My Learning Design for my ICT Journey

LEARNING MANAGEMENT PLAN

For

Susan Ashton

ICT’S for Learning Design

Profiling

LMQ (1). What do my learner(s) already know?

· Basic Knowledge of How To Use a Computer – Email, Word Processing, Internet Search, How To Print Documents

· Ability to complete Bachelor Degree – 20 years ago – using available technology

· 25 Years of Work Experience – Sales, Retail and Marketing, some Teaching Experience.

· Knows what student engagement is and what constitutes an effective learning experience

Dimension 1 and 5

LMQ (2). Where do my learner(s) need/want to be?

Learner will be able to:

Declarative Knowledge:

· Content knowledge to create learning experience or ability to research/investigate content requirements

· Know the effective pedagogical strategies that engage and challenge learners

· Know what are the relevant learning design questions

· Awareness of the range of available ICT’s and their purpose

· Features of a learner profile

· Functions of Blogger, Voki, Google Reader, You Tube, Mahara, Powerpoint, Wikispaces.

Procedural Knowledge:

· Design effective pedagogical strategies that engage and challenge learners.

· How to perform basic/advanced task/functions on computer involving courseware

· Demonstrate effective and efficient use of digital pedagogies to enhance student

· Learning

· Design effective pedagogical strategies that engage and challenge learners

· Profile the learning needs of students through the use of the relevant learning design questions

· Develop, display, refine and reflect upon skills associated with the meaningful use of technology in the classroom

Dimension 1, 2, 3, 4 & 5

LMQ (3). How do my learner(s) best learn?

· When working on an Authentic learning task that has real life practical application

· In a Supportive Learning Environment with access to Teacher support and guidance and with peer review and interaction.

· Combination of Visual, Auditory and Kinaesthetic Instruction

· Requirement to complete tasks in a set timeframe

· Understands fully the requirements of Assessment, and is able to seek clarification on this

· A clear guideline is given as to the required standard and level of knowledge required (learning outcomes)

· Able to incorporate Mode 2 knowledge

Dimension 1 & 5

Strategizing and Delivery

LMQ (4). What resources do I have at my disposal?

(I know this is really for the teacher to answer) (But I will answer it in terms of what resources I had)

· A Basic Desktop Computer with Internet Access

· Access to a Lecturer who I thought was well prepared and knowledgeable in regard to subject content and seemed to love the topic he was teaching

· Access to well equipped library

· World Web Web and the vast about of information it supplies

· A Desire to Learn and become the best teacher I can be

· On-Line Course Materials (Courseware)

· University Computer Labs and Associated Software

· Learning Forums for peer interaction

Dimension 1 and 5, Plus 2

LMQ (5). What will constitute the learning journey?

Dimension 2,3,& 4 Encompassed by Dimension 1 and 5

Sequence 1:

Title: Introduction to Topic – Residential School

Specific Outcomes Focus:

· ICT’s means Information Communications Technologies

· Students will have an understanding of the learning outcomes to be achieved at the completion of the course.

· Assessment Requirements

· Lecturer Expectations

· Submission of Assignments

· Discussion Forums and their purpose

· Why use technology to teach?

· What are Digital Pedagogies?

· What is Active Learning?

· Learning Design Vs Curriculum Design

· Brief Overview of Learning Theory

Main DoL: 1.

Timeframe: 4 Hours – 2 Hours Lecture / 2 Hours Mahara Introduction Session

Sequence 2:

Title: Course Introduction and what is Learning Management & Why Is It Different

Specific Outcomes Focus:

• Rationale
• What is a Knowledge economy?
• Profiling of Learners
• Learning Management Framework
• Declarative Knowledge (Construct Meaning, Organise, Store)
• Procedural Knowledge (Construct, Shape/Model, Internalize)
• What is Mode 1 Knowledge? What is Mode 2 Knowledge?

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 3:

Title: Learning Design Fundamentals

Specific Outcomes Focus:

• Student Vs teacher Cantered Learning
• Smith & Lynch Model Of Learning Design
• Student Engagement – Relate – Create –Donate
• Student Diversity
• Learning Style – multiple Intelligences - Felders Learning Styles
• Overview of Learning Theory and introduction to the theory of Connectivism
• Learning Outcomes -Blooms Taxomy
• Learning Design Process

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 4:

Title: Dimensions of Learning – Dimension 1 and 5

Specific Outcomes Focus:

• Attitudes and Perception – Dimension 1
• Habits of Mind – Dimension 5

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 5:

Title: Using E Learning pedagogies to Engage Learners

Specific Outcomes Focus:

• Overview of Engagement theory – Relate – Create –Donate
• Communities of Practice
• Blogs
• RSS Feeds

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 6:

Title: Applying Digital Pedagogies

Specific Outcomes Focus:

• Mahara – E Portfolio
• Avatars – Voki.com

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 7:

Title: Applying Digital Pedagogies Part 2

Specific Outcomes Focus:

• PowerPoint
• Learning Management Systems

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 8:

Title: Applying Digital Pedagogies Part 3

Specific Outcomes Focus:

• Video Links
• Flickr
• Photo Enhancement Software for image manipulation
• Animations and Simulations

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 9:

Title: Applying Digital Pedagogies Part 4

Specific Outcomes Focus:

• You Tube
• Google Earth
• Wikis
• Wikipedia
• SlideShare
• Use of Music in Learning

Main DoL: 2, with 1 and 5

Time Frame: 1 week

Sequence 10,11,12,13:

Title: Developing a Teaching E Portfolios

Specific Outcomes Focus:

• Mahara – E Portfolio
• Develop of Action Plan

Main DoL: 2, with 1 and 5 and 3 and 4

Time Frame: 4 week period

LMQ (6). Who will do what?

• Family will give me support during the learning journey
• Local Schools will support my Embedded Professional Learning
• Lecturer will supply courseware and experience
• University will supply facilities, lecturer, and learning support
• Student will be expected to read module resources and complete all specified activities
• Student will have the required attitude and perceptions for learning
• Student will put in the necessary level of engagement to achieve a suitable outcome
• Student will complete on-line quiz in a timely fashion – Declarative knowledge
• Student will make an effort to expand my habits of mind (Dimension 5)
• Student will produce an authentic end product – Blog, E –Portfolio and Unit of Work

Dimension 1 & 5

Ascertainment

LMQ (7). How will I check to see my learner has succeeded?

An Authentic Product will be produced

Summative Assessment

1. On-Line Discussion Forum with Peer Review
2. Lecturer Observation – In-class discussion
3. Clarification with Lecturer in class and via Email
4. Progression through Blooms Taxomy to Higher Order thinking on subject matter and courseware
5. Level of Student Engagement with Courseware
6. Review of Blog/E-Portfolio if requested
7. Feedback on Week 7 Action Plan for E Portfolio

Formative Assessment

1. Series of 10 On- Line Quizzes – Declarative Knowledge
2. Development of A Learning E. Journal – Requiring the completion of a number of ICT Tasks – Both declarative and procedural Knowledge
3. Development of a Teaching E. Portfolio – Both Declarative and Procedural Knowledge

Dimension 1 and 5, Plus 2, 3&4

LMQ (8). How will I inform the learner of their progress?

· Student will received a grade of HD, D, C, Pass or Fail upon successful completion of the formative and summative assessment.

· Student will be given very clear guidelines of what level of work constitutes the grade given.

· The end product will continue to be valuable resource for the rest of the student’s professional career.