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Scenario Appendices

Page history last edited by Hazel Owen 9 years, 7 months ago
     
Introduction Scenario ICTELT Model Possible Approaches
Key Design Points Programme of Social Services Appendices References
 
Page Contents

Please click on the images to see them full-size



 

 

Appendix 1 - The ICTELT Process Model (Owen, 2008)


Appendix 2 - The ICTELT Framework (Owen, 2008) for guided design

 

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

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What are key aspects of that theory?

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What central problems are learners facing?

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

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Can ICT enhance the learning process? How?

  • Yes / No (underline one)
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  • 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?
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What existing resources do you want to adapt?

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How do you want to measure the achievement of LOs?

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  • What is the estimated time / effort required?
  • What support / training is required?
  • What are key deadlines?
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Appendix 3 - The ICTELT Framework: Example completion (Owen, 2008)

 

Worked example to illustrate how the ICTELT guided design framework might be used

 

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

  • Sociocultural theory

What are key aspects of that theory?

  • Recognition of existence of Zone of Proximal Development (ZPD)
  • Scaffolding provides models, examples, & support for development of thinking skills/guided discovery
  • Context & cognition are inseparable
  • Learners construct knowledge through active engagement with learning activities that are part of real or simulated situations including problems, scenarios
  • To achieve understanding, more advanced peers/teacher provide guidance & initially structure interaction
  • Learners’ prior knowledge underpins & structures learning, which is cumulative, self-regulated & goal-focussed
  • Awareness raised of tools/interactions involved in authentic activities
  • As learners move toward greater competence - direct their own learning

(Adapted from Vygotsky, 1986)

What central problems are learners facing?

  • Students may face problems with their writing (accuracy, appropriacy, originality) / are not achieving Learning Outcomes / not graduating from the programme
  • Students identified three problematic areas: ideas; structuring an essay; accuracy

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

  • Lot of paper-based, text rich support (doesn’t allow for range of learning preferences/styles)
  • Little authentic production (essays written – often by hand - for teacher)
  • Topics not of interest to students
  • Metaskills often not ‘noticed’/understood
  • Peer critique often superficial/not valued by learners
  • Few models/examples
  • Rubrics impenetrable to learners
  • Vocabulary often learned as relatively context less list
  • Feedback often delayed

Can ICT enhance the learning process? How?

  • Yes / No (underline one)
  • Potential for providing support through multimedia (easier to provide models and examples for a variety of learning styles / preferences)
  • Synchronous communication can speed up feedback
  • Asynchronous forums can increase opportunities for reflection /development of metaskills/peer critique)
  • Easier to share/review/edit/publish (production for reason & wide, possibly global audience)
  • Simple to preserve versions (focus on process & progression)
  • Easy to brainstorm ideas in synchronous format & preserve discussions for collation & redistribution
  • 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?
  • IM (MSN chat) to collaboratively brainstorm ideas for writing – share/build meaning from previous authentic experiences; produce target vocab for authentic purpose. Requires model/discussion of chat etiquette & raising awareness of metaskills/purpose. Also, IM enables immediate feedback & support from peers/teacher.
  • Smartboard activities/online dictionaries/self-check, non-assessed quizzes to introduce target vocabulary – learner individually/in groups assesses progress over time.
  • “How to” examples/models produced as audio & videos in Camtasia & made available as podcasts/vodcasts. Used to scaffold tasks & enhance ZPD.
  • LMS course accessed individually/in groups & used to host support (examples/models/rubrics/instructions), discussion forums, collated IM, hyperlinks, quizzes, feedback, calendar. Empowers learners by giving overview of programme/tools/ Learning Outcomes + enables learners to access/share feedback & learning experiences to build a sense of learning community.
  • Blogs used to present personal profile (builds community/inter-subjectivity) & to reflect on/analyse learning experiences & changes over time + reflect on meta skills. Requires examples /discussion of possible approach to blog postings.
  • Discussion forum to host collaborative essays & peer review of other learners’ essays. Provides peer modelling/scaffolding within ZPD; encourages reflection/analysis. Requires models/examples / scaffolded interpretation/discussion of rubrics & giving feedback.

What existing resources do you want to adapt?

  • PowerPoint presentations adapted to video format using Camtasia
  • Word documents reproduced as multimedia (with images, audio, video)
  • Rubrics interpreted & linked to peer examples of writing
  • Vocabulary lists/activities

How do you want to measure the achievement of LOs?

  • Participation in blogs/discussion forums
  • Engagement with reflection/analysis tasks
  • Short term/long term gains in awareness of structure/vocab/ideas/ accuracy
  • Number of learners graduating from programme
  • What is the estimated time / effort required?
  • What are key deadlines?
  • What support / training is required?
  • One person – two weeks of full-time effort
  • Four sessions to be run mid-semester two (starting March 2007)
  • Training required on Camtasia & creating/hosting podcasts/vodcasts

 


 

Appendix 4 - Focus on Pedagogy (Owen, 2008)


 

Appendix 5 - The ICTELT Mindmap for Scaffolding LMS Design (Owen, 2009)

 


 

Appendix 6 : Potential scaffolding and enhancements with flexible learning courses

 
MSN IM / blogs / Wikis

    Students communicate with peers / instructors from any location with wireless connectivity

•    Encourages shy students to communicate

•    Encourages learners to refine problem / question

•    Easier for inter-gender communication

•    Saved IM history can be accessed later

•    Empowers students

•    Meets individual needs

•    Opportunities to communicate for authentic purposes

•    Communication  / interpersonal skills

•    Global awareness

•    Problem solving

•    Self-directed learning

•    Appropriateness  of language / formality / awareness of audience

•    Life-long learning

LMS - Moodle
•    Provides searchable location for communication tools, calendar, quizzes etc, &  place to submit homework / assignments

•    Enables students to consult & retrieve resources 24/7 remotely

•    Gives access to all models, examples, videos, podcasts, materials, & resources

•    Empowers students who do not have to wait for teacher to ‘reveal’ tasks / timetable

•    More advanced / motivated students can access / complete work ahead of time

•    Enables students who work / travel / are absent to keep up with course requirements

•    Project management

•    Empowerment

•    Self-directed learning

Calendar (in LMS)
•    Gives students overview of course

•    Has assignment reminders

•    Gives final deadlines

•    Can be personalised

•    Provides live links from calendar directly to task, rubric, instructions, tool, or explanation

•    Time / project management

•    Self-directed learning

Late policy  (applied to electronic assignment submission)
•    Provides opportunities to discuss concept of time / project management

•    Highlights importance of time management in a study / work environment

•    Encourages self-reflection

•    Time / project management

•    Self-reflection

•    Global awareness

•    Problem solving

•    Analytical skills

Laptops
•    Flexibility enables learners to communicate / collaborate using synchronous & asynchronous tools

•    Assist in the collection / collation / analysis of original research data

•    Encourage students to be organised (e.g. file naming conventions and file management)

•    Raise global awareness (e.g. security issues such as viruses)

•    Assist students to take responsibility for their own learning (e.g. regular backups)

•    Data gathering

•    Organisation

•    Production & presentation of artefacts

•    Communication skills

Avoidance of plagiarism   
•    Provides opportunities to discuss the concept of plagiarism / negative effect on learning

•    Raises students awareness of plagiarising (as a 'Western' concept)

•    Encourages self-reflection  

•    Awareness of plagiarism /   avoidance strategies

Learning Centre & Library online resources / databases
•    Provides support for carrying out on-line searches
•    Gives access to reliable resources

•    Provides tips on research skills and strategies

•    Allows direct communication with librarians

•    Research skills

•    Awareness of reliable resources

•    Plagiarism avoidance strategies

Synchronous/asynchronous peer assessment / grading / feedback
•    Fosters attention to detail
•    Encourages multiple revisions

•    Introduces conventions for giving constructive feedback

•    Encourages self-reflection / awareness

•    Can reduce marking load / allows more time for face-to-face feedback

•    Raises awareness of appropriateness

•    Analytical skills

•    Language skills

•    Appropriacy / register

•    Comparison of data

•    Communication / interpersonal / self reflective skills

Web 2.0 tools
•    Provide students with a suite of tools to produce artefacts with real-world relevance
•    Enable students to present research / share  ideas / receive feedback

•    Artefacts are assessable / revisable / transferable

•    Improved ICT skills

•    Illustration / application of information

•    Self-awareness

•    Lifelong learning

•    Awareness of appropriateness, audience /  purpose

•    Increased global / intercultural awareness

Camtasia videos (screen capture tool)  
•    Breaks down tasks / represents them step-by-step
•    Provides for range of learning preferences
•    Encourages consistency of approach
•    Empowers learners
•    Meets individual needs
•    Fosters reinforcement / revision
•    Allows complex processes to be presented in medium that allows students to watch / read callouts / listen multiple times - 24/7 access

•    Problem solving
•    Self-directed learning
•    Time management
•    Autonomy

 

Possible Opportunities for Scaffolding Using an LMS (Moran & Owen, 2007)

 

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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