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ICTELT Framework

Page history last edited by Hazel Owen 10 years, 1 month ago

The ICTELT Framework

 

 

The complementary framework (http://docs.google.com/View?id=dcqj5jv4_359dgb77vc8) is designed to work alongside the model, and assists practitioners through the initial steps of the design process with a series of questions (not all of which need to be answered). Questions have been devised to help practitioners formulate a ‘clear understanding of the approach or approaches to be taken and the underpinning perspective on learning’ (JISC, 2009b, p. 10) that also forms the basis for collaborative discussion around design choices, concerns, anxieties, educational philosophies, identification of their own and of student needs, ICT tool selection, and the complexity of incorporating a range of pedagogical approaches with a variety of tools (Conole, 2008). A worked exemplar (http://docs.google.com/View?id=dcqj5jv4_917vsj938d) accompanies the framework to help unpack abstract concepts (Goodyear, 2005).

 

It is envisaged that this framework would be filled in on an ongoing basis, probably with more than one person working on it. Not all the questions need to be answered, and are there to guide and raise awareness rather than dictate a specific design approach.

 

The ICTELT Framework

 

 

Name(s)

Institution/organisation


  •  
  •  

 

Course teaching / specialisation

 

  •  

Department / Area

 

  •  

Which theory exemplifies my beliefs about the nature of knowledge and learning?

 

  •       

What are key aspects of that theory?

  • ·      
  • ·      
  • ·      

What key problems are learners facing?

 

  • ·      
  • ·      

What issue(s) is / are there with the programme / unit / activity / learning object(s)?

  • ·      
  • ·      
  • ·      
  • ·      
  • ·      

Can ICT enhance the learning process? How?

·     Yes / No (underline one)

  • ·      
  • ·      
  • ·      
  • ·      
  • ·      
  • ·      

·     Which ICT tool(s) fits with your pedagogical philosophy / approach? 

·     What activities do you want learners to participate in?

·     What pedagogical strategies (support) do you want to include?

·     What pedagogical approaches (e.g. collaborative) do you want to use?

1)      

2)      

3)      

4)      

5)      

6)      

What existing resources do you want to adapt?

  • ·      
  • ·      
  • ·      

How do you want to measure the achievement of LOs?

  • ·      
  • ·      
  • ·      
  • ·      

·  What is the estimated time / effort required?

·  What support / training is required?

·  What are key deadlines?

 

  • ·      
  • ·      
  • ·      

 

References

Conole, G. (2008). Capturing practice: the role of mediating artefacts in learning design. In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies (pp. 1-22).

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82-101.

JISC. (2009). Effective Practice in a Digital Age: A guide to technology enhanced learning and teaching [Electronic Version]. Retrieved 20 July 2009 from www.jisc.ac.uk/practice.

Owen, H. (2009). ICTELT in action: Applying ICT enhanced learning programme design [Electronic Version]. ACEC2010: Digital Diversity from http://www.scribd.com/full/20717788?access_key=key-1c46fstqw62m17mv5tr8.

Owen, H. (2008). Learners re-shaping learning landscapes: New directions for old challenges? [Electronic Version]. Hello! Where are you in the landscape of educational technology: ASCILITE 2008 from http://www.ascilite.org.au/conferences/melbourne08/procs/owen.pdf.

Owen, H. (2008, September 8-10). Collaborating by Design. Paper presented at the eFest 2008 - Connected Learning Conference, Auckland, NZ.

 

Creative Commons License

ICT Enhanced Learning and Teaching Framework and Model by Hazel Owen is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 New Zealand License.

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