E-Learning Design Rationale
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This document provides context for a problem-based learning project for 5 Year 11 Business students. It outlines details about the small, rural school and class. The project involves developing and testing business ideas through a feasibility study. Students will collaborate using various online tools like wikis and Prezi. The teacher will monitor and guide students, providing support when needed, while students lead tasks and evaluate their progress. Technical support will also be available to help with the multimodal presentation.
E-Learning Design Rationale
- 1. Design Rationale Digital technologies that are integral to learning should be purposefully used in planning to transform learning. They should also be used across the entire learning cycle where appropriate. e-Learning design should be based on sound theoretical principles and pedagogy. These include the need to build higher order thinking into learning, together with pedagogies that are authentic, learner- centred and valued by the learner.
- 2. The School & Year 11 Business • Calen District State College (CDSC) is a small rural k-12 school located 53 kilometres north of Mackay. • Enrolment is currently 210 students • There are 19 full-time equivalent teachers and 10 full-time equivalent non-teaching staff. • Year 11 Business has only five students. – The students have similar abilities. – All students have internet access at home. – All students have experience with online research and are aware of only using authentic, reliable sources. – The students have taken Business since Year 8 and are aware of the characteristics of successful businesses and the rights and responsibilities of consumers and business. – This is the first assignment where they will need to evaluate evidence and make recommendations with justifications for their decisions. – The students have used bubbl.us, popplet, wikispaces and blogger before. – The students have not used Prezi or Glogster in the school environment before.
- 3. Curriculum Requirements • This project is a 10 week unit of work taken from the Business Management Senior Syllabus (2013) • “Students apply their knowledge and understanding of the main functions of businesses to practical and authentic situations as they develop innovative and creative feasibility studies or undertake business ventures. Working in teams, students develop communication and management strategies.“ • “The dimensions for a course of study in this subject are: – Dimension 1: Knowing and understanding business management – Dimension 2: Applying and analysing management strategies – Dimension 3: Evaluating and communicating management strategies “ • The underpinning practices of this syllabus are communication strategies and management strategies. • The area of study is business development with a focus on developing and testing ideas and preparing a feasibility study to determine the viability of those ideas. “ • The Learning Sequence as outlined in this wiki identifies the linkage of the student activities to the curriculum. • Students are guided by the teacher to ensure that the objectives of the unit are achievable.
- 4. Problem Based Learning • The students have experienced problem based learning before but on a much smaller and simpler scale. • It is expected that the students will be able to analyse the problem and determine subsidiary tasks to meet the objectives. • The teacher will instruct the students to have five subsidiary tasks so each student has an opportunity to lead the group. The students will decide who leads which task. • The students will use a wikispace to collate their research. • The students will meet on a regular basis (at least weekly but the interval will be determined by the needs of the project) and use SWOT analysis to evaluate the research and identify and resolve challenges as they arise. • As outlined in the Learning Sequence the primary role of the teacher is monitor and guide the activities of the students. • Although the teacher should not provide answers it is expected that the teacher will offer guidance to ensure that critical elements are not overlooked. • The exception to the teacher providing content knowledge is when the students identify the knowledge gap.
- 5. Information & Communication Technology • The students have been using various ICT tools throughout their secondary schooling. • The students have not had to produce a pitch deck multimodal presentation of this complexity before so additional technical support will be available from the school’s ICT teacher, Mr Ken Brown. • The students will regularly export the wiki in case it needs to be recovered. • Pages will be regularly copied to MS-Word so work can continue in the event that the internet connection is down.
- 6. Pedagogy CDSC embraces explicit learning – I do, we do, you do. Although PBL does not fit the explicit learning model there is, as Hmelo-Silver and colleagues (2007) point out, a need for the teacher to scaffold the student’s learning through extensive guidance and, when requested by the students, specific content knowledge. “Scaffolded inquiry and problem- based environments present learners with opportunities to engage in complex tasks that would otherwise be beyond their current abilities” (p. 100). The teacher is required to carry out extensive monitoring of all phases of the project to enable appropriate guidance and ensure that the students are working safely, legally and ethically.
- 7. ICT & SAMR Model