2. Developing Teaching Strategies To Incorporate and Create Online Resources Maurice Cummins Education Consultant The Association of Independent Schools NSW mcummins@aisnsw.edu.au

3. First comes the learning and then comes the technology John Abbott President of the 21st Century Learning Initiative (UK)

4. Teachers have to work within mandated curriculum frameworks and within a specified time allocation. All contemporary curriculum documents incorporate; student learning outcomes a constructivist approach meta-cognitive processes (reflecting on ones learning experiences/journey) critical and visual literacy integration of new technologies tasks that address a variety of learning styles assessment for learning accountability

5. If this is the scenario we’re operating in, then… If?Then? Educators believe the focus is on student learning outcomes NOT technology Students need to be immersed in a learning process rather than being lectured to Educators believe learning is not only about the transmition of knowledge Students need to engage in tasks requiring higher order thinking, problem solving and creativity Educators believe there is value in reflecting on the learning journey Students need opportunities to reflect on how they learn and what they’ve learnt Educators believe that it is important to have critical and visual literacy skills Students need support in understanding how to critically evaluate information and interpret visual images Educators are committed to the integration of new technologies Students need to engage with technology through meaningful learning tasks Educators believe that not all students learn in the same way Students need to engage in multiple modes of learning (visual, verbal, symbolic, oral and kinaesthetic) Educators believe that assessment supports learning Students need to be involved in an ongoing assessment of their learning

6. New pedagogy incorporating online resources Educators today have to conceive and create a new pedagogy in relation to what we know about learning and as a response to the accessibility of new technologies.

7. as this doesn’t take account of what we know about learning or make the most effective use of the new technologies What we don’t want is…. old wine in new bottles

8. Given the curriculum pressures and time constraints, teachers need to consider; What value can be added to student learning through using an online learning environment and resources?

9. What does value-added mean in the context of e-learning? Value is added when learning opportunities have been created that didn’t exist before. When you have an online resource how you can determine whether value will be added to student learning by incorporating this resource?

10. Things to look for in determining value- addedness; By accessing the materials through multiple pathways within a self paced structure CD Example  Does this online learning resource enable independent learning?

11.  Does this online learning resource provide a unique sort of collaboration? -Within the classroom -Across the globe -Between peers -Across age cohorts and academics -LinkLink Determining value-addedness;

12.  Does this online learning resource create an authentic context for learning? Through addressing personal, local or global issues that are real and relevant to the students involving a real audience Link Determining value-addedness;

13.  Does this online learning resource capture and sustain students participation? -Through engaging and relevant tasks (culturally, gender, interests, age)… -By providing students with access to places and experiences not otherwise available -Cater for students at different stages of their cognitive development -LinkLink Determining value-addedness;

14.  Does this online learning resource scaffold students’ to succeed? -Providing links to relevant and appropriate information -Ensuring the information is current, valid, reliable and accessible -Embedding suitable learning tasks to assist student to use selected resources -LinkLink Determining value-addedness;

15.  Does this online learning resource enable students to assess the extent of their learning? -Includes diagnostic tasks for students to determine their existing knowledge and skills -Incorporates explicit assessment criteria -Provides opportunities for students to determine their progress towards the learning outcomes -Provide a process for students to reflect on their learning process and outcome -LinkLink Determining value-addedness;

16.  Does this online learning resource promote higher order thinking? -Using problem solving strategies -Encouraging critical thinking and decision making -Through the synthesis of new ideas -The creation of a unique product -Promoting student creativity -LinkLink Determining value-addedness;

17.  Does this online learning resource promote a constructivist approach to learning? -Though encouraging students to pose questions -Build on students existing knowledge, understanding and skills -Use existing knowledge as starting points for new learning -ExampleExample Determining value-addedness;

18. This framework is a tool that can be used when designing a teaching sequence to blend what we know about learning with the unique opportunities afforded by new technologies

19. It is the responsibility of all people involved with the education of our youth to ensure that teachers use online resources to add value to student learning. mcummins@aisnsw.edu.au