1. Partners in Learning Educator Professional Development
4/11/2019
Partners in Learning Educator Professional Development
© 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

2. Use of ICT for Learning 21st Century Learning Design
This the last rubric we looked at

3. Your TO DO before next Session
Review one of your own learning activity
Think about where it would score on the ‘use of ICT for Learning’ rubric
Redesign your own learning activity to score higher on the rubric
Try it out with your students
Present back:
‘What, How, Why’ of what you changed
This is what we asked you to try out before this session.
Are you ready to share?

4. Learning Design: 21C Skills Framework
Collaboration
Use of ICT for learning
Real-world problem-solving and innovation
Skilled communication
Knowledge construction
Self-regulation
These are the rubrics we have considered so far
Today we are going to consider…

5. Learning Design: 21C Skills Framework
Collaboration
Use of ICT for learning
Real-world problem-solving and innovation
Skilled communication
Knowledge construction
Self-regulation
‘Skilled Communication’

6. Skilled Communication Session
21st Century Learning Design
This might seem a strange question and I don’t want you to tell me, but – mouse click

7. How has communication changed?
Group Discussion:
Framing Question – How have modes of communication changed?
Discussion on this question is intended to elicit ideas:
faster exchange of communication,
the different modalities often used today – i.e. much more visual communication
the shift from more instruction/directive oriented communication to more persuasive / conversational communication.

8. Multi Modal Many Messages
New modes of communication, new levels of communication – often leads to overwhelming communication that is often not effective.
At the same time effective communication is more important than ever in knowledge-based work.

9. Communication 2.0
In the 21st Century, developing technologies have created new opportunities for communication that is spoken, written, visual or multimodal, in print or digital forms, and with broader reach and fewer barriers than ever before.
Discussion – Is communication effective?
What is the difference between skilled communication and just communication?
What are the essentials of effective communication?
What type of communication practice do students need today?

10. Skilled Communication Rubric
The Learning Design Rubric:
produce extended or multi-modal communication
whether the communication must be substantiated with a logical explanation or examples, or evidence that supports a central thesis
students must craft their communication for a particular audience.
This rubric examines whether students are asked to produce extended or multi-modal communication, and whether the communication must be substantiated with a logical explanation or examples, or evidence that supports a central thesis. At higher levels of the rubric, students must craft their communication for a particular audience.

11. EXTENDED COMMUNICATION
- Multi-modal
Students produce a podcast on a hurricane for their journalism class, including a written script and the final audio podcast.
Students produce blog posts on a hurricane for their journalism class, including a written description of the conditions and additional audio or visual media.
Extended communication
Mouse click to bring in ‘Multi-modal’
Communication is multi-modal when it includes more than one type of communication mode or tool used to communicate a coherent message.
For example, students might create a presentation that integrates video and text, or embed a photograph into a blog post. The communication is considered multi-modal only if the elements work together to produce a stronger message than any one element alone.
Mouse click to bring in example
The story is the same whether written out (in the script) or spoken (in the podcast); multiple media are not used to enhance the content of the communication.
The learning activity requires multiple modes of media to add depth to the students’ descriptions.
If the learning activity offers students the opportunity to choose the tool or tools they will use to communicate, we consider it to be a multi-modal communication opportunity.

12. SUPPORTIVE EVIDENCE Students must write an essay about global warming.
Students must write an essay about why global warming is a problem
Communication requires supporting evidence when students must explain their ideas, describe their reasoning, or provide supporting facts or examples. The evidence should be sufficient to support the claim that the student is making.
Mouse click to bring in example
Students can complete this activity with a set of facts; they do not have to state and support a claim, hypothesis, or conclusion.
This learning activity asks students to state and defend a claim about global warming.
Question – What is the difference?
Mouse click to bring in highlight

13. PARTICULAR AUDIENCE
Students must create a video about their school, using appropriate imagery and evidence.
Students must create a video about their school, using appropriate imagery and evidence, to welcome the incoming students in the coming school year.
Students must shape their communication for a particular audience when they must design their communication in order to be appropriate to the specific readers, listeners, viewers, or others with whom they are communicating. It is not sufficient for students to be communicating to a general audience on the internet.
When they are communicating with a particular audience, students must select the tools, content, or style that they use to reach the audience.
They might be required to consider what tools the audience has access to or uses on a regular basis; the relevant information they must present in order for the audience to understand their thesis; or the formality or informality of the language they choose in order to be appropriate to the audience.
This can be quite simple –
Mouse click to bring in example
There is no specified audience or purpose for the video.
Students must design the video to help the incoming students feel welcome and enthusiastic about attending.

14. Review Rubric Skilled Communication 1
Students are NOT required to produce extended or multi-modal communication. 2
Students ARE required to produce extended communication or multi-modal communication
BUT their work is NOT required to provide supporting evidence. 3
AND their work IS required to provide supporting evidence: they must explain their ideas or support a thesis with facts or examples
BUT they are NOT required to craft their communication for a particular audience. 4
AND their work IS requires supporting evidence
AND they ARE required to craft their communication for a particular audience.

15. Create your own activity
Consider the various levels within the rubric
Review:
Ispy
Use the template to record your activity
The goal is to get participants thinking about how to create an activity to develop skilled communication
Ask the delegates to try this newly designed learning activity (if appropriate within their teaching practice at this time) and review the students outcomes
Encourage the delegates to reflect on this exercise and be prepared to discuss in the next session

16. Learning Design: 21C Skills Framework
Collaboration
Use of ICT for learning
Real-world problem-solving and innovation
Skilled communication
Knowledge construction
Self-regulation
These are the four rubrics that have been considered so far and the two remaining.
Delivery Note:
It is important to stress any learning activity cannot/should not score high on all six rubrics, but learning activities across a scheme of work should score high on all rubrics to provide a balance and instil 21st Century Skills.

17. 4/11/2019 9:00 AM
© 2012 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
© 2010 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.