Learning Design Tool: Little Learners Level 1 sounds.Prepared bySara HartDate30th 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 OverviewQualification /CourseEnglish / 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 CompetencyLevel 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 ContextThe learners will be able to go into varied roles including and not limited to administration roles within organisations. Job rolesListen 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 roleSizeThe 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 learningblended, mixed-mode, students accessing smartboard / desktops / iPad while in class.Complete list of Elements in Unit of CompetencyInclude 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 OutcomesDescribe 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.
ElementsPerformance criteriaRequired 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 OverviewACSF 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 proceduresbe able to apply their knowledge to routine situationsunderstand things – i.e. realise the ‘why’ / ‘how’be able to apply their understanding to every-day situationsbe 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 situationsbe able to use their knowledge and understanding to solve problems and identify solutionsadd your own here
Level of guidance: With these learners, the trainer usually needs to:provide high levels of support and structure to the learnersprovide a detailed learning program that all learners followprovide plentiful feedback to help learners see how they are progressingprovide ample opportunity for learners to practice and develop their capabilitiesprovide examples and cases that the learners can learn fromprovide feedback that can guide and inform learners’ choicesenable learners to choose some of the activities they will learn fromprovide tasks that require learners to plan their own pathways throughallow learners to seek guidance and assistance from others in the workplaceadd 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 thingspractices and techniques – the ‘how’ things are donedeveloping learners’ capability to do some thing(s) effectively and to required standardsdeveloping learners’ understanding of concepts – the reasoning, logic and/or theory behind things – the ‘why’being able to make informed decisions to apply knowledgeunderstanding the consequences of actions, constraints, opportunities, limits, risks etc. There are stringent guidelines, codes of practice, regulations both state and industryanalysing and/or interpreting information to form an outcomebeing able to think independently and creativelyadd 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 taskbe able to consider options and decide on the best course of actionuse judgement to evaluate one or more options or outcomes to arrive at the best solution, under a reasonable level of supervision, but with some autonomyapply the new skills/knowledge for problem-solving or finding solutionsuse the new skills/knowledge to improve practicedevelop new or innovative products or practices, with minimal supervisionbe responsible for their own productivity and outcome/sadd 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 learnersWhen applying the knowledge in this module, there will be typically be only one right way to do thisTasks need to be provided to assist students to digest the information they are givenThere will usually be a number of ways the knowledge and information can be appliedLearners need to learn to choose and select information when applying and using itThere 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 itLearners need to be able to tell when they have made the right decisions and arrived at reasonable outcomesThere are many different ways for learners to learn in this unit and they have to learn to make choicesAdd your own here
Learning form: The types of activity most effective for this group would involve:doing something several times, in a variety of waysrepeatedly doing something in the exact same way to meet a standard/procedurestructured tasks that increase familiarity and awarenessopen-ended tasks with variables to decide from and work withtasks where learners need to make choices from a range of optionstasks which can be done in several ways with more than one solutiontasks with a clear endpoint but lacking in structure and formtasks requiring a level of judgement and subjectivitytasks requiring some creativity and innovative thinkingadd your own here
Learner preference: In general, these learners respond best to:following structured activities and presentationsbeing told and shown thingstaking things in small parts i.e. a ‘chunk’ at a timefinding things out for themselvestalking and discussing with others to develop their understandingbeing guided and informed by others rather than working totally alonemaking use of their existing knowledge and expertiseworking with workplace and relevant cases and tasks that are of practical value and usebeing to plan things for themselves without too much input from instructorsadd 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 contentdefine, recognise, relate, repeatdescribe, identify, locate, recognisedemonstrate, illustrate, sketch, writechoose, interpret, operate, practice, scheduleanalyse, categorise, appraise, criticise, questioncalculate, contrast, experiment, testarrange, assemble, collect, constructdesign, compose, plan, writedevelop, compose, formulate, prepare, set upappraise, assess, compare, choose, estimatedevelop, compose, formulate, prepare, set upjudge, predict, select, valueargue, defend, support, evaluate
Learning DesignStaffing required to develop unitExample: 3 staff @ 25 hours eachTimelineHow long do you expect it will take to develop the unit?BudgetNot applicable to this taskStaffing required to deliver unit
Assessment StrategyProvide details of the Assessment Tasks including information on when these are due, details of reasonable adjustments, how feedback will be provided, etcFormative Assessment Formative Assessment Summative Assessment
Task TypeReview 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 StoryboardDirected Tasks Guided Tasks Autonomous Tasks
Learning sequencethe series of steps to complete, broadly outlined. Use your Storyboard to guide the information provided here.
Role of elements / criteria in learning sequenceUse your Storyboard to guide the information provided hereExample: Element 1.2Example: addressed in Sessions 2 & 3 (F2F), Session 5 (Online), and Session 6 (F2F) Students……… The facilitator……….Elements 2.1 & 2.1Example: Activities 1,2,4 and 7 & Assessment Task 1 & 5. Elements 3.1 & 3.2Students will ……… The facilitator will ……….
InteractionsBullet points acceptableLearner-instructor Learner-learner Learner-content
Existing ResourcesBullet points acceptable
Proposed Tools & Media applications Hardware Software Applications Media Graphics Other resources Implications for staff and/or students
Learning Design Features Examples – guidesglossariesdiscussion 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 commentsSummary 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 commentsSummary 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 commentsSummary 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 commentsSummary 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 commentsSummary 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 commentsSummary 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 commentsSummary 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 commentsSummary 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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