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EDC3100 - Week 10
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EDC3100 - Week 10


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  • The point here is that the aim of this week and next week is for the students to focus on Professional Experience and especially how they intend to integrate ICTs into the teaching they will do. The “important things” are “how will I plan” and “what other knowledge do I need”
  • A link back to last week. Repeat the focus aspect and mention the light at the end of the tunnel. We started last week with looking at additional ways of thinking about the design of ICT rich learning lessons.
  • Make the point that “ICT rich” doesn’t mean lots of ICTs. It’s quality (of learning experience) not the quantity that richness refers to
  • Show the linkage of what the students should be doing this week. There is some encouragement for them to engage in the P&P component of assignment 3. Example in the lecture and then activity in the tutes. The aim here is for them to figure out how they are going to plan.
  • Mention the topics of interest and how they focus back to what they are going to do. What do they need to know
  • Aim here is to introduce and talk about the criteria for the assessment. These will be on the study desk after the lecture.
  • (Photo – the Criterion Pub in Dalby – according to Flickr)Two criteria for the essay – description of their PE context as it influences/impacts planning of lessons and the use of ICTs- Process description – i.e. how will they plan for the use of ICTs
  • Now expand tell them what we’ll be looking for.- What class(es) they’ll be teachingThe topics/lessons/outcomes to be taughtThe community, school, class and students Emphasis on classification (low socio-economic) and not identification (name of school, mentor)The school/class ICT environment (i.e. resources, processes, expectations, capabilities)0-1 marks if the description focuses on 1 or 2 of these or has other significant flaws2 marks if the description covers most of these with only minor flaws3 marks comprehensive description
  • Must make use of educational theories, literature including practitioner literature (i.e. Oz Curriculum) etc. All the stuff we’ve used and concepts they’ve seen in other courses.Can’t be general. Needs to be catered to the context. E.g. use of theories, frameworks specific to the age of the students, pedagogical frameworks/practices of the school (e.g. if it’s a Montessori school…)And the description should mention (briefly) the views of learning, teaching and ICTs that underpin the process and the nature of the process should be appropriate for those views.
  • The lesson plans are marked either 0 or 1. 5 lessons plans == 5%.A 1 is for a complete and acceptable lesson plan. i.e. all sections are complete and of good quality. Some evidence of ICT integration. Reflection from the student in the lesson plan. And some level of mentor feedback.
  • Two components
  • Should identify what worked, what didn’t and the factors.Should offer a description, a judgment and evidence to support the judgmentSupported by theory and literature and make connections back to the lesson plans and Preparation and Planning essay.
  • Lessons learned about how to develop ICT rich lessons next time. Want at least 3 (for full mark).Distinct – e.g. some commonality between “I will lean how to use the IWB better”. “I will know more about bee bots”.Some use of literature/theory to support lessons - e.g. showing evidence of existing knowledge that can helpDefinite linkage to rest of the assignment.
  • Depending on progress. Will probably do both a) Illustrate my own process as if I were going on PE and generate a list on the board, b) ask the students to identify any additional approaches they might use.In illustrating my process, I’ll mention: the needs and nature of the students, the tools that I have available, what I believe needs to be learned, any problems or knowledge I know about how that is learned – linking to theories of learning, think of the constraints, reflect on examples I’ve seen and gathered……. Will try and revisit the assignment critiera for this section and point out areas for more work and thinking.
  • Which is of interest to you? Ask the attendees
  • Which is of interest to you? Askthe attendees
  • Explanation of why we’re doing this. In part for students to develop skills that they will have to apply in their future careers. While they are on Professional Experience. Also link to views on learning. Authentic, take control etc.Make the point that with 300 odd people going on PE. There is a good chance that someone else will be having the same problem as you. If you share your findings via Diigo, Twitter etc…..
  • I’ll be providing some input, but the intent is for the students to start looking for more of what they need. To really focus on what they need for PE and take the responsibility to search for themselves. Be sure to ask for help and assistance, but take on the task.The next section is aimed at showing one process for doing this
  • Given an overview of the process. The intent here is that I will model this process with a topic of interest from the group and ask for their assistance. Yea, I know. The plan is that the tutorial will be spent with them actually doing this themselvesStart by getting a topic.Emphasis on the “How can I use it?” i.e. just don’t go looking for information, have in mind some way you are going to apply it – at least the “report the findings” but also do something more.
  • Clarify the topic, identify all the possible terms that might apply.Consider whether I’m interested examples of theory – plusses/minuses for bothImportantly, for the purposes of learning – think about what you are tying to do with this information.Ask the students what they are going to do with this information? Remind them about the “Topics of Interest” activity – explore and report findings. But also link to what they might do on Professional Experience.
  • Do a general brainstorm about the types of online places we might find this.Make a distinction between the “open” web and the “closed” web. Obviously make the point that the “web” is not the only place to find useful informationClosed “web”Print books/libraryClosed journalsEDC3100 study deskThe education FYI siteThe Learning PlaceScootleProfessional bodies/digital librariesStudy desk (though that’s difficult to find)Open webDiigo EDC3100Blogs, twitter etc.Open websitesVarious initiatives e.g. ACMA’s Cybersafety program
  • In terms of correctness. A joke to be made about the study desk.
  • In terms of correctness. A joke to be made about the study desk.
  • Transcript

    • 1.
    • 2. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 3. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 4. 3 Professional ExperienceAssignment 3
    • 5.
    • 6. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 7. 3 Professional ExperienceAssignment 3Preparation & Planning
    • 8. 3 Professional ExperienceAssignment 3Preparation & PlanningTopics of interest
    • 9. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 10. & PlanningContext description(3 Marks)Process description(7 Marks)
    • 11. & PlanningContext description(3 Marks)Process description(7 Marks)Year level (or subject(s))Topics/outcomesCommunity, school, class, studentsSchool and class ICT environment….and more if necessary…
    • 12. & PlanningContext description(3 Marks)Process description(7 Marks)Process draws on literature & theoryExplicit links with the contextCompleteness, correctness, validityViews on learning, teaching, ICTsSupported by process
    • 13. plansNot acceptable = 0 marks Acceptable = 1 markComplete Evidence of ICT to enhance learningReflectionMentor feedback
    • 14. and lessons learnedEvaluation(15 marks)Lessons learned(5 marks)
    • 15. and lessons learnedEvaluation(15 marks)Lessons learned(5 marks)Successes, Failures and FactorsDescription, judgment and evidenceLink to theory and literatureLink to lesson plans and P&P
    • 16. and lessons learnedEvaluation(15 marks)Lessons learned(5 marks)At least 3 lessons learnedDistinctLink to theory, literatureLink to rest of assignment
    • 17. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 18.
    • 19. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 20. CitizenshipICTs for HPEICTs for Early ChildhoodUniversal DesignICTs and Assessment????Lego Robotics
    • 21. 2 (at least)Explore these topics and write them up on your blog (separatelyPost a link to your blog posts in the forumFollow what others are doingSuggest some more
    • 22.
    • 23. we’ve come from Where we’re goingAssignment 3 CriteriaTopics of interest Looking for yourselfPreparation & Planning
    • 24. am I looking for?Where will I find information?How do I access it?How good is it?How can I use it?
    • 25. am I looking for?Common termsSynonyms, hyponyms, hypernyms, overseas?What kind of information?Examples? Principles? How to? Why?What am I going to do?
    • 26. will I find information?Open “web” Closed “web”
    • 27. will I get there?Google and other search enginesGoogle Scholar (library databases)Membership
    • 28. good is the information?Who wrote it? Who are they? What do they know?When was it written?Alternate views?Is it internally correct? Spelling errors?
    • 29. can I use it?
    • 30.