1. Digital Literacies for learning
Week 8 – Theories of Learning

2. Overview of the session
Welcome
Questions from last week
Assessment Task 2
Lecture response
Short term memory in action
Cognitive Load
Lesson plan analysis
The Networked Learner
Assessment Task 3 – check in
Preparation for next week

3. Assessment task 2 infographic
Global Extension granted
New due date
Monday May 27th at 9am
Many of you are still waiting to hear your placement allocation for Professional Experience 1 and we would like assessment task 2 to be an authentic opportunity to gather data based on your placement site if possible.
I have therefore, created a global extension has been provided for all classes to allow more time to gather data and put together your infographic once your placement site is known.
Due date is now Monday May 27th at 9am.

4. Assessment task 2 - infographic
To complete this assessment task, you are required to
Research the school profile to gather information such as
numbers in year levels
how many classes
number of female and male students
number of staff – teachers and non-teaching
teachers’ qualifications
percentage of Indigenous students
Number of school card holders,
Number of students from a language other than English speaking background
Attendance rates etc.
Other relevant information
You will collect data from sources such as mySchool, the school’s website (look for the annual report), Department for Education (search for the school, then look at their site summary report), Independent Schools (school performance report), or Catholic Education. This information is publicly available from these sites.

5. Assessment task 2 - continued
Your submission will be based on the following criteria
Infographic is visually appealing and appropriate for the purpose intended.
Data is presented using both text and images (which may include graphs).
Appropriate reference list included and formatted in UniSA Harvard style
Infographic is clearly written with correct spelling, punctuation and grammar.
The assessment rubric is available on the course site and breaks down each of these criteria a little more.
Extra information notes and rubric available under the assessment tab.

6. Rubric Criteria Unsatisfactory Satisfactory Good Excellent Outstanding
The layout of the infographic allows for the information to be easily understood with appropriate use of colour and space.
Colour choices are confusing.
Colour choices are not consistent throughout the presentation (headings, background, themes and so on).
Little attempt to use colour, design and space.
Some colour choices make sense for the purpose. Colour choices are not consistent (headings, background, themes and so on).
Lack of harmonious design in the infographic.
Most colour choices make sense for the purpose.
Colour choices are not quite consistent throughout the presentation (headings, background, themes and so on). Overall design is somewhat pleasing and harmonious.
Colour choices make sense for the purpose.
Colour choices are consistent throughout the presentation (headings, background, themes and so on).
Overall design is mostly pleasing and harmonious.
Colour choices are consistent throughout the presentation.
Colour choices give the presentation a professional look and feel.
Overall design is pleasing and harmonious.
The infographic makes use of relevant graphics that support the content.
Infographic is text heavy with
limited use of graphical elements.
One or more graphics are confusing.
One or more graphics do not have a purpose.
Some pixilation or blurry graphics.
Infographic has some graphics but is mostly text or is mostly images with limited text.
Graphics/pictures do not suit the topic or purpose.
Infographic is somewhat visual.
A few graphical elements are used.
Some pictures/graphics do not seem to have a purpose.
Some extraneous graphics.
Infographic is highly visual.
Several graphical elements are used, as well as different types (graphs and charts, icons, images, text boxes, arrows, etc.) to enhance the effectiveness of the infographic.
All pictures/graphics have a purpose.
No pixilation or blurry graphics.
Graphics interpret the text to an advanced degree.
Different types of graphical elements are incorporated (graphs and charts, icons, images, text boxes, arrows, etc.) to make complex information easy to understand.
All pictures/graphics in the presentation have a purpose.
Data used is accurate, relevant and sourced from reliable sites.
Five pieces of information are included in the infographic.
Content is not relevant to the task.
There is limited or too much content.
Content is superficial or is not supported by reliable data.
Some content is relevant to the task and is supported by relevant data.
The content has little depth.
Most content is relevant to the task.
There is an appropriate level of content
Content has some depth.
Content addresses the focus.
There is just the right amount of content in the infographic.
Content is supported by reliable data.
Content is compelling.
Content synthesizes reliable data.
Content makes a compelling point or argument.
Spelling, punctuation and grammar
Infographic lacks attention to detail. There are numerous spelling and/or grammatical errors.
Infographic needs some attention to detail. Infographic has some spelling and/or grammatical errors.
There are limited spelling/grammatical errors.
Infographic shows attention to detail throughout.
Not a detail is out of place in the infographic. It has been edited extensively.
Appropriate reference list, including images.
Limited or incorrect referencing.
Harvard UniSA referencing used with errors.
Harvard UniSA referencing used correctly with limited errors.
Harvard UniSA referencing used correctly with minor errors.
Harvard UniSA referencing used correctly with no errors.
Rubric

7. Assessment task 2 – where to start
Read through the information on the course outline and the assessment notes to ensure you are clear about what this task is asking of you.
Watch the following video which provides some helpful advice on creating an infographic
Spend some time looking at online examples of infographics
Choose a school you are familiar with. This could be your upcoming placement school (or previous placement site), your children’s school or one you went to.
You may want to look at the video although it runs for about 9 minutes but provides some useful information around what an infographic is and what makes a good one.

8. This week’s lecture – a recap
With a partner, create a short quiz (5 questions) based on the information about the learning theories contained in this week’s lecture
Go to Quizlet.com and create an account (free version)
Choose 5 terms and enter them together with the definition – try to write the definition in your own words rather than copying from the course materials
Create the quiz
Test it with another pair

9. Activity – analysis of lesson plan
Read through the Digital Technologies lesson plan carefully. In particular, consider the tasks that the students are asked to complete and the role of the teacher. What learning theories are being used in this lesson? What aspects of the lesson plan help you make this decision?
SAMPLE LESSON PLAN
This activity is designed to help the students to make connections between the theory and practice.
I suspect the students will need some scaffolding to identify which theories are at play in this task.

10. Activity – principles of cognitive overload
You may have heard of the term ‘death by Power Point’. This concept is used to describe poorly constructed presentations or teachers who rely on many power points in their lessons.
The principles of cognitive load theory can be used to produce a presentation that is engaging and supports the learning of your students.
Look through the power point presentation shared here. Take ONE of the ideas presented on the slides and either re- arrange the content to produce a more appealing and supportive slide or create one of your own that is likely to assist learners to remember the content.
Re-visit Cognitive Overload
Explain which of Sweller’s principles you have made use of in developing your new slide.
Split attention
Modalities
The redundancy effect

11. Activity: the networked learner
As a 21st century learner which of these learning characteristics can you identify in your own learning?
Take control of their learning
Connect with other students
Build personal learning networks
Find relevant web sites
Search for scholarly articles on the topic
Post to social bookmarking sites to share URLs with his fellow students
Look at other people’s bookmarks
Search for blogs that others have written
Comments on others’ blogs
Use a reader to subscribe to blog and site updates
Creates their own blogs/sites
Subscribe to podcasts and videocasts to support their learning
Seeks out experts who are willing to share the expertise
Shares knowledge through wiki and other sites
Consider which of these characteristics you make the most use of? Are there any that you don’t use?
Create a mindmap to share the types of networking you make use of
Refer back to the connectivist theory and the way learning occurs in a digital world.
Students can use paper, Word, Popplet or Bubble.us to make their mindmap.
Compare those of their peers – what are the similarities and differences?

12. Activity – reading task
Read the article that explains more about cognitive load.
Make a list of strategies that you consider important for you to remember when using technology with primary aged children.
Share the strategies with your peers

13. Assessment task 3 – check in
Students (in small groups) to spend time looking at other resources relevant to this week’s topic.
Prepare a very short presentation back to the class about the its relevance, strengths and limitations, ways of using and with whom, etc. 
This activity is designed to scaffold their entries for assessment task 3.
They could either use an entry they have already made or choose a resource to support our learning this week – it could be an app/game that mirrors a particular theory or a good example of a website/digital poster/presentation that considers cognitive load.

14. Any questions?
Spend some time answering any questions students may have

15. Before our next session……….
Work through Topic 8
Read and note the lecture materials for Topic 8
Complete the reading and bring notes with you to class
Find and critique a resource that can be added to your portfolio for assessment task 3 – this could be a coding app, website, etc.