Introduction	Scenario	ICTELT Model	Possible Approaches
Key Design Points	Programme of Social Services	Appendices	References

The ICTELT Design Model, Framework and Mindmap

The next section explores the process model and associated framework developed by Owen (2008) to guide design for ICT enhanced learning, that was developed to help answer the question “Where do I start?”. The scaffolded approach is appropriate for very small teams or individuals working with limited resources, and who are experienced and skilled in the design of learning and teaching activities, but not necessarily in adapting resources to make best use of the affordances offered by ICTELT. The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects (from this point on referred to as ‘candidates’), but initially practitioners are encouraged to trial the process on a small scale so that they are more likely to be successful.  The aim was to equip practitioners with an accessible set of tools to guide them through the design process. Questions are used to assist the preliminary identification of an ineffective candidate, as well as with the assessment as to whether ICT could enhance learners’ experience by helping address problem(s) with the selected candidate. An iterative cycle is encouraged, whereby an adapted design is piloted, evaluated, refined and re-evaluated over time, with recognition that the practitioner’s experience, skills and attitudes are likely to alter too.

The process model (see Appendix 1) provides an accessible approach for adapting curricula and/or resources that does not require academic practitioners to alter their current practices (Goodyear, 2005). It has an iterative structure that remains flexible enough for practitioners to blend approaches of their choice, while also encouraging the alignment of pedagogical perspectives and practice.  The guided questions and scaffolding are designed to form a basis for collaborative discussion of design choices, ICT tool selection, and the complexity of incorporating a range of pedagogical approaches with a variety of tools (Conole, 2008) to achieve the goal of designing “spaces…[that] allow new things to happen, new networks to form, new ideas to emerge, new activities to be entered into and new values to be formed” (Barnett & Coate, 2005, p. 168). The complementary framework (see Appendix 2) guides practitioners through the initial steps of the design process with a series of questions (not all of which need to be answered). A worked example is also provided (see Appendix 3) to relate the abstract to the concrete (Goodyear, 2005) and to demystify the decision making process. Practitioners are encouraged to select a candidate for adaptation that has the best chance of success (whether this is measured in completion, learners’ attitudes, improved achievement of learning outcomes, or ‘lessons learned’). It is assumed there will be access to either experienced peers and/or an education technologist, as well as to the necessary ICT tools. 

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.