Learning Projects

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Overview

This section outlines a series of ideas for in-depth learning projects with strong links to the Australian Curriculum. The information provided is designed to inspire you to develop a unit of work around selected concepts presented in the Lab.

Years 7 and 8

  1. Smart Cities: Planning for the Future (Geography)
  2. Develop a Business for the Future (Business and Economics)
  3. Visualising Data (Technologies)

Years 9 and 10

  1. Develop a Business for the Future (Business and Economics)
  2. Monitoring our Environment (Geography)
  3. Making Information Accessible (Technologies)

Project 1: Geography, Years 7-8

Smart cities: Planning for the future Curriculum links

Research the causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region.


Research the concept of smart cities and how such a concept can be beneficial to those living in the urbanised world.


Identify technologies being used in smart cities in both Australia and Europe.


Propose a smart cities innovation that specifically enhances liveability for young people living in an Australian urban environment.

Humanities and Social Sciences- Geography

Knowledge

  • Causes and consequences of urbanisation, drawing on a study from Indonesia or another country of the Asia-Pacific region (ACHGK054)
  • Management and planning of Australia’s urban future (ACHGK059)

Skills

  • Observing, questioning and planning
    Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGS047) & (ACHGS055)
  • Reflecting and responding
    Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054) & (ACHGS062)
Key resources

Inside Digital Futures Lab

General:
Explore the context within which urbanisation is happening


Body:
CITIES UNLOCKED: Augmented Reality Video. 5:04 minutes


Environment:
SEQWATER: Water Globe – interactive screen about water grid


Smart cities and farms
Work Other Online Resources

Smart Cities Video: Predictions for future innovations around business, technology and smart cities

The Future of Social Media Video: A simple introduction to how social media is changing the way we connect and some predictions for the future

Project 2: Economics and Business, Years 7-8

Develop a business for the future Curriculum links

Research the influences on the ways people work and factors that might affect work in the future.


Develop a business proposal for a business of the future. What services or products does your business offer? Who does it employ and how does it function?


Present your proposal using evidence based arguments and data visualisations where appropriate.

Humanities and Social Sciences- Economics and Business

Knowledge

  • Influences on the ways people work and factors that might affect work in the future (ACHEK031)

Skills

  • Interpretation and analysis
    Interpret data and information displayed in different formats to identify relationships and trends (ACHES023) & (ACHES034)
  • Communication and reflection
    Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026) & (ACHES037)
Key resources

Inside Digital Futures Lab

Body:

Future Fashion artworks and video
CITIES UNLOCKED: Augmented Reality Video. 5:04 minutes


Smart Cities & Farms

Connection:
PARO, a robotic seal used in therapeutic care

Work

Learning:
iPad with interactive apps for inspiration. See full listing in Resources

Play space
  • INTERACTIVE TIMELINE: a timeline that tracks the evolution of technology including visitors’ predictions for the future.
  • VIRTUAL REALITY, BRAINWAVE, KINECT – what businesses could you offer within virtual reality? How could you incorporate gaming technologies?

Mindfulness Room:
Interactive apps for inspiration

Other Online Resources

Project 3: Technologies, Years 7-8

Visualising data Curriculum links

Research big data and the impact it is having on 21st Century lives.


Acquire environmental data from a range of sources on a specific event or phenomenon.


Evaluate authenticity, accuracy and timeliness and select one data set for presentation.


Develop 3 different ways to visualise your selected data and present the information to others.

Technologies

Skills

  • Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
  • Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
  • Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
Key resources

Inside Digital Futures Lab

General:
Explore a variety of ways to present data and the power data visualisation has to increase understanding.


Environment Smart cities and farms
  • Introduction to smart cities and farms including infographic
  • SEQWATER: Augmented reality sandpit – unique data visualisation

Security:
Series of printed data visualisations

Learning:
iPad with interactive apps- see Earth Viewer in particular

Other online resources

Project 4: Economics and Business, Years 9-10

Develop a business for the future Curriculum links

Research the influences on the ways people work and factors that might affect work in the future.


Develop a business proposal for a business of the future. What services or products does your business offer? Who does it employ and how does it function?


Present your proposal using evidence based arguments and data visualisations where appropriate.

Humanities and Social Sciences- Economics and Business

Knowledge

  • The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)

Skills

Economic reasoning, decision-making and application
  • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047) & (ACHES059)
Communication and reflection
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048) & (ACHES060)
Key resources

Inside Digital Futures Lab

General:
Explore the context within which business innovation is happening.


Body:
CITIES UNLOCKED: Augmented Reality Video. 5:04 minutes


Smart cities & farms

Connection:
PARO, a robotic seal used in therapeutic care


Work

Learning:
IPad with interactive apps for inspiration. See full listing in Resources

Play space

  • INTERACTIVE TIMELINE: a timeline that tracks the evolution of technology including visitors’ predictions for the future.
  • VIRTUAL REALITY, BRAINWAVE, KINECT – what businesses could exist in virtual reality? How could you incorporate gaming technologies?

Mindfulness Room:
Interactive apps for inspiration

Other Online Resources

Project 5: Geography, Years 9-10

Monitoring our environment Curriculum links

Digital technologies are currently being used to gather vast quantities of data about our environment, but how can we use this data to plan for the future?


Collect and analyse environmental data about a specific event or phenomenon.


Identify a government or non-government agency that would be interested in the findings of your research.


Write a report to a government or non-government organisation involved in improving human wellbeing with a set of recommendations for action.

For example, at a local level, you could analyse the C02 levels in the air in a particular suburb and develop recommendations for the Department of Main Roads to create arterial roads that divert traffic away from schools and suburban homes.

For a more international perspective, you could use global temperature data to write recommendations for an aid organisation such as Oxfam.

Humanities and Social Sciences – Geography

Knowledge

  • Geographies of Human Wellbeing
    The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)

Skills

  • Collecting, recording, evaluating and representing
    Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065) & (ACHGS074)
  • Interpreting, analysing and concluding
    Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067) & (ACHGS076)
Key resources

Inside Digital Futures Lab

General:
Explore a variety of ways to present data and the power data visualisation has to increase understanding.


Environment

Security:
Series of data visualisations

Smart cities & farms


Learning:
iPad with interactive apps- see Earth Viewer in particular


Other Online Resources

Open Data Institute of Queensland: What is open data and where to find it. Excellent portal to open data sources, lessons, explanations etc

Information is Beautiful: Inspirational data visualisations

Project 6: Technologies, Years 9-10

Making information accessible Curriculum links

Identify an existing information system that could be improved. Eg bus timetable, study options for high school graduates


Evaluate this system considering functionality, accessibility, usability, and aesthetics, as well as safety and legal responsibilities.


Design an online service that offers a new way to share this information to a particular audience and build your online solution in small groups.


Evaluate your project as well as those of your peers considering functionality, accessibility, usability, and aesthetics, as well as safety and legal responsibilities.

For example, you could develop a new way to share bus timetable information specifically for those with vision impairment OR an online survey that assists high school graduates to identify and/or compare study options of interest.

Technologies

Knowledge

  • Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)

Skills

  • Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)
  • Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
  • Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
  • Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
Key resources

Inside Digital Futures Lab

General:
Explore a variety of ways to present data and the power data visualisation has to increase understanding.

Environment Smart cities & farms

Security:
Series of printed data visualisations

Learning:
iPad with interactive apps, see Earth Viewer in particular

Other Online Resources

Open Data Institute of Queensland: What is open data and where to find it. Excellent portal to open data sources, lessons, explanations

Information is Beautiful: Inspirational data visualisations

Microsoft Accessibility Portal: An overview of Microsoft accessibility products as well as in depth tutorials. Great to get students thinking about how to make information accessible.

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