Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using backward design to embed digital literacy

1. Digital learning
strategies to embed
in the curriculum
JuneWall
Consultant in eLearning and Libraries

2. Problem solving ....
How to think outside the square or put
more in your bucket 

3. The illiterate of the 21st century will not
be those who cannot read and write,
but those who cannot learn, unlearn
and relearn
AlvinToffler

4. 21c learning reminder
http://www.p21.org/about-us/p21-framework

5. Engaged students
 They face some type of challenge
 They must make decisions
 They are allowed to explore
 They are allowed to make mistakes without being disciplined
 They have fun

6. “engagement comes from
"interactivity" and "embeddedness,"
and that the elements that constitute
these two components match with
good learning design “
Quinn, Clark (1997?)Engaged learning Retrieved from
http://it.coe.uga.edu/itforum/paper18/paper18.html 1st Oct 2011

7. Engagement in learning
Embeddedness Interactivity
“includes thematic coherence,
meaningfulness of action to the
domain of representation, and
meaningfulness of the problem in
the domain to the learner”
“includes having an appropriate level of
challenge through a variety of choices
of action, effected through direct
manipulation of the world of interest,
with quick and clear feedback from
those actions in ways that reflect the
semantics of the world and afford
further action choices, and the
presence of novel information and
events that contribute to those
choices.”
“the challenge required to
maintain engagement is just
the zone of difficulty where
learning occurs”

8. What do you need to do?
 Have students draw on their previous learning;
 Use latest research findings, professional examples and interesting
scenarios to take students beyond the textbook;
 Include periods of reflection for students to work alone and solve
problems;
 Give them a quick quiz and ask them to explain their answers to
their neighbour before supplying them with the correct responses;
Office of Assessment,Teaching and Learning. (2010). Creating engaging learning experiences.
In Teaching and Learning at Curtin 2010.(pp.52-58).Curtin University:Perth.

9. What do you need to do?
 Ask them to brainstorm examples of real‐life situations;
 Ask them to role‐play a scenario in pairs;
 Ask them to define or explain a concept to their
neighbour;
 Ask them to construct a mind‐map showing the links
between ideas.
 Take one minute to summarise the main ideas in the
class;
 Write questions about concepts that are still unclear.

12. Brainstorm – recall, categorise, classify, record
 What tools can be used?
 How do you teach brainstorming / mind mapping?

13. Year 5
Information Literacy Critical thinking
OS / file management
- Folder structures
- File types – jpg. Avi etc
- Overview of Mac and Windows OS
Apps
- iPhoto
- Pages
- Numbers
- PowerPoint
- Keynote
Multimedia
- Photostory
- iMovie
Webtools
- Info gathering
- Diigo or delcisiou
- Organising
- Wikis, flickr
- Collaboration
- Wikis, diigo, skype
- Information Dissemination
- Prezi, jing
Remember
- Finding
- Listing
- Naming
- Describing
Understand
- Summarise
Evaluate
- Checking
Create
- Making
Define
- Keywords
- Brainstorm
Locate
- Simple search
- Contents and index
- Britannica search
- Finding relevant websites
Select
- Evaluation of websites
- using sub headings
Organise
- Bibliographies (simple)
- Notetaking – structured sentences
Present
- Linear PPT
- Orals
- Magazine – print and digital
- summary
Evaluate
- Checklist for Year 5
ICT Literacy
http://www.edpsycinteractive.org/topics/cognition/bloom.html

14. Suggested teaching strategies
 Brainstorm the previous unit of work as a class – include all existing
knowledge and new knowledge – note the differences – without
categorising or classifying
 Students work in pairs using bubbl.us to categorise the class
brainstorm.
 Using a mind mapping tool of preference, students then individually
brainstorm what they know of howAustralia is connected globally.
Ask them to make notes or indicate what they need to find out more
about.
 Using a wiki or other collaborative tool, all students add their
brainstorms to the class mind map.
 Class evaluation of final mind map or brainstorm

16. 16

18. Teaching the scaffolding process and then getting the students to
analyse and explain provides opportunities for higher order
thinking

19. Suggested teaching strategies
 Scaffold a website evaluation as a class with particular emphasis
on bias or perspective of the author.
 Students locate a website to answer the question “Why did the
industrial revolution begin?” and evaluate the site
 Students them have 1 minute to show their website to the class
via evernote or onenote and “sell” its authenticity and relevance
in answering the question

20. Year 9
Define
- What do I need to find out? Defining terms,
“chunking down” the question
- Using specific or specialised dictionaries and
glossaries to assist in defining the topic/task
Locate
- Identify authoritative websites
- Opac – advanced searches
Select
- Use of a variety of a resources
- Authority of source
Organise
- Sorting info according to categories and
relevance
- Full Harvard – including referencing of
journals and online materials
- Essay outline (in MS Word)
Present
- Webpage
- Video
- Structured essays
Evaluate
- Does my information suit my audience?
- Feedback – peer and self
OS / file management
- Converting file types
Apps
- Intermediate Excel
- Acrobat Pro
- Entourage
- Illustrator
- Web development tool
Multimedia
- Advanced use of iMovie
Webtools
- Info gathering
- Evernote / onenote
- Organising
- Evernote / onenote
- Collaboration
- Sharing evernote / onentoe
- Information Dissemination
- Creating movies
Understand
- Exemplifying
- Inferring
Apply
- Integrating
Analyse
- Analyse
- Differentiate
- Arrange
- Connect
- Divide
Evaluate
- Hypothesising
- Critiquing
Create
- Producing
Information
Literacy
ICT Literacy Critical thinking

21. What unit of work are you
developing?
Traffic lights strategy
Identify nouns or phrases that need to be researched
Identify qualifying statements or parameters
Identify verbs or actions required

22. It’s easier to start with the end in
mind….

25. Curriculum planning

26. Backward design
W stands for students knowing Where they are heading, Why they are
heading there, What they know, Where they might go wrong in the
process, and What is required of them.
H stands for Hooking the students on the topic of study.
E stands for students Exploring and Experiencing ideas and being
Equipped with the necessary understanding to master the standard
being taught.
R stands for providing opportunities for students to Rehearse, Revise,
and Refine their work.
E stands for student Evaluation.
http://www.flec.ednet.ns.ca/staff/What%20is%20Backward%20Design%20etc.pdf

27. Resources
 NSW Board of Studies for the Australian Curriculum
http://syllabus.bos.nsw.edu.au/support-materials/sample-
units/
 UNDERSTANDING BY DESIGN® FRAMEWORK
http://www.ascd.org/ASCD/pdf/siteASCD/publications/
UbD_WhitePaper0312.pdf
 What is Backward Design?
http://www.flec.ednet.ns.ca/staff/What%20is%20Backwar
d%20Design%20etc.pdf

28. My contact details
june@junewall.com.au
Twitter @junewall
http://www.slideshare.net/junewall/