In May I completed European Schoolnet Academy’s very interesting Future Classroom Scenarios course.
During this course we were asked to create a Learning Story. I had heard of the term ‘Learning Story’ before, but up to then I only had a very vague notion of what it actually involved.
Earlier I rediscovered the Learning Story (Book Trailers) I submitted for peer feedback, so I decided to share it as an example of what one may look like.
Here are basic introductions to some the terms from the course.
Learning Scenarios provide a vision of innovation in teaching and learning in order to help teachers start to rethink their classroom practice. They act as the foundation to the creation of iTEC Learning Activities and Learning Stories.
Learning Activities are based on the Learning Scenarios and describe in concrete terms what can be delivered in a classroom. They may involve forming teams, collecting data outside the school, and creating a multi-media presentation.
Learning Stories are produced as a result of Learning Activities being packaged together to provide a more comprehensive learning experience in an educationally focused narrative. This is a collaborative process involving input from teachers, policy makers, pedagogical experts, and reps from industry. In a final step theses Learning Stories are used by a wider group of teachers in large-scale pilots to produce classroom activities that include the principal of innovation, derived from the scenario, and the elements of educational interaction provided by the Learning Activities. These teachers themselves then provide the learning objectives, context and delivery.
This video briefly describes examples of how the eight Learning Activities can be used in a Learning Story:
- Dream: Asks students to come up with or dream up an initial idea for the design of some product, e.g. in a Physics lesson the topic of friction: dream up a design or a script for the production of a video about friction.
- Explore: Students asked to carry out research into the topic of friction, and the look at examples of other science videos so they can develop ideas of their own.
- Map: Create a mind-map to organise their ideas for the content and structure of the video, and create story-boards for the video dialogue and scenes. (Collaboration with other teachers on this can support students.)
- Reflect: Can be used several times throughout the project, as it allows students to think about the progress they have made and create an audio-visual record.
- Ask & Collaborate: Suggested that students seek outside help, e.g. video specialists, script writers or other media specialists; or older students sharing knowledge and evaluating work done so far.
- Make: Production of the video the students have designed, e.g. recording and editing a video using their own phones.
- Show: Publishing and presentation of their work, e.g. upload video so it can be viewed by other students and parents who can also add comments and feedback.
This blog post shared by some iTec partners offers comprehensive explanations of the eight Learning Activities.
Templates and Examples
Learning Stories and Activities are available to view and download from iTec’s website.
Templates, checklists and guidelines for Scenarios and Stories are available on the Creative Classrooms Lab website.