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Welcome to my web page. Here you'll find links to some tools and resources my teaching partner and I have used to begin to move from 'text, paper and word processor' towards a more blended learning environment.

The KIDO'Z browser is a protected environment made for young kids that enables children to surf sites ,watch videos and play games

The WorldWide Telescope (WWT) is a Web 2.0 visualization software environment that enables your computer to function as a virtual telescope-bringing together imagery from the best ground and space-based telescopes in the world for a seamless exploration of the universe.

MyVRSpot is the most innovative way to connect true Web 2.0 with curriculum content, combining elements similar to the online publishing of YouTube and the personal space of Facebook.  MyVRSpot provides students with a hosted web space (webspot) to upload their videos, audio files, and pictures, all while exploring in the District's "safe backyard."  All media is controlled and monitored before going online for others to view.  This allows for students to still become those "push button" publishers without the district having to worry about inappropriate content within a multimedia sharing environment.  With MyVRSpot, students become researchers, developers, and producers of their own webspot, giving them the sense of ownership.

Main Menu Home Articles Submit Article Google Gadgets Site Search Contact Us spacer.png, 0 kB Home arrow Articles arrow Storycaching Storycaching PDF Print E-mail The premise of Storycaching is to combine the use of a GPS with an iPod where a user goes to a specific place using map coordinates, then listens to a podcast (audio on demand), usually a story, that takes into account the nature of the area where the listener is now located. Like geocaching, a cache may be located at the site and can contain some relevant objects that add a physical dimension or symbolism to the cached story. Storycaching is designed to enhance the experience of both the storyteller and the listener. By allowing the storyteller to reference elements in the environment where the listener is located, the listener is provided a third dimension to the story, that of authentic physical feelings and sensory input. Storycaching is a concept created by Dr. Martin Horejsi at The University of Montana-Missoula. For example, a girl walks to a distinctive place in order to listen to a story on her iPod. Using map coordinates and a GPS, she climbs part way up a hill on the edge of town. When arriving at a specific spot according to the GPS, she locates a small box containing some relics. Sitting on a rock, she holds the objects in her hand listens to a sound file on her iPod. Overlooking the valley, the power of the Native American elder's words stir her emotions as landmarks, smells, the wind, and other sounds are referenced in the story, all possible because the person telling the story knows that the listener will be in a specific place while listening to the story. Or maybe, the story was recorded years ago when the elder sat in the very spot where the young girl now sits. A connection with the story is forged in a way never before experienced alone. Another example is where a high school student studying earth science walks through a river drainage with his teacher. But his teache

Immersive, 3D learning environment, where participants engage in science, ecology, social, literacy, and math tasks to help save a dying Atlantis.

Powerful learning begins with the perfect provocation. Creating, refining and skilfully presenting the perfect provocation is an essential capability for teachers hoping to engage their class in rich dialogue. Claims that the percentage of students engaged by their learning declines from 75 percent in fifth grade to 32 percent by eleventh grade suggests a need for a more provocative environment. 

With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.

Learning is impacted by many forces such as the learner's disposition to the process, the quality of their teacher's pedagogy, their emotional state and nature of the curriculum. Amongst this long list of factors is naturally the environment in which that learning occurs and the relationship between the environment and the learner.

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What place does documentation play in our learning environments? What roles might it play?

Interactive game for education to simulate natural disasters to be prevented.

Here at "The Digital Arts Experience" we have a huge focus on connected learning in a non-competitive, hands-on, collaborative environment. I'd like to share with you a blog entry that our audio engineer, Emily, wrote up about the Connected Learning 'Experience' that students will have on a typical day at our learning facility. I welcome comments/feedback!

ElectroCity is a new online computer game that lets players manage their own virtual towns and cities. It's great fun to play and also teaches players all about energy, sustainability and environmental management in New Zealand.

In the constructivist-learning model, engagement and experience combine with immersive environments and self-organisation of knowledge to establish a context in which learning occurs naturally. Constructivism has since the time of Dewey become closely affiliated with Project Based Learning and yet despite years of efforts to refine the process the result does not always match the promise. Design thinking might be the answer.

Inspired Learning for the world. Serious Fun. Experiential programs for your school include:

The WWF format is a PDF that cannot be printed out.

HP Teacher exchange provides a nice collection of Web 2.0 tools for mathematics curriculum.