Criterion
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Pre-Initial |
Initial
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Emerging
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Developed
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Highly Developed
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Design
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- Lessons/tutorials designed for student access to local people & resources
- Lessons/tutorials designed for local (as opposed to global) collaboration
- Resources/course designed with no alternative formats (e.g. audio/video as well as text)
- Resources/course designed with no opportunities for student negotiation or generation of learning contexts
- No alternatives to access course specific materials/resources/guidelines except in face-to-face sessions
- No alternatives for interaction & communication except through face-to-face
- No recognition of different levels of student ICT literacy & use of ICT
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- Lessons/tutorials designed mainly for student access to local people and resources with a few hyperlinks to global resources
- Lessons/tutorials designed for local (as opposed to global) collaboration
- Resources/course designed with some use of various formats (e.g. audio/video)
- Resources/course designed with no opportunities for student negotiation or generation of learning contexts
- Some materials/resources/guidelines accessible online
- No alternatives for interaction & communication except through face-to-face or email
- No recognition of different levels of student ICT literacy & use of ICT
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- Lessons/tutorial/ course designed with occasional opportunities for local & global access (people & resources)
- Lessons/tutorial/ course designed with occasional opportunities for local & global collaboration
- Resources/course designed with occasional alternative formats (e.g. some texts also have an audio version)
- Resources/course designed with occasional opportunities for students to negotiate and/or their learning contexts
- One other alternative to access course specific expectations / materials/resources/guidelines e.g. online via a wireless laptop
- Occasional alternatives for synchronous & asynchronous interaction & communication (for example, instant messaging & discussion boards)
- Some level of student ICT literacy & use of ICT recognised (scaffolding & support integrated into the course)
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- Lessons/tutorial/ course designed with opportunities & support for local & global access (people & resources)
- Lessons/tutorial/ course designed with opportunities for local & global collaboration
- Resources/course designed with at least one alternative format (e.g. texts also have an audio version)
- Resources/course designed with opportunities for students to negotiate and/or generate their learning contexts
- One other alternative to access course specific expectations / materials/resources/guidelines e.g. online via a wireless laptop
- Alternatives for synchronous & asynchronous interaction & communication (for example, instant messaging, wikis, & discussion boards)
- Most levels of student ICT literacy & use of ICT recognised (scaffolding & support integrated into the course)
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- Lessons/tutorial/ course designed with fully integrated opportunities & support for local & global access (people & resources)
- Lessons/tutorial/ course designed with fully integrated opportunities & support for local & global collaboration
- Resources/course designed with a range of alternative formats to suit a variety of learning preferences & needs (e.g. audio/video as well as text)
- Resources/course designed with opportunities for students to negotiate and generate their learning contexts
- Unrestricted access to course specific expectations/ materials/resources/guidelines including via wireless laptop & mobile phone
- Several alternatives for synchronous & asynchronous interaction & communication fully integrated into the course (for example, webinars, text messaging, instant messaging, virtual worlds, & discussion boards)
- All levels of student ICT literacy & use of ICT recognised (scaffolding & support integrated into the course)
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Facilitation
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- Sessions have some elements of transmission format, but with inclusion of student-centered activities, & student-led tutorials
- Some provision for recording & considering student 'voices'
- Communities of Learning occur & are their formation is encouraged by the lecturer
- The lecturer knows the names, background, learning preferences etc of most of their students
- Some flexible opportunities for formal & informal communication (e.g. discussion boards, 'virtual' online tutorial sessions & email)
- Students encouraged to make their own meaning through active engagement in tasks
- Student awareness of meta-skills raised through formal activities at relevant points in a course
- Frequent examples of
modelling & scaffolding provided (with judicious use of multi-media)
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- Sessions have a small element of transmission format, but with frequent opportunities for student-centered, enquiry-based tasks/activities, & student-led sessions
- Role of the lecturer mainly that of facilitator & designer
- Student 'voices' welcomed and valued
- Communities of Learning occur & are nurtured by the lecturer
- The lecturer knows their students well enough to put in place elements that lead to an environment of rapport & trust
- Flexible opportunities for formal & informal communication (e.g. 'virtual' online office hours/tutorial sessions, & texting)
- Students scaffolded to make their own meaning through active engagement in authentic tasks
- Student awareness of meta-skills introduced at relevant points in a course, guided & encouraged
- Some opportunities for / examples of
modelling & scaffolding provided (frequent use of multi-media, in a range of contexts)
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- Role of the lecturer shifted to facilitator, mentor and designer
- Student-led sessions (virutal & physical) frequent
- Student 'voices' encouraged & heard
- Formation of a Community of Learning (virtual & physical) actively encouraged
- Rapport & trust fostered to cultivate an environment for scaffolded 'risk taking'
- Frequent, flexible opportunities for formal & informal communication (e.g. 'Virtual' online office hours, instant messaging, 'virtual' tutorial sessions, & texting)
- Students supported/scaffolded to make their own meaning through active engagement in authentic tasks
- Student awareness & discussion of meta-skills fully integrated, guided & encouraged (online & face-to-face)
- Frequent opportunities for / examples of
modelling & scaffolding provided (in a variety of formats & contexts)
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Assessment
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- Formative assessment is rare & feedback is not discussed
- No peer assessment is included in the course
- Feedback to assessments is provided by the teacher
- Previous assessments are made available online
- Assessments take the form of essays or short-answer/multiple choice questions
- Assessment tasks are the same as those given in previous years
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- Assessment is aligned with Learning Outcomes
- Students have limited opportunities for formative assessment by the teacher
- Students are encouraged to discuss formative assessment feedback
- Peer assessment is rare
- Feedback to assessments is provided by the teacher
- Previous assessments and rubrics are made available online
- Assessments tend to take the form of essays, presentations, or quizzes
- Assessment tasks are often based on those given in previous years
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- Assessment is integrated with Learning Outcomes & facilitation
- Students have some opportunities to discuss formative assessment feedback
- A few opportunities for peer assessment
- Timely feedback, mainly from the teacher
- Students discuss the learning outcomes / assessment rubrics (which are made available online)
- Assessments make some use of alternative practices & approaches
- Assessment tasks are challenging
- Achievement is rewarded
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- Assessment is well integrated with Learning Outcomes & facilitation
- Students have frequent opportunities to reflect on & discuss formative assessment feedback
- Some opportunities for meaningful, peer assessment
- Timely feedback, from a range of sources (e.g. industry experts in NZ)
- Assessment context-flexible (e.g. students do not, necessarily, have to be on site to complete assessments)
- Assessments applied
- Students discuss the learning outcomes they wish to achieve
- Assessments make use of innovative, engaging practices & approaches
- Assessment tasks are challenging (but are scaffolded)
- Achievement is recognised & shared
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- Assessment is fully-integrated, relevant & assesses what has been included in the course
- Timely, formative assessment an essential part of a course
- Frequent opportunities for meaningful, peer assessment
- Multiple sources of feedback (e.g. 'outside', global experts)
- Assessment context-relevant (e.g. where students practice their learning)
- Assessments authentic & applied
- Students negotiate the learning outcomes they wish to achieve
- Assessments make use of innovative, engaging practices & approaches
- Assessment tasks are challenging (but have sufficient scaffolding to support learners)
- Achievement is shared & celebrated
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Evaluation
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- Formal evaluation of the course/programme/lecturer etc, conducted by the institution
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- Evaluation conducted once a semester by the practitioner
which results in occasional changes to teaching practice or course content/activities/design
- One method of evaluation for formal & informal feedback from students
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- Some reflective evaluation
which results in changes to teaching practice and course content/activities/design
- At least one method of evaluation for formal & informal feedback from students & colleagues
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- Some iterative & reflective evaluation
(e.g. re-application of feedback for improvements and/or change)
- More than one method of evaluation (formal & informal)
- Involvement of colleagues & students (e.g. peer observations)
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- Iterative & reflective evaluation
(e.g. timely, 'visible' re-application of feedback for improvements and/or change)
- Multiple methods of evaluation (formal & informal)
- Involvement of colleagues & students (e.g. peer observations)
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ICT Enhanced Learning and Teaching Framework and Model by Hazel Owen, Diana Ayling, and Ed Flag is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 New Zealand License. |
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