Digital Learning Objects
DLPs
Tasks for building & showing understanding
TThe learning activities about each text and language feature will help students complete three main tasks in the latter part of the unit:
- Creative writing task
- Digital Learning Object task:Students will select a text and teach other students how it uses language features to create a strong sense of mood and atmosphere
- Synthesis task:Students will compare how two or more different texts use language to create mood and atmosphere. For example, by completing a synthesis table or writing a synthesis essay.
What is Student Design for Learning (SDL)?
The creative, multimodal design choices students make to increase potential for learning of others (e.g. their peers)
Definition of DLO
A process wherein students learn as they design for the learning of others (e.g., designing for teaching and knowledge building), and as a reusable digital entity (or object) designed with the affordances of different media modalities (e.g., textual, audio, visual, spatial, kinaesthetic)
DLO Affordances
Medium
The choice of medium (e.g. screencast; video) offers a full range of modes to support demonstration with explanation (e.g. for literary analysis):
- Spoken (e.g. voice over)
- Written (e.g. text; annotation)
- Visual (e.g. moving / static)
- Gestural (e.g. hands; expression)
- Spatial (e.g. distance)
A ‘Non-Template’ DLO Scaffold
Example DLO Scaffold
Example of a High Expectations Checklist for Students
Sample Text
Example Screencast DLOs
I have used slides as a support (with no video insert) to foreground attention on the text. What are some other ways the screencast could be designed to increase potential for learning:
[Add any ideas below in a colour of your choice]:
Follow-up activity
Interactions with other students’ DLOs (e.g. discussion and critical reflection) can offer even greater potential for learning:
Note: Students can also use their screencast slide notes and group feedback to inform an analysis of contrast in this DLO text set.
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Group: ____________________ Watch the screencasts of each group member and individually record notes into this shared table. Once you have all individually recorded your reflections, have a discussion about the patterns of feedback and any new learning you have experienced: |
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Insert link to each screencast |
Author / designer |
What are some design strengths of the screencast? |
What are recommendations to improve learning? |
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Naomi |
*[Add your feedback and initials here] |
*[Add your feedback and initials here] |
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BEFORE engaging students in the DLO analysis:
- Position students as the experts in their choice of text and their appreciation of the literary features.
- Emphasise they are to foreground the text as a whole including their affective responses.
- Students should first explain what the text made them feel and only then “how” it made them feel that way.
Synthesis Support Statements
Remind students they can draw on their writing scaffolds to orally explain patterns in the language features:
Demonstrating how to find a pattern (or patterns) in the use of one (or more) language feature.
Example:
“I noticed that the verbs create a strong mood or atmosphere in this text like …………. (e.g. etched; pacing) These nouns make me think of …………. (e.g. trauma; captivity) which creates a mood of ………… ”.
