AFUW-ACT
Inc. Meeting Report
Topic: Values in IT Education. Showcasing Games made by students
for Malkara School
Date: 2006
Speaker: JENNIFER PHILLIPS
Jennifer's Website: citwings.com
An overview of the National Framework for Values Education in Australian
Schools was given. Jennifer used a multimedia presentation method
to speak about each of the 10 values in relation to the projects her
students had done. This included showing some of the games her Erindale
College student's created for Malkara School children.
Example of game
1. Care and Compassion
Listening
Looking at things from someone else’s perspective
Considering the student needs and custom making games to suit.
Respectfully watching and sharing the game experience.
Demonstrating that the Malkara students were important enough to make
custom learning experiences for.
She showed a game that a student had made that included a care song.
2. Doing Your Best
She said that one of the students completed all the class exercises,
customizing and improving the teachers code for the game she showed.
Another student who worked enthusiastically drawing all the images for
this game had also carefully cut the sound track to match.
3. Fair Go
All people treated fairly for a just society:
Moderation proceedure: Two classes with 2 teachers. One teacher marked
all the games projects and the other marked all the tests for both classes.
The students recorded the "client" needs and capabilities
and made games to suit so all could play. eg. Some made games that gave
students a choice of levels within the game. Others made two different
games for two levels of ability. They made large buttons to cater for
those with physical limitations.
Right To Appeal:: The students can appeal against their assessment if
they feel that the result they obtained was not fair.
4. Freedom
Freedom is misunderstood if it is viewed as having no controls, rules
or "interference". Co-operation, and living in community considerately
are some of the necessary responsibilities that are part of an ideology
of freedom for an Ausatrtalian citizen.
Looking at the needs of welfare groups and producing results that enhance
their quality of life in a co-operative mamner, ultimately increases
social freedom which also fosters personal freedom.
Alfred Deakin: The students helped other younger students to get the
computer skills they wanted to have.
Learning to make decisions from some given choices, by discussing and
negotiating with fellow collegues was given.
The students were given some choice within the BSSS framework, assessment
schedule and marking criteria. They could choose the games they made,
their partner for the observation and writing up of "client requirements"
and their transport to and from Malkara School.
Games were made so that students could share some of the fun of seeing
movie trailers like those with internet access and without physical
limitations. An example was shown that had a trailer that passed on
an overview of values from a particular perspective - power of IT to
socialize...portray values and "propogate" them)
5. Honesty and Trustworthiness
Copyright: She talked about the Assessment Schedule and the issue and
consequences of plagerism. The students were also required to acknowledge
the work of others in their games.
6. Integrity
Ethical Issues:
She said that they avoided using photos of children in the games because
of the timing issue of getting parent permissions in time.
Permission was given by parents for use of photos in this presentation.
Erindale IT students sign a Form when applying to come to Erindale College
allowing photos in promotional material.
She said that the teachers were "up front" with what they
expect from the students and what they can expect from them. This was
outlined in the assessment schedule
7. Respect
She talked about how the students listened quietly to the introduction
by Roz who talked about the types of games the students enjoyed and
the range of capabilities.
Another aspect of respect was demonstrated when students abided by the
classroom rules - sitting in the little chairs provided and showingan
interest in what was happening, then creating suitable games for the
children at Malkara School.
8. Responsibility
Code of conduct signed on the first day
Contributing to society and to civic life
Completing the assigned task
- The student who made this game remembered what the Malkara teacher
had said and made this game for the specific need she mentioned
- She gave individual lesons to one student because his lines clashed
and he wanted to do the course. He worked by himself completing all
the class exercises
9. Understanding Tolerance Inclusion
By visiting Malkara, the students were able to experience first hand
some of the diversity of student capabilities and needs, which were
different from their own.
Games were made that took into account the need for larger buttons than
those our students are used to using.
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