Introduction The following describes the rationale behind the design of the first unit of work to be completed in a Year 11 Information and Processing Technology (IPT) course taught using the new senior Queensland IPT syllabus (QSA, 2010). The design of this unit is informed by the outcomes of a profile of potential students in
Introduction The following learner profile aims to provide a generic profile of Year 11 Queensland students enrolling in a senior course in Information and Processing Technology (IPT). While informed by observations of students gained during Embedded Professional Learning (EPL) it does not draw specifically on profiling activities of those students. Instead the profile draws on
The last post was the first step in designing a unit of work for a senior IPT (Information and Processing Technology) course as part of an assignment for a course titled ICTs for Learning Design. The intent is to show an ability to integrate e-learning into learning design in effective ways. The first part of
This week is assignment week. One of the assignments I need to complete is for the course ICTs for Learning Design. This final assignment requires us to design a unit of work (a sequence of learning experiences) for a particular subject that makes effective use of eLearning. The following is the first step in this
After a couple of weeks focused on assessment, not to mention two assignments which I’m far from happy with, it’s time to return to some study. First, the ICTs for Learning Design course and this week the focus is on WebQuests, including “contemporary ideas about webquests and why they are not necessarily aligned with our
What follows is a ~1600 word reflective blog post required for assessment purposes. I find myself less than pleased with this assignment. In part because I don’t think 1600 words is enough to do justice to the problem. But also because of my own limitations in terms of knowledge of the context and content. Introduction
The assignment for ICTs for Learning Design that I am meant to be completing has a rubric with four criteria. The fourth criteria is Model and support safe, legal and ethical practice During my wonderings within the course, I have yet to come across (or remember) anything that explains what is considered “safe, legal and
Update/recommendation: The following may be helpful for some, but it has it’s limitations. For example, in terms of coming up with L&T applications for Minecraft I was constrained by my limited knowledge of Minecraft, and even worse, a limited view of L&T. For a broader view I suggest reading about and engaging with Massively Minecraft.
And so the final group of technologies to play with prior to the assignment. This is an open-ended group and includes: animations and simulations; Google earth; Google Maps; and Google docs. The “historical” recap of what I’ve done associated with these technologies is part of the assessment – showing that I’ve “played” with the technologies.
Following on from the last post this one reports a bit more on activities associated with the Group 3 technologies, tools that “present learning or information”. The point is mostly to document that I’ve done this stuff (for assessment purposes) and also to implement the necessary analysis of one of the tools. Powerpoint Beyond the