Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus

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Information about Mdb016 Sequencing Learning Experiences ITS and ICT SAS Queensland Syllabus

Published on August 19, 2008

Author: MsButow

Source: slideshare.net

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

Collaborative

ITS Syllabus

Multimedia Context

Project & Team Management Thread

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

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/)

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 Project and Team Management Multimedia ITS 2006 Collaborative Theme Context Syllabus Learning Quality

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

Sequence One: Collaborative ITS Syllabus Reference Table 2: Project development model Making judgments about the quality of the product, and the process of development including time-management issues. Evaluation Evaluate Testing for accuracy by checking for logical and syntactical errors. Testing Implementing the design with the chosen software. Implementation Develop Planning the details of the solution using a recognised methodology. Design Description of the type of outcome required, including the nature of inputs and outputs, hardware and software requirements and audience, as appropriate. Specification Documentation Documentation of all phases of the project, together with manuals (user and/or technical) Clarification of the issue being examined involving clear statements of problem identification, rationale and aims. Identification Design   Brief description of what the phase encompasses Phase  

Sequence One: Collaborative ITS Syllabus Reference the most productive and meaningful uses 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)

the most productive and meaningful

uses of technology engage learners in:

knowledge construction, not reproduction;

conversation, not reception;

articulation, not repetition;

collaboration, not competition; and

reflection, not prescription.

Sequence One: Collaborative Outline of Sequence (5 Weeks) Students are introduced to project (task sheet) Discussion : What skills do we need to acquire for the project? Students form project groups Group Work: students analyse and collect information to better understand task sheet Discussion: How will you plan and organise your project? (brainstorm + teacher lists on whiteboard) Discussion: How will you evaluate your project? Group Work: Students create a self-evaluation criteria sheet Group Work: Create a specification document for the project Guided Group Discovery: Students work through a rotation of stations (Video, Imaging, Text, Audio) Group Work : Group documents each students responsibility for project Start Project : Groups begin work on project (4 Weeks) Oral Presentation: Groups present their project to class and teacher

Outline of Sequence (5 Weeks)

Students are introduced to project (task sheet)

Discussion : What skills do we need to acquire for the project?

Students form project groups

Group Work: students analyse and collect information to better understand task sheet

Discussion: How will you plan and organise your project? (brainstorm + teacher lists on whiteboard)

Discussion: How will you evaluate your project?

Group Work: Students create a self-evaluation criteria sheet

Group Work: Create a specification document for the project

Guided Group Discovery: Students work through a rotation of stations (Video, Imaging, Text, Audio)

Group Work : Group documents each students responsibility for project

Start Project : Groups begin work on project (4 Weeks)

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

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: Collaborative Student Examples Chicken Movie Graphic Designers Gallery

Sequence One: Collaborative ITS Syllabus Reference Table 3 : Awarding exit levels of achievement Standard E in the three criteria. Very Limited Achievement Standard D in any two exit criteria. Limited Achievement Standard C in both Familiar application and Problem solving . No less than Standard D in Communication . Sound Achievement Standard B in both Familiar application and Problem solving . No less than Standard C in Communication . High Achievement Standard A in both Familiar application and Problem solving . No less than Standard B in Communication . Very High Achievement Minimum combination of standards Level of achievement

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

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/)

Sequence Two: Complex ICT SAS Syllabus Reference “ developing a project for a 3-D model design to meet client needs” (QSA, 2004a, p.29). Table 1: Course framework 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? Produce Develop a solution to the task: build combine refine Present the solution: use good design and layout communicate effectively Multimedia authoring Game development Animation 3-D modelling Robotics Digital still imaging Digital video On-line communication Network fundamentals Digital audio Document production Website development Managing data School-developed elective Use ICTs competently Manage time and resources effectively and efficiently Communicate and work with others Engage in self-directed learning Make informed decisions Employ safe and healthy procedures in the use of ICTs Use ICTs ethically Strive for excellence and aim for quality Approach What do I hope to achieve? Plan: who is this for? what has to be done? how can it be done? Collect: gather information select appropriate ICTs develop necessary skills Elective units Core principles (Mandatory study area core) Task or project development

ICT SAS Syllabus Reference

“ developing a project for a 3-D model design to meet client needs” (QSA, 2004a, p.29).

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?

Produce

Develop a solution to the task:

build

combine

refine

Present the solution:

use good design and layout

communicate effectively

Approach

What do I hope to achieve?

Plan:

who is this for?

what has to be done?

how can it be done?

Collect:

gather information

select appropriate ICTs

develop necessary skills

Sequence Two: Complex ICT 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. 3-D Modelling ICT SAS Complex Elective Syllabus Learning Quality

ICT 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.

Sequence Two: Complex Outline of Sequence (5 Weeks) Students are introduced to elective: past student work / professional work is shown by teacher Teacher introduces project to students 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. Guided Discovery: Teacher alerts students to wealth of tutorials on the internet to help them Collaboration: Students are encouraged to help each other learn, some students will become experts in certain skills. Documentation: Students write a project specification Students work on projects Evaluation: Self-evaluation of work Communication: Presentation to class and submission of assignment

Outline of Sequence (5 Weeks)

Students are introduced to elective: past student work / professional work is shown by teacher

Teacher introduces project to students

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.

Guided Discovery: Teacher alerts students to wealth of tutorials on the internet to help them

Collaboration: Students are encouraged to help each other learn, some students will become experts in certain skills.

Documentation: Students write a project specification

Students work on projects

Evaluation: Self-evaluation of work

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

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 The student demonstrates little control of tasks and resources. 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 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 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 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. Working, Managing & Reflecting Process The student generates products that communicate some information. The student generates products that partially meet specified requirements. The products communicate information, using functional 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 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 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. Functionality & Presentation Product   Standard E Standard D Standard C Standard B Standard A CRITERIA  

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).

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