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Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
Digital learning strategies to embed in the curriculum
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Digital learning strategies to embed in the curriculum

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Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using …

Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using backward design to embed digital literacy

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  • 1. Digital learning strategies to embed in the curriculum JuneWall Consultant in eLearning and Libraries
  • 2. Problem solving .... How to think outside the square or put more in your bucket 
  • 3. The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn AlvinToffler
  • 4. 21c learning reminder http://www.p21.org/about-us/p21-framework
  • 5. Engaged students  They face some type of challenge  They must make decisions  They are allowed to explore  They are allowed to make mistakes without being disciplined  They have fun
  • 6. “engagement comes from "interactivity" and "embeddedness," and that the elements that constitute these two components match with good learning design “ Quinn, Clark (1997?)Engaged learning Retrieved from http://it.coe.uga.edu/itforum/paper18/paper18.html 1st Oct 2011
  • 7. Engagement in learning Embeddedness Interactivity “includes thematic coherence, meaningfulness of action to the domain of representation, and meaningfulness of the problem in the domain to the learner” “includes having an appropriate level of challenge through a variety of choices of action, effected through direct manipulation of the world of interest, with quick and clear feedback from those actions in ways that reflect the semantics of the world and afford further action choices, and the presence of novel information and events that contribute to those choices.” “the challenge required to maintain engagement is just the zone of difficulty where learning occurs”
  • 8. What do you need to do?  Have students draw on their previous learning;  Use latest research findings, professional examples and interesting scenarios to take students beyond the textbook;  Include periods of reflection for students to work alone and solve problems;  Give them a quick quiz and ask them to explain their answers to their neighbour before supplying them with the correct responses; Office of Assessment,Teaching and Learning. (2010). Creating engaging learning experiences. In Teaching and Learning at Curtin 2010.(pp.52-58).Curtin University:Perth.
  • 9. What do you need to do?  Ask them to brainstorm examples of real‐life situations;  Ask them to role‐play a scenario in pairs;  Ask them to define or explain a concept to their neighbour;  Ask them to construct a mind‐map showing the links between ideas.  Take one minute to summarise the main ideas in the class;  Write questions about concepts that are still unclear.
  • 10. Brainstorm – recall, categorise, classify, record  What tools can be used?  How do you teach brainstorming / mind mapping?
  • 11. Year 5 Information Literacy Critical thinking OS / file management - Folder structures - File types – jpg. Avi etc - Overview of Mac and Windows OS Apps - iPhoto - Pages - Numbers - PowerPoint - Keynote Multimedia - Photostory - iMovie Webtools - Info gathering - Diigo or delcisiou - Organising - Wikis, flickr - Collaboration - Wikis, diigo, skype - Information Dissemination - Prezi, jing Remember - Finding - Listing - Naming - Describing Understand - Summarise Evaluate - Checking Create - Making Define - Keywords - Brainstorm Locate - Simple search - Contents and index - Britannica search - Finding relevant websites Select - Evaluation of websites - using sub headings Organise - Bibliographies (simple) - Notetaking – structured sentences Present - Linear PPT - Orals - Magazine – print and digital - summary Evaluate - Checklist for Year 5 ICT Literacy http://www.edpsycinteractive.org/topics/cognition/bloom.html
  • 12. Suggested teaching strategies  Brainstorm the previous unit of work as a class – include all existing knowledge and new knowledge – note the differences – without categorising or classifying  Students work in pairs using bubbl.us to categorise the class brainstorm.  Using a mind mapping tool of preference, students then individually brainstorm what they know of howAustralia is connected globally. Ask them to make notes or indicate what they need to find out more about.  Using a wiki or other collaborative tool, all students add their brainstorms to the class mind map.  Class evaluation of final mind map or brainstorm
  • 13. 16
  • 14. Teaching the scaffolding process and then getting the students to analyse and explain provides opportunities for higher order thinking
  • 15. Suggested teaching strategies  Scaffold a website evaluation as a class with particular emphasis on bias or perspective of the author.  Students locate a website to answer the question “Why did the industrial revolution begin?” and evaluate the site  Students them have 1 minute to show their website to the class via evernote or onenote and “sell” its authenticity and relevance in answering the question
  • 16. Year 9 Define - What do I need to find out? Defining terms, “chunking down” the question - Using specific or specialised dictionaries and glossaries to assist in defining the topic/task Locate - Identify authoritative websites - Opac – advanced searches Select - Use of a variety of a resources - Authority of source Organise - Sorting info according to categories and relevance - Full Harvard – including referencing of journals and online materials - Essay outline (in MS Word) Present - Webpage - Video - Structured essays Evaluate - Does my information suit my audience? - Feedback – peer and self OS / file management - Converting file types Apps - Intermediate Excel - Acrobat Pro - Entourage - Illustrator - Web development tool Multimedia - Advanced use of iMovie Webtools - Info gathering - Evernote / onenote - Organising - Evernote / onenote - Collaboration - Sharing evernote / onentoe - Information Dissemination - Creating movies Understand - Exemplifying - Inferring Apply - Integrating Analyse - Analyse - Differentiate - Arrange - Connect - Divide Evaluate - Hypothesising - Critiquing Create - Producing Information Literacy ICT Literacy Critical thinking
  • 17. What unit of work are you developing? Traffic lights strategy Identify nouns or phrases that need to be researched Identify qualifying statements or parameters Identify verbs or actions required
  • 18. It’s easier to start with the end in mind….
  • 19. Curriculum planning
  • 20. Backward design W stands for students knowing Where they are heading, Why they are heading there, What they know, Where they might go wrong in the process, and What is required of them. H stands for Hooking the students on the topic of study. E stands for students Exploring and Experiencing ideas and being Equipped with the necessary understanding to master the standard being taught. R stands for providing opportunities for students to Rehearse, Revise, and Refine their work. E stands for student Evaluation. http://www.flec.ednet.ns.ca/staff/What%20is%20Backward%20Design%20etc.pdf
  • 21. Resources  NSW Board of Studies for the Australian Curriculum http://syllabus.bos.nsw.edu.au/support-materials/sample- units/  UNDERSTANDING BY DESIGN® FRAMEWORK http://www.ascd.org/ASCD/pdf/siteASCD/publications/ UbD_WhitePaper0312.pdf  What is Backward Design? http://www.flec.ednet.ns.ca/staff/What%20is%20Backwar d%20Design%20etc.pdf
  • 22. My contact details june@junewall.com.au Twitter @junewall http://www.slideshare.net/junewall/

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