This presentation was given at the 2009 NSWCEG Conference at Stanhope Gardens.

1. Live Interactive Content
Creation Workshop!
Jason Hando
Digital Learning Strategist,
Trainer & Developer
jason@utopiainternet.com

2. BUILDING THE RED DUCATI
OF EDUCATION....

3. .... ONE PIECE AT A TIME

4. ESSENTIAL QUESTIONS
• Questions that touch our hearts and souls, central to our
lives, define what it means to be human.
• Examples:
• what does it mean to be a good friend?
• what can I learn about friendship from other countries?
Jamie McKenzie, FNO Press, 2005

5. INVENTIVE QUESTIONS
• Questionsthat allow us to rearrange or modify our ideas or
findings until we can shout “Aha!” and celebrate the discovery
of something new.
• Examples:
• can I display this information differently?
• what is the story here?
• why did the photographer shoot the picture from this angle?
Jamie McKenzie, FNO Press, 2005

6. ORGANISING QUESTIONS
• Questions that help structure findings into categories that will
allow students to construct meaning.
• Examples:
• what are the traits of an indigenous person?
• what countries don’t allow women to vote?
• what dance styles are considered indigenous to a country?
Jamie McKenzie, FNO Press, 2005

7. ASSOCIATING STRATEGIES
Butterfly
Flying Fish
Ostrich Penguin
Sparrow
Robin Birds
Bat Miner Flying Squirrel
Emu Chicken
• AnExample Circle - visually associates examples and non-
examples for a given topic.
Kenneth A. Kiewra, Corwin Press, 2009

8. ASSOCIATING STRATEGIES
Birds
• AnExample Circle - visually associates examples and non-
examples for a given topic.
Kenneth A. Kiewra, Corwin Press, 2009

9. ORGANISING STRATEGIES
Birds
Examples Non-Examples
Appearance: Feathers, two legs No Feathers, 0-6 legs
Bird Type: N/A
Habitat:
• Two-legged, bipedal vertebrates, distinguished from other living vertebrates by
feathers. All birds have bills, and they have a 4-chambered heart.
• There are many types of birds including raptors, waterbirds and songbirds.
Kenneth A. Kiewra, Corwin Press, 2009

10. MULTIMEDIA LEARNING
1. Temporal Principle: People learn better when corresponding
words and pictures are presented simultaneously rather than
successively (1.31 ES)
2. Multimedia Principle: People learn better from words and
pictures than from words alone (1.39 ES)
3. Modality Principle: People learn better from graphics and
narration than from animation and on-screen text (1.02 ES)
4. Personalisation Principle: People learn better from multimedia
lessons when words are in conversational style rather than formal
style (1.11 ES)
5. Spatial Contiguity Principle: People learn better when
corresponding words and pictures are presented near rather than far
from each other on the page or screen (1.19 ES)
Richard E. Mayer, Caimbridge University Press, 2009 (p267-268)

11. PLANNING

12. COLLABORATION

13. WALKTHROUGH

14. My Original Brief: I think it would be great to do a live performance piece in a workshop or across two workshops if possible. The
more time the more we can model and practice. A new idea for teacher training that I have had brewing in my mind lately ..... I have
done this with students in class so it should work with teachers, see what you think...
CORE IDEA: A live interactive content creation workshop where the audience helps build a 'best practice' online course for student
engagement, feedback and learning.
DETAIL: Time required: 1-2 hours (longer the better, with same group)
1. Live Techniques
Start with showing and modelling new teaching techniques for the web-enabled classroom. Real examples with step by step instruction
sheets.
2. Live Teacher Planning
Discuss the key educational aspects of a chosen unit of work.
3. Live Teacher Collaboration
Audience participation to create the necessary learning experiences
4. Live Learning Workflow
Finish by stepping through a typical workflow, showing steps taken by students and teachers, so that audience can envisage
implementation of the unit of work
OUTCOMES:
By the end teachers will be able to:
1. Understand what is possible for a chosen unit of work
2. Make plans for rich and effective learning to occur
2. Remember and repeat 3-5 teaching techniques for the web-enabled classroom
3. Visualise the human experience of a created web-based unit of work, from teacher to student experiences
4. Learn some new skills to make their classrooms more online, interactive, modern and ultimately successful