Link to Learning Design Framework

What is my Learning Design Framework?

This a document, attached below, describing a framework within which students can work. It is aligned with three theories: 'Relate, create & donate' (Kearsley & Shneiderman, n.d.), Bloom's Revised Taxonomy (Krathwohl & Anderson, 1990) (Churches, 2011), and the Dimensions of Learning (Marzano & Pickering et. al., 1997). It is most rigidly associate with the five DoL's and is broken into five phases. These are:

DoL 1

Students identify their prior knowledge, explore ICT tools, discuss how it can be used and future possibilities. This is an orientation phase where students familiarise themselves with new ways or working and thinking.

DoL 2

Students engage in the unit content knowledge. They use ICT tools to analyse, evaluate and explore their knowledge. They learn how to research, collaborate and work as a class and are divided into groups. Students reflect on the way they work, the knowledge they use and how this could be improved. Many scaffolded higher order thinking activities are used.

DoL 3

This is the phase where students learn how to use their knowledge. They create with knowledge thus reaching the highest level of thinking. Students decide upon a project they will design and how they are going to do it, thus reaching the 'create' phase. This is a chance for ideas to be generated, creativity to be used and much more. The teacher should encourage students to think divergently.

DoL 4

This is where student's actually create the product. To do this they must have an in depth knowledge of content and 'use it meaningfully'. Practical work comes in here where they must complete regular tasks, work out how it is done, and plan for these. This is real world working preparing students for a future workforce.

DoL 5

Students, through their work and experience, should have developed appropriate habits of mind, such as critical thinking, creative thinking, self regulated thinking (Marzano & Pickering et. al., 1997) and the aspects within these. These are developed through real world working which involves problem solving, making decisions, thinking independently/interdependently and being a responsible sound minded learner. In the real world we face many unstructured problems that have many solutions and require divergent thinking. True intelligence is revealed in someones ability to adapt and use their knowledge in all circumstances. This is what, through real world working and ICT collaborate, teachers should be emphasising.

How does this unit link?

This unit is about real world working as demonstrated in the framework. It identifies students prior knowledge and takes them on a journey of discovery, creation, and accomplishment. It enables students to do something useful in the way they want. It is expected that students doing this unit will have range of abilities and interests. Students can follow these as they participate in the many roles and learn how each person's gifts contribute to the whole of society. This encourages student's self esteem. This unit is also to inspire students' knowledge and understanding. It is designed to capture their interests, help them find meaning, and want to learn. Much content these days has little relevance to students' lives. If students can see a reason for learning and feel sucessful in what they do they'll want to keep learning (Kearsley and Shneiderman, n.d.). This is where the DoL's can come in. Through wanting to learn students are more motivated to practice creative thinking, critical thinking and perhaps most importantly self regulated thinking which involves persistence, strong mindedness and future insight. Instead of thinking about now students learn to thinking about the future, long term goals, and the importance of resiliance and sticking at things. Through hosting their own event and raising money it is hoped students will see and be proud of the good they can do. This positive thinking is carried into the rest of their learning influencing their success.
Like in the framework students in the unit will be 'relating' at the start 'creating' after the first couple of weeks and 'donating' at the very end. The unit however is a lot more complex than the framework. Higher order thinking isn't introduced in phases instead different levels are used at once. Also ICT tool aren't delivered before the content. In the unit the content is delivered first and ICT tools and used to teach it. The level of thinking used depends upon what is being learnt. There are times when students need to reflect and revise knowledge through brainstorming using a lower level of thinking, and times when students should higher order thinking routines to take their knowledge to a new level. Also DoL 1 and DoL 5 and intergrated throughout all the unit. Only the middle DoLs are taught in stages of intergration, extension and meaningful use. And again this order is a repeated cycle. Students may be asked to make a Prezi. This involves using SOSE knowledge meaningfully whilst experimenting with and acquiring ICT skills.


Marzano, R. & Pickering, D. (1997). Dimensions of learning: Teacher’s manual 2nd edition. Colorado: McREL (Mid-continent Regional Educational Laboratory)