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FAMILY NAME/SURNAME FIRST NAME/GIVEN NAME(S)
Moerkerken Gerry

STUDENT NUMBER NAME OF LECTURER/TUTOR

22209659 Given Name Louise
Surname Maroney
TITLE / TOPIC OF ASSIGNMENT DUE DATE
Program 9/05/2017

UNIT CODE / UNIT NAME COURSE

EDUC5464: Information and Communication Graduate Diploma of Education
Technology Curriculum I

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ASSIGNMENT 2: PROGRAM 2

Program Structure Reasoning

I have developed my program around a design thinking methodology that I used at a previous organization I worked at. It maps quite
nicely to the design thinking process we were taught in this ICT unit, but given my personal experience I decided to change the focus
slightly to give students more time on prototyping. At the company I worked at this was a company that depended on innovation to
survive we held bi-weekly ideation sessions. There were three parts. The first was to identify problems with our product, the
second to choose and research a few of the problems in more detail, and the final was to brainstorm as many solutions as possible.
This would end the ideation session. If, at the end of a session, one idea really stuck out we would iterate on it in the next; otherwise
the next would start from scratch. Once an idea captivated out imaginations we would complete some in depth research and write-up a
proposal. The proposal was essentially a request for some work time that could be dedicated to prototyping our idea. On approval the
idea would be prototyped and presented to our team of approximately 50 with the table open for critique. Sometimes the feedback was
realistically harsh and we had to cut the idea. Otherwise a second phase of prototyping would occur in which we would take any
feedback from the team and implement it. The final phase was to present the idea to the executive team at the organization that could
choose to add the idea to the feature list for the next software release, or reject it. These ideation sessions were highly successful. I
personally was involved in four of these ideas that ended up being released as major features. In addition, one of the ideas was unique
enough that a patent application was successful! My program is built around this model, but still covers all the elements of design
thinking as presented in class. The headings and structure was also influenced by this excellent resource:
https://www.edutopia.org/blog/design-thinking-betty-ray

Program Overview
Week Lesson Lesson Title Brief Description Curriculum Links / Cross Curriculum / General
1 1 Identify In this lesson the topic is
Opportunity introduced. Students: Curriculum
(Empathize, brainstorm how the - Apply techniques for acquiring, storing and validating
Define) problem impacts them quantitative and qualitative data from a range of sources,
investigate in depth on considering privacy and security requirements
aspect of the problem (ACTDIP036)

General
- Ethical understanding
- Critical and creative thinking
1 2 Prototype Phase Two lessons are dedicated
2 3 (Ideate, Prototype) to guided prototyping. Curriculum
ASSIGNMENT 2: PROGRAM 3

Students: - Apply techniques for acquiring, storing and validating

identify possible ways quantitative and qualitative data from a range of sources,
to solve the problem considering privacy and security requirements
investigate their three (ACTDIP036)
favourite ideas in depth - Create interactive solutions for sharing ideas and
and save their results information online, taking into account social contexts
choose between and legal responsibilities (ACTDIP043)
website or video - Analyse, visualise and model processes and entities, and
write persuasively their relationships, using structured data (ACTDIP037)
keeping engagement in
Cross Curriculum (English)
mind
- Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements
to influence a course of action (ACELY1751)
- Use a range of software, including word processing
programs, confidently, flexibly and imaginatively to
create, edit and publish texts, considering the identified
purpose and the characteristics of the user (ACELY1776)
2 4 Present and This lesson gives students
Critique (Test) the opportunity to present Cross Curriculum (English)
their projects and receive - Plan, rehearse and deliver presentations, selecting and
feedback from peers. sequencing appropriate content and multimodal elements
to influence a course of action (ACELY1751)

General
- Personal and social capability
- Ethical understanding
- Critical and creative thinking
3 5 Polishing Phase Students make the final
(Prototype) touches to their project Curriculum
prior to the final - Apply techniques for acquiring, storing and validating
presentation. quantitative and qualitative data from a range of sources,
considering privacy and security requirements
(ACTDIP036)
ASSIGNMENT 2: PROGRAM 4

- Create interactive solutions for sharing ideas and

information online, taking into account social contexts
and legal responsibilities (ACTDIP043)
- Analyse, visualise and model processes and entities, and
their relationships, using structured data (ACTDIP037)

Cross Curriculum (English)

- Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements
to influence a course of action (ACELY1751)
- Use a range of software, including word processing
programs, confidently, flexibly and imaginatively to
create, edit and publish texts, considering the identified
purpose and the characteristics of the user (ACELY1776)
3 6 Final Presentation Students present their
(Test) final work. There will be Cross Curriculum (English)
no feedback as I want - Plan, rehearse and deliver presentations, selecting and
students to have sequencing appropriate content and multimodal elements
maximum stage time to to influence a course of action (ACELY1751)
show off their work.
General
- Ethical understanding
ASSIGNMENT 2: PROGRAM 5

Program Details

Date: Class/Group: Time:

May 9, 2017 Year 10 ICT TBD

Room:
TBD

Topic:
Raising Awareness of Safe Computer Use
Lesson 1

Objectives Lesson Material/Resources Assessment

Create solutions by: - Coins
Identify client needs Introduction (engage) - Pre-constructed Formative (observe)
Use design thinking to - A coin is placed somewhere on the floor where chicken wire Do students
communicate ideas of students can see. Ask them if the coin is safe. cage understand mind-
increasing (expect a clear no) Then place the coin in pre- - Coggle accounts mapping based on
sophistication constructed chicken wire cage still on the floor. for students Coggle usage or is
Ask students if it safe now? (still expect a no) - Diigo account for scaffolding required?
- Brainstorm/quick class discussion why it is not students
safe. Do students recognize
- Move analogy to technology if you do not use a for this and future the problem with using
password for your Facebook account, is it safe? lessons technology in unsafe
(expect a no) What about if you use a common - Students have ways? Can they
password such as 123456 (expect a no) computers and identify several
- Again brainstorm why not I expect students to Google email problems?
conclude that its too easy to guess. accounts
- Students come to Are students
Activity class with paper effectively researching
- Use mind-mapping tool Coggle (Student ICT and pens the chosen problems
tool 1) to brainstorm poor use of technology you - Class is equipped and finding a good
have seen. Students work in groups of 4. First with projector collection of
show them how to use Coggle (the tool should be resources?
setup in advance). Scaffold with students if they
ASSIGNMENT 2: PROGRAM 6

struggle with the tool, or with mind-mapping as a

concept. Also, help students pick appropriate Summative (record)
categories for example: poor use of password Diigo bookmarks to be
might be a category but what about not using shared at end of
an anti-virus, or sharing a password with a friend, project.
or always using the same password going to
dodgy websites.. etc.
- Each group will share one problem with the class

Activity 2
- Groups are now to pick one problem that they
want to focus on.
- Using Diigo (Student ICT tool 2) research the
problem. Save all findings and ensure class is
aware that this is part of summative assessment.

Closure
- Groups share the problem they want to focus on
and one interesting thing they found about this
problem. If groups are struggling have the class
help them to find a technology usage problem
they can focus on.
Lesson 2

Objectives Lesson Material/Resources Assessment

Create solutions by: - Find an image on
Use design Introduction Google+ that has Formative (observe)
thinking to - Teacher demonstration find a publically EXIF data Ensure students
communicate available picture on Google+ (Teacher ICT tool - Two short, pre- contribute to Padlet
ideas of 1) without logging into the site. (use an recorded example with meaningful and
increasing organization, or own account as a source of the presentations (one reasonable ideas. Do
sophistication picture). Note that at the time of writing Google+ bad, one good) they recognize the
Select and justify does not automatically strip EXIF data from - Students have main differences
technologies used images which is the purpose of this demo, while Padlet accounts between the videos?
ASSIGNMENT 2: PROGRAM 7

to make solutions some other sites do. (pre-setup pages How about subtle
- Download the picture and open its properties. for good and bad differences such as
Show the students that the picture stores the example video) language use?
location, and other data that they might not want
out there. Note ensure a good picture is found Do the groups
that has the EXIF data in advance. (alternatively, understand the
use a picture from taken a smartphone) ideation process? Are
- Discussion: Do you check your images before they generating unique
uploading them to ensure they dont contain info and useful ideas? Are
you dont want out there they refraining from
criticism during this
Activity stage?
- Refresher: what problem is each group going to
solve? Summative (record)
- Ideation session: 1 scribe, 1 interviewer, 1 Check by observation
interviewee, 1 listener. that students are
- The interviewer asks the interviewee questions making progress on
how to raise awareness of this problem in the Diigo research.
community. No criticism may be given, only
questions asked (ie: to clarify)
- The scribe writes everything down. 5 minutes
cycles. (either on paper or computer)
- Each group briefly presents their findings.

Activity
- Students now pick their favourite 3 ideas and
research ways to implement it. Remind them to
bookmark all research in Diigo.
- Students also critically evaluate whether they
want to build a webpage or a video.
- Students share with the class what they are going
to build.

Closure
ASSIGNMENT 2: PROGRAM 8

- Everyone in the class should now have decided

on a project and technology to implement it
- To get students thinking about their solution:
(Teacher ICT tool 2). 2 very short pre-recorded
videos to demonstrate engagement and
persuasion.
- First show the poor example. Class will then use
Padlet to brainstorm why the example is not
engaging or persuasive. (I expect things like, lack
of passion in voice, poor music choice, etc to
come up, but also poor word choices and bad use
of language as subtle points)
- Repeat for the good example. (I expect good use
of music, interesting background scenes, good
voice to come up in general, but hope subtle
differences like language use and good choice of
words will also be noticed)
Lesson 3

Objectives Lesson Material/Resources Assessment

Create solutions by: - Students have
Identifying client Introduction access or can get Formative (observe)
needs to - (Teacher ICT tool 3). Find or build a webpage access to Ensure students are
determine that is engaging and persuasive and one that is todoist.com maintaining a to-do
solution not so great. (probably better to build the poor - Students have list. Are they tasks
Producing and example to avoid conflict of interest) access to Padlet specific and clear or
implementing - Show the students both and have an open (pre-create a page very broad? Lesson 5
solutions discussion what differentiates a good design from for teacher will scaffold this
bad activity
Working feedback)
collaboratively to Activity Ensure students
manage projects - Students must create and maintain a to-do list understand the task.
using https://todoist.com/ (Student ICT tool 3) Help by prompting
- Students now are given the remainder of the class with ideas if groups
ASSIGNMENT 2: PROGRAM 9

to work on their solutions which will be either a are struggling.

website or video. (Student ICT tool 4)
- (Teacher ICT tool 4): Show a youTube video of Are students making
a student project or commercial for something to progress on their
think about as a mid-class break. Here is one I work? Are they
like: spending time outside
https://www.youtube.com/watch?v=5ptlhoV1aL of class to make good
w but depending on the class culture this might solutions?
work too:
https://www.youtube.com/watch?v=Ls6NNkfR2e Do students provide
o honest and effective
feedback for teacher?
Closure If not prompt them to
- Next class each group will present what they be open.
have so far and be expected to provide critique
for the other groups.
- To prepare for this have students give one
positive and one area of improvement for teacher
in Padlet.
Lesson 4

Objectives Lesson Material/Resources Assessment

Create solutions by: - Students have
Creating and Introduction access to Padlet. Formative (observe)
critiquing - Explain to the class that each student is expected (One pre-setup How are the students
solutions to give feedback to each group which includes board per group in progressing on their
Select and justify one good thing, and one place to improve. the class) projects?
technology used - The group receiving feedback will not know
to build solutions where it came from, but the teacher will be able Are the students
to check that each student put in feedback and becoming more
will receive a participation grade for it. confidents in their
presentation skills?
Activity
- Each group presents their work so far it is Summative
ASSIGNMENT 2: PROGRAM 10

expected to be very rough drafts at this point (participation)

- Each group explains the specific problem they Each student must
are solving and their design approach. provide feedback to
- Once completed Padlet will be used for feedback. the groups and a
Note other options were looked into, but Padlet portion of final grade
gives the best mix between anonymous feedback will come from this.
that the teacher can still evaluate.
Summative (notes)
Activity What support do
- If presentations complete early students have a students need in the
chance to continue working on their projects next class as they
finalize their project?
Closure
- Encourage the groups to look at their feedback
and consider ways to improve their work.
- Next class will be the final opportunity to work
on the solution before the final, graded
presentation.
Lesson 5

Objectives Lesson Material/Resources Assessment

Create solutions by: - Teacher computer
Producing and Introduction has Microsoft Summative (observe)
implementing - Last class we presented and received feedback; Project installed. Are students confident
solutions Each group will share with the class what single - SurveyMonkey in their work (based
considering thing you are going to do to improve your survey is on Survey Monkey)
constraints solution based on received feedback completed and
Working students have Do the projects appear
Activity to be of good quality?
collaboratively to access
- Students are given the class to continue working
manage projects on their solutions. Are students
- Remind them to keep their to-do list up to date. understanding the
- Mid-class demonstration to give students a break: concept of task
why are to-do lists so important? (Teacher ICT breakdown? Do they
tool 5) with the class create a simple schedule
ASSIGNMENT 2: PROGRAM 11

for building a backyard fence using Microsoft suggest specific tasks

Project. First we need materials (a to-do), then or broad tasks in fence
we need to dig holes for the poles (can 1 & 2 be scheduling activity?
done at the same time yes!) This will get
students thinking about importance of scheduling
and keeping track of work done vs work to-do.
-

Closure
- Poll using survey monkey. (Student ICT tool 5)
How confident are we for presentations next
week?
- Was this activity useful? (encourage them to be
honest)
- Which do you think is most important in
marketing?
- Persuasive writing/speaking, music, visuals
Lesson 6

Objectives Lesson Material/Resources Assessment

Create solutions by: - Students have
Select and justify Introduction access to blank Formative (notes)
use of - Show this video to the class: word cloud to What type of feedback
technologies in https://www.youtube.com/watch?v=i6O98o2FR provide program was received in word
creating solutions Hw feedback cloud. What elements
Apply design - Class discussion: what is an elevator pitch? What of the project did
thinking, is the purpose? students most enjoy?
creativity, - Today everyone has their chance to show off
their work! Treat it like your elevator pitch Summative (grade)
enterprise skills A combination of
and innovation to Activity presentation skills,
develop and - This entire class is devoted to presentations. project work, Diigo
communicate - Students are expected to show their solutions, research and
design ideas explain the design (including persuasion participation will be
ASSIGNMENT 2: PROGRAM 12

strategy), and give a strategy of how they would used to give a grade.
make their solution viral in the community. Note persuasion will
- Teacher will assess best solutions and prepare be an element as well
articles for school newsletter where the student
solutions can be shared.

Closure (if time)

- Word cloud. (Student ICT tool 6) Every student
in the class will put the two favourite things they
learned in this 6 lesson project in word cloud.
ASSIGNMENT 2: PROGRAM 13

Reflection
What elements of this program worked well and should be repeated? This is important to jot down so that unnecessary changes are not
implemented in future years.
What elements of this program did not work so well and could be improved upon? Why did these elements not work? This is
important to record so that the same mistakes are not repeated.

Self-evaluation
Did the students engage in the program and appreciate the design process as an effective way to learn?
Did the students participate and were they interested enough to put in extra effort outside of class or was this just another project for
them?
Was I well prepared to teach the content of this program in terms of knowledge, but also setup and presentation?
Did I manage different student groups effectively? (ie: encourage gifted students to really exceed expectations, give the artistic
students room to show creativity, motivated less enthusiastic students to become involved in the program)
In this type of learning program technical difficulties are part of the learning, but need to managed effectively - Did I manage
technical difficulties well and ensure students would not be stalled by any such difficulties too much?

Student-evaluation
Were the students prepared for this program, or is it too simple/advanced for the year level?
Did the students seem to grasp the concepts of design thinking and did the program cover each element well enough for them to make
use of it in their future careers?
Did all the students participate in all the learning activities and build something using an ICT tool?
Did students grasp concepts of persuasion and appreciate how important it is to promote a cause?
Were students willing to be open and honest with their peers to provide both positive and negative feedback?