32 students

8 teams of 4
The aim of this workshop then became an investigation into whether simulating
some aspects of a fantasy quest would improve student writing. By using
augmented reality apps, game theory, sensory activities, various mobile
technologies and collaborative team challenges, it was hoped that students
imaginations would fill in the gaps that the Roma Street Parklands really would
become the Land of Remorse, a land where dragons, monsters and fearsome
spiders lurked along with an abandoned castle, where quicksand and minefields
could trap unwary heroes, where armour and weapons needed to be chosen
carefully, and where guessing the answers to riddles could mean the difference
between life and death.

 Introductory afternoon meet the Author Kirilee Barker Book of Days The
Supreme Sorceress
Learn about the Quest
Placed in their teams and given a special power/characteristic

On the first afternoon the students were allocated a team, with one student from
each school in each team. Each student chose a special character strength from the
Choosing Bowl, which they then were expected to incorporate into their story. They
were given writing journals and a coloured bandana to denote their team. Team
names were taken from fantasy stories: Hermione, Aslan, Atreyu, Eragon,
Dumbledore, Gandalf, Excalibur and Artemis. Team problem-solving games were
played as ice-breakers.

 Students were given a Land of Remorse Journal, a Bandanna and a special

characteristic drawn from the cup. Bandannas became part of their personality.
Homework was to develop Character Profiles and put them on the Wiki

 Quest activities had been extensively planned at specific related locations at Roma
Street Parklands
Talented Media Specialist created an amazing map of the Land of Remorse with
the activities (picture of map)

 Unfortunately on this day the rain poured down and we had an early morning
decision to relocate to All Hallows Library

 Activity 1 Armoury try on armour

What would it be like to wear and carry this through a forest or climb a mountain

10

11

 Activity 2 Field of Doom

Game of Minefield Relationships/teamwork and trust

12

 Activity 3 Stone Table Smell different foods to solve riddles and determine
which foods are poisoned. Tension, drama, conflict, complications
Was to be on a beautiful stone table at Roma Street Parklands.

13

14

15

 Activity 4 Epic Citadel. An app explore the Castle, beware of danger. Why are
you here, who lives here? What does it feel and look like. Was to be at the Stone
Wall where cobblestones are.

16

17

18

19

Activity 5 Cursed Quicksand A giant evil swamp. The only way to get across is
using the giant lilly pads which will only float if they are being touched, Teamwork,
Group communication, contributions of individuals.

20

Activity 6 Fiendish Forest. Anomoly book and App were used to bring monsters,
howling wolves and demon spirits to life.

21

Activity 7 Eerie Escarpment use of Dragons! App. Strategies to escape from the
dragon

22

Activity 8 Tunnel of Terror. Real Scary Spiders App allowed students to make huge
virtual spiders crawl over their team members. Was to be in area that was tunnel like
with massive real spiderwebs overhead.

23

After each activity students were given the opportunity to reflect in their Journals.

24

25

On the third day of the workshop the students worked with the author to structure
their ideas and to craft them into a short story. Some time was allowed for the
students to work together as a group to plan their shared story structure and setting.

26

27

Students were given a further opportunity one afternoon to meet face-to-face, plan,
write and edit and, on a final presentation afternoon, the author awarded prizes for
the best individual and group stories

28

29

84% of students felt that group work was either very good or good in helping them
learn about creative writing.

30

86% of students felt that the author workshops were either helpful or very helpful in
improving their writing.

31

Students incorporated ideas from various stations in their writing. The inspiration for
their story planning may have come from a variety of stations. All stations included
some form of digital presence augmented reality apps, other apps such as apps
such as aurasma and i-nigma, or youtube clips,.

32

The quest stations inspired the students in all areas of story writing. The students
believe their stories were authentic in terms of fantasy genre and credible story
telling.

33

34

35

36

37

The wiki was a valuable tool in communication within each group. They also used
Skype (optional) to supplement their collaboration to enable real time
communication. Important to set guidelines with students about communication with
each other online.

38

39

40

The survey responses from the students included some suggestions for improvement
and development.

41

The students were surveyed about the idea of conducting SHWYG as a camp. Most
students thought this would be a highly effective writing experience.

42

43

44