|
Before a module is developed, the Team should invest time and effort into designing the educational and technical aspects of the module. The design should be formulated within the context of prevailing or planned educational and technological conditions.
The box below presents the essential components of the general design/blueprint
|
General Design/Blueprint
|
| Basic Information |
|
|
| Module Title: |
|
|
| Abstract |
|
|
| DESIGN |
|
|
Target
Who will use the module? Grade level |
|
|
Educational Objectives
What is the module expected to accomplish?
- What do students need to know about that specific topic?
- What skills need to be developed?
- What do teachers' need to teach about that specific unit?
- What is the expected outcome at the end of the teaching/learning process?
|
Pre-requisite knowledge
- What was supposed to be taught before that is relevant and essential for this module?
- How does the module integrate with the overall curriculum?
|
|
Module Structure
After the above general issues are well defined, the Team develops the conceptual structure of the module in terms of teaching/ learning activities and identifies appropriate technologies to support them. These activities constitute the elements of the module and answer the question: "what components does this module need to best attain the proposed objectives, for the proposed target?"
|
|
Here is an example of a structure:
| Teaching/Learning Activity |
Assets |
| Presenting a problem |
Video |
| Demonstrating a concept |
Animation |
| Establishing a scientific "law" or mathematical relationship |
Simulation |
| Collaborative learning |
Research/Discussion |
| Application to new situations |
Exploration |
| Synthesis of different concepts in a real-life situation |
Problem solving |
(Note: The ICT assets used to enhance a particular teaching/learning activity should have an added value over other assets (particularly when they are simpler and less expensive) and also an added value over no ICTs. There is no recipe for such choices. However, a list of affordances and limitations of different instructional technologies may facilitate the decision process. )
VIEW AFFORDANCES AND LIMITATIONS OF INSTRUCTIONAL TECHNOLOGIES
|
|
BLUEPRINT:
The Team develops a blueprint for each of the elements in the module. For each element, the blueprint must include:
- Educational sub-objectives, including competencies such as problem-solving, critical thinking, collaborative learning
- Details of the teaching/learning activities
- Educational/technology assets
The specifications for each selected asset should be spelled out, including descriptions, scripts, and scenarios. This should be detailed enough so that technology members of the team will be able to translate them into actual products
- Supporting activities and materials -recommended for use with the element, such as books, maps, lab experiments, paper and pencil exercises, etc.
|
|
|
