Design Rationale EDEL 20001 -
Assignment 2
“Learning Support in a Digital Classroom”
This motivational
video is designed to be shown to Executive Directors, Regional Directors,
Principals, Deputy Principals, Heads of Curriculum and Learning Support
Teachers. In fact all teachers in primary or secondary schools who are
interested in improving the learning outcomes of their students. My initial
focus is to encourage active research into the benefits the use of e-learning
would bring to enhancing the reading outcomes of students requiring learning
support for reading. However the project could work equally well with other key
learning areas.
My presentation is
backed by the easily recognised tune by John Lennon “Imagine” to focus
attention on future possibilities within our system to provide students with
additional assistance. The proposal is not intended as a replacement for
teachers but rather an opportunity for teachers to add to their vast repertoire
of teaching skills in providing assistance to their students based on needs in
a time hungry environment. It is intended to demonstrate a way
that twenty first century technology can be used to benefit both student and
teacher with minimum disruption but maximum effect.
The layout is
specifically designed to stimulate thought through the question and answer
progression of the video. The questions are those that most educationalists ask
themselves every day. The answers come from various readings I have completed
and linked to my own pedagogical views.
Information from
Richard Andrews, based on his extensive readings supports my beliefs digital
media theory that the variety of tools and media available to us today to
explore, allows us to change modify and provide opportunities for different
ways to engage students and teach. According to Andrews (Andrews, 2011,) Andrews
believes that e-learning allows the student more time to digest information and
more control over the timing of the learning. Furthermore e-learning allows for
access by the student anywhere any time. It does not require specific
timetabling, nor will unexpected disruptions to class routines affect the
progression of learning as in the regular classroom.
The questioning
encompasses many of the 26 Elements of Explicit Instruction in Central
Queensland Region’s Teaching in CQR, as
do the responses: specifically the 4 Pillars, 8 Lesson Sequences and the 6
Givens. These elements can easily be accommodated through e-learning strategies
and is supported by Susan Oxnevad’s blog.
In Susan Oxnevad’s
blog “5 Instructional Shifts to Promote Deep Learning -http://gettingsmart.com/2012/10/5-instructional-shifts-to-promote-deep-learning/
she speaks of how technology can be
used to assist students in developing transferable knowledge and skills. How
active and increased participation and access to tools to support student
learning encourages student engagement. She goes on to describe ways that
teachers can use their expertise in better ways during instructional planning
to facilitate better engagement, collaboration and feedback to students as does
John Munro and Grant Wiggins.
John Munro, whilst
speaking at a workshop on Explicit Instruction held at CQU for participating
school staff Sat 15 May 2013 “Powerful Learning” spoke of the Key Learning
Actions of Students. He sees each learning action as a thinking strategy that
provide ways for students to modify or enhance their knowledge within a
systematic framework. These learning actions become ‘self-scripts’ to guide
students… ‘thinking and to manage, direct and regulate their learning
activity.’ Encouraging a shift in responsibility for learning from teacher to
student. The actions are categorized into 3 phases: orientating, acquiring new
knowledge and consolidation. This is supported by Teaching in CQR.
Furthermore he emphasises the
importance of feedback both to and from the student which is also supported by
Grant Wiggins, PhD in his article in TeachThought entitled 7 Key Characteristics of Better Learning Feedback, thus seeking to
resolve Hattie’s dilemma as to why some feedback works better than other
feedback.
The final slide is designed
to provoke viewers to take a chance and move forward into the 21st
century of learning where students may already be experiencing what technology
has brought.
References:
Andrews R. (2011) Does e-learning require a new theory
of learning?- Some initial thoughts. Journal for Educational Research
Online Vol 3 (2011), N0, 104-121. © 2011 Waxmann.
Susan Oxnevad’s blog “5
Instructional Shifts to Promote Deep Learning -http://gettingsmart.com/2012/10/5-instructional-shifts-to-promote-deep-learning/
Grant Wiggins, PhD 7 Key Characteristics of Better Learning
Feedback.
John Munro,
University of
Melbourne, Vic.
Dr John Munro
is Head of Studies in Exceptional Learning and Gifted in the Graduate School of
Education at
the University of Melbourne. He is a trained primary and secondary teacher and
a
registered
psychologist. His research interests, teaching and publications are in the areas
of literacy
learning and
learning difficulties, maths learning disabilities, gifted learning, learning
internationally,
professional learning and school improvement. His most recent books include
Teaching oral
language and Powerful Learning – A strategy for system reform. He is a
consultant
to several
Victorian and national school improvement projects.
Dr Munro was
elected a Life Member of Learning Disabilities Australia and an Honorary
Fellow of the
Australian Council for Educational Leaders. He is a past president of the
Australian
Remedial
Education Association and chair of the College of Educational and Developmental
Psychologists.
Dr. Munro’s
experience in curriculum development includes the VELS English syllabus, the
Language
Disorders Program and the support materials for dyslexia and other learning
difficulties
for DEECD and
the Critical and creative thinking component for the Australian Curriculum. He
has worked
extensively in the International Baccalaureate programme, particularly for the
Extended
Essay and the
Theory of Knowledge and was an international consultant to the Primary Years
Program.
No comments:
Post a Comment