D R A F T School of Education, Fremantle...
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D R A F T
School of Education, Fremantle Campus
UNIT OUTLINE
ED4632
Transforming
Learning
Through ICT
Semester 1, 2017
General Information
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 2 of 19
Credit Points 20 Delivery Mode Internal
Assumed Prior Knowledge /Special Skill Requirements
Information and communications technologies (ICT) competency skills that would be acquired in daily life.
The Bachelor of Education first year unit ED1113, Introduction to ICT for Teachers, provided beginning education students with the opportunity to develop basic ICT skills to assist with this unit.
Pre-requisite Unit/s
None Co-requisite Unit/s
None
Contact Hours per Week
Lecture/s: Tutorial: Practicum:
Workshop/s: 3 hours Lab Session/s:
Lecture/Tutorial Attendance: Seven weekly workshops
STAFF DETAILS
Role Telephone Email Office
Location
Availability
By student appointment, AND
Unit Coordinator/
Lecturer
9433 0165 [email protected] ND36/208 Before/after workshops
Lecturer/tutor [email protected] Before/after workshops
Lecturer/tutor [email protected] Before/after workshops
Lecturer/tutor [email protected] Before/after workshops
School’s Senior Administration Officer
Mrs Claire Donaldson
9433 0154
[email protected] ND36/211 Please phone for appointment
Unit Outline Statement
This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other relevant policy, guideline or procedure. The General Regulations can be accessed at http://www.nd.edu.au/university/regulations.shtml. University Policies and Guidelines can be accessed at
http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml. Communication to Students (Email & Learning Management System) It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and to the Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University (and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The unit’s Blackboard noticeboard should also be checked on a regular basis. The login page for Blackboard can be accessed at https://learnit.nd.edu.au/. All relevant material for this unit will be found on Blackboard. All students enrolled in this unit will automatically be enrolled in this unit on Blackboard. Feedback for Students The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Unit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to this unit are:
Further detailed resources to support curriculum development;
Increased distribution, and less, assessment components.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 3 of 19
CONTENTS PAGE
1. UNIT DESCRIPTION ............................................................................................................ 4
2. UNIT LEARNING OUTCOMES ............................................................................................... 4
3. GRADUATE ATTRIBUTES AND PROFESSIONAL OUTCOMES .................................................... 4
4. ATTENDANCE AND ABSENCE .............................................................................................. 5
5. ASSESSMENT (SEE ALSO SECTION 10 – ACADEMIC INTEGRITY) ............................................ 5
6. UNIT PROGRAM ................................................................. ERROR! BOOKMARK NOT DEFINED.
7. RESOURCES .................................................................................................................... 11
8. DISABILITY SUPPORT ....................................................................................................... 11
9. LEARNING SUPPORT ........................................................................................................ 12
10. ACADEMIC INTEGRITY ....................................................................................................... 12
NOTE:
Clicking one of the headings above will take you to that section in the Unit Outline.
To return back to the Contents page, click the heading title of that section.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
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1. Unit Description The unit is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communications technology (ICT) to support learning outcomes for their students, early childhood, primary or secondary (both lower and upper). The unit develops the ICT skills learnt in ED1113, Introduction to ICT for Teachers. A variety of opportunities provided by ICT to transform the learning and teaching experience and an understanding of pedagogical approaches towards ICT implementation are explored. Students will produce a rich technology-based teaching resource that can be maintained and used in the classroom.
2. Unit Learning Outcomes At the completion of this unit, students will: 1. Understand ways in which ICT enhance opportunities for learning; 2. Explore theoretical models that underpin ICT integration; 3. Examine implementation issues associated with effective use of ICT in classrooms; 4. Produce an ICT integrated teaching and learning resource (e.g. inquiry-oriented WebQuest).
3. Graduate Attributes and Professional Outcomes Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:
Graduate Attributes Graduate Abilities
1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy, literacy, numeracy and information skills.
2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use of clear, critical and creative thinking and effective problem solving skills.
3. Technical Competence and Inter-disciplinarily
A comprehensive technical knowledge of a field of study, in addition to inter-professional knowledge extending beyond a single discipline.
4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development, with a capacity to be self-directed and utilise effective time- management skills.
5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability to apply ethical thinking skills to social/societal problems and challenges.
6. Philosophical and Religious Approaches to Life
The ability to be an open and reflective individual, sensitive to and accepting of others’ values and beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.
7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.
8. Research and Information Retrieval Skills
The ability to construct new concepts or create new understandings through the process of research and inquiry.
9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of social and cultural diversity and individual human rights.
10. Commitment to Active Citizenship
A commitment to connect with and serve the community through active participation, engagement and reflection.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
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AITSL National Professional Standards for Teachers (Graduate) The National Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.
Domain Standard Focus Area
Professional Knowledge
1. Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic
backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the
full range of abilities 1.6 Strategies to support full participation of students with disability
2. Know the content
and how to teach it
2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)
Professional Practice
3. Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents/carers in the educative process
4. Create and maintain supportive and safe learning environments
4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically
5. Assess, provide
feedback and report on student learning
5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement
Professional Engagement
6. Engage in professional learning
6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning
7. Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities
4. Attendance and Absence In accordance with the School of Education Regulations Chapter IV: 4.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit
Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-Completion (FN) grade for the unit.
4.2 A student is required to attend all scheduled classes for each unit they are enrolled in. 4.3 Where a student is absent from tutorials for two consecutive weeks or more than twice during an
intensive unit or more than three times for a semester long unit, the tutor should inform the Course Coordinator who will contact the student.
4.4 Full time attendance at all scheduled practicum or internships, including necessary briefing sessions, is compulsory.
Attendance will not form part of any assessment for this unit.
5. Assessment (SEE ALSO SECTION 10 – ACADEMIC INTEGRITY) Students must ensure they have read and understood University information which is available and relevant to assessment. This includes but is not limited to the General Regulations [Chapter 6], relevant School Regulations and any other policies, guidelines and procedures relating to assessment which appear on the University’s website.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 6 of 19
5.1 Assessment Structure (Marking rubrics are provided with this unit outline.)
Item No
Assessment Type and
Description
Weight %
Due Date (As timetabled or tutorial)
Related to Learning Outcome
No (s)
Related to Graduate Attribute
No (s)
Related to AITSL Graduate Standard
Focus Areas No (s)
1 Planning 25% Tutorial Week 4 (15 May) 3, 4 and 5 1-4, 7 and 8
1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5,
5.1
2 Student group activity
25% As allocated from 22 May 5 and 6 3, 7 and 8 2.6, 3.1, 3.2, 3.3, 3.4, 4.5
3 Publishing 50% Tutorial day in week following Week 7 (6 June) (Note: reading reflection first post is due prior to Week 2 tutorial, or no marks)
7 1-4, 7 and 8
1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5, 6.2,
7.3, 7.4
Assessment Item 1: Planning (marked as a group) 25%
In pre-assigned groups, you will fully scope out (plan) your major teaching and learning resource using ICT in any content area or phase of learning in which you intend to teach. On the teacher’s page in your website, you are to provide:
- A joint statement expressing your understanding of what is required for the ICT Integration Project as well as why the project is important for you as a pre-service teacher.
- A mind map showing clearly what you intend to do and how it fits in with the WA / Australian Curriculum. Include your overall curriculum goal, and weekly learning goal with ICT tools used.
- A Project Plan that details what actions will be taken by each group member and by when. The Project Plan is to be detailed through to the completion of the Publishing stage (not just the Planning stage).
- A Forward Planning Document (see http://forwardplanning.weebly.com/) that specifies the teaching and learning that is planned over a four lesson sequence. (For those new to FWP documents, four lesson plans are acceptable.)
- A statement articulating the integration of four ICT resources (minimum of one per week) that will be used in addition to the Internet. The statement should include why you selected the ICT resources and how they are being used as a learning tool (rather than teaching tools).
- A statement indicating how your project is underpinned by established learning theory (e.g., multiple intelligences, social constructivism, and cognitive theory).
This assessment item should be published on the Teacher’s Page of your online environment and is due as previously timetabled under Assessment Structure (5.1). The Planning rubric for this phase of your ICT Integration Project is attached. It is essential that you review the rubric criteria.
You must submit, by the due date, your website URL to your group’s Assessment 1 link in Blackboard.
In groups of two to three, you are invited to produce a major teaching and learning resource using ICT. The resource should span a four lesson sequence and include a minimum of four student-centred uses of ICT (at least one ICT tool per lesson). It can be targeted at any year level, learning area and be cross-curricula if you wish. It should be inquiry oriented, seeking to actively engage students in inquiry, problem-solving and creative work. The WebQuest inquiry learning format has proven to be a useful framework. The resource also needs to be flexible in that it can be accessed anywhere, anytime. For this reason, you will be asked to publish your resource on the Web. Web publishing tools will be introduced in the workshops. The ICT integration project should:
Integrate ICT into the curriculum (i.e., computers are not just things that students learn how to use; they are tools that help students learn in a range of learning areas).
Encourage ICT to be used collaboratively as thinking tools to solve problems (i.e. social constructivist).
Engage students in content in an interesting, novel and exciting way.
The ICT Integration Project is broken down into two assessable components: (1) Planning and (3a) Publishing. For the Planning assessment component, an individual and group reflection (short online survey) is to be completed prior to any marks being provided. Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to due dates. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 7 of 19
Assessment Item 2: Student Group Activity 25%
In pre-assigned groups, students will present an adapted version of one of the four lessons from Assessment Item 1. The activity should highlight ICT integration and be 30 minutes (maximum) duration; including post activity discussion. The purpose of this activity is to give students the opportunity to present ICT integrated lessons in a supportive and semi-authentic environment. The activity is also to generate class discussion and debate about key concepts encountered in the readings and in the lectures. Your group’s goal is to design an activity with sound learning objectives for a specified year level. This activity should model good practice in the effective integration of ICT.
Your ICT integrated SGA/discussion can take any form you wish. Some suggestions are: Interactive whiteboard Real life simulations Problem-based activities Test/quizzes Interactive games Online discussion boards
Whichever activity you design, it must:
1. Engage the audience in active discussion and participation; 2. Encourage the audience to consider how ICT contributed to learning.
It is not simply a presentation where your group stands at the front of the room and delivers content. You are to design some form of activity that will help the class to develop their understanding of concepts and/or reflect on the teaching and learning approaches used. It is advised that you keep the activity simple and spend most of your time thinking about how to generate class discussion and participation through the use of effective ICT integration. Purpose of group activity:
To create an ICT environment in which teaching skills can be practised and honed;
To assist students to become more confident facilitators of learning;
To provide students with the opportunity to work collaboratively.
Preparation tasks for group activity:
Consider topic application to your school setting;
Prepare an interactive ICT activity around your topic (i.e. be creative!);
Divide the workload evenly and test the ICT in the computer lab prior to the session.
Activity:
Be organised to facilitate a 30 minute session (major on ICT interaction, not just information dissemination);
All members are expected to contribute equally to the activity, in both the planning and presenting aspects.
Evaluation: A copy of the “Student Group Activity Rubric” to be used by your tutor for evaluation purposes is attached. The rubric should be consulted for relevant criteria prior to the preparation of your activity.
Please note: A mark will only be given for the student group activity if:
1. The lesson has been published in your website (e.g., Weebly) with relevant information (e.g., links and instructions for students, see Assessment 3(a) publishing rubric to help guide expectations) prior to the commencement of the lesson.
2. Your website URL is submitted in both the “Groups” page, as well as uploaded to your group’s Assessment item 2 link in Blackboard (these locations will be shown in class).
Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to the due date. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks. Marks may also be adjusted if a student’s individual presentation far exceeds others in the group in terms of organisation, delivery and/or ICT engagement.
All members are to know and to help facilitate their chosen ICT tool.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 8 of 19
Assessment Item 3: Publishing (marked as an individual submission) 50% 3(a) ICT Integration (25%) Students are responsible for publishing one lesson each of the group site as well as a small general contribution (e.g., introduction, task, reflection). A rubric for the Publishing phase of your ICT Integration Project is attached. The rubric should be consulted for relevant criteria prior to publishing.
Using ICT (e.g. Weebly web builder site), publish your major teaching and learning resource from Assessment 1 (Planning). The resource should be inquiry oriented and/or problem based, (e.g., a WebQuest). The url for your published web page must be provided, by the due date, on the Assessment 3 link, in Blackboard.
****It is the responsibility of students to maintain a back-up of the ICT integration project****
The ICT integration project must include:
a) The design of a unit of work that encompasses four sequential lessons (minimum) in any subject area(s) to foster the attainment of clearly articulated, purposeful learning outcomes.
b) The integration of four ICT resources (minimum of one per lesson) in the unit of work. These four ICT resources will be in addition to the Internet. Attempts should be made to use ICT as learning tools rather than teaching tools.
c) Linkages with an established learning theory within the design.
3(b) eJournal/ePortfolio (25%)
eJournal: Students are encouraged to make an effort to contribute to discussions, debates and skills workshops, assist other students as appropriate, reflect on theoretical readings and class activities and complete the appropriate eJournal/ePortfolio postings.
You may want to make brief blog reflections/notes on the other readings. These readings will help you form the planning assessment component; for example, project understanding, integration of ICT, and learning theory. The readings include:
Australian Curriculum, Assessment and Reporting Authority. Australian curriculum. Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Open College. Webquests. Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf
ePortfolio: Fourteen ICT tools are to be presented, consisting of at least seven categories demonstrating well-honed ICT skills. In general, time will be allocated in workshops to help you complete this assessment component. Include personalised examples and descriptions on each ICT tool together with an account of how the ICT could be used in an educational context; for example, does the technology assist the student to create (hint: consider technology use in relation to Bloom’s Taxonomy). You may choose your seven (or more) categories from the following list: Animations Audio/video/photo editing Apps Open
category (consult with tutor)
Blogging Comics Games and quizzes Mind mapping Online collaboration Presentation tools Surveys and polls Timelines Word clouds
For your main reading reflection, you are asked be a critical writer; evaluate, analyse, contest, appraise and perhaps plan for the future. You are not expected to agree with all your readings or workshops. Feel free to write down what you do not agree with, but more importantly, why you do not agree. Remember that a journal provides the opportunity for you to express your reaction to the readings and workshop discussions. Support your comments with the readings and other research. The main reading reflection (no more than 750 words) is the NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/)
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 9 of 19
5.2 Referencing style
For this unit, the referencing style to use is: American Psychological Association 6th edition (APA) for in-text style Students can access support materials for this style in the Referencing Guide available via University Library Homepage. Questions about applying styles should be directed to the University Library. Contact details are available via University Library Homepage.
5.3 Submission of Assignments The following formatting/presentation specifications must be followed for assignment submissions:
o Correct use of spelling, punctuation and grammar is essential o Acknowledge your sources of information – reference material o Use your own words
All students must be familiar with, and abide by, the information contained in the booklet ‘Information For Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional Standards; Student Attendance; Lesson Plans; Referencing in Academic Work and Literacy Standards.
Assessment urls (i.e., ePortfolio, SGA, and Planning/Publishing) must be provided, by the due date, in the “Tutorial Group Page” and, where applicable, updated.
Assessments will not be accepted if the url is sent by e-mail.
Late Submission of Assignments When a student realises that an assessment item is going to be submitted late then the student should contact the Unit Coordinator to discuss the situation. An assessment item submitted after the due date without an approved extension is subject to penalty. The penalty is 10% of the total value of the assessment per day for the first 5 days (weekend included) and will receive a mark of zero after that time. The assessment item will still need to be submitted to meet unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit. Request for Extension of an Assignment Requests for extensions of time are approved only in exceptional circumstances and must be made on an official form which should be given to the Unit Coordinator. The request must be made before the due date of the assessment, unless unforeseen circumstances have prevailed. Where a request is made on medical grounds an appropriate and current medical certificate must be attached. A Request for Extension form is available from Reception in the School of Education and from the School of Education section of the University website. Alternatively, go to UNDA Website (http://www.nd.edu.au/). On the left hand side under ‘Current Students, click ‘Schools’ then click the ‘Fremantle’ campus link under ‘Education’. On the right hand side, click ‘Application for Extension Form’ (http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc).
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 10 of 19
6. Unit Program
Week beginning
TOPIC WORKSHOP ACTIVITIES
WORKSHOP PRE-READINGS
23 April (Week 1)
Introduction to the unit
1. Unit outline overview 2. Learnit, Weebly
(http://2017ict.weebly.com/) 3. Introductions - WordCloud 4. Discussion: ICT Setting (PrimaryPad
summaries) 5. Discussion: Digital natives debate 6. Establishing student groups 7. Blooms digital taxonomy 8. ePortfolio: Mind maps (bubbl.us),
online collaboration (PrimaryPad) and word clouds (Tagxedo and/or Wordle)
Australian Professional Standards for Teachers http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020
Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf
Curriculum:
http://www.australiancurriculum.edu.au/
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies
Technology Wheel http://eductechalogy.org/swfapp/blooms/wheel/engage.swf
AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 4.5
1 May (Week 2)
The rationale for using ICT: The goal
1. Blogs: creation and why 2. ePortfolio: mind maps (SpiderScribe)
and online collaboration (Google Slides)
3. Creating with ICT: The ICT Integration Project in detail
4. ePortfolio: mind maps (Text2mindmap),Britannica School, Britannica Image Quest, and Scootle and digital learning objects
Mishra, P. and Koehler, M. Too Cool for School? No Way! Learning & Leading with Technology, May 2009, Vol. 36 Issue 7, p.14-18. AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3
8 May
(Week 3) ICT and current trends: Currency
1. Blog entries (Prior to class: remember no marks if done later.)
2. Discussion: Why use technology? Social constructivism and relevance of ICT enhanced curriculum
3. SAMR and TPK. Mission Possible - inquiring with ICT.
4. ePortfolio: Feedback (AnswerGarden), avatars, video editing (Animoto), photo editing (Slide.ly and Smore), mind maps (Text2mindmap), copyright, and Creative Commons
5. Creating with ICT: Brainstorm and project manage the ICT Integration Project
NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/) AITSL focus areas: 2.1, 2.2, 2.6 and 3.3
15 May (Week 4)
ICT and cognition
(consumption vs creativity tools)
1. Blog entries (Prior to class) 2. Reading discussion: Mobile learning
and personalisation 3. QR code Scavenger Hunt 4. Activity: ICT consumption/creation
Cognitive tool challenge 5. Collaborating with ICT: Setting up
your web site
WebQuests - "so yesterday" or 21st century learning? Dulin, B. (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ AITSL focus: 2.1, 2.2, 2.6 and 3.3
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 11 of 19
22 May (Week 5)
mLearning
1. Discussion: Mobile learning and using mobile devices in the classroom
2. Activities: Making movies to demonstrate learning, and accessing and reviewing apps
3. ePortfolio: differentiated learning 4. Assessment: Group Activities 5. ICT Integration Project – final stage
Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards AITSL focus areas: 2.1, 2.2, 2.6 and 3.3
29 May (Week 7)
Assessment and ICT: Almost there
1. Assessment rubrics and apps A
2. ePortfolio: Visualiser search engines 3. Activity: Assessment quizzes and
surveys (e.g. Google Forms, Flubaroo, Survey Monkey, Obsurvey, Classmarker, ProProfs and Edmodo)
4. Assessment: Group Activities
Australian Computer Society http://www.acs.org.au/become-a-member/students AITSL focus areas: 2.3, 2.6, 5.1, 5.2 , 6.2, 7.3 and 7.4
6 June (Week 7)
ICT and collaborating – Being connected
1. Discussion: How does ICT help with professional learning, and engaging with colleagues, parents/carers and the community, including professional teaching networks and broader communities?
2. Bringing the real world into your classroom: Cybersmart, e-pals, Google Earth, News and Hangouts, 100 word challenge, and Skype
3. ePortfolio: Thinking outside the classroom walls
4. Assessment: Group Activities 5. ICT Integration Project
http://posti.artscentremelbourne.com.au/for-teachers http://www.cybersmart.gov.au/ AITSL focus areas: 2.2, 3.4 and 4.5
7. Resources 7.1 Text/s and/or course reader: There is no set text for this unit.
7.2 Essential readings Australian Curriculum, Assessment and Reporting Authority. Australian curriculum. Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with
Technology, (36)7. 14-18. NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-
preview.pdf Open College. Webquests. Retrieved from http://www.opencolleges.edu.au/informed/teacher-
resources/webquests Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards
http://tcx.sagepub.com/content/47/1/20 Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf
Supporting resources (e.g. complementary readings and other handouts), ‘how to’ video links and relevant websites (e.g. global community epals) can be found in the Weebly environment for this unit.
8. Disability Support
Students with a disability should refer to the University’s Policy: Students with a Disability. For further information and contact details visit Disability Support.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 12 of 19
9. Learning Support
The Academic Enabling & Support Centre (AESC) offers a range of valuable programs to support students in succeeding in their studies. To find out more about what is available, visit AESC.
More generally, other types of learning support available are:
IT helpdesk contact details – Email: [email protected] Phone: (08) 9433 0777 In Person: St Teresa’s Library, Library Courtyard (building N7) between 8am and 5pm
weekdays.
Personal student support services (e.g., counselling) are available through the Student Services Office - contact at (08) 9433 0658. To visit, please find them at ND7 (enter via Mouat Street) or ND9 (opposite St. Teresa’s library – enter through Bateman’s Courtyard). To contact [email protected].
Library support may be accessed via the homepage - http://library.nd.edu.au/
Please contact your tutor if you require assistance with using the University’s Learning Management System (Blackboard/Learnit).
10. Academic Integrity All students have an obligation to uphold the University community’s standards on ethical scholarship.
Good scholarship involves building on the work of others, but the use of others’ work must be
acknowledged appropriately. Plagiarism constitutes a violation of academic integrity under the provisions
of the General Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These
documents are on the University’s website and should be referred to for more detailed information and
definitions, especially as plagiarism is subject to disciplinary action.
The University’s Academic Integrity Module (AIM) is an online resource which will help you to
understand the principles and practices of ethical scholarship and the importance of upholding academic
integrity in your work. You are strongly encouraged to make use of this resource as well as the range of
other tools (as outlined in the module) which are provided by the University to support and enhance the
attainment of student academic integrity. To find AIM, go to the “CURRENT STUDENTS” menu tab of
Notre Dame’s website or click on the following: Academic Integrity Module.
If you require further explanation or help, contact the Unit Coordinator or Tutor.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 13 of 19
Planning Rubric (25%)
Names: _________________________________________________________
Teacher’s Page:
Project understanding
0 points Little or no understanding of the objectives of the ICT Integration Project.
1 point Some understanding of the objectives of the ICT Integration Project and clear ideas for its development.
2 points Sophisticated understanding of the objectives of the ICT Integration Project.
Mind map 0 points Not provided or rudimentary.
1.5 points Provided but lacks detail.
3 points Clear ideas for development including links to the Australian curriculum.
Forward planning document
2 points Rudimentary forward planning document (or lesson plans).
4 points Forward planning document describes the learning that is proposed and the sequence in which it is to be implemented.
9 points Forward planning document describes the learning that is proposed, the sequence in which it is to be implemented, and exhibits innovation in curriculum design that will help to motivate and stimulate learners to achieve their goals.
Project plan
0 points Project plan not developed.
1 point Project plan developed but does not provide a sufficient level of detail.
2 points Project plan clearly shows the steps that are required to complete the project along with timeframes and responsibilities.
Integration of ICT
1 points Little or no use of ICT.
3 points ICT is used in the curriculum but not as a learning tool. It is mostly used as a teaching tool.
6 points ICT is carefully embedded into the curriculum as a tool to support thinking and learning. Detailed explanation provided.
Learning theory
0 points Links to learning theory not explicit in the implementation of the curriculum.
1.5 points Some elements of learning theory have been considered in the design of the curriculum but they are not explicitly explained.
3 points Strong elements of learning theory have influenced the design of the curriculum and they have been drawn on in the implementation.
Total Score /25
ACADEMIC LITERACY
The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.
Criteria F P C D HD Students are
expected to
demonstrate a high
standard of academic writing.
To score a high
grade, standard Australian English
should be used to
communicate key ideas clearly and
concisely.
Insufficient evidence of
ability displayed. There
are substantial errors in: the structure and
coherence of the written work;
the appropriate use
of expression and grammar;
the accuracy of
spelling and punctuation.
Adequate level of ability
displayed. There are
several errors in: the structure and
coherence of the written work;
the appropriate use of
expression and grammar;
the accuracy of
spelling and punctuation.
High level of ability
displayed. There are
few errors in: the structure and
coherence of the written work;
the appropriate
use of expression and grammar;
the accuracy of
spelling and punctuation.
Very high level of ability
displayed. There are
incidental errors in: the structure and
coherence of the written work;
the appropriate use
of expression and grammar;
the accuracy of
spelling and punctuation.
Extremely high level
of ability displayed.
There are no errors in: the structure and
coherence of the written work;
the appropriate use
of expression and grammar.
the accuracy of
spelling and punctuation.
Comments:
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 14 of 19
Student Group Activity Rubric Group Members: ___________________________ (25%)
***Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as being technically able to help their team
members in the class activity. ***
Criteria F P C D HD
Organisation of
session
/5 marks
Limited
organisation
with no learning
objectives
stated. Group
given no, or
little, indication
of the task(s)
they were being
asked to
undertake. No
checks for prior
knowledge. (1 mark)
Learning objectives
stated in rudimentary
form. Group given
limited indication of the
task(s) they were being
asked to undertake.
Rudimentary attempt to
check for prior
knowledge. (2.5 marks)
Learning
objectives stated
but did not fully
capture activity.
Group given a
good indication
of the task(s)
they were being
asked to
undertake. Prior
knowledge
checked. (3 marks)
Learning objectives
clearly stated and used.
Group given a clear
indication of the task(s)
they were being asked to
undertake. Prior
knowledge checked and
acted upon, e.g. through a
motivational connection
to prior knowledge. (4 marks)
Learning objectives
very clearly stated, used
and reviewed. Group
given a comprehensive
indication of the task(s)
they were being asked
to undertake. Prior
knowledge checked and
acted upon with clear
connections made to
prior knowledge. Successfully/
innovatively gains
group’s attention. (5 marks)
Used ICT to
engage the
audience in active
discussion and
participation
/10 marks
Limited attempt
to engage
audience by
using ICT or
consider ICT
application.
Presentation
only. (2 marks)
Surface attempt to
engage audience by
using ICT. ICT selected
has some relevance for
target audience.
Activity is a
presentation but
audience is asked to
consider and answer
some pertinent
questions. (5 marks)
Good attempt to
engage audience
by using ICT
through
interactive
activity. ICT
selected
challenged the
target audience
to actively
engage in
content. (6 marks)
Successful engagement of
audience by using ICT
through interactive
activity. ICT selected
challenged the target
audience to actively
engage in content and
consider the ICT within
the context. (8 marks)
Activity is innovative
and tasks engage
audience creatively.
Successful and
prolonged engagement
of audience by using
ICT thoughtfully. ICT
selected challenged the
target audience to
actively engage in
content, consider the
ICT within the context,
and reflect on their
learning. (10 marks)
Encouraged the
audience to
consider how ICT
contributed to
learning
/5 marks
Limited attempt
to encourage the
audience to
consider ICT
contribution to
learning. (1 mark)
Surface attempt to state
and review the use of
ICT in the classroom. (2.5 marks)
Good attempt to
get audience to
reflect on how
the ICT
contributed to
the learning in
the classroom
context. (3 marks)
Excellent attempt to
monitor and facilitate the
audience in considering
how ICT contributed to
the learning in the
classroom context. (4 marks)
Thorough and insightful
examination of
implementation issues
associated with
effective use of ICT in
classrooms. (5 marks)
Selected Lesson
Website
Publishing
/5 marks
Selected lesson
component of
website not
ready prior to
SGA or limited
attempt. (1 mark)
Surface attempt to
describe learning
processes on the web
page. Some directions
are given in learning
materials, but there is
missing information.
Students or users might
be confused. (2.5 marks)
Good attempt to
describe
learning
processes and
student
directions on the
web page. (3 marks)
Learning processes are
clearly described on the
web page. Every step in
the learning sequence is
clearly stated at a level
appropriate to the learner.
Scaffolding evident. (4 marks)
Clear directions and
comprehensive
scaffolding processes or
tools are evident on the
web page. Checks are in
place to assess student
understanding.
Provision of supporting
material, e.g, guides,
templates, and
examples. (5 marks)
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 15 of 19
SGA CHECKLIST
Definitions clear and concise.
Clear focus on topic.
Evidence of depth and breadth of understanding.
Well planned, organised and sequenced.
Established (or set) group’s prior knowledge.
Showed enthusiasm through body language, eye contact, stance, voice, posture.
Motivation through use of questioning.
Creative multi-sensory experience provided.
Worked well together as a group.
Selected appropriate ICT.
Supported students’ use of ICT.
Reflected on the way in which ICT were used by students and the learning that resulted.
Time effectively utilised. ACADEMIC LITERACY: The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.
Criteria F P C D HD
Students are expected to
demonstrate a high
standard of academic
writing. To score a high
grade, standard Australian
English should be used to
communicate key ideas
clearly and concisely.
Insufficient evidence of ability
displayed. There are substantial
errors in:
the structure and
coherence of the written
work;
the appropriate use of
expression and grammar;
the accuracy of spelling
and punctuation.
Adequate level of ability
displayed. There are several
errors in:
the structure and coherence
of the written work;
the appropriate use of
expression and grammar;
the accuracy of spelling and
punctuation.
High level of ability
displayed. There are few
errors in:
the structure and
coherence of the
written work;
the appropriate use of
expression and
grammar;
the accuracy of
spelling and
punctuation.
Very high level of ability
displayed. There are incidental
errors in:
the structure and coherence
of the written work;
the appropriate use of
expression and grammar;
the accuracy of spelling
and punctuation.
Extremely high level of ability
displayed. There are no errors
in:
the structure and
coherence of the written
work;
the appropriate use of
expression and grammar.
the accuracy of spelling
and punctuation.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 16 of 19
Publishing Assessment 3a: ICT Integration Curriculum (25%) While this assessment component is individually marked, there is a group work component in order for the four lessons to be cohesive. Be clear in the Project Plan as to which component you are responsible.
Group work: /4
Beginning Developing Accomplished Score
Motivational
attributes
INTRODUCTION
0 points
The way in which the learning
sequence is introduced is not
motivating.
2 points
The way in which the learning
sequence is introduced relates
somewhat to the learner's
interests and/or describes a
compelling question or problem.
4 points
The way in which the learning sequence
is introduced draws the reader into the
curriculum by relating to the learner's
interests or goals and/or engagingly
describing a compelling question or
problem.
What the students
are expected to do
(Cognitive level)
TASK
0 points
The overall design of the learning
sequence is inappropriate for the
target audience.
2 points
The overall design of the
learning sequence is limited in
its significance to students' lives
and is appropriate for the target
audience. As appropriate, the
learning sequence requires
analysis of information and/or
putting together information
from several sources.
4 points
The overall design of the learning
sequence is significant to students’ lives
and is stimulating for the target audience.
The overall design of the learning
sequence elicits thinking that goes beyond
rote comprehension. Task requires
synthesis of multiple sources of
information, and/or taking a position,
and/or going beyond the data given and
making a generalization or creative
product.
REFLECTION
0 points
Activity not provided or does not
promote student reflection
2 points
Activity provided promotes
some student reflection about
the ICT integration project.
4 points
Activity provided promotes deep student
reflection about the ICT integration
project.
/4
Individual lesson: /21
Beginning Developing Accomplished Score
Aesthetics (This refers to the curriculum itself, not the external resources linked to it.)
Visual appeal
0 points
There are few or no graphic
elements. No variation in layout or
typography.
OR
Colour is garish and/or typographic
variations are overused and
legibility suffers. Background
interferes with the readability. There
are more than 5 broken links,
misplaced or missing images or
badly sized tables.
1 point
Graphic elements sometimes,
but not always, contribute to the
understanding of concepts, ideas
and relationships. There is some
variation in type size, colour and
layout. There are some broken
links, misplaced or missing
images, or badly sized tables.
2 points
Appropriate and thematic graphic
elements are used to make visual
connections that contribute to the
understanding of concepts, ideas and
relationships. Differences in type size
and/or colour are used well and
consistently. No mechanical problems
noted.
Design and flow
0 points
The curriculum is confusing and
unconventional. There is no
connection between one learning
experience and the next.
1.5 points
There are a few places where
the learner or user can get lost
and not know where to go next.
3 points
It is always clear to the learner or user
what all the pieces are, and how to get to
them. Connections between learning
experiences are seamless.
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 17 of 19
How the learning sequence is introduced
Cognitive
effectiveness
0 points
The way in which the learning
sequence is introduced does not
prepare the learner for what is to
come, or build on what the learner
already knows.
1.5 point
The way in which the learning
sequence is introduced makes
some reference to learner's prior
knowledge and previews to
some extent what is to come.
3 points
The way in which the learning sequence
is introduced builds on learner's prior
knowledge and effectively prepares the
learner by foreshadowing what is to
come.
Learning processes (The process is the step-by-step description of how students will accomplish the task.)
Clarity of learning
process
0 points
Learning processes are not clearly
stated.
1.5 point
Learning processes are
somewhat described. Some
directions are given in learning
materials, but there is missing
information. Students or users
might be confused.
3 points
Learning processes are clearly described.
Every step in the learning sequence is
clearly stated at a level appropriate to the
learner. Most students or users would
know exactly where they are in the
learning sequence and know what to do
next.
Scaffolding
0 points
No scaffolding processes or tools are
evident in the learning design.
1.5 point
Some scaffolding processes or
tools are evident in the learning
design.
3 points
Comprehensive scaffolding processes or
tools are evident. Checks are in place to
assess student understanding. Provision of
guides and templates for thinking about
learning and opportunities provided for
students to manage their own learning.
Communicative
attributes
0 points
The learning design promotes little
communication and debate amongst
students.
1 points
The learning design promotes
some communication and debate
amongst students.
2 points
The learning design promotes extensive
communication and debate amongst
students.
Resources
Relevance and
quality of resources
0 points
Learning sequences are
"presentation oriented".
Links are mundane. They lead to
information that could be found in a
classroom encyclopedia.
Resources are provided but with no
direction.
1.5 points
Learning sequences are activity-
driven and supported by relevant
resources.
Some links carry information
not ordinarily found in a
classroom.
Guided use of resources
3 points
Learning sequences are activity driven
and supported by relevant, interactive and
engaging resources. Every resource
carries its weight and there is a clear
connection between the resource and the
activities that students are asked to
undertake.
Links make excellent use of the Web's
timeliness and colorfulness.
Varied resources provide enough
meaningful information for students to
think deeply, eg resources specify tasks
and/or student roles or perspectives.
Evaluation
Clarity of evaluation
criteria
0 points
Criteria for success are not
described to students.
1 point
Criteria for success are at least
partially described to students.
2 points
Criteria for success are clearly stated to
students and users in the form of a rubric.
Criteria include qualitative as well as
quantitative descriptors.
The evaluation instrument clearly
measures what students must know and
be able to do to accomplish the task.
Total Score /21
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 18 of 19
ACADEMIC LITERACY The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.
Criteria F P C D HD
Students are expected to
demonstrate a high
standard of academic
writing. To score a high
grade, standard Australian
English should be used to
communicate key ideas
clearly and concisely.
Insufficient evidence of ability
displayed. There are substantial
errors in:
the structure and
coherence of the written
work;
the appropriate use of
expression and grammar;
the accuracy of spelling
and punctuation.
Adequate level of ability
displayed. There are several
errors in:
the structure and coherence
of the written work;
the appropriate use of
expression and grammar;
the accuracy of spelling and
punctuation.
High level of ability
displayed. There are few
errors in:
the structure and
coherence of the
written work;
the appropriate use of
expression and
grammar;
the accuracy of
spelling and
punctuation.
Very high level of ability
displayed. There are incidental
errors in:
the structure and coherence
of the written work;
the appropriate use of
expression and grammar;
the accuracy of spelling
and punctuation.
Extremely high level of ability
displayed. There are no errors
in:
the structure and
coherence of the written
work;
the appropriate use of
expression and grammar.
the accuracy of spelling
and punctuation.
Comments:
UNIT OUTLINE: ED4632 – SEMESTER 1, 2017
The University of Notre Dame Australia Date of Publication to students 17/04/2017 19 of 19
Publishing Assessment 3b: ePortfolio/eJournal Rubric (25%)
Critical review of reading/eJournal (11 marks):
Fail Pass Credit Distinction High Distinction
Critical
review of
reading
0 marks
Poor effort to provide
insight into what was
learned in completing
the reading. The
journal entry is a
haphazard description
of the article and is of
limited educational
value. No attempt to
use the literature for
support and guidance.
An ambiguous
reflection with no real
direction or purpose.
No commentary
summary.
3 marks
Rudimentary
insight provided
into what was
learned in
completing the
reading. Only
general reference
is made to the
literature.
4 marks
Reasonable effort
to provide insight
into what was
learned in
completing the
reading.
Reflection is more
or less a
description of the
article rather than
an interpretation
of what it means.
Literature
substantiates
ideas.
5 marks
Good effort to provide
insight into what was
learned in completing
the reading.
Reflection is thorough
and an attempt is
made to use the
literature to support
interpretations. One or
two key ideas are
drawn out and
communicated
effectively.
6 marks
Exemplary effort to
provide insight into
what was learned in
completing the reading.
Reflection demonstrates
originality and
creativity. It is also
thorough, well written
and draws on the
literature to substantiate
and support thoughts
and ideas. A
sophisticated, multi-
dimensional
interpretation of the
readings.
Comments
on two
students’
reflections
0 marks
Comment/questions
not posed.
1 mark
Rudimentary
comment /
question.
1.5 marks
Reasonable effort
made to make two
meaningful
postings.
2 marks
Good effort to draw
out key ideas and
communicated
effectively.
2.5 marks
Exemplary engagement
with two student’s
reflections.
Reflection
on peer
comments
0 marks
Response not made.
1 mark
Rudimentary
response.
1.5 marks
Reasonable effort
made to make a
meaningful
response.
2 marks
Good effort to draw
out key ideas and
communicated
effectively.
2.5 marks
Exemplary engagement.
ePortfolio framework set-up, including brief reflection on ICT in the workshops (14 marks): F P C D HD
ePortfolio framework, including appropriate and effective multimedia elements such as
images, slide shows, embedded videos and links (use embed code), etc (3 marks)
ICT examples of personal use, including reflection on the ICT and its application in an
educational context (8 marks - *see detailed note below)
About Me detailed with good use of media (eg video) (3 marks)
*ICT tools clarification:
Fail
(3 marks) Pass
(4.5 marks) Credit
(5.5 marks) Distinction
(6.5 marks) High Distinction
(8 marks)
Less than 14 ICT
tools presented
14 ICT tools
presented, consisting
of seven categories.
Personalised
examples provided.
14 plus ICT tools
presented, consisting
of at least seven
categories. A
personalised example
on at least seven ICT
tools is presented.
Educational context
considered.
14 plus ICT tools
presented, consisting
of at least seven
categories
demonstrating sound
ICT skills. A
personalised example
and brief description
of how each ICT
could be used in an
educational context is
provided.
14 plus ICT tools presented,
consisting of at least seven
categories demonstrating well-
honed ICT skills. Excellent
posting with personalised
example on each ICT provided.
Reflection and description on
each ICT tool together with an
account of how each ICT could
be used in an educational
context is provided.
ACADEMIC LITERACY: The overall grade awarded for the assignment cannot be greater than that awarded for the School of Education Academic
Literacy component.