Participation in an online networking activity in Scoop.it (essential) and Twitter (optional but strongly recommended) will lead to the selection of a topic for development into a sequence of learning experiences that is rich with digital pedagogy at the Redefinition level of SAMR. A number of artefacts will be developed in the process and submitted, as a digital portfolio, as justification of the planning process.
The culmination will be the presentation of a narrative, from the perspective of a learner participating in the learning experiences. Through this narrative, insight into your pedagogy and the anticipated processes of learning will be evidenced. The narrative can be written from the perspective of a typical student, or it can represent the learning journey of a student with a special need. The learning sequence need not be a fully-fledged unit, but should contain sufficient progression of learning as to demonstrate beyond doubt your pedagogy and use of a range of ICT tools for different learning purposes.
This is a portfolio task. There are three core components to this task.
1. The first is to present a profile of your learner, outlining their needs and learning preferences. This will be drawn from your class profile that is completed in your school placement, as well as the course materials presented that profile the characteristics and learning preferences of contemporary learners.
2. The second is to present a collection of resources and artefacts. These resources and artefacts will be progressively constructed through Weeks 7 – 12, and will be uploaded to your selected web space (wiki, blog or website). These artefacts will be associated with a series of designed digital learning experiences (a ‘mini-unit’) that meet the following criteria:
• Demonstrate task design at the transformative end of SAMR
• Demonstrate genuinely learner-centred design focused on learner-ownership of the process and outcomes of learning
• Involve learners as creators as well as consumers of knowledge and digital data, media or artefacts.
• Support collaborative, networked and/or connected learning mediated by ICT
• Lead to the development of higher order thinking
• Must use ICT to mediate a substantial component of the learning activities (not merely for information access and presentation)
• The learning task must be based on a design that is sourced on the web and shared with your colleagues, that is augmented, enhanced and further developed for your teaching context
3. The third component will be a reflection using the theory and rationale behind online professional learning networks, your own learning experience of online networking and support (through artefacts and/or links) of your online participation and contribution to evidence AITSL Graduate Standards 6.2 and 7.4
Resources and Artefacts to be submitted
These are outlined and detailed in the Moodle course materials. They are designed as embedded learning tasks, which will articulate into your Assessment submission. They include:
Part A: A profile of your learner – who can be a typical student or one with special needs. The profile should draw on the course materials and outline the characteristics and learning preferences of the student.
Part B: A link to your curated online Scoop.it collection (essential) which is also shared through Twitter (optional but strongly recommended)
Part C: Your Twitter ID (optional but useful as additional evidence of online networking)
Part D: Macro-, meso- and micro-level planning as outlined in the course materials:
• Links to the Australian Curriculum in the discipline, year level and strand of your choice. If your discipline area does not have an Australian Curriculum proposed or approved, please use the QCAA materials for curriculum detail
• An overview of the learning sequence of your learning experiences – a plan of the sequential development of content and thinking processes, as well as the activities that will engage your learners
• Any other detail you believe is worth sharing
• A pedagogy map linking your selection of pedagogical principles to your designed activities. You may wish (strongly recommended) to include elements of authentic, problem-based learning in your pedagogy map to illustrate your insight into this type of pedagogy. The synergies between them are demonstrated in the Moodle course materials
• An ICT map identifying planned use of ICT by you and your students, and including an overview of the purpose of the use of ICT. You should link your ICT map to your pedagogy map to provide insight into the pedagogical use of ICT
Part E: A learning narrative representing the anticipated/planned lived experience of a student who participates in the ‘mini-unit’
Part F: A reflection that contains an overview of your knowledge, and evidence of your demonstration of AITSL Graduate Standards 6.2 and 7.4 during participation in this course