Course outline and associated Texts

Important Notice
This Unit Outline provides students enrolled in the unit 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 policy, guideline or procedure referred to in this document. University regulations can be accessed from: http://www.nd.edu.au/university/structure/academic/provost/regulations.shtml.
Unit Description
This unit builds on the concepts and applications taught in ED1113. It is designed to equip prospective teachers with the personal skills and understandings to make effective use of learning technologies to improve learning outcomes for their students. Students explore a variety of opportunities provided by information and communication technologies (ICTs) to transform the learning / teaching experience and discuss issues and difficulties involved in the use of learning technologies. The relationship between effective pedagogical approaches and ICT are explored. Students are introduced to a range of applications and will produce technology-based teaching resources that can be maintained and used in the classroom.

Outcomes of the Unit
At the completion of this unit, a student will:
1. understand ways in which ICT can enhance active and collaborative learning
2. explore ICTs as learning tools as well as teaching tools
3. produce effective text and screen-based materials
4. access and use the Internet as a research tool
5. understand the diversity of students’ learning styles and the principles of higher order learning (Gardner’s Multiple Intelligences and Blooms Taxonomy)
6. create simple web-based teaching resources
The outcomes of this unit are directly related to and specifically address aspects of Element 1, Element 2 and Element 3 as set out by the NSW Institute of Teachers Framework of Professional Teaching Standards.
Element 1
Teachers know their subject content and how to teach that content to their students.
Aspect
Knowledge of information and communication technologies (ICT) in the following areas:
* Unit Outcomes 1 – 4, 6
Graduate Teacher 1.1.4 Demonstrate current knowledge and proficiency in the use of the following:
§ Basic operational skills
§ Information technology skills
§ Software evaluation skills
§ Effective use of the internet
§ Pedagogical skills for classroom management
Element 2
Teachers know their students and how they learn.
Aspect
Knowledge of students’ varied approaches to learning
* Unit Outcome 5

Graduate Teacher 2.1.3
Demonstrate knowledge of students’ different approaches to learning


Element 3
Teachers plan, assess and report for effective learning
Aspect
Selection, development and use of materials and resources
* Unit Outcomes 3, 6

Graduate Teacher 3.1.4
Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning

Aspect
Assessment - Linking assessment to learning
* Unit Outcome 7

Graduate Teacher 3.1.5
Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes



Attendance
Students are expected to attend 85% of workshops in order to pass this unit. Further information regarding this is detailed in accordance with the School of Education Regulations Chapter IV:
4.1.1 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 receive a Fail (F) grade for the unit.
4.1.2 Arrival at any teaching period more than 10 minutes after the commencement of the class may be deemed to constitute absence.












Unit Program Outline
WEEK
TOPIC
WORKSHOP ACTIVITIES
READINGS
1.

27/2/07

§ Introduction to the unit

§ Re-thinking the role of ICT in education

§ ICT as a cognitive tool


§ Group task – digital immigrants vs digital natives reading & online forum

§ Inspiration as a cognitive tool and graphic organiser


Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Elliott, A. (2004). Cultural change needed to exploit ICT in schools. http://www.infoage.idg.com.au/index.php/id;63435707;fp;4;fpid;404956636

Rowe, H. (1996). Personal Computing: A Source of Powerful Cognitive Tools. http://www.nd.wa.edu.au/home/steketee.Jean/ED5013/Readings/module_2_topic_4_reading_13.doc

2.

6/03/07


§ Learning environments that support effective use of ICTs

§ Constructivism and its key elements


§ Using Inspiration to represent active and collaborative learning

§ Online discussion

§ Creating a blog in Blogger 2.0

§ Exporting an Inspiration file into a blog.

§ Piaget, Vygotsky, Bruner and constructivism






Fabio, J. (2005). Facilitating Deep Learning in the Adult Online Learner
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf







Student’s own readings for assessment item 1.
3.

20/03/07
1 hour Workshop


§ Blogging & Web 2.0


§ Self paced and directed learning working with blogs



Downes, S. (2005) E-learning 2.0 http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1

4.

27/03/07

§ Blogging & Web 2.0

§ Gardner’s Multiple Intelligence Theory


§ Hattie, Glasser and student motivation

§ Enriching your blog to cater for learning styles in an online active learning environment

§ Self paced and directed learning


Hattie, J (2005). What is the Nature of Evidence That Makes a Difference to learning?
www.acer.edu.au/workshops/documents/HattieSlides.pdf

Petty, G. (2004) What the Learner does is more important than what the teacher does.
www.geoffpetty.com/research.html

5.

8/05/07


§ E-learning and learning styles

§ Higher order learning & Blooms Taxonomy


§ Catering for learning styles in an online active learning environment

§ Importing graphics, video clips and hyperlinks into your blog

§ Creativity and Bloom’s taxonomy

Preparing Students for Elearning
http://www.elearnspace.org/Articles/Preparingstudents.htm


The Knowledge Tree Edition 11 September 2006 http://kt.flexiblelearning.net.au/edition-11-editorial/blogs-and-community-–-launching-a-new-paradigm-for-online-community/



6.

15/05/07

§ Wikis and collaborative learning


§ Exploring the role of Wikis in e-learning

§ Contributing to a Wiki






Blackall, L. Digital literacy how it affects teaching practices and networked learning futures – a proposal for action research
http://networkedlearning.wikispaces.com/digital+literacy+and+how+it+affects+teaching+and+learning+practices

Carvin, A (2006). CyberOne: A glimpse of the future of the classroom?
http://www.pbs.org/teachers/learning.now/2006/10/cyberone_the_future_of_educati.html

22/5/07

§ WebQuests as an example of Problem Based learning – the good the bad and the ugly

§ Creating a short term WebQuest

Dodge, B. (1995). Some Thoughts About WebQuests http://webquest.sdsu.edu/about_webquests.html

McKenzie, J (nd), The question is the answer. http://questioning.org/module/module1.html
The WebQuest Page. http://webquest.sdsu.edu/index.html

29/5/07
§ Assessments in ICT learning experiences

§ Exploring authentic assessment options in ICT

§ What are the key elements of a quality rubric? Contribute to your Wiki for peer discussion.

§ Creating a rubric to assess the learning outcomes within your WebQuest

Rubistar http://rubistar.4teachers.org/index.php

Teach-nology
http://teachnology.com/web_tools/rubrics/general

Exam 5th of June 2007