Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
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Transcript of Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus
MDB016
Tammy Butow
Sequencing Learning
Experiences
http://www.rsnz.org/directory/yearbooks/2005/BP-teamwork.jpg
Sequence One•Collaborative
•ITS Syllabus
•Multimedia Context
•Project & Team Management Thread
Learning sequences
Sequence Two
•Complex
•ICT SAS
•3-D Modelling Elective Unit
Sequence One: Collaborative
Collaborative Learning
Learners naturally work in learning and
knowledge building communities, exploiting each
others skills while providing social support and
modelling and observing the contributions of
each member. Humans naturally seek out others
to help them to solve problems and perform
tasks. Why then do we in schools insist that
learners "do their own work" and if they don't, we
accuse them of cheating. Individualized,
reproductive methods of instruction cheat
learners out of more natural and productive
modes of thinking. Jonassen (http://www.coe.missouri.edu/~jonassen/courses/CLE/)
https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf
Sequence One: Collaborative
ITS Syllabus Reference: Meaningful Learning
students “participate in teams to complete tasks,
develop interpersonal skills for teamwork and responsible
workplace interactions [and] evaluate team performance”
(QSA, 2006, p.16)
Applicable during a group project in Multimedia
Context
Learning Quality
Syllabus
Context Theme
Collaborative ITS 2006 Multimedia
Project and Team Management
Sequence One: CollaborativeITS Syllabus Reference
Table 2: Project development model
Phase Brief description of what the phase encompasses
Design Identification Clarification of the issue being examined involving clear statements of problem identification, rationale and aims.
DocumentationDocumentation of
all phases of the project, together with manuals (user and/or technical)
Specification Description of the type of outcome required, including the nature of inputs and outputs, hardware and software requirements and audience, as appropriate.
Design Planning the details of the solution using a recognised methodology.
Develop Implementation Implementing the design with the chosen software.
Testing Testing for accuracy by checking for logical and syntactical errors.
Evaluate Evaluation Making judgments about the quality of the product, and the process of development including time-management issues.
Sequence One: CollaborativeITS Syllabus Reference
the most productive and meaningfuluses of technology engage learners in:
•knowledge construction, not reproduction;•conversation, not reception;•articulation, not repetition;•collaboration, not competition; and•reflection, not prescription.Jonassen, D. (1995)
Sequence One: Collaborative
Outline of Sequence (5 Weeks)
1)Students are introduced to project (task sheet)
2)Discussion: What skills do we need to acquire for the project?
3)Students form project groups
4)Group Work: students analyse and collect information to better understand task sheet
5)Discussion: How will you plan and organise your project? (brainstorm + teacher lists on whiteboard)
6)Discussion: How will you evaluate your project?
7)Group Work: Students create a self-evaluation criteria sheet
8)Group Work: Create a specification document for the project
9)Guided Group Discovery: Students work through a rotation of stations (Video, Imaging, Text, Audio)
10)Group Work: Group documents each students responsibility for project
11)Start Project: Groups begin work on project (4 Weeks)
12) Oral Presentation: Groups present their project to class and teacher
Sequence One: Collaborative
What is to be achieved through these learning activities?
Learners learn how to work collaboratively
Learners respect other classmates and help each other
Learners create a community environment in the classroom where knowledge sharing is
encouraged and embraced
Learners meet the general objectives of Familiar Application, Problem Solving,
Communication, Attitudes and Values
Collaborative Learning Activities
Discussion
Guided Group Discovery
Project Group Work : Project Planning, Task Design and Implementation, Evaluation
Online Collaboration Tools: ZOHO
Sequence One: CollaborativeStudent Examples
Chicken Movie
Graphic Designers Gallery
Sequence One: CollaborativeITS Syllabus Reference
Table 3 : Awarding exit levels of achievement
Level of achievementMinimum combination of standards
Very High Achievement Standard A in both Familiar application and Problem solving. No less than Standard B in Communication.
High Achievement Standard B in both Familiar application and Problem solving. No less than Standard C in Communication.
Sound Achievement Standard C in both Familiar application and Problem solving. No less than Standard D in Communication.
Limited Achievement Standard D in any two exit criteria.
Very Limited Achievement
Standard E in the three criteria.
Sequence Two: Complex
Complex
The greatest intellectual sin that we teachers
commit is to oversimplify most ideas in order to make
them more easily transmittable to learners. In addition to
stripping ideas out of their normal contexts, we distil ideas
to their simplest form so that students will more readily
learn them. But what are they learning? That the world is
a reliable and simple place. However, the world is not a
reliable and simple place. Problems are multiple
components and multiple perspectives and cannot be
solved in predictable ways like the canned problems at the
end of textbook chapters. We need to engage students in
solving complex and ill-structured problems as well as
simple problems (Jonassen, in press). Unless learners are
required to engage in higher order thinking, they will
develop oversimplified views of the world. Jonassen (http://www.coe.missouri.edu/~jonassen/courses/CLE/)
https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf
Sequence Two: ComplexICT SAS Syllabus Reference
“developing a project for a 3-D model design to meet client needs” (QSA, 2004a, p.29).
Table 1: Course framework
Task or project development Core principles(Mandatory study area core)
Elective units
Approach What do I hope to achieve? Plan:who is this for?what has to be done?how can it be done? Collect:gather informationselect appropriate ICTsdevelop necessary skills
Use ICTs competentlyManage time and resources effectively and efficientlyCommunicate and work with othersEngage in self-directed learningMake informed decisionsEmploy safe and healthy procedures in the use of ICTsUse ICTs ethicallyStrive for excellence and aim for quality
Multimedia authoringGame developmentAnimation3-D modellingRoboticsDigital still imagingDigital videoOn-line communicationNetwork fundamentalsDigital audioDocument productionWebsite developmentManaging dataSchool-developed elective
Produce Develop a solution to the task:buildcombinerefine Present the solution:use good design and layoutcommunicate effectively
Confirm Consider the solution:how well was it done?does it work?can it be improved? Consider the process:what have I learnt?how might I do it differently?
Sequence Two: ComplexICT SAS Syllabus Reference: Meaningful Learning
In the elective unit of 3-D Modelling, complex learning is shown through the learning
experience of “developing a project for a 3-D model design to meet client needs” (QSA, 2004a,
p.29). Students are engaged in higher order thinking as they will be supplied with a complex and ill-
structured client specification.
Learning Quality Syllabus Elective
Complex ICT SAS 3-D Modelling
Sequence Two: Complex
Outline of Sequence (5 Weeks)
1)Students are introduced to elective: past student work / professional work is shown by teacher
2)Teacher introduces project to students
3)Interactive Tutorial One: Teacher demos creation of a sword to demo 3-D Modelling Techniques: ----------emphasis is on learning how to model NOT how to make a sword. Students are encouraged to write own notes during class tutorial.
4)Guided Discovery: Teacher alerts students to wealth of tutorials on the internet to help them
5)Collaboration: Students are encouraged to help each other learn, some students will become experts in certain skills.
6)Documentation: Students write a project specification
7)Students work on projects
8)Evaluation: Self-evaluation of work
9)Communication: Presentation to class and submission of assignment
Sequence Two: Complex
What is to be achieved through these learning activities?
Learners learn to solve complex problems by engaging in higher order thinking activities
Learners are not ‘spoon-fed’ how to model in 3D
Teacher acts as a guide/mentor to facilitate learning
Task sheet is ill-structured to offer student only a small amount of detail for the task
Complex Learning Activities
Interactive Tutorial: A intermediate modelling task is demonstrated instead of beginner
Guided Discovery: Students must find own answers to their questions
Collaboration: Students must become experts in order to learn and help others
Documentation: Students must create own project specification without only information
being the task sheet
Sequence Two: Complex
Sequence Two: Complex
CRITERIA Standard A Standard B Standard C Standard D Standard E
Product
Functionality &Presentation
The student consistently develops a range of quality products that are well constructed and meet user and system requirements.The products appeal to target audiences and effectively communicate the intended purpose, using accepted genres and correct spelling and grammar.
The student develops quality products that are well constructed and meet user and system requirements.The products appeal to target audiences and communicate the intended purpose, using accepted genres and correct spelling and grammar.
The student develops products that meet user and system requirements.The products appeal to audiences and there is some communication of purpose, using functional spelling and grammar.
The student generates products that partially meet specified requirements.The products communicate information, using functional spelling and grammar.
The student generates products that communicate some information.
Process
Working, Managing & Reflecting
The student develops effective designs that exhibit creativity or inventiveness.Tasks, resources and constraints are managed competently and efficiently. The student is discriminating in the choice and use of relevant ICTs.The student constructively evaluates and justifies the success, relevance and suitability of the products developed and the processes used.
The student develops workable designs that exhibit creativity or inventiveness.Tasks, resources and constraints are managed competently. The student uses relevant ICTs.The student evaluates and justifies the relevance and suitability of the products developed and the processes used.
The student develops workable designs.Tasks and resources are managed competently. The student uses suitable ICTs.The student evaluates the relevance and suitability of the products developed and the processes used.
The student presents partial designs and demonstrates some control of tasks and resources.The student reflects on the products developed or the processes used.
The student demonstrates little control of tasks and resources.
Any Questions?
References
Jonassen, D. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Retrieved September 27, 2007, from https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf
QSA (Queensland Studies Authority). (2004a). Information and Communications Technology Study Area Specification. Retrieved August 26, 2007, from http://www.qsa.qld.edu.au/yrs11_12/sas/ict/sas.pdf
QSA (Queensland Studies Authority). (2004b). Information Processing and Technology Senior Syllabus. Spring Hill, Queensland: State of Queensland (Queensland Studies Authority).
QSA (Queensland Studies Authority). (2006). Information Technology Systems Senior Syllabus. Spring Hill, Queensland: State of Queensland (Queensland Studies Authority).