Unit 1 – Introduction to Learning by Design
This focuses on the characteristics of the information age and on the role that ICT and the digital
revolution have played in realizing the advent of the information age and on their impact on the
emerging society, including on education. Student teachers will have an opportunity to examine the
information society from an economic perspective. functional participants need certain skills such as
information literacy, technology literacy and visual literacy to compete effectively in the economy
which has resulted from the information age.
Introduction to Learning by Design
Objectives
By the end of the unit, students would be able to;
Approach: Teachers Learning Technology by Design
-They focus on a problem of practice
-Seek ways to use technology (and thereby learn about technology) to address the problem
-Their exploration about technology are tied to their attempts to solve educational problems
-Being designers to technology not passive users.
Teacher Design Teams (TDT)
–Active Learning (learn by doing, learn through problem solving processes)
–Local Ownership (not just a consumer of technology)
–Collaboration (learn/teach each other, focus on practical problem from different perspectives)
–Sensitive to their subject matter and instructional goal
Usefulness
– Collaboration of several teachers concerned with consciously redesigning their curriculum
– Professional development of teachers
Design of Learning Activities
Principles of Designing Learning Activities
The Process
-For the development of curriculum materials, teacher education programmes, interventions
-Cycle approach to design and formative evaluation
-Combination of preliminary study, expert review (validity), try-out and appraisal by users (practicality), and field-test (achievement)
Ways Forward
Teacher support materials,
-Lesson preparation (computer-based program)
-Subject content
-Lesson execution
-Assessment of learning
Professional development
Criteria for Evaluating the Quality of the Design Product/Process
Validity/legitimacy (ideal/formal)
Practicality (consistency intended perceived/operational)
Effectivity (consistency intended-experiential/attained)
Attachments1
ASSIGNMENT : Unit 3: Unit 3 Assignment MARKS : 20 DURATION : 1 week, 1 day