This activity uses SLurtles (robot), Scratch for OpenSim (programming tool) and the virtual world (SLurtle World), where students apply their knowledge to the construction of their own virtual world island.
Subject Related:
- Moving between multiple applications
- Communicating and collaborating online
- Be able to use loops effectively in programmes
- Apply knowledge of the properties of shapes to solve problems
- Identify problems and develop solutions
Skills Learning Outcomes:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Skills to be fostered:
Digital artifacts: Programming interface - Scratch for OpenSim. Virtual world – SLurtle World (internal access only) Robot – SLurtles (cuboids) Sways to document learning
Robotic artifacts: Programming interface - Scratch for OpenSim. Virtual world – SLurtle World (internal access only) Robot – SLurtles (cuboids) Sways to document learning
Gender: both
Age Group: 13 - 14 Years
Class Size: large
(Ideal) Group Size: 2
(Ideal) Grouping Suggestions: gender,ability
Special needs and abilities:
Environment: indoor
Style of room: Students in a normal computer lab. In virtual world.
Sessions: 5
Session Duration: 1 h 40
Total Duration: 8 h 20
Actions:
Relationships:
Roles in the group:
Support by the tutor(s):
Price per Kit: No Cost
Technology Needed: Computers
Teaching Methods:
| PHASE 1-RE-ΙNTRODUCTION TO THE VIRTUAL WOLRD AND TASK | |
| Description: | Orchestration: Students log into the virtual world individually. Pairs assigned by the teacher. Group space assigned by teacher. Description: Students are introduced to the task: The whole class will create a virtual world island. Whole-class discussion on what should be on the island. Each group is assigned a 40x40 meter space on the island in which to create an installation. Students are provided with brainstorming and planning time face-to-face to develop an idea for what will be in their space. |
| Duration: | 50 minutes |
| Type: | Introductory , Exploration |
| Orchestration: | Individual work |
| Teaching Methods: | Instruction and monitoring |
| Subject Related: | Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions |
| Skills Learning Outcomes: | Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning. |
| PHASE 2-CONSTRUCTING AND RECORDING THE DEVELOPMENT OF ARTEFACTS | |
| Description: | In their pairs, students create the artefacts in their space. This may be collaboratively or cooperatively. Communication should happen online. Students can use a mixture of virtual world building tools and SLurtles but must include one SLurtle built artefact. Every fourth lesson, students are provided with dedicated and directed time to document their progress in their Sways. They should identify problems that they encountered and explain how they solved them. They should also take time to visit other groups’ spaces for inspiration. |
| Duration: | 400 minutes |
| Type: | Introductory , Reflection , Exploration , Experimentation , Construction |
| Orchestration: | Group work |
| Teaching Methods: | Monitoring and facilitating. |
| Subject Related: | Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions |
| Skills Learning Outcomes: | Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning. |
| PHASE 3-PRESENTATION, REFLECTION AND EVIDENCING LEARNING | |
| Description: | Summary (Description): Students present their completed artefacts and share their ideas with others. This can be done to the whole class in the room or by pairs visiting each other in the virtual world. Complete individual Sways with final snapshot of their creation and a personal reflection on what they are most proud of and how they could improve (their artefacts and/or how they worked in a team). |
| Duration: | 50 minutes |
| Type: | Reflection , Evaluation |
| Orchestration: | Individual work , Group work |
| Teaching Methods: | Presentations |
| Subject Related: | Moving between multiple applications , Communicating and collaborating online , Be able to use loops effectively in programmes , Apply knowledge of the properties of shapes to solve problems , Identify problems and develop solutions |
| Skills Learning Outcomes: | Practice and develop programming skills with a graphical environment (Scratch for OpenSim) , Develop 3D spatial awareness. , Develop an awareness of how to communicate effectively with others in a virtual world. , Design and create an interactive object within the virtual world , Application of mathematical knowledge to solve problems. , Awareness that there are multiple ways to solve a given problem. , Explain ideas to others. , Identify and solve problems together. , Reflection for learning. |
PHASE 3-PRESENTATION, REFLECTION AND EVIDENCING LEARNING: Summary (Description): Students present their completed artefacts and share their ideas with others. This can be done to the whole class in the room or by pairs visiting each other in the virtual world. Complete individual Sways with final snapshot of their creation and a personal reflection on what they are most proud of and how they could improve (their artefacts and/or how they worked in a team).
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