Wednesday, August 13, 2008

Managing Student Centred eLearning

Currently I'm in the process of developing a new Graduate Diploma of Learning Management (elearning specialisation). This program has been designed the key learning criteria and outcomes for Education Queensland's Advanced ICT Pedagogical Licence. The table below gives an idea of what needs to be achieved:

Focus area

Indicators

Professional Knowledge

I understand how ICT can be used to transform what students learn, how they learn, and when and where their learning takes place

Professional Practice

I experiment and innovate with new ICT and teaching and learning methodologies to meet individual learning needs and to develop students' higher order skills and creativity

I actively construct meaning with and between students by creating experiences for students to work in groups and independently on projects, requiring selection and use of ICT tools

I involve students in developing and solving problems that involve the use of ICT

I create challenging tasks that integrate learning areas and involve student ICT use throughout all stages of the learning process and for a range of purposes

I promote student negotiation of assessment and facilitate student designing and collating digital assessment portfolios to demonstrate depth and level of achievement of learning outcomes

I seek innovative ways to improve access to and management of ICT resources in meeting learner needs

I create meaningful ways for students to use a range of communication tools in their learning; and to collaborate with others in ICT projects in local, national and global communities

Professional Values

I set my own short and long term ICT learning goals based on regular reflection of my own professional practice and determined needs. I devise a plan and timeline to achieve these

I am a lifelong learner who continually develops and expands my operational skills, conceptual knowledge and appropriate attitudes and behaviour towards the uses of ICT in educational settings

I collaborate with staff and students to critically reflect on and evaluate resources used in learning activities to make informed decisions regarding ICT use

I operate safely, legally and ethically when using ICT and teach and model this practice for students and colleagues

Professional Relationships

I initiate professional learning conversations and seek learning opportunities to improve my pedagogy when using ICT

I take responsibility to contribute to school planning and decision making processes influencing the standard of pedagogy and ICT use in my school


Applicants are required to have previously obtained their ICT Pedagogical Licence and the table below describes how this is measured:

Focus area

Indicators

Elaborations (new window) 221k on the indicators are available.

Professional Knowledge

I understand how ICT can be used to support and enhance what students learn, how they learn, and when and where their learning takes place

Professional Practice

I plan learning experiences within units of work that use ICT to achieve curriculum goals and are based on student developmental needs, interests, prior knowledge and experiences

I provide opportunities for students to use ICT to enhance the learning of concepts and processes, working independently and as part of a group

I provide challenging tasks that integrate learning areas and involve student ICT use throughout all stages of the learning process and for a range of purposes

I create opportunities for students to use ICT to develop and apply new knowledge, skills and understanding

I effectively manage the access to and use of ICT resources in meeting learner needs

I provide opportunities for students to purposefully use a range of communication tools in their learning; and to participate with others in ICT projects in local, national or global communities

I plan assessment tasks that incorporate the use of ICT to meet learning goals

Professional Values

I set my own ICT learning goals based on regular reflection of my own professional practice and determined needs

I am committed to developing my skills, knowledge and abilities required to exploit the potential of ICT in education

I critically review and select from ICT resources and teaching and learning approaches and adapt where necessary

I operate safely, legally and ethically when using ICT and teach and model this practice for students

Professional Relationships

I seek opportunities to contribute to professional teams to share what I know and do regarding ICT and pedagogy


Essentially the Advanced licence requires additional evidence of student use of ICTs and an advanced championing role within the teachers learning environment.

The advanced and standard level frameworks are excellent and apply to any learning organisation, school, university or industry. The portfolio that these students develop as a result of their graduate studies will make them among the best in the State.

The challenge is of course that the schools will need to upgrade their technology infrastructure to meet the needs of this emerging group of learning professionals. More bandwidth into schools, more computers in the classrooms and ancillary learning spaces and a way of acknowledging and rewarding teachers who make their learning activities engaging, effective and real.

Finally, a chance to reflect on 21st century learners.



More soon.

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