EDED20491 - Assessment 2

Please consult this document together with the unit profile to ensure you fully understand
the task.
It is desirable that you implement elements of this unit where possible in your placement.
However, it is fully understood that you may be working in a different area of the
curriculum, and you may not have digital resources at hand in your placement classroom. It
is preferable that you select a curriculum focus that lends itself to your best demonstration
of pedagogy, thus you may select one that it not taught during your placement.

Task overview
When you plan a sequence of learning experiences, it is always founded upon the nature of
the content, and your values and beliefs about effective classroom pedagogy and learning.

This task is designed to make explicit to the reader your decision-making process and
thinking as you plan and work towards the engagement of your learners in a short
sequence of lessons in your classroom. The designed learning sequence should meet the
descriptors of learning at the modification and redefinition levels of SAMR, and reflect the
digital pedagogy as have been expanded upon in Assessment 1: Reflective Synopsis. It
should demonstrate high-end digital pedagogy, and complex, problematic, authentic
learning that is expanded upon in the unit materials, Week 6.

The learning sequence will be drawn from an idea/site/resource that you have
discovered online. The assessment task uses digital curation as a collaborative
process through which you will share, and possibly find your selected resource.
As part of the process of finding and selecting resources, you will create and share,
and engage with others through the creation of a digital curated collection of
artefacts in a Scoop.it site. As with Assessment 1, this task is built upon timely and
active participation in the course and its activities.
As a group, you are inter-dependent, and you will demonstrate and evidence this
professional engagement through interchanges in your curated digital collections of
teaching ideas. This interchange will inform a final reflection on your professional
engagement as it is aligned with AITSL Graduate Standards 6.2 and 7.4.

Your decision-making processes will be scaffolded through a series of tasks,

embedded in the Moodle materials. Each of the tasks will result in the creation of an
artefact. Together, these artefacts will justify your decisions as you plan your learning
series, and which act together as a collection of items that are presented in a
portfolio that demonstrates your insight.
Your portfolio will culminate in a learning narrative, which is written from the
perspective of a learner in your classroom. It is the story of the key events
experienced by your learner as they proceed through the learning sequence. It will
evidence the actioning of the plans that you have drawn together.

Your portfolio will be presented as a Weebly website, however it is anticipated that it will
likely include artefacts (linked and embedded) that may be presented in other online sites.

The total length of this task is anticipated to be the equivalent of 3000 words.

Task Details
The portfolio artefacts are created regularly throughout Weeks 6 10. Details and models
will be presented in the Moodle materials each week.
They must include the following, in the form of your choice:
A pedagogy map that integrates your personal pedagogical framework (from Week
2) with the Australian Curriculum: General Capabilities for your discipline area.
An extension of your pedagogy map to include alignment of ICT with each focus area
with reference to their capacity to support learning across the SAMR framework.
A link to a curated collection of digital resources, in which a single resource/artefact
is selected to underpin the design of a learning sequence that maximises the
potential of digital pedagogy. If you are combining more than one element, identify
both/all of them.
A link to your curators insight which is attached to your single resource/artefact (or
your nominated collection) in your curated collection that shares your insight into the
value of the artefact(s) to support transformative learning design, and how it will be
used in your classroom context.
The development of a learning sequence, based on this selected resource/artefact
that reflects the pedagogy identified in your pedagogy map, as well as the use of
digital technologies to transform learning as identified in your ICT alignment. The
pedagogical links should be clearly identifiable.
A brief profile of a representative student in your class, including their learning
needs.
A narrative written from the perspective of the student (written in first person),
showing how your students will live the digital pedagogy that you have identified in
your pedagogy and ICT alignment map.

As in Assessment task 1, these artefacts are regarded as documentation of your learning

from Weeks 6 through 12, and it is not intended that they are only created for assessment
purposes. Thus, it is anticipated that they are generated progressively through the term in
response to the course materials and activities.

Artefact Details

Pedagogy Map (Week 6)

The materials presented in Week 6 will combine with your Week 2 reflections to inform and
enhance your pedagogy.
Any successful classroom activity starts with a joint consideration of the nature of the
teaching discipline, and the pedagogy that best suits learning in that discipline area.
Assessment 2 acknowledges this by initiating your submission with a reflection on your
pedagogy, with particular reference to your selected teaching discipline.

The general capabilities of the Australian Curriculum in your discipline area will inform your
pedagogy, and the specific capabilities that your students should develop in your
classroom. It is used in this course to align and frame your pedagogy. The course materials
will explore pedagogy in greater depth through an exploration of authentic, problem-based
learning. Your pedagogy map can be presented in any form, but consider the way that the
modality of communication will support the organisation and flow of ideas. It should
contain:

a list of key ideas and elements from the general capabilities,

an outline of the pedagogies that may be relevant in learning design to support these
capabilities
 the identification of low-end and high-end pedagogies with regard to the general
capabilities for their respective purposes in your classroom

ICT Alignment (Week 7)

Your pedagogy map will include your links between the Australian Curriculum: General
Capabilities and your personal beliefs about pedagogy. ICT provides the opportunity to
transform your pedagogy. Your pedagogy map will be modified (it can be copied and
adapted) to include an overview (illustrative) outline of how ICT could be used in each
pedagogical context. You are welcome to present this as a separate
document/page/resource.

Digital Curation Collection and professional interaction with your colleagues and
the teaching community (Weeks 8 and 9)
Set up a Scoop.it account. Locate resources and ideas and add them to your curated
collection. Browse the collections of others in our group, and re-scoop relevant ideas from
them. Add to at least three of your resources a brief curators insight that lends
understanding of how it could be used to transform learning in your classroom. This will
demonstrate your understanding of SAMR.
Your final activity in Week 7 will be to select one artefact, resource or idea from your
collection (it can be the ideas of others that are re-scooped) upon which to base a short
learning sequence that meets the definitional requirements of Modification and
Redefinition. An example will be provided in the Moodle materials.
You will add to that artefact an expanded curators insight in which you will communicate
your thinking and plans about how this artefact will support your thinking or activity, or
your students thinking and activity in your learning design.

Your Weebly portfolio will contain a link to your curated collection, as well as a specific link
to your selected artefact and its curators insight.

Development of learning sequence (Week 10)

You will draw on your selected artefact, and your curators insight to present an overview of
a learning sequence that integrates your thinking, and which illustrates clearly:
a) The purpose of your selected artefact to inform the design and implementation of
your sequence;
b) Your pedagogy and ICT use by yourself and students as identified in your pedagogy
and ICT map what ICT will be used, and what will be created with it. What is the
learning purpose of the use of ICT?
In this task, you will create an overview of your planned sequence, including links to your
curriculum outcomes. It need not be a unit plan, simply a sequence of teacher and learner
events and actions over the duration of the sequence. It should clearly evidence the
different roles of the teachers and learners in a problem-based, authentic learning
sequence at the transformative end of the SAMR scale.
Whilst content is of critical importance in your teaching, the emphasis of this plan is the
pedagogy and activity that underpin learning of this content. Please do not present merely
a sequence of content acquisition for this task.
You should also include a table that outlines which ICT will be used, where in the unit it will
be used, its purpose for learning, who will use it (student or teacher).
Learning Narrative (Week 11)
You will write a brief profile of a nominated learner and his/her characteristics as a Gen Z
learner. You may elect to identify a student with special needs and demonstrate your
capacity to differentiate learning for an identified need.
You will write a narrative (in first person) from the perspective of your nominated learner as
he/she participates in your learning sequence. Their experience of the digital pedagogies
and strategies that you have outlined in your plans should be clearly evident in their
narrative.
Treat this as if it is a short chapter in a novel you will not include all situational details or
interactions, however you should present sufficient to support a full understanding by the
reader of the experience of your nominated student.
These elements will be included in your Weebly portfolio. When grading this task, the
markers are looking for clear alignment between the values and beliefs of transformed
pedagogy, valid use of digital pedagogy, the needs of your learners, the pedagogical
principles that underpin complex learning, and the experience of your student.

Reflection on Online Professional Learning networks (Week 11 and Week 12)

You will write and present a reflection using the theory and rationale behind online
professional learning networks, your own learning experience of online networking and
support (through artefacts and/or links) of your online participation and contribution to
evidence AITSL Graduate Standards 6.2 and 7.4. This reflection will be presented in your
Weebly portfolio. The markers are looking for evidence that the professional practice you
claim as a graduate teacher is clearly indicated in your patterns of professional
engagement and participation. Are the beliefs that you present in this reflection aligned
with those demonstrated in your engagement with course activities?

Submission
You will submit a single Word document with a link to your Weebly website. Please ensure
that any username and password details are communicated in the Word document. Any
artefacts that cannot be accessed will not be considered when assessing your work.
Please note: The conditions in the Course Profile stipulate that Assessment 2 must be
passed, together with an overall passing grade, in order to pass this subject. The purpose of
this course is to engage you in theory and practice with regard to digital pedagogy.
Ultimately, it will be expressed in your plans for your own classroom.

Learning Design Criteria: EDSE12024 Digital Pedagogies in Secondary Schools -

Assessment task 2 Portfolio: e-learning design

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