When designing eLearning, learning experiences need to be purposefully planned in order to effectively enhance, support, extend and transform student learning. This design rationale will carefully consider the learning management questions one, two and three of the profiling phase and the integral role they play in laying a strong foundation and context for effective eLearning design.
Constructivist theorists state “Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge” (Bruner n.d.). As an effective teacher, to facilitate this style of 21st century learning we need to understand what our students already know. The first learning management question addresses this and asks, “What do my learners already know?” The answer to this question can be based on prior learning experiences both formal and informal, current achievement levels and outcomes achieved to date (Summary of Learning Design, n.d.). In relation to the year nine art class the findings are as follows:
Prior Learning Experiences (Formally):
Prior Learning Experiences (Informally):
Current Achievement Levels:
Outcomes Achieved to Date:
As effective teachers once we understand what a student already knows we can help them recall prior knowledge and link it with new knowledge to assist with the active process of constructing meaning (Marzano & Pickering, 1997, p. 51). These links to prior knowledge and interests will shape the way I approach dimensions two, three and four of the dimensions of learning and determine what digital content and eLearning spaces I utilise to enhance, support, extend and transform student learning.
The second learning management question asks, “Where do my learners need/want to be?” Visual Art is a flexible subject environment, allowing students the freedom to determine their own contexts in which to respond. Therefore in order to properly answer this profiling question I not only need to address the curriculum requirements but also the students personal requirements, goals and expectations for their own journey in this subject. In relation to the year nine art class the findings are as follows:
Curriculum Requirements (Formal):
Personal Requirements/Dreams/Aspirations (Informal):
The Hidden Curriculum:
Declarative Knowledge – At the end of the unit students know:
Procedural Knowledge – At the end of the unit students can:
By answering this profiling question with accuracy I am essentially outlining the learning outcomes of the unit. By taking into account the students personal requirements the unit automatically becomes more engaging because students have ownership over the material and ownership leads to motivation (Innovative Teachers’ Companion, 2011, p. 14). Prensky’s (2005) statement that by not engaging students we are simply enraging them could not be truer. In order to be an effective teacher it is so important to know what your students want to learn and the way in which they want to learn it.
The final question in the profiling phase of learners is “How does my learner best learn?”. To summarise this I have created a profiling table and created links to DoL focuses (click here). This table illustrates that I have a class where the majority are introverted and reflective. Group discussions are normally led by a select few. To encourage more interaction and engagement amongst students I have created a class wiki. Here they can engage in rich, reflective, high order thoughts. They can take the time to reflect and respond thoughtfully in their own time. This is a fundamental characteristic of 21st century learning, opening up the classroom walls to 24/7 learning.
This design rationale has effectively summarised the profiling phase of my eLearning design. It can be seen that different students have different learning needs and expectations. ICTs offer a dynamic platform in which to support every type of student. From here learning experiences can be purposefully designed to enhance, support, extend and transform student learning.
References:
Bruner, J. (n.d). Constructivist Theory. Retrieved March 14, 2011, from http://tip.psychology.org/bruner.html
Innovative Teachers’ Companion. (2011). Toowoomba, QLD: I.T.C. Publications
Marzano, R.J., & Pickering, D.J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S, Moffett, C. A., Paynter, D. E., Pollock, J. E., Whisler, J. S.). (1997). Dimensions of Learning Teacher’s Manual (2nd ed). Alexandria, VA: ASCD.
Prensky, M. (2005). Engage Me or Enrage Me – What Today’s Learners Demand. Educause Review, September/October, 60-64.
Queensland Government, Smart Classrooms. (2011). Student ICT Expectations. Retrieved from http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html
Queensland Studies Authority (QSA). (2007). The Arts: Essential Learnings by the end of Year 7. Retrieved from http://www.qsa.qld.edu.au/7262.html
Queensland Studies Authority (QSA). (2007). The Arts: Essential Learnings by the end of Year 9. Retrieved from http://www.qsa.qld.edu.au/7262.html
Summary of Learning Design. (n.d.). Pedagogical Content Knowledge – Short Term Planning [Powerpoint Slides]. Retrieved from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge, http://moodle.cqu.edu.au/course/view.php?id=17309
Constructivist theorists state “Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge” (Bruner n.d.). As an effective teacher, to facilitate this style of 21st century learning we need to understand what our students already know. The first learning management question addresses this and asks, “What do my learners already know?” The answer to this question can be based on prior learning experiences both formal and informal, current achievement levels and outcomes achieved to date (Summary of Learning Design, n.d.). In relation to the year nine art class the findings are as follows:
Prior Learning Experiences (Formally):
- In terms of prior formal learning experiences, The essential learnings for The Arts by the end of year 7 states that students are familiar with “modifying” visual arts elements, concepts, processes and forms to express ideas, considering intended audiences and intended purposes, through images and objects (QSA, 2007).
- The previous unit for year nine art was based on the concept of “The Human Condition”. The students are familiar with this concept and have a strong knowledge base on which to extend their knowledge toward the new focus “Excess” and in a broad sense respond to the question “how humans are excessive?”
- Students have prior procedural knowledge on how to build a blog, website and contribute to a wiki
- According to the ICT expectations for years six to seven by the time students reach year nine they should be instinctively; searching for data, information and digital content using a range of information sources; using digital concept maps to plan research; critically evaluating data; participating in online challenges; selecting appropriate devices and software to plan, create and refine digital products; manipulating digital images and using online communication tools to gather feedback, collect and share ideas and information. (Queensland Government, Smart Classrooms, 2011.)
Prior Learning Experiences (Informally):
- My initial observations of the class demonstrated that the majority of students have a strong social knowledge of art past and present. In my experience with this class it is quite normal to strike informal class discussions or debates on the students varying responses to an artists work
- Looking at students past work it is also clear that each student has established a “style” and or approach to their work
Current Achievement Levels:
- The year nine art class consists of 11 female students. Based on past academic achievement, seven of the eleven students could be considered to be at a standard level, meaning their learning needs align with the essential learnings. The remaining four students vary and do not align with the essential learnings. Three of these learners could be considered gifted, while the other has learning difficulties.
Outcomes Achieved to Date:
- Ascertained from previous unit formats, students are familiar with the act of reflecting and evaluating their learning journey in either an art blog or physical art journal. They currently have an art journal and will now begin documenting their experiences online.
- Students have already achieved similar outcomes under the previous unit “The Human Condition” in relation to documentation, technique experiments and responding with a final artwork.
As effective teachers once we understand what a student already knows we can help them recall prior knowledge and link it with new knowledge to assist with the active process of constructing meaning (Marzano & Pickering, 1997, p. 51). These links to prior knowledge and interests will shape the way I approach dimensions two, three and four of the dimensions of learning and determine what digital content and eLearning spaces I utilise to enhance, support, extend and transform student learning.
The second learning management question asks, “Where do my learners need/want to be?” Visual Art is a flexible subject environment, allowing students the freedom to determine their own contexts in which to respond. Therefore in order to properly answer this profiling question I not only need to address the curriculum requirements but also the students personal requirements, goals and expectations for their own journey in this subject. In relation to the year nine art class the findings are as follows:
Curriculum Requirements (Formal):
- The essential learnings for The Arts by the end of year 9 state that students are familiar with “manipulating” visual arts elements, concepts, processes and forms to express ideas, considering specific audiences and specific purposes, through images and objects (QSA, 2007).
- According to the ICT expectations, by the end of year nine students will; be able to interact as a member of an online community as an inquiry strategy to discuss, compare and clarify ideas and to discover specialised information; use animation software to present the dynamic interaction and movement of objects and use digital concept mapping and project management tools to plan and organise tasks and resources when creating a digital product. (Queensland Government, Smart Classrooms, 2011.)
Personal Requirements/Dreams/Aspirations (Informal):
- The students have expressed their interest in bringing their drawings to life. To extend and refine their final piece from the previous unit, students wish to manipulate the elements of their artwork and respond to the new focus of “excess” through animation and multimedia.
- Some students didn’t resolve their final artwork as well as they would have liked in their previous unit. Whether this was a time management issue or a conceptual issue, these students would like to ensure their final artwork better resolved so they can be assured of a higher mark.
The Hidden Curriculum:
- The Dimension of Learning (DoL) Five, Habits of Mind – Respond appropriately to others’ feelings and level of knowledge (Marzano & Pickering, 1997, p. 282). In a group situation it can be intimidating to share ideas especially when a topic is unfamiliar. Students need to learn how to show respect to one another by listening to everybody equally and without judgement as art is extremely subjective and more often then not there are no incorrect answers just different opinions and perspectives.
- DoL Five, Habits of Mind – Push the limits of your knowledge and abilities (Marzano & Pickering, 1997, p. 285). Students need to learn to continually push their abilities and get out of their comfort zone. Their thinking needs to be constantly challenged to be at a higher order level.
Declarative Knowledge – At the end of the unit students know:
- D1 - What excess is
- D2 - That humans are excessive
- D3 - That humans are excessive within different contexts
- D4 – That Humans are excessive in relation to the environment
Procedural Knowledge – At the end of the unit students can:
- P1 - make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works
- P2 - Interact as a member of an online community as an inquiry strategy to discuss, compare and clarify ideas and to discover specialised information
- P3 - Develop an animated sequence using animation software to present the dynamic interaction and movement of objects
- P4 - Create digital content mapping and project management tools to plan and organise tasks and resources when creating a digital product
- P5 - Manage time effectively and follow a timeline of learning outcomes
- P6 - create and shape arts works by manipulating arts elements to express meaning in different contexts
- P7 - modify and refine genre-specific arts works, using interpretive and technical skills
- P8 - present artworks to particular audiences for a specific purpose, style and function, using genre-specific arts techniques, skills, processes and cultural protocols
- P9 - identify risks and devise and apply safe practices
- P10 - respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages
- P11 - reflect on learning, apply new understandings and justify future applications (QSA, 2007)
- P12 - create relevant arts works utilising ICTs
- P13 - Create a podcast to conincide with their final artwork and act as an audio artists statement
- P14 – Build a website as a class to showcase work and podcasts
- P15 – use social networking as a communication tool to alert school friends and members of the community about the upcoming art exhibition
By answering this profiling question with accuracy I am essentially outlining the learning outcomes of the unit. By taking into account the students personal requirements the unit automatically becomes more engaging because students have ownership over the material and ownership leads to motivation (Innovative Teachers’ Companion, 2011, p. 14). Prensky’s (2005) statement that by not engaging students we are simply enraging them could not be truer. In order to be an effective teacher it is so important to know what your students want to learn and the way in which they want to learn it.
The final question in the profiling phase of learners is “How does my learner best learn?”. To summarise this I have created a profiling table and created links to DoL focuses (click here). This table illustrates that I have a class where the majority are introverted and reflective. Group discussions are normally led by a select few. To encourage more interaction and engagement amongst students I have created a class wiki. Here they can engage in rich, reflective, high order thoughts. They can take the time to reflect and respond thoughtfully in their own time. This is a fundamental characteristic of 21st century learning, opening up the classroom walls to 24/7 learning.
This design rationale has effectively summarised the profiling phase of my eLearning design. It can be seen that different students have different learning needs and expectations. ICTs offer a dynamic platform in which to support every type of student. From here learning experiences can be purposefully designed to enhance, support, extend and transform student learning.
References:
Bruner, J. (n.d). Constructivist Theory. Retrieved March 14, 2011, from http://tip.psychology.org/bruner.html
Innovative Teachers’ Companion. (2011). Toowoomba, QLD: I.T.C. Publications
Marzano, R.J., & Pickering, D.J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S, Moffett, C. A., Paynter, D. E., Pollock, J. E., Whisler, J. S.). (1997). Dimensions of Learning Teacher’s Manual (2nd ed). Alexandria, VA: ASCD.
Prensky, M. (2005). Engage Me or Enrage Me – What Today’s Learners Demand. Educause Review, September/October, 60-64.
Queensland Government, Smart Classrooms. (2011). Student ICT Expectations. Retrieved from http://education.qld.gov.au/smartclassrooms/strategy/dp/studentict.html
Queensland Studies Authority (QSA). (2007). The Arts: Essential Learnings by the end of Year 7. Retrieved from http://www.qsa.qld.edu.au/7262.html
Queensland Studies Authority (QSA). (2007). The Arts: Essential Learnings by the end of Year 9. Retrieved from http://www.qsa.qld.edu.au/7262.html
Summary of Learning Design. (n.d.). Pedagogical Content Knowledge – Short Term Planning [Powerpoint Slides]. Retrieved from CQUniversity e-courses, EDED20456 Pedagogical Content Knowledge, http://moodle.cqu.edu.au/course/view.php?id=17309
