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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?
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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?
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What are key aspects of that theory?
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- 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)
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What central problems are learners facing?
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- 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
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What issue(s) is / are there with the programme / unit / activity / learning object(s)?
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- 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
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Can ICT enhance the learning process? How?
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- 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
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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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- 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.
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What existing resources do you want to adapt?
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- 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
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How do you want to measure the achievement of LOs?
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- 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
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- What is the estimated time / effort required?
- What are key deadlines?
- What support / training is required?
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- 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
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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)
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