1. MDB016 Tammy Butow Sequencing Learning Experiences http://www.rsnz.org/directory/yearbooks/2005/BP-teamwork.jpg

5. Sequence One: Collaborative ITS Syllabus Reference Table 2: Project development model Making judgments about the quality of the product, and the process of development including time-management issues. Evaluation Evaluate Testing for accuracy by checking for logical and syntactical errors. Testing Implementing the design with the chosen software. Implementation Develop Planning the details of the solution using a recognised methodology. Design Description of the type of outcome required, including the nature of inputs and outputs, hardware and software requirements and audience, as appropriate. Specification Documentation Documentation of all phases of the project, together with manuals (user and/or technical) Clarification of the issue being examined involving clear statements of problem identification, rationale and aims. Identification Design Brief description of what the phase encompasses Phase

9. Sequence One: Collaborative Student Examples Chicken Movie Graphic Designers Gallery

10. Sequence One: Collaborative ITS Syllabus Reference Table 3 : Awarding exit levels of achievement Standard E in the three criteria. Very Limited Achievement Standard D in any two exit criteria. Limited Achievement Standard C in both Familiar application and Problem solving . No less than Standard D in Communication . Sound Achievement Standard B in both Familiar application and Problem solving . No less than Standard C in Communication . High Achievement Standard A in both Familiar application and Problem solving . No less than Standard B in Communication . Very High Achievement Minimum combination of standards Level of achievement

16. Sequence Two: Complex

17. Sequence Two: Complex The student demonstrates little control of tasks and resources. The student presents partial designs and demonstrates some control of tasks and resources. The student reflects on the products developed or the processes used. The student develops workable designs. Tasks and resources are managed competently. The student uses suitable ICTs. The student evaluates the relevance and suitability of the products developed and the processes used. The student develops workable designs that exhibit creativity or inventiveness. Tasks, resources and constraints are managed competently. The student uses relevant ICTs. The student evaluates and justifies the relevance and suitability of the products developed and the processes used. The student develops effective designs that exhibit creativity or inventiveness. Tasks, resources and constraints are managed competently and efficiently. The student is discriminating in the choice and use of relevant ICTs. The student constructively evaluates and justifies the success, relevance and suitability of the products developed and the processes used. Working, Managing & Reflecting Process The student generates products that communicate some information. The student generates products that partially meet specified requirements. The products communicate information, using functional spelling and grammar. The student develops products that meet user and system requirements. The products appeal to audiences and there is some communication of purpose, using functional spelling and grammar. The student develops quality products that are well constructed and meet user and system requirements. The products appeal to target audiences and communicate the intended purpose, using accepted genres and correct spelling and grammar. The student consistently develops a range of quality products that are well constructed and meet user and system requirements. The products appeal to target audiences and effectively communicate the intended purpose, using accepted genres and correct spelling and grammar. Functionality & Presentation Product Standard E Standard D Standard C Standard B Standard A CRITERIA

18. Any Questions?

19. References Jonassen, D. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Retrieved September 27, 2007, from https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf QSA (Queensland Studies Authority). (2004a). Information and Communications Technology Study Area Specification. Retrieved August 26, 2007, from http://www.qsa.qld.edu.au/yrs11_12/sas/ict/sas.pdf QSA (Queensland Studies Authority). (2004b). Information Processing and Technology Senior Syllabus. Spring Hill, Queensland: State of Queensland (Queensland Studies Authority). QSA (Queensland Studies Authority). (2006). Information Technology Systems Senior Syllabus. Spring Hill, Queensland: State of Queensland (Queensland Studies Authority).