My Learning Design Framework.

fig.1:A

As a pre-service teacher (Learning Manager) I recognise the fact that a good grasp of learning design frame works is imperative to best teaching practice. 

The above graphic organiser in fig 1:A  highlights a synthesis of the Learning Engagement Theory by Greg Kearsley & Ben Shneiderman

and Digital Pedagogy (Department of Education Training and the Arts, 2008, pp. 1-3).

fig,2:A

 

 

In conjunction with my learning design framework in fig. 1:A, I have gone a step further to develop a synthesised  learning design framework that includes the Learning Engagement Theory, Digital Pedagogy, Productive Pedagogies (2002) and Blooms Taxonomy (2007) see fig. 2:A, this new synthesis is in the table below, see fig. 3:A,

Engagement Theory		Productive Pedagogies:	Productive Pedagogies:	Productive Pedagogies:	Productive Pedagogies:	Blooms Taxonomy
		Intellectual quality	Supportive classroom environment	Recognition of difference	Connectedness
Relate		Deep knowledge: Relate content knowledge; establishing relatively complex connections to those central concepts. Substantive conversation: considerable interaction among learners and L.M.	Student direction: do learners determine specific activities or outcomes of the lesson? Social support: learners engage in a classroom climate that fosters mutual respect and support between Learners and L.M.	Cultural knowledge: in a manner where by non-dominant cultures are valued; including diverse values, beliefs, languages. Narrative: involves L.M providing sequential links of events, and prior knowledge of topic (useful for introduction phase of lesson or topic). Group identity: Does the teaching build a sense of community and identity? Active citizenship: The  L.M to promote and model active citizenship through a democratic classroom climate.	Background knowledge: L.M defines and relates explicit links with learners background knowledge and content.	·         Remember ·         Understand ·         apply
Create Learner and Learner Manager create		Higher order Knowledge: Learners Create  or are producers of Knowledge  L.M creates learning opportunities to engage higher order thinking Deep understanding: learners apply deep understanding and can produce new knowledge, construct explanations, solve problems, and develop a Metalanguage	Academic engagement: Learners contribute to group activities and helping peers. Explicit quality performance criteria: L.M creates activities that link prior knowledge with detailed specific statement of what the learner is to do and achieve.	Cultural knowledge, and Inclusivity: to create learning experiences in a manner where by non-dominant cultures are valued; including diverse values, beliefs, languages.	Knowledge integration: L.M creates learning experiences that can integrate a range of subject areas. Background knowledge: L.M defines and creates explicit links with learners background knowledge and content. Connectedness to the world: the L.M creates learning experiences connected to competencies or concerns beyond the classroom. Problem based curriculum: L.M and learners identify intellectual and/or real world problems, in order to create or identify a solution. .	·         Design ·         Evaluate ·         Analyse ·         Apply
Donate		Deep understanding: A learner can apply new knowledge to solve a problem and Donate the solution. Metalanguage: The Learner and the L.M, use of language specific to topic and or subject.	Academic engagement: Learners Donate or contribute to group activities and helping peers. Explicit quality performance criteria: L.M new activities that have clear links to prior activities. With clear learning outcomes. Self-regulation: L.M donates to the learning space clear expectations of behavior management in line with school policies and guidelines.		Background knowledge: L.M defines and donates explicit links with learners background knowledge and content. Connectedness to the world: the L.M donates learning experiences connected to competencies or concerns beyond the classroom. Problem-based curriculum: Learners donate either back into their learning space or outside their learning space a solution, to an identified intellectual or real world problem.	·         Design ·         Evaluate ·         analyse
Learning Space: Designed learning activities for interacting and engaging in and with the content: Learner and Learner Manager (L.M) Participate in the Shared Learning space, and the learners learning space		Higher order Knowledge, Deep knowledge, Deep understanding, Substantive conversation. Knowledge as problematic, Metalanguage	Student direction, Social support, Academic engagement, Self-Regulation: L.M collaborates with learners to create and donate towards the learning space, clear behavior management expectations	Inclusivity: is an inclusive learning environment where learners can relate peer to peer with acceptance of difference. This includes peer-to-peer teaching. Narrative: involves L.M providing sequential links of events, and prior knowledge of topic (useful for introduction phase of lesson or topic). Group identity: Does the teaching build a sense of community and identity?	Knowledge integration, Background Knowledge, Connectedness to the world, Problem-based curriculum.	·         Design ·         Evaluate ·         Analyse ·         Apply ·         Understand ·         Remember

 fig.3:A

The table in fig. 3:A represents a range of  pedagogies that may be used in designing authentic learning experiences that includes learning through the facilitated mode of ICT's. By creating authentic learning experiences that engage the learner/s, she/he is more likely to demonstrate a deeper level of agency in their learning experience.

This is by no means,  a comprehensive learning design framework; nor is static. I believe as I develop as a teacher (learning manager) so to will my learning design framework.

What are your thought on what a Learning Design Framework should include, is there other ways to  look it?

References

Curriculum implementation  Unit. (2002) Productive Pedagogies; Classroom reflection manual. Retrieved from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/ 

Department of Education Training and the Arts. (2008) eLearning for smart classrooms.   In.Smart Classrooms Bytes. Queensland government. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Kearsley, G. & Ben Shneiderman. (1999) Engagement Theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm

Rodin Education Consultancy (2007). Thinking Skills Framework. Retrieved from 

http://www.itcpublications.com.au/itc-shop