In the fall of 2016, the Ministry of Education of British Columbia, Canada enforced a new curriculum developed for students in kindergarten to grade nine. With this new curriculum and its implementation, came questions and inquiries from administrators and educators on how to effectively and cohesively incorporate the big ideas, curriculum competencies, and new content in the context of public, private, and distance learning classrooms. The new curriculum , across the grade levels, contains consistent themes and integrated threads framed with intentions of individualized and inquiry learning. Story-based learning, place-based learning, and a meaningful use of technology can be found across the curriculum requiring educators to thoughtfully consider the how and why of instruction. THE PARTS: Story, Place, and Technology Story intersected with learning is not a new phenomenon. Research indicates that engaging with a narrative is highly beneficial for learners. The use of story
Before Pokémon Go, there was ARIS games ( A ugmented R eality and I nteractive S torytelling), a software tool for designing location-based games, stories, and art. But what exactly is ARIS? The following list describes what the newly inquiring ARIS user needs to know: * At the time of this writing, ARIS users require iOS 8.0 or later. * ARIS software is compatible with iPhone, iPad, and iPod touch, and requires a wi-fi connection. * The ARIS app is free through the Apple App Store and is based on an open source platform. * ARIS uses mobile technology, GPS technology and QR codes , to allow virtual players to be linked to physical places. * ARIS is simple to use with online tutorials and a forum to help guide the user. * Educators can create learning activities on a range of topics, while students can learn basic game design including goals, rules and challenges within their design. * Games include a quest, characters, and interactive scripts on a zoomab