Redesigned Unit of Work

Table 1 shows a summary of recommendations presented in the previous Analysis and Recommendations post. Based on these suggestions, a redesign of the Year 12 Information Technology Systems (ITS) unit will be presented to target a deeper level of inquiry and provide a more aspirational inquiry learning experience.

recommendations

Table 1. Created by author click here to download PDF

Table 2 offers an outline of the unit with additions to the unit that would provide a deeper level of inquiry, based on previous recommendations aligning with inquiry theories and concepts. These theories will be explained throughout the post.

redesign.png

Table 2. Created by author click here to download PDF

Unit Description (changes to incorporate recommendations are in red)

This unit of work focuses on delivery of a website critique and a website redesign for a client. In this unit students learn about website design principles and the development of websites through HTML and CSS. The unit is intended to run for one term.

Learning Outcomes:

  • Website design principles
  • Website coding skills using HTML and CSS
  • Critique a website for a non-profit organisation
  • Publicly share the critique (publish, broadcast, or upload to web-based digital portfolio)
  • Redesign a website for a non-profit organisation based on the client’s requirements
  • Create the website for a non-profit organisation using HTML and CSS and be able to justify the design to the client
  • Publicly share the website (publish, host, or upload to web-based digital portfolio)
  • Evaluate the effectiveness and efficiency of the code and website with a focus on socio-cultural contexts
  • Publicly share the evaluation (publish, broadcast, or upload to web-based digital portfolio)

Assessment – client brief

You work for a consulting business that assists non-profit organisations with their web presence. You are required to create a website critique to present to the client, which critically analyses their existing website, using appropriate criteria. As part of the critique you are to redesign the home page only of the website and present a “mockup” of your recommended improvements and justify the choices you have made in your redesign. You are then required to create the website in HTML and CSS code to present to the client based on your recommendations in your critique, along with an evaluation of the efficiency and effectiveness of the website redesign. You must share your critique, website, and evaluation on a public platform.

Rubric

Figure 1 shows the original rubric used to assess the task. Figure 2 shows the rubric with revisions added and highlighted in yellow. The additions are to assess the “Sharing” category within Bloom’s Digital Taxonomy (Turcsányi-Szabó, Márta, 2012) and communication within stages 5 and 6 of the Big6 Skills model (Eisenberg & Berkowitz, 2014). The students are given a choice of how they will present their critique and what form of media they will use. This change will adjust the level of inquiry of the task from coupled (guided and open inquiry) to open inquiry, providing a student-centred learning experience.

 

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Click here to download the PDF of Figure 1. Original Rubric or Figure 2 Revised Rubric.

Below is the suggested questioning framework (Table 3) featuring Essential questions based on characteristics outlined by Wiggins (2007) and Murdoch (2012), Generative questions through the KWHLAQ framework (Tolisano, 2015), and Process questions based on the Information Skills Process framework (NSW Department of Education and Training, 2010). This could be used as a guide for teachers to support students through the open inquiry learning process.

questioning-framework

Table 3. Created by author click here to download PDF

The Expressive window (Lupton, 2016) is quite complex and is used well within the original unit outline. However, incorporating the Transformative window (Lupton, 2016) would further enhance the scope through more complex dimensions. Figure 3 illustrates how the Transformative window could be incorporated more within this task.

1-transformative

Figure 3. Created by author click here to download PDF

Within the slideshow below, Figures 4 (Generic window, Lupton 2016), 5 (Situated window, Lupton 2016), and 6 (Expressive window) offer recommendations and a questioning frameworks to utlised the GeSTE windows to achieve a deeper level of inquiry.

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Click here to download the PDF of Figure 4. Generic windowFigure 5. Situated window, or Figure 6. Expressive window.

References

Ford, Y. (2016). Coding in Colour [featured digital image].

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