Definitions

=Terms - developing shared understandings= (Loughan et al 2006 p17) ||
 * ==    Teaching and Learnin  g - Curriculum, Pedagogy & Assessment   == ||
 * **Curriculum** ||  ||
 * **Teaching** || What teachers do - includes the art //and// science of teaching ||
 * **Learning** || What we all do - being physiologically wired for learning ||
 * **Pedagogical Content Knowledge (PCK)** || * PCK is a notion invented by academics to describe an aspect of professional knowledge and expertise developed //by// teachers.
 * PCK refers to the knowledge that teachers develop about how to teach particular content/subject matter in ways that leads to enhanced student understanding of that content
 * PCK is not the same for all teachers within a given content area despite the fact that there are many commonly shared elements of teachers' PCK within that content area.
 * Understanding teachers' practice in terms of PCK may be helpful in making explicit and refining teachers' professional learning about practice.
 * **Outcomes at Strand Level** || A map of progress of learning in the compulsory years of schooling within a strand of an area of learning ||
 * **EsseNTial Learnings** ||  ||
 * **Key Learnings at Strand Level** || Describes the essence of the "solid" level of demonstrations within a KGP or Band ||
 * **Elaborations at Element Level as Descriptions** || Describes the detailed scope and sequence of learning within a stage KGP or Band ||
 * **Elaborations as Samples of Student Work** || Provide specific examples of demonstration of Key Learning/s and Elaborations within a specific assessment task ||
 * **Teaching and Assessment Support Materials** ||  ||
 * **Design for Learning** ||  ||
 * **Assessment**

Includes feedback? ongoing conversations between learners and their teachers. Gee, Hattie and Marzano all point out the effect size of feedback on learners achievment. || Assessment is the purposeful, systematic and ongoing process of acquiring information for making judgments about learners demonstration of outcomes. This then informs teachers design process on how best to proceed for groups and individual teachers as it points out, to name a few, misconceptions, gaps in knowledge and skills and what areas learners are intersted in.

Maths Summer School: Hattie made a forceful point about how important it is for teachers to offer explicit feedback about the work or artefact, rather than about the person (teachers tend to do the fuzzy stuff, not the explicit stuff.)

As teachers plan learning experiences they also plan how they will monitor learners' progress in terms of assessment for, as and of learning. Summative (assessment of learning ) forms of assessment are important for reporting, monitoring and accountability purposes and system planning but assessing is integral to the total learning process not something which only occurs at the end. || [|Literate Futures:] // The Teacher Summary Version. Report of The Literacy Review for Queensland State Schools (2000) p 3 || Structure of the Observed Learning Outcome ||  ||
 * [|**Literacy**] || // Literacy is the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken language, print and multimedia.
 * **Common Assessment Tasks** ||  ||
 * **[|Dimensions of Learning]** ||  ||
 * **SOLO Taxonomy**
 * **8 Learning Management Questions** ||  ||
 * **Backward Planning** ||  ||
 * Performance Standards ||  ||
 * Content Standards ||  ||

Digital Literacy
|| Clark Quinn in his book //Engaging Learning: Designing e-Learning Simulation Games// states that learning objects are in fact “learning bits” and don’t make a learning object until they are “wrapped in a game surround”. (2005 p. 181). By this he means that, unless the concept inherent in the learning bit is designed into a performance context where the learner links the learning bit with how to tackle a problem in a context specific way there is no benefit from the learning bit. Quinn advocates that learning bits can be part of a learning object and that games encapsulate learning objects i.e. they are made up problems to be solved that draw on multiple learning bits. || Literacy with Web 1.0 tends to focus in learning the application. Web 2.0 attempts to reduce the intellectual load of running the application so that literacy can focus on the communication and its contexts. || Involves creating 'new' videos by using games engines to maniputlate popular computer games. Infamous example Red Vs Blue - the inner lives of //Halo// warriors once the computer game is turned off or during a quiet moment of the game. media type="youtube" key="7d52SmGE_4o&hl=en" height="355" width="425" || Communication for the age of interactive multimedia.
 * Learning Objects || Learning Objects are not as easy to define and use as they seem at first glance. One of the notions behind these objects is that learning content can be divided into small independent units, or objects. This notion is:
 * Controversial ** – can learning objects be truly independent or whether they are inherently context-specific?
 * Useful ** - reused, and combined in new ways, or repurposed to different learning needs and can be intelligently sequenced to create personalised learning.
 * **Web 2.0** || Web 2.0 is based on context rather than hardware; responding to users and processes, rather than infrastructure and products.
 * **Machinma** || Yes, it is a genre of text creation - is it included in the English, ICT curriculum?
 * [|Multiliteracies] || This article says it much better than I could ever synthesis ||
 * [|Multimodal] ||
 * Modes of communication now include - language, music, sound, texture, spatial, and gesture.** These modes can act interactively and separately - and are becoming more convergent i.e. certain mobile phones (audio) can now receive emails (text), take photos (visual). These modes are equal to each other. The use of each depends on what ‘design or production' thought processes going into the communication.

The current NTCF doc is predominately monomodal - text with a few graphic organisers. The (aspirational?) aim of the current materials developed is to include multimodes - this means that the materials can be versatile, current and portable. ||
 * Semiotic Domains || A fancy way of talking about all sorts of different things that can take on meaning, such as images, sounds, gestures, graphs, diagrams, equations, objects, even people like babies, midwives and mothers. All of these are signs (symbols, representations) that "stand for" different meanings in different situations, contexts, practices, cultures and historical periods.

Semiotic Domains are sets of practices that recruits one or more modalities (see multimodes above) to communicate distinctive types of meaning. Examples cellular biology, modernist painting, rap music, Asian cooking, Irish dancing Semiotic Domains are [|situated in practice] || (Gay & Hembrooke 2004)
 * Ecological systems || Ecological systems are not always harmonious and functioning but have constant tensions, discontinuties and breakdown that are necessary for survival and adaptability. The tensions and breakdowns can be used as points of reference for understanding and describing design activities.

Knowledge is seen as "a transient process in which human futures are perpetually constructed" (Stacey 2001 p 5)

This is different to Systems Thinking which seeks harmony and sees knowledge as a "thing" to managed and stored || (pron. "meme") A contagious idea that replicates like a virus, passed on from mind to mind. Memes function the same way genes and viruses of, propagating through communication networks and face-to-face contact between people. Root of the word 'memetics', a field of study which postulates that the meme is the basic unit of cultural evolution. Examples of memes include melodies, icons, fashion statements, phases and ways of operating. The most important connection in any infection is who shares "breath". This means that if GMs, Services personnel want teachers/students to "do' something they have to practice it themselves otherwise it WILL NOT catch on.   || Really Simple Syndication || RSS is a file format that allows you to subscribe to many different "feeds" such as blogs and news and have them delivered to an aggregator on your computer or phone. Blogging software automatically converts blogs into RSS to make them easily accessible by others. How influential? US senator George Allen lost an election in part because a borderline-racist remark he made on the campaign trail was filmed and posted on YouTube || **Educational affordances**: characteristics of an educational resource that indicate if and how a particular learning behaviour could possibly be enacted within the context;
 * Wikis || The most famous "user generated" site in the world is Wikipedia, the encyclopedia that now has more than 2 million articles in English. Wikis can be written and edited by anyone, and when they work well they become authoritative sites of shared knowledge. Find out more about using wikis here. ||
 * Meme ||  Meme is a new literacy and is linked to Ecological Systems
 * [|RSS]
 * RSS are aggregators of content/information** ||
 * Media Sharing || The rise of photosharing site FlickR, video equivalents such as YouTube and doc sharing sites such as GoogleDocs have heralded a revolution in visual media. They have given everybody easy-to-use, low cost venues to publish creations.
 * Blogs || The prominent feature of the read-write web is blogging. Tens of millions of people around the world have started these online journals, assisted by free easy-to-use online tools such as Google's Blogger ||
 * **[|Affordances]** || The term [|affordance] refers to the **perceived and actual** properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used. A chair affords ('is for') support and, therefore, affords sitting. A chair can also be carried, stood on and made into a cubby house by children for example
 * Social affordances:** aspects of the online learning environment that provide social-contextual facilitation relevant to the learner's social interaction ||
 * [|YouTube] || [|Jamie McKenzie] outlines the conumdrum **YouTube** faces in education - valuable educative videos but can be a source of inappropriate videos and chew up valuable bandwidth. [|Jamie puts up a solution.] ||
 * **Blended Learning Environments** || includes using face-2-face, MLearning, online social networks ||