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| 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).
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| 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