Project was for capacity building in schools
- conceptual understanding od SDL
- understanding as use of e-learning tools in SDL design and implementation
- leadership in curriculum
- nurture community of practice - generate both theoretical and practical knowledge, theory in scaling
Start with curriculum design and resource development followed by school implementation, this is designed to foster smooth primary jto secondary transition for SDL in science
It is important to build connections where multiple change agents are developed so that innovations can be scaled and sustained. Ecological model is to ensure that there is success.
Design principles
- SDL for all agents
- build connectedness within and across level
- self-organisation
- visualise alignment
- principled design in the use of technology
We should evaluate when and how e-learning works best to bring about effective interactive learning, self-directed learning and catering for learner diversity in different curriculum and school contexts
- establish evaluation mechanisms to track progress, set out assess outcome for formative and summative purposes
Areas of concern:
1. Model of e-learning
2. Model of professional development and school change
3. Model of partnership with different stakeholders
4. Model of scaling up innovation
Analyse the learning activity (teachers' pedagogical designs associated with the submitted samples of students' ICT-using practices) and students' work (exemplars of students' aunthentic work most indicative of the 21CC that the e-learning projects piloted)
Use of ICT for efficiency or improve productivity could also shift teachers attitude and behaviour in the use of ICT for teaching and learning
Key take-away from e-learning pilot Scheme
- learning and assessment design critical for fostering 21st century skills
- build intra, inter and extra school networks and partnerships - establish architecture for learning (structure for interaction, encourage decision-making
- develop a sustainable plan for evolutionary e-learning development
- conceptual understanding od SDL
- understanding as use of e-learning tools in SDL design and implementation
- leadership in curriculum
- nurture community of practice - generate both theoretical and practical knowledge, theory in scaling
Start with curriculum design and resource development followed by school implementation, this is designed to foster smooth primary jto secondary transition for SDL in science
It is important to build connections where multiple change agents are developed so that innovations can be scaled and sustained. Ecological model is to ensure that there is success.
Design principles
- SDL for all agents
- build connectedness within and across level
- self-organisation
- visualise alignment
- principled design in the use of technology
We should evaluate when and how e-learning works best to bring about effective interactive learning, self-directed learning and catering for learner diversity in different curriculum and school contexts
- establish evaluation mechanisms to track progress, set out assess outcome for formative and summative purposes
Areas of concern:
1. Model of e-learning
2. Model of professional development and school change
3. Model of partnership with different stakeholders
4. Model of scaling up innovation
Analyse the learning activity (teachers' pedagogical designs associated with the submitted samples of students' ICT-using practices) and students' work (exemplars of students' aunthentic work most indicative of the 21CC that the e-learning projects piloted)
Use of ICT for efficiency or improve productivity could also shift teachers attitude and behaviour in the use of ICT for teaching and learning
Key take-away from e-learning pilot Scheme
- learning and assessment design critical for fostering 21st century skills
- build intra, inter and extra school networks and partnerships - establish architecture for learning (structure for interaction, encourage decision-making
- develop a sustainable plan for evolutionary e-learning development
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