Tool 4.5: General Design/Blueprint

General Design/Blueprint

Basic Information
Module Title:
Abstract
DESIGN
Target
Who will use the module?
Grade level:
Educational Objectives
What is the module expected to accomplish?
  • What do students need to know about the specific topic?
  • What skills need to be developed?
  • What do teachers' need to teach about that specific unit?
  • What is the expected outcome of the teaching/learning process?

Pre-requisite knowledge
  • What was supposed to be taught before that is relevant and essential for this module?
  • How does the module integrate with the overall curriculum?

Module Structure
After the above general issues are well defined, the Team develops the conceptual structure of the module in terms of teaching/ learning activities and identifies appropriate technologies to support them. These activities constitute the elements of the module and answer the question: "what components does this module need to best attain the proposed objectives, for the proposed target?"
Here is an example of a structure:
Teaching/Learning Activity / Assets
Presenting a problem / Video
Demonstrating a concept / Animation
Establishing a scientific "law" or mathematical relationship / Simulation
Collaborative learning / Research/Discussion
Application to new situations / Exploration
Synthesis of different concepts in a real-life situation / Problem Solving
(Note: The ICT assets used to enhance a particular teaching/learning activity should have an added value over other assets [particularly when they are simpler and less expensive] and an added value over no ICTs. There is no recipe for such choices. However, a list of affordances and limitations of different instructional technologies may facilitate the decision process. )
BLUEPRINT:
The Team develops a blueprint for each of the elements in the module. For each element, the blueprint must include:
  • Educational sub-objectives, including competencies such as problem-solving, critical thinking, and collaborative learning
  • Details of the teaching/learning activities
  • Educational/technology assets
    The specifications for each selected asset should be spelled out, including descriptions, scripts, and scenarios. This should be detailed enough so that technology members of the team will be able to translate the specifications into actual products
  • Supporting activities and materials -recommended for use with the element, such as books, maps, lab experiments, paper and pencil exercises, etc.