Assignment 3 FINAL POST

31/10/10

QT dimension	QT element
Intellectual quality (IQ)	Higher-order thinking
Creating a quality learning environment (CQLE)	High expectations Academic engagement Social support for learner achievement Learner self regulation Learner choice/direction
Making learning significant (MLS)	Background knowledge Knowledge integration Connectedness Cultural knowledge Inclusivity

Limitations

We could only meet on Mondays (or in school holidays) between certain time limits. This relates to teaching and learning as there will be problems where colleagues and students have time constraints and commitments.

I felt that I could not contribute to the film editing, as learning the technology would have created more problems due to time restrictions. As a learner, this limited my academic engagement and self-efficacy, as I was not as enthusiastic.

Advantages

As a teaching strategy, this film relates to problem solving. Killen (2009) says that the different learning processes involved from problem solving tasks “influences our thinking” more than information that is heard or told (p. 243). Problem based learning (PBL) is considered an “approach to curriculum design and implementation” rather than a teaching strategy (Killen, 2009, p. 246). Curriculum should be driven by authentic assessments (Killen, 2005, p. 126). Our project was considered an authentic task in that it focused on the above elements in the QTM.  Care would have to be taken to ensure that the teacher ‘scaffolds’ the task and monitors it progressively in a classroom situation. Reeves, Herrington and Oliver (2002) support authentic activities and have a 10 point checklist of authentic pedagogy that teachers can incorporate into their lessons. The film comprises all of the elements discussed.

Looking at the overall project, there are many advantages to incorporating this project into a classroom environment. In English 7-10 Syllabus this digital artefact would suit stage 5 students. The following outcomes would apply:

Outcome 2: A student uses and critically assesses a range of processes for responding and composing.

Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning.

Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Outcome 5: A student transfers understanding of language concepts into new and different contexts.

Outcome 6: A student experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts.

Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.

Outcome 11: A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.

 The Horizon Report (2008) looks at “Grassroots video” (p. 3), which relates to our digital artefact. All students can complete this task as extra detail can be added for those students that want to elaborate, or basic for those that do not want to go to as much effort.

Social impacts from digital artefact

Due to the changing workforce, workers need to work collaboratively. Gee (2000) says that then the new capitalism has no place for hierarchy and that individual groups have to work together (p. 414). This task focused on working collaboratively which allow group work skills to develop, such as social skills. Luke (2003) says that learning happens in “socially interactive communities…” (p. 398). Luke discusses the importance of a ‘social constructivist view’ of good pedagogy through the use of PBL and digital media (399).

Our film could be used to illustrate how effective time management will ensure that students do not place unnecessary stress on themselves or others, and that completing assignments should not be left to the last moment. Study skills are rarely taught in curriculum, but are necessary, especially in stage 5 and 6.

 Total word count (excluding QT tables, syllabus outcomes, & references) = 1703