Working with departments across the school to embed media rich learning in the curriculum this year has given rise to us creating a ‘digital legacy’ of pupil work. The work is being collected and shared using online sites such as YouTube and Posterous, as well as Dropbox and within the shelves of iBooks. Some has been displayed using augmented reality posters in the classroom. Whilst the work is the end result of the pupils’ learning it is also the starting point for Assessment for Learning, the Flipped Classroom and learners becoming teachers.
Without a doubt this would not have been possible without access to iPads in the classroom. The ease with which pupils can create content on the iPads to share with others has greatly enhanced both the curriculum and their learning. The wider audience (teachers, peers, family, friends, and beyond) has led to a fresh outlook on the work that they are producing. It is no longer bound to the exercise book and we are seeing evidence of improved attainment as they refine their work before it goes public. Disaffected students have become engaged with their learning. Those who have not always completed homework are creating digital content at home to share in school. SEN pupils have found a ‘voice’ they did not have in the classroom before.
For others looking to do similar I would say that iCanAnimate, Book Creator, iMovie, Garageband, and Explain Everything have been the most used apps and the ones from which work has been most easily shared in recent months. YouTube has also been fundamental in sharing work and encouraging peer assessment.
By the end of the year we expect to have a bank of ‘outstanding’ learning as part of an ongoing digital legacy. This legacy has a number of uses. It provides evidence of progress in attainment – for the pupils themselves, for parents, staff, and of course Ofsted. Further to this future pupils can use it as a model from which to create their own work. It provides a pupil-led approach to learning – where they learn from and teach their peers, allowing the teacher to become more of a learning guide than instructor. After all isn’t the best way to learn by – teaching others?
This post has arisen from Digital Educators 2012