1. Professional Learning Suite | Term Three 2011 Implementing an eLearning Curriculum Grovedale College

2. Our Learning Intentions… Raise awareness of web based and other digital learning tools. (what’s available to us and the students) Build capacity to use various learning technologies to support student learning Sharing of ideas and expertise Design a Learning Activity which uses learning technologies to implement in one of your classes. Increased use of the Ultranet Focus is on the learning and how technology can be used to support the implementation of meaningful teaching and learning activities.

3. The task The task is to plan an eLearning activity to implement into one of your classes . Identify the subject and year level Identify the learning task What will be the learning goals? What software / hardware will you utilise to enhance the teaching and learning? How will the task be assessed? What will be the success criteria?

4. Ask yourself How can I integrate learning technologies to support powerful learning in my classroom? How can learning technologies change the way I teach? How can I ensure that the way I teach with ICT promotes deep learning? How can I increase my skills when using the software? How can I increase my confidence in integrating ICT?

5. Terminology In pairs discuss the following terms ‘eLearning’ ‘Digital Literacy’ ‘Digital Native’

6. Experiences thus far….. With your partner , discuss: Have you ever planned and implemented an eLearning activity? Was it successful? How did you know? If not… Why? What are the challenges for us as a staff and you individually?

7. 3 Basic Criteria forIntegrating Technology The activity is well connected to the curriculum The use of technology clearly enhances the lesson content The activity has students using higher order thinking skills Mike Muir Have you considered these criteria in the past?

8. One of the enduring difficulties about technology and education is that a lot of people think about the technology first and the education later” (Schacter, 1995, p. 11). • “…The true value of technology for learning lies not in learning to use technology, but in using technology to learn.” (Educational Research Service, 2001)

10. Still Cams

11. Web Cams (Class set)

12. Microphone Headsets (class set)Resources (Software) Too many to list (see link on our Collaborative Learning space)

13. Lets Get Started! Log onto the Ultranet Click on the link to EduStar list and begin thinking about the ways that you could incorporate the technologies into your activity Browse the tutorials to learn more about software that you think may be relevant Not logged onto the Ultranet? https://idam.education.vic.gov.au/ firstuse **Must have a complex 7 password (change on edumail login screen)

14. Week 2 Ultranet Edustar Image Identify the learning task

15. What are the Learning Intentions? The aim of today’s session is to identify what activity you will design. What are the key knowledge and skills that you want your students to demonstrate? How will the use of technology support this?

16. Higher Order Thinking What is Higher Order Thinking? Identify your eLearning task

17. What is Higher Order Thinking “Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.”

18. Continued….. “When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.”

19. Higher Order Thinking is Not… regurgitation rote learning recall remembering

20. Blooms Revised Taxonomy CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

21. Identify your Learning Task Identify Subject Year Level Topic Learning Goals Resources required In the next few weeks we will focus more heavily on assessment.

22. Week 3 JCM – Quizlet Learning Goals Planning Time Ultranet – Wiki, Resources

23. Learning Goals Are there multiple entry points? How does it cater to varying learning abilities and styles? Are they able to ask their own questions? Do they create any new knowledge in the process and, if so, is that knowledge shared anywhere? Does their experience in the course replicate real life in any new way? Does it teach them how to learn on their own? Ho does it relate to VELS / VCE standards? Are they assessed any differently?

24. VELS / VCE In the Learning Goals section of your Planning Template (word doc), document the VELS progression point that this task caters for? Assessment Map

25. Ultranet Throughout today’s session, take 5 mins to visit the Wiki on our Ultranet space. Fill in the ‘Description of Learning Task’.