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Activity 3: Asking the right question

Reading: 2 hrs
Framing questions: 1 hr
Responding to group's questions: 1 hr 30 mins

4 hrs 30 mins



 

How can questions enhance the effectiveness of ICT in my class?

Based on your observations and discussions during the previous activity you will have noticed the role that questions play in successful research-based learning. We will start our planning by identifying a focus question that

  • is open
  • stimulates enquiry
  • requires higher order thinking

Before proceeding it is recommended that you read about What learning activities stimulate thinking?

You may also like to refresh your memory on:

 
Activity
  1. Read and attempt to understand the following:

Pose a focus question for your unit and send these in a message to your group (using the subject heading "Focus question").

  1. Comment on the questions of each member of your group by indicating:
    • whether you think the questions are open, and if they are not, suggest alterations
    • whether the question will stimulate higher order thinking, and if it does not, suggest how it could.

  2. Once you have feedback from your tutor, enter the questions in Section B of your implementation plan.

    Use your e-diary to reflect on the value of online collaboration and how this has contributed towards your learning and the learning of others.

ASSIGNMENT 2

This assignment should be attempted while you are doing all the activities of the module. You should complete the assignment once you have completed all the activities in the module.

What to do:

Identify a unit of work for which you would like to implement a research-based approach to learning within the next few months.

Using any of the template models suggested in this module, design the unit.

Use the template provided to draw up an implementation plan. Explain how you will integrate ICT and why you think the use of ICT is appropriate.

Use ICT resources to develop at least 6 learner support documents that should include examples from each of Dodge's scaffold types viz. reception, transformation and production scaffolds

What to submit:

If your designed project consists of several files, compress

  • these project files AND
  • the 6 learner support documents

into a Zip file.

Save this Zip file as <your_student_number>-Elective10-project
e.g. 205654321-Elective10-project

Save your e-diary as <your_student_number>-Elective10-ediary
e.g. 205654321-Elective10-ediary

Save your collaboration log as <your_student_number>-Elective10-collaboration
e.g. 205654321-Elective10-collaboration

Send these saved documents as file attachments in e-mail to your tutor (using the subject heading "Working with Information - Assignment 2 ").
 

NEXT

Once you have completed this activity, click here to move to Activity 4 - Considering critical outcomes.
 
Working with Information
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