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Self-diagnostic ICTELT Matrix

This version was saved 14 years, 9 months ago View current version     Page history
Saved by Hazel Owen
on June 12, 2009 at 11:33:05 am
 


Self-diagnostic matrix: ICTELT curricula design criteria

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Criterion
Pre-Initial Initial
Emerging
Developed
Highly Developed
Design
  • 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
  • Lessons/tutorials designed mainly for student access to local access to local people and resources and people 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
  • 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)
  • 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)
  • 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)
Facilitation
  • Sessions mainly transmission format; lectures
  • No provision made for recording & considering student 'voices'
  • Communities of Learning occur, but with no direct encouragement from the lecturer
  • The lecturer is unsure of the names, background, learning preferences etc of most of their students
  • Communication with the lecturer is in face-to-face sessions
  • No formal provision has been made to encourage alternative forms of communication between peers
  • Facilitation occurs with little attention to students' engagement in their learning

  • Students expected to make meaning from the information provided

  • Students are not, or only implicitly, aware of learning meta-skills
  • Few examples, provided (mainly text-based case-studies)



 

  • Sessions mainly transmission format, lectures but with some student-led face-to-face tutorials
  • Some provision for recording & considering student 'voices'
  • Communities of Learning occur, but with little direct encouragement from the lecturer
  • The lecturer knows the names of all of their students
  • Communication with the lecturer is in face-to-face sessions & via email
  • Some provision has been made to encourage alternative forms of formal communication between peers (e.g. discussion boards)
  • Facilitation occurs with little attention to students' engagement in their learning

  • Students expected to make meaning from the information provided

  • Meta-skills are 'taught' often through student support centres; little or no integration with course content/tasks
  • Some examples of
    modelling & scaffolding provided (occasional use of alternative media)
  • 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)
  • 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)
  • 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)
Assessment
  • 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
  • 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
  • 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
  • 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
  • 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
Evaluation
  • Formal evaluation of the course/programme/lecturer etc, conducted by the institution
  •  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
  • 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
  • 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)
  • 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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