Thing 14 has asked me to look at using Web 2.0 tools and apps in a transformational way. I think this fits in quite nicely with what I’ve been trying this year, both in using iPads as tools to enhance learning (rather than substitutes for pen and paper) and in the aims of my flipped classroom.
I see creation, the final step on Bloom’s Taxonomy, as a really useful way to communicate to students that it isn’t enough just to regurgitate information; they need to be able to do something with it. We talked through the different steps at the beginning of the year and many were surprised that remembering wasn’t the hardest one! I tried to sell my flipped approach to them by explaining that they were doing the remembering and understanding bit at home, and we’d try to reach creation level in the classroom. I’ve had mixed success with this, but I’ve learned a few useful things along the way.
When giving students a task that involves producing their own content, I’ve found that I really need to design it in such a way that they have to use their knowledge in a new context. If I get them to make an article/video/presentation about a topic, I tend to be given information which looks suspiciously copied and pasted. However if I specify the purpose of their creation, or the target audience, they have to think a bit more carefully about how to make sense of that information and how to communicate it.
One of my favourite apps for creation is Adobe Spark Video, formerly known as Adobe Voice. It’s a beautifully simple app that enables the students to create short videos with icons or images and a voiceover. I’ve had a lot of success using Adobe Spark Video in a range of classes and like it because the students can produce something of a relatively high standard quite quickly and easily. A lot of the formatting and aesthetic bits are done for them, so they don’t get distracted from the content! I’ve mainly used it with junior classes (both French and Latin, in different languages) and the boys picked it up really easily. I also tried it earlier this year with my Y12 Classics class, who needed to explain the siege of Dyrrachium and Battle of Pharsalus to a Y9 Social Studies class. Here is one of my favourites, with images drawn using Paper by 53 (and a voiceover by one of the student’s friends – he liked his English accent…).
A challenge I have faced in trying to get students to create their own content is getting older students to be creative. While the juniors are quite happy to try new things and take risks, the seniors prefer to reproduce information using word processing or presentation apps. Many of them are really talented artists, designers, musicians and actors, so I would love to see them apply these skills to Classics, but when given the choice they are reluctant to do so! I think the pressure of high-stakes assessment does make them stick to ‘safer’ options wherever possible, but it will be interesting to see what my current juniors are like in a few years time.
Does anyone have any suggestions about how to encourage older students to make their own creative content?