EDSE12024 – Digital Pedagogies in Secondary Schools - Assessment 2 OverviewParticipation in an online networking activity in Twitter and Scoop.it will lead to the selection of a topic

for development into a sequence of learning experiences that is rich with digital pedagogy at the

Redefinition level of SAMR. The culmination will be the presentation of a narrative, from the perspective

of a learner participating in the learning experiences. A number of artefacts will be developed in the

process and submitted as justification of your thinking and planning process.

Task DescriptionThis is a portfolio task. There are two components to this task.

1. The first is to present a collection of resources and artefacts associated with a series of designed digital learning experiences (a ‘mini-unit’) that meet the following criteria and have the following characteristics: Demonstrate task design at the transformative end of SAMR Is responsive to the profiled characteristics of your learners, in particular the individual

through whose eyes the narrative will be written. Demonstrate genuinely learner-centred design focused on learner-ownership of the process

and outcomes of learning Involve learners as creators as well as consumers of knowledge and digital data, media or

artefacts. Support collaborative, networked and/or connected learning mediated by ICT Lead to the development of higher order thinking Must use ICT to mediate a substantial component of the learning activities (not merely for

information access and presentation) The learning task is based on a design that is sourced on the web (or in your colleagues’

collections) and shared with your colleagues, that is augmented, enhanced and further developed for your teaching context

2. A reflection using the theory and rationale behind online professional learning networks, your own learning experience of online networking and support (through artefacts and/or links) of your online participation and contribution to evidence AITSL Graduate Standards 6.2 and 7.4

Resources and Artefacts to be submittedThese are outlined and detailed in the Moodle materials. They are designed as embedded learning tasks, which will articulate into your Assessment submission. They include:

A link to your curated online Scoop.it collection which is also likely to have been shared through Twitter

Your Twitter ID (if you have used Twitter) Macro-, meso- and micro-planning as outlined in the course materials: Links to the Australian Curriculum An overview of the learning sequence of your learning experiences Any other detail you believe is worth sharing A pedagogy ‘map’ linking principles to your designed activities An ICT ‘map’ identifying planned use of ICT by you and your students A learning narrative representing the anticipated/planned lived experience of a student who

participates in the ‘mini-unit’ A reflection that contains an overview of your knowledge, and evidence of your demonstration of

AITSL Graduate Standards 6.2 and 7.4 during participation in this course

Submission

You will submit a single Word document with all of your documentation organised efficiently within the document. Where you wish to link to digital evidence, please ensure that this evidence is uploaded and shared in one of your online spaces. Provide links in your Word document. Please ensure that any username and password details are communicated in the Word document. Any artefacts that cannot be accessed will not be considered when assessing your work.

Please note: The conditions in the Course Profile stipulate that Assessment 2 must be passed, together with an overall passing grade, in order to pass this subject.

Learning Design Criteria: EDSE12024 – Digital Pedagogies in Secondary Schools - Assessment task 2 – Portfolio: e-learning design Student: …………………………………………………… Grade: ……………………….

Learning Outcome High Distinction (42.5-50) Distinction (37.5-42) Credit (32.5-37) Pass (25-32) Fail (<25)

Propose learning strategies that are inclusive and learner-centred.

The learning design evidences genuinely learner-centred and creative approaches to digital learning that interprets, implements and is justified by the pedagogical principles presented in the course, and student-provided sources. The planning process is approached as problematic and clear discrimination is demonstrated in identifying contemporary beliefs about digital learning that are integrated into the rationale and design.

The learning design evidences learner-centred approaches to digital learning, with relevant justification using pedagogical principles presented in the course, and student-provided sources. The planning process is approached as problematic and attempts at discriminating between contemporary and traditional approaches to digital learning design are evident in the rationale and design.

The learning design evidences substantial elements of learner-centred approaches to digital learning, with relevant justification using pedagogical principles presented in the course, and student-provided sources. The planning process, through the rationale and design, evidence engagement with the core values and beliefs about digital learning that are promoted in the course.

The learning design evidences a selection of elements of learner-centred approaches to digital learning, with relevant justification using pedagogical principles presented in the course.At times the differentiation between traditional and contemporary approaches to digital learning is not clearly articulated; however there is evidence of an attempt to respond to the values involved.

The learning design does not evidence the principles of learner-centeredness that are promoted as a focus of the course.

Participate in and contribute to the development of a professional online learning community.

AITSL Standards 6.2 and 7.4 are clearly articulated and linked to the theory of the PLN. Reflection on learning process and outcomes identify key professional outcomes and considerations and are linked to the theory.The creative ideas of others are identified and acknowledged through interaction in blogs, a curated Scoop.it collection, and Twitter and are evidenced in the unit learning design. The modality and communication of evidenced ideas are designed to contribute new knowledge to the professional learning of the online

AITSL Standards 6.2 and 7.4 are linked to the theory of the PLN. Reflection on learning process and outcomes identify key professional outcomes and considerations and are linked to the theory.The creative ideas of others are identified and acknowledged through interaction in blogs, a curated Scoop.it collection, and Twitter and are evidenced in the unit learning design. The modality and communication of evidenced ideas are designed to engage in a professional learning of the online community.

AITSL Standards 6.2 and 7.4 are linked to the theory of the PLN. Reflection on learning process and outcomes identify key professional outcomes and considerations.The creative ideas of others are identified and acknowledged through interaction in blogs, a curated Scoop.it collection, and Twitter and are evidenced in the unit learning design. The modality and communication of evidenced ideas are designed to engage in a professional learning of the online community.

AITSL Standards 6.2 and 7.4 are linked to the theory of the PLN and to the student’s experience as contributor and participant.The creative ideas of others are identified and acknowledged through interaction in blogs, a curated Scoop.it collection, and Twitter and are evidenced in the unit learning design. There is sufficient evidence to support claims to engagement in the professional learning of the online community.

The student makes minimal use of ideas presented by others, or fails to acknowledge them; OR the ideas are not appropriate to the learning and teaching context; AND/OR the ideas are presented as they were accessed with little evidence of their transformation to better suit the learning context.The student does not provide evidence of participation in either blogs, Scoop.it or Twitter networks.

Learning Outcome High Distinction (42.5-50) Distinction (37.5-42) Credit (32.5-37) Pass (25-32) Fail (<25)

community and thus engage with its philosophy.

Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs.

The learning experiences are designed to maximise the potential of ICT to differentiate learning through consideration of the type of task, the scaffolding and pedagogy used, and the degree of open-endedness of the learning outcomes; together with the modality of learner-demonstration of these outcomes.

The learning experiences are designed to use the potential of ICT to differentiate learning through consideration of the type of task, the scaffolding and pedagogy used, and the degree of open-endedness of the learning outcomes; and modality of demonstration of these outcomes; together with the modality of learner-demonstration of these outcomes.

The learning experiences are designed to use the potential of ICT to differentiate learning through consideration of the type of task, the scaffolding and pedagogy used, and/or the degree of open-endedness of the learning outcomes; and modality of demonstration of these outcomes; together with the modality of learner-demonstration of these outcomes.

The learning experiences draw upon the potential of ICT to differentiate learning at times through some consideration of the type of task, or the scaffolding and pedagogy used, and/or the degree of open-endedness of the learning outcomes; and/or modality of demonstration of these outcomes; together with the modality of learner-demonstration of these outcomes.

The learning experiences are highly teacher-centred and teacher-directed which fails to accommodate the different learning needs of students.

Design and create learning plans in which learner engagement is transformed by the use of ICT.

The learning design responds to and acknowledges implicitly and explicitly the interests and characteristics of the learners and is highly responsive to their needs. The process and outcomes of learning are clearly transformed because of the pedagogy and the use of digital technologies.

The learning design responds to and acknowledges implicitly the interests and characteristics of the learners and is responsive to their needs. The process and outcomes of learning are transformed because of the pedagogy and the use of digital technologies.

The learning design meets the interests and characteristics of the learners and is responsive to their needs. The process and outcomes of learning are significantly enhanced because of the pedagogy and the use of digital technologies.

The learning design meets many of the interests and characteristics of the learners and is linked to their needs. The process and outcomes of learning are enhanced because of the pedagogy and the use of digital technologies.

The learning design does not respond to the interests, characteristics and needs of learners. The process and outcomes are at the substitution or augmentation level at least, and do not significantly change the task design, learning process or outcomes.

Model and support safe,

legal and ethical practice

The student models, through consideration of legal, safe and ethical practice, appropriate practice in his/her web spaces and use of resources. Each learning experience is accompanied by insight and consideration of this practice by learners through an analysis of the potential for problems, and associated protocols for

The student models, through consideration of legal, safe and ethical practice, appropriate practice in his/her web spaces and use of resources. Each learning experience is accompanied by a contextual consideration of this practice by learners through an analysis of the potential for problems.

The student models, through consideration of legal, safe and ethical practice, appropriate practice in his/her web spaces and use of resources. Each learning experience is accompanied by some consideration of this practice by learners through an analysis of the potential for problems.

The student models, through consideration of legal, safe and ethical practice, appropriate practice in his/her web spaces and use of resources. Each learning experience is accompanied by some consideration of this practice by learners.

The student fails to model appropriate legal, safe or ethical practice.

Learning Outcome High Distinction (42.5-50) Distinction (37.5-42) Credit (32.5-37) Pass (25-32) Fail (<25)

their avoidance.