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Introduction - 150 words

Frameworks adopted (w/ challenges) - 500 words

Teaching methods - Pedagogy (w/challenges) - 400 words

Sectoral Opportunities - 300 words

Sectoral Constraints - 300 words

Media used - opportunities and limitations - 400 words

Conclusion - 150 words

Total - 2200 words

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Solo - taking the student each week to the point where they can:

Apply what they have learned

in a unique personal way

In a real life scenario

Particular to their mission context

(deep learning and transferring learning into unfamiliar situations  - Hattie)

Verbs of cognition to guide and scaffold learning: describe, evaluate, define, analyse etc.

Learning by design

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In Australia, there are many requirements in order to acquire and maintain registration.

1. To maintain accreditation to teach Religious Education in a Catholic School, a teacher must attain 50 hours of professional learning or formation in each five-year period balanced across the areas of Catholic identity and culture, prayer and liturgy, scripture, Catholic social teaching, Theology or Religious Education.

2. All teachers must engage in at least 20 hours of professional development activities each year to renew registration with the Victorian Institute of Teaching.

3. Furthermore, teachers must adhere to professional standards determined by the Australian Institute for Teaching and School Leadership. The learners on this course will comply with the following standards:

4. 6.2 Engage in professional learning and improve practice

5. 6.3 Engage with colleagues and improve practice

6. 6.4 Apply professional learning and improve student learning

7. 7.1 Meet professional ethics and responsibilities

8. 7.2 Comply with legislative, administrative and organizational requirements

9. 7.4 Engage with professional teaching networks and broader communities

This course would count as 12 hours towards these requirements.

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1. Weekly blog activities
2. Final PBL assignment

Assessment methods
Rubric
AfL- Self/Peer Assessment/feedback using rubrics
Elements of SOLO Taxonomy
Learning outcomes+Success Criteria

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Connected Learning Framework in four points:

1. Technologies are used to make and sustain meaningful connections with peers for dialogue, collaboration and co-creation

2. Technology-based learning is seen to be individually driven and ‘interest-powered’

3. Digital technologies provide access to multiple contexts and diverse groups of people, resources and tools

4. Networked technologies are seen to offer a ready way of connecting an individual’s initial interests to wider ‘real-world’ opportunities.

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"lifelong learning is regularly critiqued as a neoliberal model designed to education flexible subjects for the corporate job market (Regmi 2015), employers are criticised for cutting back on workplace training, shifting the impetus for re-skilling to the workers themselves (winterbotham et al 2014)" (Gallagher & Bayne, 2018a)

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"lifelong learning is regularly critiqued as a neoliberal model designed to education flexible subjects for the corporate job market (Regmi 2015), employers are criticised for cutting back on workplace training, shifting the impetus for re-skilling to the workers themselves (winterbotham et al 2014)" (Gallagher & Bayne, 2018a)

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Important - this is against our values as an organisation, we want to be seen as employers who look after their employees - pastoral and financially.

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Advice on how to be work collaboratively in a team - assigning roles etc.

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Advice on how to be work collaboratively in a team - assigning roles etc.

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This content of this course was composed using the Edinburgh Learning Design Roadmap (ELDeR),  Solo Taxonomy and Understanding by design.

Week 1- Their Story – Acquisition/Discussion

Access online course materials and establish Microsoft Teams presence

Watch introduction to course

Complete online form which will establish their current knowledge and understanding of key concepts such as understanding of the idea of mission, their current knowledge of Kildare Ministries history

Activity- first blog post – introduce themselves, their story, start to consider an adversity that they have faced or someone they admire have faced and how they overcame this adversity.

Week 2 – The Story of St. Brigid- Acquisition/Comparison/Collaboration/Application

Learning Intention Week 2 and 3:

At the end of week 2 and 3, you will have:

You will become familiar with key aspects of Kildare Ministry's founder St. Brigid's story

You will (re) recognise in your thinking, writing and sharing that injustice is central to the human story as is our attempts to redeem it

You will make make connections between key aspects of Brigid’s story, your own stories of injustice and other contemporary stories of injustice.

You will briefly consider and apply principles of justice found in the Judeo-Christian Story

Success Criteria Week 2 and 3

Completed Activity One

Shared in Activity Two

Completed Guiding questions

Access online course materials

Stories of Brigid

The Icon of Brigid

Article on Iconography

Activity one: Individual work:

Explore the Icon of St. Brigid and identify elements of her story within it.

Select two of these elements. E.g. The sword or the flame

What injustices/adversities in Brigid's life do these elements depict?

Using the article on iconography, jot down one or two thoughts about what you think the artist was attempting to convey about the adversity and injustices Brigid was able to overcome via the way it's painted: scale, colours, position etc.

Activity Two: Share your considerations on the shared blog post

Exemplar: I think that Brigid's foot on a sword, a weapon of war, symbolizes her ability to overcome violence. Also, the many colours of the gems on the sword indicate wealth which might depict her desire to overcome the unfair distribution of wealth.

Activity Three: Consider one  injustice you have witnessed in your own life - personally or via the media (your own or someone else's).

1) Within this situation,  was there a clear victim and a clear oppressor? Briefly describe them and their situation using the following guiding questions.

1. Is there someone in this story trying to solve the injustice? If so, what do you think prompted them to act? What are their motivations? Briefly discuss.

2. Select one of the following aspirational directives from the bible. The first is from ancient prophet Micah who dreams of a way for humanity to live and the second contains the words of Jesus who also shares God's vision for us.

{the third quote can also be used as an option to extend}

He has told you, O mortal, what is good;

and what does the Lord require of you

but to do justice, and to love kindness,

and to walk humbly with your God?

“This is my commandment, that youloveoneanotherasIhaveloved you."

'Truly I say to you, to the extent that you did it to one of these brothers of Mine, even the least of them, you did it to Me.'

1. Briefly describe the links between these words and the motivations and actions of Brigid. By coincidence or otherwise, were there any links to the protagonist(s) in your story? If so, describe them and explain why you think this is.

2. Consider a different injustice currently faced in our world - if someone were using the ideas presented in the quotes, what might be/are their first steps in approaching this injustice with some dream (however distant) of relieving it. Share this in the blog.

Week 3- The Story of St. Brigid - continued – Investigation/Discussion

Access online course materials

Critique the text about St. Brigid – relate text back to icon and findings from last week.

Activity- blog post addressing guiding questions w/ feedback

Week 4- The Story of Nano Nagle

Uses Nano’s Story to illuminate the idea of syymbolism and it’s importance to mission in transmitting ideas from th past into the future.

*Associating different images of symbolic light e.g. candles, sunset, sunrise etc and comparing and contrasting what these symbols mean (involves recognition that there is prior learned knowledge from past generations and also that the meaning of symbols can be built upon and expanded over time)

*New symbols – what do they mean – what are their interpretations in light of what they have learned from the past and what their own life experience (story) ascribes to these objects – this will demonstrate to them that they are part of the mission, their unique participation is part of the forward mission of KM, they are nor passengers.

Week 5- The Values of Kildare Ministries
Opportunity here to gather and reflect and engage with a Q+A tutorial via Microsoft Teams.

Week 6 and 7 – The Story of Daniel Delaney / why KM exists

Tutorial – Synchronous live discussion

An Aspirational legacy like Delaney’s also requires ideas but also planning / structure / templates that can be reproduced in various ‘locations’

Analogy of the bridge – metaphorical – structurally sound, keystone as basis of that integrity

Erica in video explaining KM governance structure

Outcome is that they understand the need for sound structures to preserve the integrity (staying true to mission – the bridge is holding up the mission) of the organisation

Week 8 – The Story of Kildare Ministries

Explore why Kildare Ministries exists

Word cloud at the start – we are predicting that they will come up with the main elements of the story which we build upon

Fill in the middle with any missing elements

What would YOU like KM to achieve in 5, 10, 20 years

Another word I-cloud

Week 9 – The Principles of Living Justice

Take a story of Jesus’ encounter with injustice and explain the PLJ within the story and then students project the PLJ into a contemporary Justice Story – Indigenous, Climate, COVID 19, Asylum seekers, LBTQI+ discrimination, Slavery.

Week 10/11 – Task - PBL Groupwork

Task: How to implement Kildare Ministries' Living Justice Principles in their own school context to continue the KM narrative.

Week 12- Presentation to Group /Evaluation

Format:

12 weeks to be completed during term 1- 12 hours in total.

Blog entries, 1 per week - personal engagement reflection with critical peer and tutor feedback.

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aware that they could be new to this space.

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Forming, storming, norming, performing, adjourning concept?

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Forming, storming, norming, performing, adjourning concept?

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https://www.mindtools.com/pages/article/newLDR_83.htm

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Should content be provided as to how to provide good feedback

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Should content be provided as to how to provide good feedback

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Is it actually task based feedback or interactive exploration of ideas?

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Many assessment tasks are designed to include groupwork as this is a fundamental employability skill, but we don't 'teach' groupwork skills. We often set a group task, provide a few guidelines and then leave students to it, hoping they'll be able to negotiate intercultural and personal differences, communicative barriers and resolve conflicts successfully. This is made even more complex in an online environment where it can be harder, or at least slower, to develop relationships and get to know people, especially for those students who are not used to collaborating online.

Content needs to be shared before the groupwork activity as to how to work in groups/ good netiquette.

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We would love to include your input to help steer the direction of this course. Please complete the following survey to establish your prior knowledge of the content we will be covering. This will help us pitch the content at the appropriate level.

1. Before taking this position with your current school, had you any knowledge of Kildare Ministries? If so, what did you know?

2. How many years have you been teaching in Australia? Have these years been in a Catholic setting?

3. Are you aware of the Brigidine sisters and their traditions? Have you any experience working within a Brigidine setting before?

4. Are you aware of the Presentation sisters and their traditions? Have you any experience working within a Presentation  setting before?

5. What would you like to achieve by the end of this course?

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Quick intro and course description

Meet the team

Learning outcomes

Learning intentions and success criteria week 1

Quiz- establish what knowledge they already know about upcoming topics to ensure that material can be differentiated.

Activity 1: Introduce your story, piece about yourself and an an adversity you have faced and how you overcame it.

How to use Microsoft teams (on a seperate tab)

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Course content platfrom - Articulate Rise- 360

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Course content platfrom - Articulate Rise- 360

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Subscription bought

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Need to look into what plan to buy

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Course Layout Brainstorm - Content to be covered in the course.

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Course Layout Brainstorm - Content to be covered in the course.

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Blue- Content
Green - Learner Activity
Purple - Course length and suggest format

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“The proficient teacher is able to adapt one or two more language learning theories and course design frameworks for the online language learning context, and select materials and tasks accordingly.” (Compton, p.84) 

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“The proficient teacher is able to adapt one or two more language learning theories and course design frameworks for the online language learning context, and select materials and tasks accordingly.” (Compton, p.84) 

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Course design in any field of education is the outcome of decisions dependent on a number of interacting factors including learning theories, teaching methods and various stakeholders involved in the teaching and learning process. ( Cinkara, 2013) 

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Course design in any field of education is the outcome of decisions dependent on a number of interacting factors including learning theories, teaching methods and various stakeholders involved in the teaching and learning process. ( Cinkara, 2013) 

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Yang & Richardson - Designing and developing online and distance Courses 2009

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Yang & Richardson - Designing and developing online and distance Courses 2009

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"Social interaction between peers is fundamental to achieving learning" (Dillenbourg, 1999) - as quoted in Ilic 2015)

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"Social interaction between peers is fundamental to achieving learning" (Dillenbourg, 1999) - as quoted in Ilic 2015)

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That is, the curriculum is not simply a set of plans to be implemented but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process (Grundy, 1987, p115). 

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That is, the curriculum is not simply a set of plans to be implemented but rather is constituted through an active process in which planning, acting and evaluating are all reciprocally related and integrated into the process (Grundy, 1987, p115). 

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How to achieve "accessible learning environments" providing "cognitive access" to students? (Rao et al, 2014, p36)

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How to achieve "accessible learning environments" providing "cognitive access" to students? (Rao et al, 2014, p36)

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The need to include "Learner variability"

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The need to include "Learner variability"

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Applying Universal Design principles to the course.

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"Online courses often require students to be self-disciplined, to have a hig degree of comfort and profociency with technology and to be able to work without the guidance of others" ( Rao et al, 2014, p 35)

"Students need to be active and engaged and employ self-advocacy and self-management skills to succeed in the online course environment" (Rao et al, 2014, p 36)

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Why you choose a framework - where it falls short and what adaptations you are going to make.

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Connected Learning Framework

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What form will my presence take in this course?

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What form will my presence take in this course?

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Avatar?
Live video accessibility?

Interesting article on video usage on courses from my old tutor Christine!

With a personal appearance from the online teacher

Christine Sinclair

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An important aspect of this course will be the creation of a close network between these future leaders.
During week 3/4, Group 4 explored with some great ideas in their course plan based on the connectivist approach - Initial activities using Quizlet, Thinglink and Flipgrid could be worth considering!

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Even when you know who you are designing for - do not make assumptions that they all have the same level of knowledge coming to the course, have the same access to technology, technological expertise etc.
Important area for development.

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Design approach for the assignment at the end?

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Design approach for the assignment at the end?

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As I have explored the PBL approach in quite some detail, there are some constructivist elements that I did like and will probably include as a groupwork component towards the end of - however as an overarching design approach, I would not consider it as a sole contender.

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Course title: Becoming, Teaching in a Kildare Ministries school...

Projected target group: Teachers embarking on their career within a Kildare Ministries school.

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Overdesigned courses - a straight jacket. Teacher v designer. 39mins into tutorial 1.

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Overdesigned courses - a straight jacket. Teacher v designer. 39mins into tutorial 1.

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Not designing towards the outcomes, designing for space to achieve the outcome and allow that learning outcome to happen.

Martha - dangers of making assumptions about the audience.

Inclusion v structure - tension

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Institutions and employers must take into account the area of quality cognitive time in online distance learning. Sheail, 2018

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Institutions and employers must take into account the area of quality cognitive time in online distance learning. Sheail, 2018

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Tension between flexible study and the potential inflexibility of the workplace - Sheail, 2018, p472)

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Tension between flexible study and the potential inflexibility of the workplace - Sheail, 2018, p472)

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Definite line of enquiry.

Flexibility is a matter of demonstrating that they are able to manage all of their existing commitments and also participate in 'strategic work-related self-development' (Raddon 2007 as quoted by Sheail, 2018, p473)

We will have to consider the how flexible our courses will actually be?

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"Alan's interview highlights the temporal complexity of an institution adjusting to a dual mode of support for staff and students" (Sheail, 2018, p471) - going from full time campus based to online learning - could this affect the partner?

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"Alan's interview highlights the temporal complexity of an institution adjusting to a dual mode of support for staff and students" (Sheail, 2018, p471) - going from full time campus based to online learning - could this affect the partner?

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Flexible capitalism: A product of economic elites (business owners, policymakers, management experts, economists, etc.) who have restructured production and employment practices based on certain preferences, such as improvisation over planning, fluidity over fixity, and abstraction over concreteness. (Snyder, 2016, p. 5)

Snyder, B. H. (2016). The disrupted workplace: Time and the moral order of flexible capitalism. New York, NY: Oxford University Press.

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Design approaches for lifelong learners and those on the pathway to HE/FE?

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Design approaches for lifelong learners and those on the pathway to HE/FE?

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Advice from Michael - Tutorial 1 - 30mins in

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Advice from Michael - Tutorial 1 - 30mins in

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"Maintain a critical eye, if I use this learning theory or framework, how does this structure the education that takes place there and how is that a response to organisational constraints as opposed to learning outcomes” Applied exercise - we are asked to design with imperfect input.

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Your local government is looking to develop a partnership with an online learning provider to provide lifelong learning opportunities for their community specifically around a few strategic areas: digital health, environmental technology, and nutrition. The purpose of this partnership is to provide the community with particular skills in these areas precisely as these are the largest employers; employers receive some assurance there is a baseline skillset in the community to draw from. A secondary purpose of the partnership is to provide pathways to further and higher education (FE and HE) towards more advanced degrees in these areas. It is hoped that the online learning provider will provide the capacity for developing this education that the community, largely due to years of budget cuts, lacks. The online provider has its own priorities and stipulations as well: namely a need for a: profitability and b: a research base to support further such initiatives. There are two questions to consider here:

1. What design approaches would you consider to satisfy both these groups: lifelong learners and those on pathways into FE and HE?

2. What pressure would such a partnership put on the two partners: the local government and the online learning provider?

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Check out Selwyn, 2017, p93 - potential learning approach.

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Networked technology is an ideal means for learning to take place.

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Networked technology is an ideal means for learning to take place.

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Selwyn 2017 p93

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"Socialisation is evidence of connectedness and the learner is empowered to learn and reflect through conversation and interaction and through the creation and sharing of digital artifacts" (Thota, 2015, p.85 as quoted in Selwyn, 2017, p89)

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"Socialisation is evidence of connectedness and the learner is empowered to learn and reflect through conversation and interaction and through the creation and sharing of digital artifacts" (Thota, 2015, p.85 as quoted in Selwyn, 2017, p89)

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Connectivism

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"Notions of 'assimilation', 'accommodation' and 'adaption' are seen as crucial elements of learning" (Selwyn, 2017, p81)

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"Notions of 'assimilation', 'accommodation' and 'adaption' are seen as crucial elements of learning" (Selwyn, 2017, p81)

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"The role of the teacher is one of orchestrating and supporting the individual's exploration rather than directly providing instruction" (Selwyn, 2017, p81)

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"The role of the teacher is one of orchestrating and supporting the individual's exploration rather than directly providing instruction" (Selwyn, 2017, p81)

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Potential rationale opening quote???

*********

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"Most people in education consider digital technology and learning to be inextricably linked" (Selwyn, p73, 2017)

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"Most people in education consider digital technology and learning to be inextricably linked" (Selwyn, p73, 2017)

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Technically we are drafting the curriculum - how do we want to go about this?
What is curriculum, theory and practice.

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In line with the constructivist values and the importance of the individuals’ ability to reflect upon their learning, I feel that a reflective blog could be an additional approach to use to determine how the students are engaging with the content. This would also provide an opportunity for authentic assessment and not standardised - this would provide for opportunities to achieve the ‘complexity’ that Gough (2013) speaks of in our readings this week.

I particularly like the idea of the bot or a ‘conversational companion’ (Selwyn,p.79) to assist with real life university-related scenarios.

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How do we avoid limiting our courses to merely adhere to learning objectives - design a complex course? (Gough)

In line with the constructivist values and the importance of the individuals’ ability to reflect upon their learning, I feel that a reflective blog could be an additional approach to use to determine how the students are engaging with the content. This would also provide an opportunity for authentic assessment and not standardised - this would provide for opportunities to achieve the ‘complexity’ that Gough (2013) referred to.

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Recent studies have shown that most of the innovations related to the use of ICT in schools have not impacted on pedagogical or school development (Buckinghamd & Willett, 2006; Coiro et al, 2008; Snyder et al, 2010 as quoted in Nouri et al 2016)

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"When it works well, it [education] is a vehicle for social mobility, social inclusion and cultural reproduction" (Carvalho and Goodyear, p27, 2018)

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"When it works well, it [education] is a vehicle for social mobility, social inclusion and cultural reproduction" (Carvalho and Goodyear, p27, 2018)

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'relational services can only be "enabled", ie they need to be designed in such a way as to start up, support, and continuously sustain interpersonal encounters between the participants). (Cipolla & Manzini 2009 as quoted by Carvalho & Goodyear, 2018, p.38)

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'relational services can only be "enabled", ie they need to be designed in such a way as to start up, support, and continuously sustain interpersonal encounters between the participants). (Cipolla & Manzini 2009 as quoted by Carvalho & Goodyear, 2018, p.38)

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- the design of novel services is more likely to succeed if service design makes it easier for all participants to see what they need to learn in order to effectively, efficiently co-produce better service practices and outcomes. In other words, a good service interface includes affordances for co-learning as well as co-production. (Carvalho and Goodyear, p.42, 2018)