MDB016

Tammy Butow

Sequencing Learning

Experiences

http://www.rsnz.org/directory/yearbooks/2005/BP-teamwork.jpg

Sequence One•Collaborative

•ITS Syllabus

•Multimedia Context

•Project & Team Management Thread

Learning sequences

Sequence Two

•Complex

•ICT SAS

•3-D Modelling Elective Unit

Sequence One: Collaborative

Collaborative Learning

Learners naturally work in learning and

knowledge building communities, exploiting each

others skills while providing social support and

modelling and observing the contributions of

each member. Humans naturally seek out others

to help them to solve problems and perform

tasks. Why then do we in schools insist that

learners "do their own work" and if they don't, we

accuse them of cheating. Individualized,

reproductive methods of instruction cheat

learners out of more natural and productive

modes of thinking. Jonassen (http://www.coe.missouri.edu/~jonassen/courses/CLE/)

https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf

Sequence One: Collaborative

ITS Syllabus Reference: Meaningful Learning

students “participate in teams to complete tasks,

develop interpersonal skills for teamwork and responsible

workplace interactions [and] evaluate team performance”

(QSA, 2006, p.16)

Applicable during a group project in Multimedia

Context

Learning Quality

Syllabus

Context Theme

Collaborative ITS 2006 Multimedia

Project and Team Management

Sequence One: CollaborativeITS Syllabus Reference

Table 2: Project development model

  Phase Brief description of what the phase encompasses  

Design Identification Clarification of the issue being examined involving clear statements of problem identification, rationale and aims.

DocumentationDocumentation of

all phases of the project, together with manuals (user and/or technical)

Specification Description of the type of outcome required, including the nature of inputs and outputs, hardware and software requirements and audience, as appropriate.

Design Planning the details of the solution using a recognised methodology.

Develop Implementation Implementing the design with the chosen software.

Testing Testing for accuracy by checking for logical and syntactical errors.

Evaluate Evaluation Making judgments about the quality of the product, and the process of development including time-management issues.

Sequence One: CollaborativeITS Syllabus Reference

the most productive and meaningfuluses of technology engage learners in:

•knowledge construction, not reproduction;•conversation, not reception;•articulation, not repetition;•collaboration, not competition; and•reflection, not prescription.Jonassen, D. (1995)

Sequence One: Collaborative

Outline of Sequence (5 Weeks)

1)Students are introduced to project (task sheet)

2)Discussion: What skills do we need to acquire for the project?

3)Students form project groups

4)Group Work: students analyse and collect information to better understand task sheet

5)Discussion: How will you plan and organise your project? (brainstorm + teacher lists on whiteboard)

6)Discussion: How will you evaluate your project?

7)Group Work: Students create a self-evaluation criteria sheet

8)Group Work: Create a specification document for the project

9)Guided Group Discovery: Students work through a rotation of stations (Video, Imaging, Text, Audio)

10)Group Work: Group documents each students responsibility for project

11)Start Project: Groups begin work on project (4 Weeks)

12) Oral Presentation: Groups present their project to class and teacher

Sequence One: Collaborative

What is to be achieved through these learning activities?

Learners learn how to work collaboratively

Learners respect other classmates and help each other

Learners create a community environment in the classroom where knowledge sharing is

encouraged and embraced

Learners meet the general objectives of Familiar Application, Problem Solving,

Communication, Attitudes and Values

Collaborative Learning Activities

Discussion

Guided Group Discovery

Project Group Work : Project Planning, Task Design and Implementation, Evaluation

Online Collaboration Tools: ZOHO

Sequence One: CollaborativeStudent Examples

Chicken Movie

Graphic Designers Gallery

Sequence One: CollaborativeITS Syllabus Reference

Table 3 : Awarding exit levels of achievement

Level of achievementMinimum combination of standards

Very High Achievement Standard A in both Familiar application and Problem solving. No less than Standard B in Communication.

High Achievement Standard B in both Familiar application and Problem solving. No less than Standard C in Communication.

Sound Achievement Standard C in both Familiar application and Problem solving. No less than Standard D in Communication.

Limited Achievement Standard D in any two exit criteria.

Very Limited Achievement

Standard E in the three criteria.

Sequence Two: Complex

Complex

The greatest intellectual sin that we teachers

commit is to oversimplify most ideas in order to make

them more easily transmittable to learners. In addition to

stripping ideas out of their normal contexts, we distil ideas

to their simplest form so that students will more readily

learn them. But what are they learning? That the world is

a reliable and simple place. However, the world is not a

reliable and simple place. Problems are multiple

components and multiple perspectives and cannot be

solved in predictable ways like the canned problems at the

end of textbook chapters. We need to engage students in

solving complex and ill-structured problems as well as

simple problems (Jonassen, in press). Unless learners are

required to engage in higher order thinking, they will

develop oversimplified views of the world. Jonassen (http://www.coe.missouri.edu/~jonassen/courses/CLE/)

https://cmd.qut.edu.au/cmd/MDB393/MDB393_AR_26823.pdf

Sequence Two: ComplexICT SAS Syllabus Reference

“developing a project for a 3-D model design to meet client needs” (QSA, 2004a, p.29).

Table 1: Course framework

Task or project development Core principles(Mandatory study area core)

Elective units

Approach What do I hope to achieve? Plan:who is this for?what has to be done?how can it be done? Collect:gather informationselect appropriate ICTsdevelop necessary skills

Use ICTs competentlyManage time and resources effectively and efficientlyCommunicate and work with othersEngage in self-directed learningMake informed decisionsEmploy safe and healthy procedures in the use of ICTsUse ICTs ethicallyStrive for excellence and aim for quality

Multimedia authoringGame developmentAnimation3-D modellingRoboticsDigital still imagingDigital videoOn-line communicationNetwork fundamentalsDigital audioDocument productionWebsite developmentManaging dataSchool-developed elective

Produce Develop a solution to the task:buildcombinerefine Present the solution:use good design and layoutcommunicate effectively

Confirm Consider the solution:how well was it done?does it work?can it be improved? Consider the process:what have I learnt?how might I do it differently?

Sequence Two: ComplexICT SAS Syllabus Reference: Meaningful Learning

In the elective unit of 3-D Modelling, complex learning is shown through the learning

experience of “developing a project for a 3-D model design to meet client needs” (QSA, 2004a,

p.29). Students are engaged in higher order thinking as they will be supplied with a complex and ill-

structured client specification.

Learning Quality Syllabus Elective

Complex ICT SAS 3-D Modelling

Sequence Two: Complex

Outline of Sequence (5 Weeks)

1)Students are introduced to elective: past student work / professional work is shown by teacher

2)Teacher introduces project to students

3)Interactive Tutorial One: Teacher demos creation of a sword to demo 3-D Modelling Techniques: ----------emphasis is on learning how to model NOT how to make a sword. Students are encouraged to write own notes during class tutorial.

4)Guided Discovery: Teacher alerts students to wealth of tutorials on the internet to help them

5)Collaboration: Students are encouraged to help each other learn, some students will become experts in certain skills.

6)Documentation: Students write a project specification

7)Students work on projects

8)Evaluation: Self-evaluation of work

9)Communication: Presentation to class and submission of assignment

Sequence Two: Complex

What is to be achieved through these learning activities?

Learners learn to solve complex problems by engaging in higher order thinking activities

Learners are not ‘spoon-fed’ how to model in 3D

Teacher acts as a guide/mentor to facilitate learning

Task sheet is ill-structured to offer student only a small amount of detail for the task

Complex Learning Activities

Interactive Tutorial: A intermediate modelling task is demonstrated instead of beginner

Guided Discovery: Students must find own answers to their questions

Collaboration: Students must become experts in order to learn and help others

Documentation: Students must create own project specification without only information

being the task sheet

Sequence Two: Complex

Sequence Two: Complex

  CRITERIA Standard A Standard B Standard C Standard D Standard E

 

Product

Functionality &Presentation

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.

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 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 generates products that partially meet specified requirements.The products communicate information, using functional spelling and grammar.

The student generates products that communicate some information.

Process

Working, Managing & Reflecting

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.

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 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 presents partial designs and demonstrates some control of tasks and resources.The student reflects on the products developed or the processes used.

The student demonstrates little control of tasks and resources.

Any Questions?

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).