More detail on the activities listed below is online at: http://2nd10.com

View a Graphic depicting how people may Participate

Enrichment

Real, Rich and Relevant Web resources can provide compelling instances of core concepts in action. Whether this is market forces in the study or economics or the power of persuasive language in a declaration of war, current artefacts from the real world enrich student learning.

Two main strategies comprise this Enrichment approach. First, teachers may use Learning to Look activities where all members of a class view and analyse an online artefact through the help of a data projector. An example might be to view a YouTube video that questions global warming. Facilitated by the teacher, students could wonder “Who? What? Where? When? Why? and How?” or simply follow an unfolding Socratic discussion.

The second strategy uses what are called Subject Samplers. These web-based activities have students working alone or in pairs at a computer. The activity provides five - ten Web links like those compelling instances that could also be used for the Learning to Look approach. The focus is not to have students acquire knowledge about the subject but to use the range of links to explore perspectives and to reflect on how the Web sites challenge or corroborate students values and current understanding of the subject.

The MyPlace project site will provide Learning to Look links and Subject Samplers that are available for participants to use or as examples that might inspire learning activities more suited to a given community of students.

The Enrichment approach is well suited when one or more of the following are true:

• Access to the Web is limited by bandwidth or student-to-computer ratios.
• Time is limited and only the odd 20 minutes or occasional day are available.
• Either the educator or students are new to using the Web for learning.
• Educators and/or students are used to a more teacher-directed approach.

Integration

The Integration approach again takes advantage of the Real, Rich and Relevant Web resources that can enrich student learning. Similarly, the Learning to Look and Subject Sampler strategies may be used in classrooms where a more extensive integration of current digital artefacts is desired. The difference is that educators now want to transition students into a more active role in the development of their learning. Specifically, it’s likely these educators see the benefit to students when they take greater responsibility and interest in what they learn.

The CEQALL approach to evidence-based authentic learning informs the structure of this shift from teacher, to student, responsibility. In short, MyPlace provides a comprehensive WebQuest which enables learners to:

• Choose an area of focus
• Invest Effort in an endeavour
• Pursue a Quality outcome
• Reflect on their Attitude and how it might have changed
• Explore whether the subject could become a Labour of Love for them

More specifically, the WebQuest will engage students generally in the MyPlace issues before focusing on an open-ended, “Big Question” that students use, choose or evolve. The WebQuest itself is a series of processes that can prompt learners into more expert behaviours. Students may choose which scaffolding activities to pursue, but the facilitating educator will gently observe how well students take responsibility for their learning. The role of the educator is decidedly more one of “coach” than “task master.” Helping students mature as learners is at least as important to the facilitating teacher as whether the student grasps “the right answer.”

The Integration approach is well suited when one or more of the following are true:

• Web access is adequate in terms of bandwidth and student-to-computer ratios.
• The schedule and learning spaces are flexible enough to accommodate whole-class, small group and independent learning.
• Both the educator and students have some experience using the Web for learning.
• Educators and students at least occasionally engage in small group projects and individual responsibility for learning.

Immersion

The Immersion approach may begin using some or all of the above strategies’ Web resources and activities, but these are only as a springboard for a long-term investigation that is self-initiated and self-directed by students. Participating students might all be in the same class or could “meet” online in the MyPlace personal learning environment. Learners might be in Grade 5 or Year 12. Student-designed learning outcomes could involve a mashup of Google Maps or service to a cause in the local or global community.

The CEQALL approach to evidence-based authentic learning provides the framework through which students can guide themselves and educators can offer insight and mentoring. The MyPlace Project Web site comprises many of the latest Web 2.0 features to support personal learning. First, Web resources are available to both teachers and students. These are catalogued in “social bookmarks” that students can use to network with similarly interested learners (students and adults). Information acquired during research can be added to an evolving Wiki that serves as a knowledge base for the interdisciplinary study. Because learning is not tied to “instruction,” learners might avail themselves of the personal learning environment called ELGG that provides a Weblog, RSS reader and social networking to facilitate access to - and discussion of - the Big Questions students tackle.

Besides these Web 2.0 applications that support personal learning, it is likely that ClassAct Portals will emerge. These are Topic-specific Blogs that act as a combination clearinghouse / soapbox for people with a shared passionate interest. If a teacher is facilitating and entire class in this Immersion approach, he or she may choose to oversee a ClassAct Portal on a topic like Nanotechnology or Natural Disasters or New Gadgets. Student contributors to the ClassAct Portal could be members of that teacher’s class or learning independently on the other side of the world.

Finally, student learning could venture beyond the boundaries of content areas and school terms, but assessments will be made at various stages of the MyPlace project to measure such factors as self-direction, motivation, critical thinking and year-level state standards.

The Immersion approach is well suited when one or more of the following are true:

• Web access is robust in bandwidth and student-to-computer ratios.
• The daily schedule and local learning spaces are flexible.
• Educators and students are comfortable moving between whole-class, small group and independent learning.
• Both the educator and students are comfortable in using the Web for learning.
• Educators and students have some experience working on more open-ended, interdisciplinary studies.