DISCIPLINE
Languages (Humanities)

DURATION
The learning design is best used as an assessment piece in a language unit. The learning design usually spans between 3 and 6 weeks, requiring 1-2 learning sessions at the beginning of the period, independent study time, and then 1-2 learning sessions at the end of the period.

ICT USED
Students require access to specific technology facilities and some aspects of the learning design will usually require a computer classroom/lab. Digital video cameras and multimedia software are also required.

DELIVERY CONTEXT
The learning design uses face-to-face and independent study methods.

TARGET AUDIENCE
The learning design is aimed at undergraduate language students. As the learning design is not content-specific, the learning design has been used in first, second and third year language units. Our evaluation of the learning design has suggested that the design is best in language units where the students have a reasonable grasp of the target language.

COHORT
The learning design is ideal for classes of less that 30. However depending on technology and support resources available, this number could increase.

BROADER CONTEXT
The Interactive Stories learning design is intended to form an assessment component spanning 3-6 weeks of a language unit.

The topic area or scenario for the student projects may relate to other activities in the language unit.

Within one discipline at UWA, a series of units are now using digital media technology in language learning. The first year unit incorporates a short-film project, the second year unit incorporates an Interactive Stories project, while the third year unit incorporates a larger short-film production.

The Interactive Stories approach seeks to attend to the four macro language learning areas: reading, writing, speaking and listening.

The following four specific learning outcomes have been identified:

• The application of language skills.
• To place language, and the ambience/environment of the language, in context.
• Creative and innovative use of language skills.
• Creative and innovative use of multimedia skills.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
This document has described the learning design as a group project. However it may also be an individual project. In the case of a group project, a common mark is usually given to the group, however various strategies may be adopted such as peer-marking or self-marking should variation on this approach be desired.

Students may be assessed at any and all of 3 stages throughout the project.

• Script
• Final Production
• Presentation

A checklist may be prepared and distributed to students at the outset of the project. The checklist would provide an indication of the marking categories as they relate to the learning outcomes.

IMPORTANCE OF ASSESSMENT STRATEGIES USED
Transparency in assessment is particularly important in a project of this kind. Students need be aware of the criteria that will be used to assess their work, particularly the final productions.

In some cases, teaching staff have used the final productions for subsequent activities with students in the same class or students in other lower level units.

WHY ICTS ARE USED
The learning design was developed to address the issue of providing students with an opportunity to creatively practice and express all areas of their language skills in a single activity. It was also considered important to provide students with opportunities to develop what are considered important skills in digital media technology.

HOW ICT USE HELPS
Digital media technology provides language students with quick and simple tools for practising and demonstrating their language skills. While language skills can be practised and demonstrated without the use of technology, the technology provides the students with a final product that they have created themselves. Filming provides them with an opportunity to reflect on their pronunciation through replaying segments.

MOST IMPORTANT ICT CONTRIBUTIONS TO LEARNING DESIGN
There are two significant aspects to the use of ICT for this learning design. The first of these is that students, through practising and developing their language skills, are creating something real that they can show their friends and family. The second of these is the actual technical skills themselves that the students develop through participating in an Interactive Stories project.