Learning+Technology+Pilot

= = = Guidelines for Piloters =

= = =At a Glance=
 * = Team mates - please move your names to the level you have decided to Pilot  = ||
 * Level1 || Mardi Haselton; Janelle Thorne; Natalie Johnson; Carmel Hansen; Jan McCarthy; Vivenne Chellew; Carol Ayres; Tanya Harvey; Wendy Williams, Daphne Sellwood; Russell Neal; Jenny Ashenden; Emma Barham; Kym Urquhart; Karen Stewart; Bill Newman; Matt Skoss, Shane Pilkie, Jenni Webber, Kay Fitzpatrick, Robyn Hauser  ||
 * nnn || **Note 1: Initially, Level 1 & 2 piloters were to receive MP3 Players as well. Unfortunately, due to delays from the vendor, we do not have enough players at this time to give to everyone we had intended to. The back order of players will be delayed and we do not have an ETA.**

**NOTE 2: ALLO 2008 Piloters + 2007 Piloters + Shane will be conducting their pilot activities at Harbourview Plaza Level 1 on Fri Aug 1 (8.30am start). ALLO 2008 piloters please bring the following:** ** **     2.        The Unit of work for this task 3. Any assessment tools used eg rubrics, rating scales, etc. you used ** You do not need to show the judgement of student achievement on these work samples.
 * 1. All student work samples from their culminating task with any necessary annotations about level of support students received, context etc. (ALL work samples are required so they can be moderated using SOLO).

[|ERT Claim Form NTCF Renewal ICT.doc] || ||
 * Level 2 ||   ||
 * Level 3 & 4 Piloters receive an MP3 Player, "loaded" with an overview video, for you to record feedback on. These MP3 Players are for individuals to keep at the end of the piloting process.
 * Level 3 || Yvonne Patterson; Erin Ranie, Jackie Mullins, Cath McKay, Dan Simmonds ||
 * Level 4 ||  ||

Level 1 & nnn Level 2 || Early June: **R** eceive materials and participate in orientation Mid to late June**: Read and organise feedback **  05 August **: Submit feedback**  || Level 3 || Early June: **R** eceive materials and participate in orientation Mid to late June**: Use the material for designing a learning sequence, unit of work, program **  01 September **: Submit feedback**  || Level 4 || Early June: **R** eceive materials and participate in orientation June - August**: Use the material for designing a learning sequence, unit of work, program  **   30 September **: Submit feedback**  ||
 * = Piloting Timeline s = ||

What we expect feedback from || 1. Structure and organisation 2. Use of Language 3. How well documents address the following concerns shared by users  ·  // Inconsistent connection between outcomes and indicators //  ·  // Steps of achievement are too big  //  ·  // Use of indicators is confusing, too broad and do not cover the area of learning // Feedback provided by Matt Skoss and Bill Newman Key Learnings to reflect learning theories suitable to each stage of learning. This can include brain theory, cognitivism and [|connectivism] etc…For example in upper primary school students learn to build website to develop the specific skills of structured, logical thinking and ability to problem solve. In later years this becomes a set of skills through which students can express themselves. The Key Learnings in the key renewed doc are too general. For example Band 5 P1 // Plan and make design choices that achieve defined purposes for specific audiences // Need to seen in English, SOSE, Art and Design etc.. there are generic - in current form would lead to a doubling, trebling of curriculum requirements across LA and Exit Outcomes. The above Key Learnings are key skills & understandings that cross a range of Learning Areas and Exit ** Suggestion ** – address them as skills and understandings across LA and Exit Oucomes (see table below) **
 * Expectations -
 * // Work as part of a design team // or

SUGGESTIONS Professional learning Develop resilience - to be able to pick up on technology changes in a proactive way – to be risk-takers in use of technologies. “I wonder if …..” mindsets Provide professional learning though digital technologies where it models practice and best fit of technologies available (provides answers/guidelines for teachers - what does it look like?) Need for greater awareness and support docs on what best ICT to use in a certain context – what defines these choices? ** SUGGESTED MODEL Provide amply opportunities of teachers to engage in skilling-up around technologies (skills, understanding and practices). Successful student artefacts to be shared and discussed though a learning community style forum (easier said than done) Use of online tutorials, videos, audio files/podcasts etc… to suit neophyte, experienced and “new to content” area teachers. ** Design of Curriculum, and support materials Concept to drill down from what is the given i.e. Curriculum to the examples and to tag what is useful at point-of-need. ** First view ** Second view Click on //Experienced Teacher// link and a different image appears that supports teachers to refine and extend their thinking and practice Both these examples would include illustrative images (video, lessons plans, audio files etc..) of teachers demonstrating, discussing what they do – in the classroom or as part of a learning community etc…) Examples could be annotated to identify the pitfalls – what are the common misunderstandings in this unit /approach? This describes, using a variety of methods and examples, the “how to” make the teaching and learning of the outcome successful at each band level.
 * Identify skill-sets required to use Web1.0 or Web 2.0 technologies
 * Use of face-to-face or video-conferencing at strategic points. Then provide scaffolded, just-in-time, on demand modelling and mentoring in the school context.
 * // Design metaphor // : Google Earth and tagging of useful and appropriate practice for teachers to reflect on and adapt to suit their context.
 * Curriculum - NTBOS endorsed – a given
 * Click on //New to Teaching// link and an image appears with plenty of guiding/navigation symbols – providing new teachers with the support they require to use the curriculum doc in purposeful ways for student achievement and engagement.

 ·  // Sequence of outcomes and indicators, gaps in some areas //  ·  // Lack of specific examples for indicators  //  ·  // Organisation of indicators confusing //  ·  // Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs //  ·  // Difficult to use the document to make judgments about evidence of learning //  ·  // Too subjective and open to interpretation // Teaching and Assessing Support materials that complement this area of learning ** || The following feedback is from Serge Komadina, Matt Skoss and Bill Newman
 * Band || Exit Outcome || Key Learnings || Suggestions ||
 * Band 5 ||  P1  || *  Plan & make design choices that achieve defined purposes for specific audiences
 * Justify planning and design decisions
 * Critique own and others work
 * Work as part of a design team ||  Links to areas that demos this Key Learning in action across the Learning Areas i.e.Maths, English, Science, SOSE, Arts, Langauge, EsseNTial Lernings,History etc...

These can be populated as we go..by illustrative, annotated examples of local national and international practices ||

Go to the DISCUSSION tab within LT Pilot  page to post response to question //“When you think of the renewed NT Curriculum Framework English area of learning what are your concerns?”//
 * **Expectations – How we expect feedback to be given** ||        We ask that you first:

//Note: Concerns can be positive and negative.// ** We ask that you provide feedback in the following ways: All original docs with your notes send to __ lorraine.vanhaeften __@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to __ lorraine.vanhaeften __@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_English_JoSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. // // . // ||

Level 2 Piloters: Verification
Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || Mid to late June read and organise feedback Submit feedback by 3 August as per guidelines below || Go to the DISCUSSION tab within LT Pilot  page to post response to question //“When you think of the renewed NT Curriculum Framework LT area of learning what are your concerns?”//
 * ERT allocation ||  1 day equivalent  ||
 * Orientation options ||  Face to Face email gail.smith@nt.gov.au for dates and times
 * Timelines ||  Early June: receive materials and participate in orientation
 * Expectations – How we expect feedback to be given ||      **We ask that you first:**

//Note: Concerns can be positive and negative.// All original docs with your notes send to __ cassy.coggins __@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to __ cassy.coggins __@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_LT_JoSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. //     || 1.The National Statement of Learning for ICT  needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning for ICT to this document and highlight the following:  ·  Location of national statements in the NTCF document  ·  “Levelness” of the NTCF in relation to Year 3, 5, 7 and 9 expected levels in the National Statements 2. Check that there are Elaborations for each of the Key Learning statements 3. Check the elaborations sufficiently make explicit the following:  ·  scope and sequence of key understandings and skills students need to demonstrate  ·  learning area meta-language teachers need to know and understand 4. Check the language use for Outcomes, Key Learnings is targeted at a general audience (student, educators, parents, community) and language of Elaborations is targeted at educators and is learning area specific 5. Check the developmental sequence of Key Learnings using  ·  evidence of student learning that has been moderated in your workplace 6. Suggest text or sources for text, for the Overview, that will inform teachers about Learning Technologies and intended use in designing for and assessing learning. 7. Suggest teaching support materials that are commonly used by yourself, staff at your school to support the teaching and learning of writing [|**www.scootle.edu.au**] ||  Scootle has been developed by The Learning Federation to enable teachers to easily find TLF learning materials and provide access to those resources to their students. || Browsing and searching for finding and saving TLF learning materials. ||
 * **Expectations – what to provide feedback on**  ||
 * Source || Key Content || Use for..... ||
 * Example: Scootle



Level 3 Piloters: Designing for Learning
Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || Designing for Learning - 8 Learning Management Questions Unit of Learning Overview: Integrating Learning Technologies || **We ask that you first:** Go to the DISCUSSION board within LT Pilot page  to post response to question //“When you think of the renewed NT Curriculum Framework LT area of learning what are your concerns?”//
 * ERT allocation ||  2 days  ||
 * Orientation options ||  For Face-to-Face sessions contact gail.smith@nt.gov.au for dates and times  Use of video and guidelines through MP3 player these will be available in Term 3
 * Timelines ||  Early June: receive materials and participate in orientation   June to August use the material for designing a learning sequence, unit of work, program   Submit feedback by 30 August as per guidelines below  ||
 * Expectations of Level 3 piloters ||  Using the 8 Learning Management Questions you will design a unit of work, program, or learning sequence. The questions will lead you in when to use the renewed NTCF.   [[file:Learning Design Questions.doc]]
 * Expectations – What and How we expect of feedback  ||    We ask that you provide feedback in the following ways:

//Note: Concerns can be positive and negative.// All original docs with your notes send to Cassy Coggins, TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to cassy.coggins@nt.gov.au, or by internal post to Cassy Coggins, TLSD, 1st Floor Harbour View or fax 8999 4200 OR
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_LearningTechnology P1_JohnSmith feedback.doc AND/ OR   Provide oral feedback using the MP3 players // a.   //// How did you use the 8 Learning Management Questions to design for learning? Yvonne Patterson - During Term 2, I programmed using the Backward Planning document. This had an explicit Learning Technologies focus, however during Term 3, I have adapted this document so that the 8 Learning Management Questions are explicated. This was a Science-based unit-of-work. I found that explicitly using the 8 LMQ's was visually more easy to follow, really helped me to focus on specifics in my planning and also assisted with the recording and reporting of student achievement in the Learning Areas that were the focus. [|Natural and Processed Materials programme.doc] // // b.  //// How did you use the NTCF Learning Technologies area of learning? ////<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> YP - I  knew what the focus for learning would be, i.e. Murder Under the Microscope and considered what skills and understandings they would develop. Appropriate Learning Technologies outcomes that articulated those skills and understanding were selected.

c.  //// When using the renewed NTCF Learning Technologies what helped you to answer the Learning Management Questions and plan for learning? // YP - During Term 2 where there was a focus on Learning Technologies, I used the old NTCF but will revisit using the Renewed NTCF. //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> d.  //// When using the renewed NTCF Learning Technologies what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> e.   //// What are your suggestions for overcoming this barrier? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> f.   //// What changes have you made to planning and programming as a result of using the renewed NTCF? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> g.   //// What helped you make these changes? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> h.   //// Are you collaborating with others to use the Learning Management Questions and the renewed NTCF Learning Technologies? If yes, how are you collaborating with other educators to participate in this pilot? // YP - for Piloting did not collaborate, but the whole school plan for introduction 8 LMQ/s will require whole-staff introduction, followed by peer coaching using ALLO ERT funding. //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> i.  ////Are you planning or actually making major changes to how you design for learning as a result of being involved in piloting? If yes, what do these look like?

YP - The 8 Learning Management Questions have changed my approach to the design and planning of units-of-work. This approach helped to clarify and articulate student needs, learning outcomes and how best to fulfil these requirements. // ||



Level 4 Piloters: Gathering Evidence and Making Judgements of Student Learning
Use of video and guidelines through MP3 player these will be available beginning of Term 3 <span style="font-weight: normal; font-size: 11pt; font-family: ZapfDingbats; mso-bidi-font-weight: bold; mso-fareast-font-family: ZapfDingbats; mso-bidi-font-family: ZapfDingbats;">   Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || June to August use the material for designing a learning sequence, unit of work, program Submit feedback by 30 September as per guidelines below || <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. Gathering Evidence of Learning: **Within a current learning sequence or unit of work identify an where you have planned to gather evidence of student learning that will either / both 1) inform you of further teaching and learning needs and 2) be used to make judgments about progress and achievement.** <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 2. Making Judgments – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 3. Making Judgments - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 4. Making Judgments - Using the current NTCF outcomes and indicators to 1) identify the NTCF level of the evidence 2) annotate the evidence and 3) record this judgment.  <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 5.   Making Judgments - Repeat Step 4 using the renewed NTCF Learning Technology area of learning.   <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 6.   Feedback and Reporting - Provide feedback to the learners about their progress against the expected outcomes.   <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 7.   Teaching and Learning - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.   <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 8. Compare and contrast the outcome and process of using the two different NTCF Learning Technology areas of learning. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 9. Send the compare and contrast, annotated evidence using current and renewed Learning Technologies section including judgments and next teaching and learning opportunities to **cassy.coggins@nt.gov.au** or Cassy Coggins, TLSD, 1st Floor Harbour View Building || <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. Track suggested changes in electronic document and send to cassy.coggins@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 as soon as you have used the NTCF Learning Technologies document. Also send annotated evidence of learning and suggestions for future teaching and learning. AND** <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 2. Go to **http://reviewit.wikispaces.com**  and post response to question “//When you think of the renewed NT Curriculum Framework the Learning Technologies section of the renewed NTCF what are your concerns//?” <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 3. Go to **http://reviewit.wikispaces.com** and share the compare and contrast of using the current and renewed NTCF Learning Technologies areas of learning. AND <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 4. Provide oral feedback on MP3 players or written feedback in response to these stimulus questions: <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // How did you use the NTCF Learning Technologies area of learning? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // How did using the renewed NTCF Learning Technologies section help you plan for gathering evidence or making judgments? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // When using the renewed NTCF Learning Technologies what was a barrier/ challenge/ issue to you in making judgments about student learning? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // What are your suggestions for overcoming this barrier? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // What changes have you made to gathering evidence or making judgments as a result of being involved in this pilot? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // What helped you make these changes? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // Are you collaborating with others to using the renewed NTCF Learning Technologies to make judgments? If yes, how are you collaborating with other educators? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   // Are you planning or actually making major changes to how you gather evidence and make judgments as a result of being involved in piloting? If yes, what do these look like? // ||
 * ERT allocation ||  2 days  ||
 * Orientation options ||  For Face-to-Face sessions email gail.smith@nt.gov.au for dates and times
 * Timelines ||  Early June: receive materials and participate in orientation
 * Expectations of Level 4 piloters ||  You will compare the use the current and renewed NTCF Learning Technologies area of learning to make judgments about student learning and indicate next steps in teaching and learning.
 * Expectations – What and How we expect of feedback  ||  We ask that you provide feedback in the following ways:

April - Where we we upto?
[|Action Learning, Learning Objects] (ALLO) participants used the Renewed P1 Outcome (beta version - Draft 09 out of 22!) during their Week 5, Term 1 workshop to develop Common Assessment Tasks. Participants used a backwards planning process that introduced [|Learning Design] (included backwards planning within Dimensions of Learning(DoL) and the 8 Learning Management Questions)

Aim

 * to gather evidence of learning for moderation using SOLO
 * to compile Designing for Learning booklet.