Implementing an eLearning Curriculum

Professional Learning Suite | Term Three 2011

Grovedale College

Our Learning Intentions… Raise awareness of web based and other digital

learning tools. (what’s available to us and the students) Build capacity to use various learning technologies to

support student learning Sharing of ideas and expertise Design a Learning Activity which uses learning

technologies to implement in one of your classes. Increased use of the Ultranet Focus is on the learning and how technology can be

used to support the implementation of meaningful teaching and learning activities.

The task The task is to plan an eLearning activity to

implement into one of your classes .1. Identify the subject and year level2. Identify the learning task3. What will be the learning goals?4. What software / hardware will you utilise

to enhance the teaching and learning?5. How will the task be assessed? 6. What will be the success criteria?

Ask yourself

How can I integrate learning technologies to support powerful learning in my classroom?

How can learning technologies change the way I teach?

How can I ensure that the way I teach with ICT promotes deep learning?

How can I increase my skills when using the software?

How can I increase my confidence in integrating ICT?

Terminology

In pairs discuss the following terms

‘eLearning’‘Digital Literacy’‘Digital Native’

Experiences thus far…..

With your partner , discuss: Have you ever planned and implemented an

eLearning activity? Was it successful? How did you know? If not… Why? What are the challenges for us as a staff and

you individually?

3 Basic Criteria for Integrating Technology

The activity is well connected to the curriculum

The use of technology clearly enhances the lesson content

The activity has students using higher order thinking skills

Mike Muir

Have you considered these criteria in the past?

One of the enduring difficulties abouttechnology and education is that a lot ofpeople think about the technology first and the education later” (Schacter, 1995, p. 11).

• “…The true value of technology for learninglies not in learning to use technology, but inusing technology to learn.” (Educational Research Service, 2001)

Our Resources (hardware) Netbooks Notebooks Desktops IWB

Flip Cams (x 11) Still Cams Web Cams (Class set) Microphone Headsets

(class set)

Too many to list(see link on our Collaborative Learning space)

Resources (Software)

Lets Get Started! Log onto the Ultranet Click on the link to EduStar list and begin

thinking about the ways that you could incorporate the technologies into your activity

Browse the tutorials to learn more about software that you think may be relevant

Not logged onto the Ultranet?https://idam.education.vic.gov.au/ firstuse**Must have a complex 7 password (change on edumail login screen)

Week 2 Ultranet Edustar Image Identify the learning task

What are the Learning Intentions?

The aim of today’s session is to identify what activity you will design. What are the key knowledge and skills that

you want your students to demonstrate? How will the use of technology support

this?

Higher Order Thinking What is Higher Order Thinking? Identify your eLearning task

What is Higher Order Thinking

“Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.”

Continued…..

“When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.”

Higher Order Thinking is Not… regurgitation rote learning recall remembering

Blooms Revised TaxonomyCreating

Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

Evaluating

Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

Analysing

Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

Applying

Using information in another familiar situationImplementing, carrying out, using, executing

Understanding

Explaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

Remembering

Recalling informationRecognising, listing, describing, retrieving, naming, finding

Identify your Learning Task

Identify Subject Year Level Topic Learning Goals Resources required

In the next few weeks we will focus more heavily on assessment.

Week 3 JCM – Quizlet Learning Goals Planning Time Ultranet – Wiki, Resources

Learning Goals

Are there multiple entry points? How does it cater to varying learning abilities and styles? Are they able to ask their own questions? Do they create any new knowledge in the process and, if

so, is that knowledge shared anywhere? Does their experience in the course replicate real life in

any new way? Does it teach them how to learn on their own? Ho does it relate to VELS / VCE standards? Are they assessed any differently?

VELS / VCE In the Learning Goals section of your

Planning Template (word doc), document the VELS progression point that this task caters for?

Assessment Map

Ultranet Throughout today’s session, take 5 mins to

visit the Wiki on our Ultranet space. Fill in the ‘Description of Learning Task’.