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Outdoor Learning in Primary Computing

The wide adoption of mobile technologies in the last decade has allowed new opportunities to support computing outside the classroom. It is very easy to focus on the use of tablet devices in this context but other technologies such as recordable sound devices (e.g. microphones), data loggers, weather stations and geocaching devices, (also mentioned in the outdoor learning in geography), provide even more possibilities. Many of the activities for KS1 and KS2 that are undertaken outdoors, involve the children creating digital artefacts. Usually these activities need to be put into a relevant subject context to be meaningful.

“Digital artefacts are digital objects created by humans. They can be created in a range of media, including text, image, video and sound.” (1)

There are many suitable outdoor activities of this type that can be integrated into the computing curriculum and this article will highlight just a few of them:

Creating and using digital photographs and videos - One of the most common activities that technologies are used for in the outdoors, is to take photographs and videos. Photographs can be used in so many different activities across the curriculum. For example in geography and science, children might record physical and human features of the local environment or provide a record of the minibeast or leaf hunt that can be used in grouping, sorting and classification activities. These types of activity don’t need to stop there, as the numerous apps available on devices such as tablets, allow us to edit the images, annotate them and present them while still working outside. Videos and photographs may also be created to support environmental work in geography and science e.g. to create documentaries to highlight issues linking to the climate or sustainability in their localities. The easy access to camera software that allows for the creation of time-lapse movies means that children can film and show how they created their art, outdoor maps or skeletons using scavenged natural objects.

Using audio: Being a roving reporter - There are many sound recorders (e.g. recordable microphones) that allow children to collect several hours of audio. This means that they can collect different sounds and sound effects from their surroundings or interviews or personal comments about a particular project. For example, children could interview persons of interest from visits/residential trips (e.g. to a woodland park or zoo). These can then be edited and presented as a radio show or podcast.

Recording and presenting data – In science and geography, data can be recorded and stored over short or long periods of time using devices such as data logging devices and weather stations. These pieces of equipment allow us to investigate different variables in an outdoor environment. The data can then be downloaded, presented and analysed. Some weather stations and some dataloggers allow for real-time graphing and visualisation of the data e.g. several data logger sensors connect directly to apps on tablet devices via Bluetooth, allowing for the results to be viewed instantaneously.

Scavenger hunts – Geocaching devices are great devices for treasure hunting, as previously mentioned. It is also possible to set up similar activities by using augmented reality or for those schools with a wireless network covering some or all their school grounds, QR codes. What the children find is up to you but it does mean that children can hunt and identify minibeasts at any time of year.

Aside from the use of mobile devices, there are also unplugged activities that would benefit from being completed in an outdoor setting.
Unplugged activities take an ‘approach of exposing children to the ideas of computer science without using computers’. This is particularly beneficial where there is limited access to computing devices. (1)

Investigating your local area – At KS1 children need to be able to ‘recognise common uses of information technology beyond school’ and at KS2 children need to “understand computer networks including the internet; how they can provide multiple services …” It often helps children to visualise and model these elements of the curriculum to provide them with appreciation of these technologies. Increasingly we see technologies, around the places many of us live. Classes walk around their local areas and observe what technologies they can observe. They might be able to find network antenna (what type is it?), broadband cabinets and various input devices such as CCTV cameras. There are computerised devices such as car park barrier systems, as well parking metres (think about the algorithms needed to run these systems), traffic lights, petrol pumps and cash machines. Different types of technologies can be seen in many industries. Those schools in more rural areas may be able to visit local farms or nurseries that might use computerised glasshouses; GPS systems for machinery navigation and monitoring crops or drones for pest control, monitoring crops and for livestock management (e.g. looking for animals over rugged landscapes).

Supporting Computational Thinking – “When pupils solve problems in computing, this is often described as computational thinking (CT) (1). Unplugged activities can be particularly useful at supporting children to understand about computational thinking strategies, particularly lower down in primary schools when they are first introduced. Some of these activities benefit from being undertaken in big spaces such as the outdoors or a hall and for other activities, it provides different opportunities. Being able to spot patterns is a useful strategy for all subjects and that includes computing. Children can find different types of leaf or stones and then sort and group them accordingly, depending on the patterns they find. They can pair up and create a set of instructions (algorithmic thinking) for another pupil and ask them to implement them as if they were a robot. It is often useful if the children are working towards a defined endpoint or set of targets (e.g. picking up objects) to make it more challenging. Mistakes are often made, allowing them to discuss how to make them correct (debugging). Further common examples include pupils creating and implementing new dances in pairs or groups which can be a memorable way to show the importance of repetition in programming.

Role play – In the example above, one of the pupils plays the role of a robot. Role play can be used to study several abstract concepts in computing. Having a large space makes these types of activities easier to implement, depending on the weather. For example, role play is particularly useful in understanding how networks function.

Technologies will continue to change and provide new opportunities for outdoor leaning in the future. It is just a matter of making sure that we adopt the most appropriate ways of using it and develop more effective unplugged activities to support the learning of computing at KS1 and KS2.

Bibliography
(1) Research review series: computing (Ofsted) - https://www.gov.uk/government/publications/research-review-series-computing

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