| Learning Design Tool: Little Learners Level 1 sounds. | |
| Prepared by | Sara Hart |
| Date | 30th August, 2023 (feel free to leave this date as it is the AT2 due date) |
| Brief description of Learning Design | Chooseit Maker: Create, edit and play personalised learning activities that can be used in your classroom and with individual students securely online on any device including Windows, Mac, Chromebook, iPad or Android tablets! Personalised learning with ChooseIt Maker turn your photographs, images, symbols, text and sounds into: Question and answer activitiesCause and effect resourcesAssessment activitiesGame based learningQuizzes, communication aids and more… |
| Learning sequence Storyboard | |
| Design Overview | |
| Qualification /Course | English / Level D / Language / Phonics and word knowledge Content description Identify and make sounds associated with the beginning letter of words or images (VCELA112) Elaborations identifying the beginning sound of a wordidentifying familiar words or image which start with the same sound. |
| Units of Competency | Level D Achievement Standard Reading and Viewing They identify some letters of the English alphabet and their associated sound. They retell a picture story they have selected using key words to describe each picture. They respond to questions and sequence key words to describe or predict what is happening in a picture, movie or book. |
| AQF Level | |
| Context | The learners will be able to go into varied roles including and not limited to administration roles within organisations. |
| Job roles | Listen to or read question. Select correct answer. Select another option if answered incorrectly. Name 3-5 key tasks that the learner does (or would be doing) in their job role |
| Size | The unit will be delivered over a 2 week period per letter sound, with learners attending face-to-face classes 45 mins day per twice a week. It is expected that learners will spend approximately 1 hours online per week. |
| Type of online learning | blended, mixed-mode, students accessing smartboard / desktops / iPad while in class. |
| Complete list of Elements in Unit of Competency | Include a screenshot of the Training Package as shown in the example on the next page. Alternatively, you may wish to add in a table with typed out information |
| Intended Learning Outcomes | Describe the skills and capabilities your learners will achieve in relation to the content they’re learning. Hint: Blooms Taxonomy is helpful here. Bullet points acceptable. |
| Parts of the unit covered | What parts of the above Elements will be covered in this unit? Include the performance criteria, required skills / knowledge below. Delete or add rows as needed. |
| Elements | Performance criteria | Required skills/knowledge |
| Range Statement (if available) | The range statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. The range statement strengthens the link between Performance Criteria and the requirements of the workplace. |
| In 200-300 words, please justify your choice of Elements for this task. | synchronous lesson: team meeting to familiarize and engage in letter cards prior to completing interactive activity. asynchronous activity: Students will reflect on their learning at their own time after completing the activity. |
| Learner Overview | |
| ACSF Requirements | |
| Level of guidance | |
| Age group | |
| Special needs | |
| Pre-requisites | |
| Educational background | |
| Current status / Reasons for learning | |
| Learning Design Framework (delete the statements which do not apply) |
This section is for your reflection – the information within will not be assessed
| Level of learning outcome: On completion of this training, learners should: |
| have a familiarity of a body knowledge; be aware of the ‘what’/ ‘when’ / ‘who’ |
| have an ability to successfully apply given processes and procedures |
| be able to apply their knowledge to routine situations |
| understand things – i.e. realise the ‘why’ / ‘how’ |
| be able to apply their understanding to every-day situations |
| be aware of the relationship between the ‘what’ and the ‘how’ |
| have acquired a full and thorough understanding of the ‘what’/ ‘when’ / ‘who’ |
| be able to apply their knowledge to new and novel situations |
| be able to use their knowledge and understanding to solve problems and identify solutions |
| add your own here |
| Level of guidance: With these learners, the trainer usually needs to: |
| provide high levels of support and structure to the learners |
| provide a detailed learning program that all learners follow |
| provide plentiful feedback to help learners see how they are progressing |
| provide ample opportunity for learners to practice and develop their capabilities |
| provide examples and cases that the learners can learn from |
| provide feedback that can guide and inform learners’ choices |
| enable learners to choose some of the activities they will learn from |
| provide tasks that require learners to plan their own pathways through |
| allow learners to seek guidance and assistance from others in the workplace |
| add your own here |
| Content Focus: The content for this learning object is mostly about: |
| descriptions, terms, facts and other forms of important information (correct terminology important) |
| policies and procedures – the ‘rules’ for things |
| practices and techniques – the ‘how’ things are done |
| developing learners’ capability to do some thing(s) effectively and to required standards |
| developing learners’ understanding of concepts – the reasoning, logic and/or theory behind things – the ‘why’ |
| being able to make informed decisions to apply knowledge |
| understanding the consequences of actions, constraints, opportunities, limits, risks etc. There are stringent guidelines, codes of practice, regulations both state and industry |
| analysing and/or interpreting information to form an outcome |
| being able to think independently and creatively |
| add your own here |
| Content application: With the knowledge they gain from this learning object, learners are expected to be able to: |
| arrive at a yes/no answer (example: is this a safety hazard?) |
| be aware of basic information required for the job role (example: what function a piece of equipment performs) |
| operate under a level of supervision, according to policy/procedure to follow instructions in order to complete a task |
| be able to consider options and decide on the best course of action |
| use judgement to evaluate one or more options or outcomes to arrive at the best solution, under a reasonable level of supervision, but with some autonomy |
| apply the new skills/knowledge for problem-solving or finding solutions |
| use the new skills/knowledge to improve practice |
| develop new or innovative products or practices, with minimal supervision |
| be responsible for their own productivity and outcome/s |
| add your own here |
| Learner freedom: Which of the following describe the scope and extent of choice and discretion you expect students would be able to make and benefit from in relation to their learning? |
| There is a set amount of important information that needs to be shown and highlighted to the learners |
| When applying the knowledge in this module, there will be typically be only one right way to do this |
| Tasks need to be provided to assist students to digest the information they are given |
| There will usually be a number of ways the knowledge and information can be applied |
| Learners need to learn to choose and select information when applying and using it |
| There are large amounts of information from which learners need to glean what is relevant. |
| Learners need to know how to find and use information rather than simply remember it |
| Learners need to be able to tell when they have made the right decisions and arrived at reasonable outcomes |
| There are many different ways for learners to learn in this unit and they have to learn to make choices |
| Add your own here |
| Learning form: The types of activity most effective for this group would involve: |
| doing something several times, in a variety of ways |
| repeatedly doing something in the exact same way to meet a standard/procedure |
| structured tasks that increase familiarity and awareness |
| open-ended tasks with variables to decide from and work with |
| tasks where learners need to make choices from a range of options |
| tasks which can be done in several ways with more than one solution |
| tasks with a clear endpoint but lacking in structure and form |
| tasks requiring a level of judgement and subjectivity |
| tasks requiring some creativity and innovative thinking |
| add your own here |
| Learner preference: In general, these learners respond best to: |
| following structured activities and presentations |
| being told and shown things |
| taking things in small parts i.e. a ‘chunk’ at a time |
| finding things out for themselves |
| talking and discussing with others to develop their understanding |
| being guided and informed by others rather than working totally alone |
| making use of their existing knowledge and expertise |
| working with workplace and relevant cases and tasks that are of practical value and use |
| being to plan things for themselves without too much input from instructors |
| add your own here |
| Choose one or more of the groups of words which best describe the skills and capabilities your learners will achieve in relation to the learning design content |
| define, recognise, relate, repeat |
| describe, identify, locate, recognise |
| demonstrate, illustrate, sketch, write |
| choose, interpret, operate, practice, schedule |
| analyse, categorise, appraise, criticise, question |
| calculate, contrast, experiment, test |
| arrange, assemble, collect, construct |
| design, compose, plan, write |
| develop, compose, formulate, prepare, set up |
| appraise, assess, compare, choose, estimate |
| develop, compose, formulate, prepare, set up |
| judge, predict, select, value |
| argue, defend, support, evaluate |
| Learning Design | |
| Staffing required to develop unit | Example: 3 staff @ 25 hours each |
| Timeline | How long do you expect it will take to develop the unit? |
| Budget | Not applicable to this task |
| Staffing required to deliver unit | |
| Assessment Strategy | Provide details of the Assessment Tasks including information on when these are due, details of reasonable adjustments, how feedback will be provided, etc |
| Formative Assessment | |
| Formative Assessment | |
| Summative Assessment | |
| Task Type | Review the information you have included in the Learning Design Framework section above to determine the most appropriate type of tasks for your learning design. Provide a brief description of these to support your Storyboard |
| Directed Tasks | |
| Guided Tasks | |
| Autonomous Tasks |
| Learning sequence | the series of steps to complete, broadly outlined. Use your Storyboard to guide the information provided here. |
| Role of elements / criteria in learning sequence | Use your Storyboard to guide the information provided here |
| Example: Element 1.2 | Example: addressed in Sessions 2 & 3 (F2F), Session 5 (Online), and Session 6 (F2F) Students……… The facilitator………. |
| Elements 2.1 & 2.1 | Example: Activities 1,2,4 and 7 & Assessment Task 1 & 5. |
| Elements 3.1 & 3.2 | Students will ……… The facilitator will ………. |
| Interactions | Bullet points acceptable |
| Learner-instructor | |
| Learner-learner | |
| Learner-content |
| Existing Resources | Bullet points acceptable |
| Proposed Tools & Media applications | |
| Hardware | |
| Software | |
| Applications | |
| Media | |
| Graphics | |
| Other resources | |
| Implications for staff and/or students | |
| Learning Design Features | |
| Examples – guides | |
| glossaries | |
| discussion boards | |
| Design Evaluation | ||
| Question 1: Copy-paste your question here DO NOT FILL IN THIS IS FOR A STUDENT REVIWER. | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 2: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 3: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 4: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 5: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 6: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 7: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
| Question 8: Copy-paste your question here | ||
| Name of Reviewer: | Name of Reviewer: | |
| Date of Review: | Date of Review: | |
| Summary of Reviewer’s comments | Summary of Reviewer’s comments | |
| Your reflection | Your reflection | |
Add your Storyboard visual on next page
Assessment task 2 Task description This assessment task requires you to design an eLearning strategy on a topic that relates to your current or intended area of teaching. Learners in your eLearning strategy will be expected to be involved in 4-6 hours of activity and engage with a range of resources. Their activity should include interaction with peers, for example, an online discussion or a collaborative task and demonstrate safe and ethical use of ICT. The strategy can be designed to be fully online or blended and should involve a combination of synchronous and asynchronous activity. This task only requires you to design the course – and in AT3 you develop the course and trial it with your peers in this unit (in-service teachers may also choose to extend to include a selected group of own learners/teaching colleagues).
Please be sure to read the AT3 details before starting on this assignment. For this assessment task, you will submit your learning design plan. You may choose to utilise the design plan template (ABOVE TO USE) provided, or other learning design plan template that provides the following details:
• Design overview, including connection to a particular curriculum.
• Learner overview. • Learning Design Framework (including intended learning outcomes).
• Learning Design (including a storyboard/flow chart of your eLearning strategy that details the activities and resources that the students will engage with).
• Methods chosen for assessment (formative and summative) and collecting reportable assessment data.
• Criteria for evaluation of the design by your peers. Additionally, you will include the following information to this document: A description of the role you intend to fulfil as facilitator.
A summary of peer review and any resulting modifications. A theoretical justification of your design. This part of your task should include around 600-800 words.
Criterion Measures Intended Learning Outcome:
Criterion 1 Clarity and completeness of design (35%) ILO1, ILO2 Page 6 EAL310 Strategies for e-Learning Environments
Criterion 2 Theoretical justification of design (35%). ILO1, ILO2
Criterion 3 Evidence of collegial review (20%). ILO1, ILO2, ILO4
Criterion 4 Application of professional and academic communication and presentation skills (10%). ILO4 Submission Details 1,750 words
THERE IS SOME INFORMATION I HAVE ALREADY PUT INTO THE TEMPLATE IN BLACK TEXT. E.G CHOOSEIT MAKER AND CONTENT DESCRIPTION. PLEASE USE THIS.
READ ONLY FOR INFO AS ABOVE IN AT2 DETAILS: Assessment task 3 Task description Building on your work in AT2, in this task you will develop your eLearning strategy and trial it with a group of learners. The eLearning strategy must be clearly linked to your (current or intended) teaching area, and include the components included in AT2 (learning outcomes, learning activities and assessment tasks), and demonstrate your knowledge of strategies that will support full participation, including for those students with a disability. Once you have developed your eLearning strategy, you will invite your UTAS peers to trial it and provide feedback to you. You will lead a discussion topic in MyLO to gather your feedback, and you can choose what questions you would like to ask your peers in the evaluation process. Once you have received your feedback and made any final adjustments to your eLearning strategy, you will critically reflect on the process of designing and developing your own eLearning strategy, identifying your major learning challenges and achievements.
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