backward design process, or commonly known as backward by design (Fuglei, 2020).  

The backward design process (BDP) is a strategy that focuses on the learning outcomes to be achieved by the students and then working it backwards to what the assessment criteria will be and then the pedagogical strategies that meet those needs (Ziegenfuss & LeMire, 2020).  It is the opposite of forward design that organises learning in the form of content, lessons and then exam.  Aviles & Grayson (2017) point out in forward design, student understanding and master is often misdiagnosed as the learning activities do not contain evidence of such learning.  BPD is very effective in classroom instruction as its student centered focus allows for the teaching and measuring of established learning outcomes (Ziegenfuss & LeMire, 2020).  Wiggins & McTighe (2012) cited in Aviles & Grayson (2017) point out that this student mastery can be observed and documented in discussion groups, formative and summative tasks, or anything that shows metacognitive awareness.  As comprehension and understanding is assessed throughout this process, the student is able to connect theory to applications, and this fosters knowledge acquisition, increases reflective practices and therefore becomes constructivist in nature (Ziegenfuss & LeMire, 2020).  

Aviles & Grayson (2017) indicate three roles in BPD. 

  1. Direct teaching – connecting and engaging students to the lesson. 
  2. Facilitating Learning – socratic seminars, reciprocal teaching, graphic organisers for conveying information, reflective practices
  3. Coach to student learning – provide feedback and opportunities for independent practice.  

The process of BDP makes it very conducive to education and library practices, as it requires the educator to identify the outcomes prior to planning the learning experiences and classroom resources (Gooudzward, 2019).  This means that the activities integrated into the teaching and learning are designed to meet the specified learning outcomes and the students cognitive needs(Ziegenfuss & LeMire, 2020).  Whilst BDP can be utilised in all curriculum areas, it has great value in the teaching and learning of information literacy (Ziegenfuss & LeMire, 2020; Fox & Doherty, 2012).  

Fox & Doherty (2019, p.145) point out that there are three definite stages in BPD.  

  1. Identify the results (learning outcomes, curriculum outcomes, general capabilities)
  2. Determine mode/format of evidence (Aviles & Grayson, 2017)
    1. Assessments of learning – Summative
    2. Assessments for learning – Class discussion/Socratic seminars 
    3. Assessments as learning – reflective practices/ metacognitive process 
  3. Plan teaching and learning activities that meet those needs.  

 

Kurt (2018) and Gooudzward (2019) both indicate that a hierarchical scale needs to be used to determine curriculum content priorities in determining which learning outcomes are crucial and which are just worth being familiar with.  Once these outcomes have been determined, assessments or evidence of learning needs to be appropriately linked to them.  

As the stages indicate, the primary focus of the BPD is on what the students learn or achieve rather than what the teacher thinks is important.  This makes BPD a student centred approach to learning, and as it requires the teacher to understand the student’s level of understanding prior to commencing the lesson.  Therefore this process aligns with the constructivist approach to education. 

 

References:

Aviles, N., & Grayson, K. (2017). Backward planning – How assessment impacts teaching and learning. Intercultural Development Research Association. Resource Centre. Retrieved from https://www.idra.org/resource-center/backward-planning-assessment-impacts-teaching-learning/

Fox, B., & Doherty, J. (2012). Design to learn, learn to design: Using backward design for informational literacy instruction. Communications in Information Literacy 5 (2).   144-155. Retrieved from https://core.ac.uk/download/pdf/193813175.pdf

Fuglei M. (2020). Begin at the end: How backwards design enriches lesson planning. The Resilient Educator.  Retrieved from https://resilienteducator.com/classroom-resources/backwards-design-lesson-planning/

Goudzwaard, M. (2019). Slides: Backward design for librarians. New England Library Instruction Group 2. Retrieved from https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1052&context=nelig

Jensen, J., Bailey, E., Kummer, T., & Weber, K. (2017). Using backward design in education research: A research methods essay. Journal of Microbiology & Biology Education 18(3), pp1-6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5976040/pdf/jmbe-18-50.pdf

Kurt, S. (2018). What is backward design. Educational Technology. Teaching and Learning Resources.  Retrieved from https://educationaltechnology.net/backward-design-understanding-by-design/

NSW Department of Education. (2019). Backward design model. Teaching & Learning – Professional Learning. Retrieved from https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/planning-a-sequence-of-lessons/backward-design-model

Ziegenfuss, D., & LeMire, S. (2020). Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox. Reference & User Services Quarterly, 59(2), 107-112. doi:http://dx.doi.org/10.5860/rusq.59.2.7275