Design+Rationale

====The learning sequence was designed based on informed theory and design frameworks. The TELSTAR inquiry model has been used to develop a sequence of learning which encourages reflection at each stage of the model, in turn, making it a good vehicle for both the constructivist approach and metacognition (Queensland Government, 2011). The student-centred inquiry promotes problem-based learning and is developed in an authentic context, which involves active collaboration with an overseas buddy class. The learning sequence was designed taking into account student developmental needs, interests, prior knowledge and experiences. Individual needs are considered and supported by Howard Gardner’s1975 learning theory, multiple intelligences, which pronounces the understanding that a one-size-fits-all design will not maximise the chances of all your learners (Teach For America, 2011). ====

====Technology is embedded throughout to deliver a connectivism learning sequence that provides decision-making opportunities with real world examples to enhance real world application of the knowledge delivered (Siemens, 2004). Digital technologies that are integral to learning have been used throughout the entire learning cycle as well as, purposefully planned to enhance, extend and transform learning. Tinio (2002, p.3) expressed that “when used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life”. ====

==== The [|Technological Pedagogical and Content Knowledge] ( [|TPACK] ) framework has informed the learning design by ensuring that pedagogy, content and technologies all work together to best support learning. Activities throughout the learning sequence were designed to encourage learners to engage in critical thinking. Thinking tools, carefully constructed question sequences and strategies enabled this learning to take place. Complex reasoning and higher order thinking was scaffolded through the strategic design of the learning sequence in which thinking is made visible and students are required to analyse, evaluate, design and build knowledge (Teach For America, 2011). ====

====Communication in the online environment was facilitated by the provision of an open discussion page where learners are encouraged to share their thoughts, ideas, and problems about their learning journey. This allows learners to collaboratively learn and communicate with one another, the learning manager and their buddy class. The above design elements are supported by the social constructivism learning theory in which learning is founded upon social interactions within a learning community (Teach For America, 2011). ====

====A Wiki was developed to present the design and development of the learning sequence. The online tool WikiSpaces was chosen as it provides students with a safe online learning environment in which they can work collaboratively to develop skills and knowledge. Wikis are multi-purpose and facilitate student-centred, problem-based learning as they provide the ability to be populated with individuals’ own content. ====

====Wiki can transform learning as it provides a space where all group members can contribute their ideas, information, relevant links, documents, videos and pictures (Sessums, 2011). Online tools such as Wikis allow learners to negotiate their own understanding through social interaction with others (Teach For America, 2011). ====

= = = ** The following link will take you to the Student Resource WikiSpace **** à **  = =  **http://mappingenvironments.wikispaces.com/**   =