Activities & Materials   

DAYLIGHTING RIVERS addresses five main themes related to rivers within a broad process that fosters the use of scientific investigation, use of technologies (mobile phones and platforms for data collection, Location Based Game development) and science communication addressed to different targets.

“The Learning Units are the core of the project. They guide the students in the investigation regarding specific topics and issues and they are structured according the IBL model by Pedaste (2015). Starting from a ‘stimulating’ activity about an issue in the orientation, students formulate questions and hypotheses (how it would be/how we could solve it) that they will answer through the investigation. Final results and conclusions are discussed and further elements to investigate are found.” (For more information, see the Methodology Guidelines).

The Units available (see below) have been developed by teachers, researchers, professionals and urban planners. Although some might be strictly related to specific geographical areas, the intention is to give practical examples replicable in other places. Some Learning Units include the application of Geographic Information System (GIS) software.

HOW TO IMPLEMENT A DAYLIGHTING RIVERS PROJECT

BEFORE ANYTHING ELSE: THE QUESTIONNAIRES! We want to know how effective the learning process is.

Two main questionnaires (O1 and O5) are submitted before and after the implementation of the project. O1 aims to assess students’ interests and skills acquisition, and O5 aims to assess attitudes toward STEM, learning process efficacy, and career-decision making.

FOR STUDENTS:

Survey on competences and interests (O1) (in English)

https://drive.google.com/open?id=1bgmb-1aO3ShGQ7GCwUnhF_zFmnDkt3hv1GDCb5I_soA

Survey on the on attitude toward STEM (1) and career decision making (2) (IO5) (in English)

1) https://docs.google.com/forms/d/e/1FAIpQLSdaAlJtkNCbsCvtpvRnb-JJ-J8klMSV6e1XiAil5rDykgHUgQ/viewform  

2) https://docs.google.com/forms/d/e/1FAIpQLSdxXKDh9tR5FhBvhwvzApCPymq1CeBkTKEZ3nGU6pwikJT40A/viewform   

 FOR TEACHERS:

Survey on competences and interests (O1) (in English)

https://drive.google.com/open?id=11K48o8pBcVYKWSn_N4rOBcC8no_VXU1HGIiXU2MFuW8

 Evaluation of the teaching efficacy (1) and effectiveness (2) (in English)

1) https://docs.google.com/forms/d/e/1FAIpQLSeq-OlJcqVzRkEX1sKP-KwbJHFzo2fJi8LlVsxo5bdQD6S0sw/viewform  

2) https://docs.google.com/forms/d/e/1FAIpQLScTM4W4tyhpWTAfptunSbv4SQBW59WEVEQZ42JT4agRhdKpqw/viewform  

LET’S START!

Introductory activity with the class. This activity introduces the DAYLIGHTING RIVERS project to the students and initiates brainstorming about the local river. It aims also to create a connection between European students by organizing a virtual meeting in which students present their river and context.

LET’S DO IT!

Choice of the learning units and implementation following the IBL model.

Don’t forget an interim students’ evaluation of the learning process.

 

CREATIVE-TECH TIME!

Location Based Games. The collected georeferenced information, pictures, data, stories etc. within the Learning Units, can be communicated to a wider public in form of a game story.  Location Based Games (Link to the webpage “technologies”) allow players to play in a real environment and to access information in a fun way Alternatively, students can design an urban project of river regeneration.

DISSEMINATION!

 All project outcomes should reach the wider community in some kind of event.

AFTER EVERYTHING: THE QUESTIONNAIRES!

We want to know how effective the learning process is. Two main questionnaires (O1 and O5) are re-submitted after the implementation of the project.

QUESTIONARIES

 

Development of the LBG:

The Location Based Games are games that can be played in a real environment and follow the steps of a fantasy story. Therefore, students have to design a storyboard like a cartoon or short movie scenes. They identify a main character and others that become the virtual interactive agents with the real players of a Location Based Game geolocated in the area of investigation. 

Training materials on how to produce a Location Based Game is available at this link: https://drive.google.com/drive/folders/1TfoGQ1cpXgZ7k7f0pQ_cjeBHuQDfgFA-

Organization: Work groups with selected students.

Duration: about 4 hours

Phase A: development of the content: the storyboard.

A group of skilled students in storytelling design the ‘story of the game’. They decide the objective of the game, how the player reaches the objective. This means deciding about:

– the interaction between the player and the virtual characters and objects (quizzes, scoring, dialogues between characters, dropping or taking objects etc.);

– the route of the game based on the relevant points and gathered material (data, pictures, stories);

– the texts of the plaques (introduction, description of places/artefacts at the relevant points, etc.) and dialogues between the player and the characters;

Photos and text should be created on the basis of the experiences made during the learning units implementation.

Include in the LBG minimum 1 dialogue with a virtual character, 1 object to take into the inventory, 3 descriptions of sites/artifacts along the route.

The game might be potentially a tourist route on foot or by other transport means. It doesn’t need to be long! 

Phase B: development of the game in an open-source platform.

A group of interested or skilled students in informatics build a Location Based Game in an open source platform such as TALEBLAZER/ENIGMAPP/ARIS/ACTIONBOUND with the contents made by their classmates during Phase A. They implement the actions through the mechanics of the game platform.

Easy platforms to learn for developing the game: Enigmapp (App for iOS), Arisgames (App for iOS and Android), Taleblazer (App for iOS and Android), Actionbound (App for iOS and Android).

The games can participate to the European Competition in 2020.