AssessmentTalk

Assessment task 2: e-Learning design
e-Learning design should be based on sound theoretical principles and pedagogy. These include the need to build higher order thinking into learning, together with pedagogy that is problem-based, authentic, learner-centred and valued by the learner. This assessment task is based on e-learning design of a unit/learning sequence that demonstrates these attributes. ... ||  || ... ||   || The unit ‘plan’ will provide implicit insight into your pedagogy by nature of the learning sequence described – you should not merely list the content to be covered. You must include details about HOW learning will be enabled through your planning. ... || ... || Ask yourself the following questions: Is it to be collaborative? Individual? Self-directing? What instructions will you give? What scaffolds will you provide? When will this learning occur – at home, in class? Beyond? etc. What level of thinking will be involved, and how will it be negotiated? ... ||  || ... ||   ||
 * **From the task sheet..............................................** || **YourThoughts...**...................................................................................................................................................... ||
 * Digital technologies that are integral to learning should be purposefully planned to enhance, extend and transform learning. They should also be used across the entire learning cycle where appropriate.
 * The task will be presented in a wiki and in other web spaces as linked to from the wiki. It will include the following elements:
 * A design rationale in which the learning theory, considerations of pedagogy, and those of problem-based, authentic learning are linked to a disciplinary content area to provide a theoretical overview that will inform the development of a unit of work.
 * A unit overview (NOT a unit plan) that sequences learning according to steps outlined in the design rationale.
 * An overview of the ICT to be used in the unit, with the identification of its purpose and how it will be used.
 * A detailed presentation of three learning experiences drawn from the beginning, middle and end of the unit overview. These presentations should include detail about how the lesson will be facilitated, the roles of teachers and students, the learning outcomes of the lesson, and how the use of ICT will transform learning.
 * Evidence as modelled artefacts and student work that demonstrate the alignment between the design rationale, the proposed sequence, and the actual student work that is intended.
 * Use the design rationale to create a unit overview (not a full unit plan) that identifies curriculum links, and lesson sequence. Include also an overview of how you plan to assess student learning.
 * From the unit overview, select three learning experiences, to be drawn from the beginning, middle and end of the sequence. Expand these learning experiences to outline what students will be doing, and what you, the teacher will be doing. Ensure that your pedagogy is transparent.
 * Outline the use of ICT in the three nominated learning experiences. What is the rationale for your selection of the particular ICT used? How will it be used? What are the learning outcomes supported through the use of ICT, and how is learning transformed through its use?
 * In addition, it is important to present to the marker samples of your materials, as well as samples of proposed student work. For instance, create and structure spaces within which your students will be working, and add samples of anticipated student work and thinking. For instance, if they are going to be using a Wikispace, how will it be scaffolded? (Think of the way the Mobile Phones activity was scaffolded for you in this course). How do you anticipate students will work in this space? Make sure you show this (do not merely discuss it hypothetically). || ... ||
 * Thus, you should develop the teaching and learning resources that you will need to support, enhance and transform your students’ learning. This must, where appropriate, also include scaffolding in online spaces, and modelled student products.

> ||  || ... ||   || This is a portfolio task. Everyone will have something different. It is your decision to select the evidence you believe will justify your claim to meeting the course criteria. This is often difficult. Bouncing ideas off others is a highly effective way of ensuring that everyone else sees what you have in your head. Often communicating your ideas is the most difficult part of any assignment. Invite others to give you feedback, ideas etc. ... ||  ||
 * 1) Establish a WikiSpaces wiki where you can present the design and development of your learning sequence. Make sure that you include **significant evidence** to support your claim to possessing technical skill, content knowledge, and the pedagogical skills required to teach effectively using ICT. This evidence can include any artefacts you believe to be necessary to demonstrate your **technical skills,** as well as your **pedagogy**.
 * * Ensure that your wiki does NOT contravene legal, safe and ethical guidelines. Be sure to acknowledge all sources. Outline how you will induct your students into this practice as well. Be sure to consider all guidelines and present them, where students are working in any activity requiring this sort of practice.
 * Submit the URL of your wiki via the Moodle Assessment Task 2 (e-learning design) link. You should upload a Word document in which you identify your name, student number and wiki (or alternative) URL