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Summary of what can be done to design Quality DLMs

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Summary of what can be done to design Quality DLMs

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Selection of MOs that are rich
Appropriate use of SLS' suite of tools
Design DLMs in an inquiry manner to support IBL
Asking good questions which vary from knowledge recounts to critical thinking and providing of perspectives and reflective thinking.

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1. Styleguide
- What goes into the DLMs?
- How must every DLM look like?

2. Issue writers and DLM developers need to have conversations on developing the DLMs

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Quality questions -using appropriate question types to facilitate SDL where they get to track their progress and performance in real-time. Appropriate question types can also facilitate FA by teachers

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1. Knowledge Units
- How detailed must a KU be?
- How do we convert KUs into Lesson objectives?

2. Choice of MOs have to be:
a. aligned to the lesson objectives (rephrased from the KUs)
b.  in variety (does it need to be a video?)

3. Using the appropriate SLS features to bring out the intent of the DLM

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Regular conversations with IM writers to ensure that there is alignment between IMs and DLM content

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greater synthesis between DLM developers across issues

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layering instructions for teachers and students to scaffold them through the planning or working through of the DLMs

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understanding the role of how the different elements in a DLM can be designed to achieve its intended effect, for e.g. use of different questions in SLS to elicit an opinion? to bring about reflection etc

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DLMs should enable inquiry-based learning to take place - encouraging students to explore different perspectives and reaching conclusions on their own

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When selecting/designing MOs, the MOs should be rich enough to promote and facilitate discussion.

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appropriate usage of SLS tools:
e.g. SLS ITT --> Discussions
SLS MCQ/Free response (w feedback) --> checking for understanding

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A quality DLM should be aligned to the coursebook, able to be accessed by students for SDL, and for customisation by teachers for various T&L needs.

It must be engaging in terms of media objects and activities used to design the DLMs to allow for student deepening of understanding of the concept/ topic/ Issue.

It should also serve to bring about dispositions, skills and values of SS as well as other important knowledge like Digital Literacy

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What is appropriate media object? can we stray far beyond the examples in the text?

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Scope of content - how much detail should be covered

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Production of MO
- technical support that goes beyond Vyond/Storyline

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1. Parallel to the Coursebook
2. Self-Directed
3. Malleable for Teachers to suit to the needs of their students

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Crafting of good questions

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IM proofs
Conversations with issue writers and DLM lesson designers

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Students get to interact with sources of information instead of passively taking in knowledge

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media objects of quality and of sufficient engagement value to pique student interest and curiosity

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Style-guide. Conversations with IM writers. Conversations with DLM designers from another Issue team.

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engaging media objects + avenues of checking for understanding

platform for engaging discussions and/or debates to happen that will deepen students exposure and depth of knowledge about the topic/concept

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Student engagement
Self-directed learning
Facilitates acquisition of digital literacy

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Instructions should be clearly articulated for students to move from point to point in the tabs of the DLMs without being lost