21st Century Learning Design
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A workshop for Coffs Harbour and Clarence River Area High Schools

A workshop for Coffs Harbour and Clarence River Area High Schools

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21st Century Learning Design Presentation Transcript

  • 1. 21st CenturyLearning Designmaking the new australian curriculum even more relevantSunday, 28 April 13
  • 2. Innovative Teachingand LearningResearch (ITL)Student Centered Learning | Extend LearningICT for LearningSunday, 28 April 13
  • 3. 21CLD Dimensionscollaborationknowledge buildingICT for learningself regulationskilful communicationreal world problem solving and innovationlearning activitystudent workSunday, 28 April 13
  • 4. Collaborationinterdependent | shared responsibility | decisionslearning activitySunday, 28 April 13
  • 5. Collaborationinterdependent | shared responsibility | decisionslearning activityaustralian curriculumgeneral capabilitiespersonal and social capabilitiesethical behavioursintercultural communicationSunday, 28 April 13
  • 6. Level 3• Learners DO work together in pairs or groups• AND learners DO have shared responsibility forachieving a shared purpose or joint outcome• AND they DO make substantive decisionstogether about the purpose, content, process,or product of their work• BUT their work is NOT interdependent.Level 4• Learners DO work together in pairs or groups• AND they DO have shared responsibility• AND they DO make substantive decisionstogether about the purpose, content, process,or product of their work• AND their work is interdependent.Level 0• Learners DO NOT collaborate in pairs orgroups: they work individually on the learningactivity.Level 1• Learners DO collaborate informally in pairs orgroups• BUT they DO NOT have shared responsibility forachieving a joint purpose or outcome.Level 2• Learners DO work together in pairs or groups• AND they DO have shared responsibility forachieving a joint purpose outcome• BUT they are NOT required to makesubstantive decisions together about the goals,content, process or product of the work.Collaborationlearning activitySunday, 28 April 13
  • 7. KnowledgeConstructioninterdisciplinary | build | newlearning activityThinking designed by factor[e] design initiative from The Noun ProjectSunday, 28 April 13
  • 8. KnowledgeConstructioninterdisciplinary | build | newlearning activityThinking designed by factor[e] design initiative from The Noun Projectaustralian curriculumgeneral capabilitiesLiteracyNumeracyintercultural communicationSunday, 28 April 13
  • 9. Level 0• The learning activity does NOT require studentsto construct knowledge.• Students can complete the activity byreproducing information or by using familiarprocedures.Level 1• The learning activity DOES REQUIRE students toconstruct knowledge by interpreting, analysing,synthesizing, or evaluating information or ideas• BUT the activity’s main requirement is NOTknowledge construction.Level 2• The learning activity’s main requirement ISknowledge construction• BUT the learning activity does NOT requirestudents to apply their knowledge in a newcontext.Level 3• The learning activity’s main requirement ISknowledge construction• AND the learning activity DOES require studentsto apply their knowledge in a new context• BUT the learning activity does NOT have learninggoals in more than one subject.Level 4• The learning activity’s main requirement ISknowledge construction• AND the learning activity DOES require studentsto apply their knowledge in a new context• AND the knowledge construction ISinterdisciplinary. The activity DOES have learninggoals in more than one subject.KnowledgeConstructionlearning activitySunday, 28 April 13
  • 10. ICT for LearningLearning Activitymultimodal | ethical | freedomComputer designed by Alyssa Mahlberg from The Noun ProjectSunday, 28 April 13
  • 11. ICT for LearningLearning Activitymultimodal | ethical | freedomComputer designed by Alyssa Mahlberg from The Noun Projectaustralian curriculumgeneral capabilitiesICTethical behavioursliteracynumeracySunday, 28 April 13
  • 12. Level 0• Learners DO NOT have the opportunity touse ICT for this activityLevel 1• Learners DO have opportunities to use ICTto practice basic skills or reproduceinformation• BUT they are NOT constructing knowledge. Level 2• Learners’ use of ICT is required to constructknowledge in ways that add value to learning.• BUT they are not required to use ICT todesign and create multi-modal ideas,products and solutions for authentic usersLevel 3• Learners’ use of ICT is required to constructknowledge and ICT use adds value tolearning• AND Learners use ICT to design and createmulti-modal ideas, products and solutions forauthentic users• BUT ICT work does not demonstrate ethicaluse, social-ethical protocols, or any additional21C capabilities.Level 4• Learners’ use of ICT is required to constructknowledge and ICT adds value to the learning• AND learners use ICT to design and createmulti-modal ideas, products and solutions forauthentic users• AND learners’ ICT work demonstrates ethicaluse with strong application of social-ethicalprotocols• AND ICT use demonstrates one or moreadditional 21 C capabilities.ICT for LearningLearning ActivitySunday, 28 April 13
  • 13. Self Regulationtime | intentions | planlearning activityThinking designed by MichaelV. Suriano from The Noun ProjectSunday, 28 April 13
  • 14. Self Regulationtime | intentions | planlearning activityThinking designed by MichaelV. Suriano from The Noun Projectaustralian curriculumgeneral capabilitiespersonal and social capabilitiesethical behaviourscritical and creative thinkingSunday, 28 April 13
  • 15. Level 0• Pre-requisites for self regulation are NOT inplace.• Learning activities DO NOT providesubstantive time and opportunity forlearners to develop self-regulation skills.Level 1• Learning activities DO provide substantivetime and opportunity for learners to developself-regulation skills• BUT learners do NOT know the learningintentions and associated success criteria inadvance of the learning work.Level 2• Learning activities DO provide substantivetime and opportunity for learners to developself-regulation skills• AND learners DO know the learningintentions and associated success criteria inadvance of the learning work• BUT learners DO NOT have the opportunityto plan their own work. Level 3• Learning activities DO provide substantivetime and opportunity for learners to developself-regulation skills• AND learners DO know the learningintentions and associated success criteria inadvance of the learning work• AND learners DO have the opportunity toplan their own work.• BUT learners do not have the opportunity touse feedback to improve their learning work.Level 4• Learning activities provide substantive timeand opportunity for learners to develop self-regulation skills• AND learners DO know the learningintentions and associated success criteria inadvance of the learning work.• AND learners DO have the opportunity toplan their own work.• AND learners DO use feedback to improvetheir learning work.Self Regulationlearning activitySunday, 28 April 13
  • 16. SkillfulCommunicationcoherent | multimodal | authentic audiencestudent workInterview designed by Sarah Abraham from The Noun ProjectSunday, 28 April 13
  • 17. SkillfulCommunicationcoherent | multimodal | authentic audiencestudent workInterview designed by Sarah Abraham from The Noun Projectaustralian curriculumgeneral capabilitiespersonal and social capabilitiesintercultural communicationliteracynumeracySunday, 28 April 13
  • 18. Level 0• Learners are NOT required to producecoherent communication using a range ofcommunication modesLevel 1• Learners ARE required to produce coherentcommunication using a range ofcommunication modes• BUT they are NOT required to design theircommunication for an authentic purpose orparticular audienceLevel 2• Learners ARE required to produce coherentcommunication using a range ofcommunication modes• AND they are required to design theircommunication for an authentic purpose orparticular audience• BUT learners are NOT required to producesubstantive, multi-modal communicationLevel 3• Learners ARE required to produce coherentcommunication using a range ofcommunication modes• AND they ARE required to design theircommunication for an authentic purpose orparticular audience• AND learners ARE required to producesubstantive, multi-modal communication• BUT learners are NOT required to reflect onand use the process of their learning todevelop and improve their communication.Level 4• Learners ARE required to produce coherentcommunication• AND they are required to design theircommunication for an authentic purpose orparticular audience• AND learners are required to producesubstantive, multi-modal communication• AND learners are required to reflect on anduse the process of their learning to developand improve their communication.SkillfulCommunicationLearning ActivitySunday, 28 April 13
  • 19. Real WorldProblem Solvingand Innovationauthentic | solve | shareLearning ActivityEarth designed by Thibault Geffroy from The Noun ProjectSunday, 28 April 13
  • 20. Real WorldProblem Solvingand Innovationauthentic | solve | shareLearning ActivityEarth designed by Thibault Geffroy from The Noun Projectaustralian curriculumgeneral capabilitiescritical and creative thinkingnumeracyliteracyintercultural communicationSunday, 28 April 13
  • 21. Level 0• The learning activity’s main requirement IS NOTproblem-solving.• Students use a previously learned answer orprocedure for most of the• work.Level 1• The learning activity’s main requirement ISproblem-solving• BUT the problem IS NOT a real-world problem.Level 2• The learning activity’s main requirement ISproblem-solving• AND the problem IS a real-world problemLevel 3• The learning activity’s main requirement ISproblem-solving• AND the problem IS a real-world problem• BUT students DO NOT innovate. They are NOTrequired to implement their ideas in the realworld, or to communicate their ideas to someoneoutside the academic context who canimplement them.Level 4• The learning activity’s main requirement ISproblem-solving• AND the problem IS a real-world problem• AND students DO innovate. They ARE required toimplement their ideas in the real world, or tocommunicate their ideas to someone outside theacademic context who can implement them.Real WorldProblem Solvingand InnovationLearning ActivitySunday, 28 April 13
  • 22. 21st CenturyLearning Designmaking the new australian curriculum even more relevantWebsite with resources: http://bit.ly/21cldsiteSummary with General Capabilities: http://bit.ly/21cldacgcWorkshop Slide Deck: http://pipcleaves.edublogs.orgMicrosoft Partners in Learning Network: http://www.pil-network.com/on twitter search #21cld and #pilausSunday, 28 April 13
  • 23. Sunday, 28 April 13
  • 24. Sunday, 28 April 13