eLEARNING DESIGN FRAMEWORK

Before analysis of the various digital tools on offer could be commenced I decided to revise my eLearning Design framework so that all my choices could be scaffolded through sound pedagogy.

As detailed by Fasso (2011) our framework should seek to encourage 4 key factors.
1. complex thinking
2. authentic real life context
3. real life units and solutions
4. collaborative learning.

With this in mind I have chosen to use a combination of Bloom's ( 1956) Taxonomy. Learning Engagement Theory as outlined by  Kearsley & Shneiderman (1999) and Education Queensland's (2008)  own eLearning Design Framework. My scaffold is an adapted version of the Learning Framework provided by Fasso. (2011)

It is this framework that I intend to continually refer back to when analysing the digital tools in the coming weeks.

	Blooms Revised Taxonomy in Action	Actions	Products	How and in what phase of learning (Learning Engagement Theory) is this actioned?	Further detail about pedagogical approaches for use of ICT	Effective eLearning Principles from Education Queensland Website
Higher Order Thinkking	Creating (Putting together ideas or elements to develop an original idea or engage in creative thinking).	Designing Constructing Planning Producing Inventing Devising Making	Film Story Project Plan New game Song Media product Advertisement Painting	Create: Donate: Relate:	Conclusion upon which future decisions about designing eLearning will be based.	BE A 21ST CENTURY SMART LEARNER  using a range of online ICT tools mobile, virtual, personal, connected learning, local/global, authentic problems anywhere, any time learning collaborative interaction real world context
	Evaluating (Judging the value of ideas, materials and methods by developing and applying standards and criteria).	Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Finding Value	Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech	Create: Donate: Relate:		COMMUNICATING WITH ICT Collaborate and interact in Real World Projects using reflection and feedback learning communities wikis, forums, blogs comic and text chat travel buddies, raps virtual field trips web conferencing Investigate, research and problem solve online projects
	Analysing (Breaking information down into its component elements).	Comparing Organising Deconstructing Attributing Outlining Structuring Integrating Classifying	Survey Database Mobile Abstract Report Graph Spreadsheet Checklist Chart Outline	Relate Create: Donate:	Activities are scaffolded by “thinking routines”	CREATING WITH ICT Innovate, Create and Publish using wikis, podcasts online courses learning objects digital resources digital stories tutorials
Lower-order thinking	Applying (Using strategies, concepts, principles and theories in new situations).	Implementing Carrying out Using Executing	Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal			INQUIRING WITH ICT Investigate, Research and Problem Solve online courses learning objects real world data analysis GIS, GPS data visualisation data logging simulation modeling
	Understanding (Understanding of given information).	Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining	Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline			OPERATING ICT, Discover, Collect, Organise and Store Data digital resources online databases self training packages tutorials
	Remembering (Recall or recognition of specific information).	Recognising Listing Describing Identifying Retrieving Naming Locating Finding	Quiz Definition Fact Worksheet Test Label List Workbook Reproduction			ETHICS, ISSUES AND ICT Act ethically, Legally, Responsibly safe, secure ICT practices awareness of copyright, digital rights

References

Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. Retrieved fromCQUniversity Course Resources Online http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

eLearning for Smart Classrooms. (2008) Smart Bytes, August 2008 1-12 Retrieved from CQUniversity Course Resources Online EDED20491 http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf

Fasso, W. (2011). Learning Design Framework. Retrieved from CQUniversity e-courses, EDED20491 ICT’s in Learning Design. http://moodle.cqu.edu.au/course/view.php?id=17135

Fasso, W. (2011, March 8). Re: Dimensions of Learning as our learning design framework [Electronic discussion group message]. Retrieved from CQUnicersity e-courses, EDED20491 ICT’s in Learning Design, http://moodle.cqu.edu.au/mod/forum/discuss.php?d=140563

Kearsley, G. & Shneiderman, B. (1999) Engagement theory: A framework for technology-based teaching and learning. Retrieved from CQUniversity Course Resources Online EDED20491 http://home.sprynet.com/~gkearsley/engage.htm

Mishra, P. & Koehler, M.J. (2006) Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record Volume 108, Number 6, June 2006, 1017-1054. Retrieved from CQUniversity Course Resources Online EDED20491 http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf