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.

1

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

2

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.

3

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

4

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)

5

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

6

Activity 1 Armoury try on armour What would it be like to wear and carry this through a forest or climb a mountain

7

8

9

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