D3.2 - Didactic Materials AC_UL1 - Pedagogical Rubric
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

 
View only
 
 
Still loading...
ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
Pedagogical Framework
2
AC_UL1
3
Category of Soft Skill(s): Working With Others, Thinking With OthersSoft Skill(s): Participation, Contribution
4
Importance StatementPedagogical ApproachTask/ContextAssessment Metric (Attitudes, Skills, Knowledge)
5
Given the context of this learning transaction is that of an Initial Technology Teacher Education (ITTE) degree course, skills of participation and contribution are a fundamental set of competencies for students to develop as the capacity to participate effectively when working with others and contribute purposefully when thinking with others is critical to both vocational and personal success. The purpose of this module is to develop student teachers' participation and contribution skills within the discipline of Design and Technology (D&T) education. Generally demonstrating highly developed collaboration skills with colleagues and other professionals, sharing resources and imparting theoretical knowledge and practical ability can be a difficult to facilitate in both a societal context and also within teaching and learning. Students will generate evidence of effective participation and purposeful contribution in a community of learning and demonstrate how this evidence can be used to enhance traditional classroom practice in D&T education. Students will explore and reflect on the value of effective participation and purposeful contribution in a community of learning from the perspective of both the teacher and the learner. In an effort to provide continuous development, measurement, assessment, grading and recognition of soft skills, the pedagogical approach integrated a popular learning management system supported on both stationary computers and mobile technologies (e.g. students smartphones, tablets, etc.). This allowed the students to: construct theoretical knowledge and practical skill as is common practice in D&T, capture both the learning process and evidence of learning in real time, communicate a/synchronously with all participating group members, and cogitate their learning process collaboratively and/or individually. The automatically recorded and machine-readable timeline of student activity as generated by this technology offers a compelling source of data and real-time account of the soft skills being developed.

Central to the delivery of the pedagogical approach was the design of a learning task which focused on the cognitive interplay of teachers and students and was situated in the context of socially-mediated activity. This would develop and provide opportunities for students to create evidence of participation and contribution within the context of transactional learning in support of the active construction of knowledge and understanding typically associated with D&T education. The learning task took the shape of a 12 week formative design project which required students to demonstrate evidence-based progress of both their learning process and the product of their learning by working iteratively, posting annotative comments, engaging in collaborative discourse with their teacher and peers, and uploading subsequent data files to their learning management system.In response to the adaptive nature of the learning task and the idiosyncratic disposition of the participants within the learning management system, the assessment metric designed and accredited bronze, silver, and gold badges for individual participation and contribution. This resulted in a standards-referenced continuum of soft skill acquisition ranging from low proficiency to high proficiency that describes student’s performance in terms of the activities performed or competencies displayed. The interpretation of assessment data using this metric allowed each badge to be mapped to different sets of multiple criteria, or standards, creating levels or stages along an increasing continuum of soft skill achievement indicated by student’s behaviour and evidence of learning displayed during the task.
6
7
Note: As is discussed in the Scheme of Work for AC_UL1, a Pre-Pilot was carried out prior to the application case. A link to the Pre-Pilot's Pedagogical Rubric can be found below:
8
AC_UL1: Scheme of Work
9
UL Pre-Pilot Study: Pedagogical Rubric
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Loading...
 
 
 
Sheet1