Next, you can see "Views and Sounds from Murcia" Treasure Hunt which is the Gymkhana which we have made but also the Treasure Hunt which we have solved, called "Alfonso X The Wise", made by Chalk Drivers group.
Thank you very much,
Broken Dreams.
Treasure Hunt: "Views and Sounds from Murcia"
General Description and Instructions (it includes level, knowledge, age, clues, POI's...)
Solving process
Assessment
“Views and Sounds from Murcia”
Treasure Hunt (TH) has been made by Broken Dreams Group from ICT subject at the
University of Murcia.
In this project, we have tried to
give the best of ourselves and we think that it is quite evident the amount of
work which there is behind this task.
First of all, we have to say that,
maybe, we have not focused the activity as other groups, that is, we have not
included “funny things” as recording videos or having to ask for help to
unknown people from the city. Being honest, we thought about also implementing
these tasks to our TH but, we have to be realistic, in the current case of our
project, we have created an activity which is accurate for children who are 9
and 10 years old (second cycle of Primary Education) and, probably, a 10 years
old child can record a video in a perfect way but, for example, asking for help
can turn into a danger action, more even when a kind lend the smartphone to a
person to take a photo of this child with his/her rest of the group.
“Views and Sounds from Murcia” TH
has been created in a war that does not need outside need to make the activity,
except the help of the teacher and, in fact, if we decided to make this
activity with children right now we could not have any problem about adapting
the content or tasks to People and Institutions variables of Curriculum
Implementation since the activity has already made thinking about the true
addressee: school children, not only students of Bilingual Primary Education. Therefore,
this is the main reason because we have not included this kind of requirements.
On the other hand, taking into
account some aspects about the activity, our TH is constituted by 20 POI’s but
only 10 of them are right. To get a new POI children have to answer questions
and, again, questions may seem quite easy but we have to think about the
knowledge’s level of a 10 years old child. Furthermore, the final question is
not also difficult and clues, sometimes, have been written “in a metaphoric
way” giving personality to the Bell Tower of the Cathedral in order to make the
riddle more interesting and exciting. All clues are not really necessary but
they help to get the final question easier.
The methodology of the activity is
pretty simple: using Layar, Layar redirects you to a webpage with information
about the POI and the place where the QR Code is hidden, looking for the QR
Code, using a QR Code Reader and the Code will redirect you to a question about
the place where you are, answers are always places and, consequently, if you chooses
the correct answer you will have to go the place which you have chose, which is
the correct POI, and vice verse.
As a negative point of the
activity, we would have to admit that some images used in videos as well as
images used in Instructions presentation have license but, please, the whole
activity has been made only by two people, it was really impossible to spend
more time in Murcia also taking photos about each place (more even one of the
members, Cristina, is from Cartagena). Obviously, this is not an excuse because
we have not used all images with free license but it is an important reason
which explains the action.
We created 5 videos about:
Floridablanca Garden, Peligros’s Bridge, Verónicas Market, Flowers’ Square and
Cardenal Belluga Square. Videos are about a presentation with images about the
place and, in the description of the video we have enclosed further information
about the POI and also the QR Code location.
As far as grammar and spelling is
concerned, we have tried to correct and revise our writings several times in
order to avoid confusions or understanding problems. Both, videos and writings
have been made taking into account the level of children.
Furthermore, we have to admit our
topic is really wide and it can be interpreted in tons of ways, choosing some
places or other ones. In reference to this point, we wanted to include
historical places with great landscapes, as Peligros’s Bridge, and also other
view of Murcia, as a gastronomic perspective including Verónicas Market. We think
that right POI’s are really varied and they show different faces of Murcia.
“Views and Sounds from Murcia”
Treasure Hunt has allowed us to know more about our city, not only in terms of
landscapes or views but also information and History about the great majority
of the POI’s. We could say that we have fulfilled the main purpose of an
educative activity: to learn something.
Hakuna Matateros was the group
which had to solve our TH. In general terms, no specific need from game masters
was required to complete the activity since this project had been elaborated
with the purpose that children could make the whole task with enough autonomy
and independence, that is, without calling the teacher every time (if we can to
promote autonomy, initiative and independence we have to explain the activity
to children with enough clarity so they understand the matter and they could
make it by themselves). There were not many QR Code absences since they told me
the day when they were going to make the activity and we went to Murcia some
hours before to stick the Codes because this is best solution to guarantee the
codes’ stay.
Layar also worked well since while
we were sticking the codes we also checked if the application detected all
POI’s and there were no evident problems about its operation. We, as game
masters, were available all the time and sometimes we encouraged the labour of
Hakuna Matateros group because they solved the TH really well and they did not
find any significant trouble.
As conclusion, its work was compensated
and they received a treasure which consisted of sweets and candies, they
deserved it.
Thanks to this activity we have
been aware of how using technology and also integrating knowledge may
propitiate new ways of learning in which researching and practice is the base
to contribute to make the teaching and learning process as significant. We
believe that we will use this kind of activities in the future but, as a point
of improvement, the project will have to be reduced in terms of time extension,
being adapted to school schedule.
Extras:
