Lynne ThomasApril 2008lp.thomas@auckland.ac.nz

Our Digital StorehouseUsing digital content to support learning

What is Digistore?What are learning objects?

Te Pātaka Matihiko Our Digital Storehouse is the New Zealand gateway to a collection of quality learning objects that can be used in the classroom. They are designed to engage, challenge, and motivate learners and support teachers.`The learning objects are part of a growing collection of quality curriculum content being produced under The Le@rning Federation (TLF) initiative, which is collaboration between the governments of Australia and New Zealand.

Interactive online teaching resources - can be used for multiple purposes

Research shows that digital content engages and motivates students and has

a positive impact on student achievement.

Teachers use the digital resources to:Introduce key concepts, skills, knowledge

Reinforce learning

Appeal to a range of learners - fun, engaging

Foster collaborative practice as well as independent thinking

Enable personalising of learning for diverse learners

Provide clear feedback on learning

Integrate into learning programmes

Encourage dialogue and reflection on learning- Freebody 07 Research learning objects are based on the most recent research into how children learn and how teachers can facilitate learning. They provide opportunities for (multimodal)learning that engages Visual,Auditory, Kinesthetic ) not normally possible in the standard classroom because of complexity, safety, time or cost.

Enable students to work at own pace Potential for differentiated learning Develop new knowledgeHave particular potential for underachieving students/ students at risk

“While any object can be used for a learning purpose, a learning object is designed for a learning purpose.” (TLF, 2003)

Learning Objects Resource Assets

Digital Images

Sound Files

Video Files

Learning objects are chunks of digital material - for example graphics, text, audio, animation, interactive tools - specifically designed to engage and motivate students.

TLF differentiates between Digital Resources and Learning Objects.Digital Resources consists of a single item such as video footage, an image - drawing, cartoon, photograph or audio file. LO are interactive, multimedia curriculum content that includes a learning purpose They are being used in a variety of ways to support curriculum delivery and the different learning needs of students.

LOs contain learning tasks providing students with feedback on their learning in a variety of supportive and engaging ways.

Digital Resources or Resource Assests

Resources in digital form

Used to support teaching and learning

Not otherwise readily accessible

Single items which can be used by teachers

and students

Resource Assets

Resource assets consist of a single item - moving image footage,cartoon, speech, song, photograph, set of items around a theme. Available in a template that includes descriptive information and interpretation of its education value.

Resource Assets

http://www.tki.org.nz/r/digistore/protected/objects/?id=3684&vers=1.0

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Acknowledgements

Copyright Reproduced courtesy of the Museum of New Zealand Te Papa Tongarewa

Creator Unidentified

Identifiers Museum of New Zealand Te Papa Tongarewa number ME001757 TLF-Resource R3684

Source Museum of New Zealand Te Papa Tongarewa; http://www.tepapa.govt.nz

Please refer to Conditions of use (This item contains non-TLF content)

Kete pükirikiri (basket), c1904

Description

This is a kete pükirikiri, or woven basket, made around 1904. Used tocarry gravel to kümara (sweet potato) beds, it is woven from haraheke(flax) using the raranga (plaiting) technique, whereby strips of leaf are laid diagonally. This is also an example of kete whakairo, or patterned basket weaving. The kete is yellow in colour with a twill pattern. It has plaited loops around the top for use with carry straps and also for lacing the kete closed, to keep objects secure. It measures 33.5 cm x 73.0 cm x 1.2 cm.

Educational value

This resource is useful because it:

shows an artefact used for a variety of purposes in Mäorisociety - kete were used for gathering cultivated and wild food (including diving for seafood), transportation, serving food, and storing objects and items of valueillustrates a use of haraheke in Mäori society - due to thediversity of its uses, haraheke has become integral toMäori technology and craftshows an object that, while having a functional purpose, also represents a traditional art form - kete whakairo (patterned baskets) were considered to be of particular value, due to the knowledge and skill used to produce them that was passed on from generation to generationillustrates an important facet of Mäori technology and craft- weaving is acknowledged as having its own life force, and is accorded a level of respect depending on the mana (status) of the weaver and the qualities of the weaving processshows an artefact associated with traditional Mäoritechniques for the cultivation of a staple food - the sweet potato.

Each digital resource includes a brief description, a statement about its educational value and acknowledgement of its source.

Resource Assets

Resource Assets

Short film clips will also be available soon supported by descriptive information and interpretation of its education value.

Resource Assets

Short film clips will also be available soon supported by descriptive information and interpretation of its education value.

Learning ObjectsScaffolded learning tasks, providing students with feedback on their learning in a variety of supportive and engaging ways.

Designed to engage and motivate student learning

Provide opportunities for learning that may not be possible in a standard classroom because of access, complexity, safety costs etc

Are particularly useful when a concept is hard to represent, difficult or dangerous to replicate, or when repetition is required.

TLF has adopted the learning object model for its digital interactive content. Learning objects are chunks of digital material - for example graphics, text, audio, animation, interactive tools - specifically designed to engage and motivate students.

Digital Content is most effective when

embedded into an existing programme of learning

Text

supported by relevant offline experiences (before and after use)

selected according to the needs and interests of the learner (informed by evidence)

supported by effective teaching combined with

other relevant digital content and learning experiences

learners work collaboratively.

Ways of Working

Large group Individual Pairs

• Model use and process• Focus students• Initiate discussion• Introduce new knowledge and concepts• Underpin learning activities• Assess understanding, give feedback• Work alongside students• Share learning

• Work at own pace• Select appropriate level• Make mistakes• Receive immediate feedback• Identify learning needs• Manage own learning • Build independence

• Make meaning collaboratively• Share learning• Practice vocabulary• Build social cooperative skills• Mentor and support• Apply

Teacher role is one of facilitator Provide collaborative learning opportunitiesPersonalising learning - select learning tool to meet specific learning needs of students“Equivalent fractions …kids didn’t get it.. searched maths LOs…. students got it through the LO through visual learning…. kids wanted to be engaged and I thought Oh ..it’s so empowering. Kids have changed, they don’t want to cut out paper…”

Why Learning Objects?

LOs enable students, individually and collaboratively to work with complex content and ideas in new and dynamic ways.eg manipulate and experiment with variables, explore simulations, design and publish storyboards, prepare exhibitions with authentic artifacts, explore new concepts in a game format.They challenge students to question, investigate, analyse, synthesise, solve problems, make decisions and reflect on their learning.

LOs and KCs

Learning Objects and Software Key Competencies

Improve conceptual understanding and build content knowledge

Thinking Actively seek, use and create knowledge

Support and encourage learners to work collaboratively and interact

Relating to others By working effectively together – students develop new approaches, ideas, and ways of thinking

Encourage learners to take responsibility for learning, work at own pace

Managing self Self-motivation, supports students seeing themselves as capable learners

Uses existing digital competencies to extend written, oral and visual learning

Using language, symbols, and textsMake meaning and confidently use ICT

Allow learners to use their learning in authentic contexts, especially when combined with other ICT use

Participating and Contributing Build capacity to contribute as a group member

e-Learning is critical to the development of the key competencies for students to participate and contribute effectively in 21st century society.

Numeracy

Key Competencies What Learners do Learning Objects - provide opportunities to...Participating & Contributing

Managing self

Thinking

Using language, symbols and text

Relating to others

ImitateGain confidenceInteract

Set learning goalsPractiseMake Connections

Problem solveReflect, evaluateRead and respondReceive feedback

Share, listen

ModelTransfer knowledge to a new contextCollaborative work with peers, group

Select new task, level, or revisitSelf-regulate pace, level, to meet shared goals Work independently

Use prior knowledge, see relationshipsIdentify challenges, revisit, extendConsider, compare, reflect, record, manipulate Use text, visual, oral languageDevelop shared vocabularyQuestion, prompt, discuss, mentor, support

How do I access?

Schools need to register for a user name and password

Access from TKI or NZMaths

Check if you are registered or email help for password support

For Supporthttp://virtualnorth.wikispaces.com/Numeracy

http://del.icio.us/f.grant/DigiStore

Catalogues