A learning design to operationalise new pedagogical frameworks: developing critical multi-literacy within a technology-supported learning environment.

实施新教学框架的学习设计：在技术支持的学习环境中培养关键的多元读写能力。

• 批准号: LP0455648
• 负责人: Prof Lori Lockyer
• 金额: $ 13.49万
• 依托单位: University of Wollongong
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2004
• 资助国家: 澳大利亚
• 起止时间: 2004-11-29 至 2007-12-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0455648
• 关键词: learning; design; operationalise; new; pedagogical

This study seeks to use the goals of current state and national education policies to develop specific teaching and learning strategies that can be employed in secondary school classrooms. The study will research the process of implementing such strategies and measure outcomes associated with improved student learning. These learning outcomes will be assessed in terms of the development of critical levels of technology, media, visual and information literacies. It is this critical multi-literacy that is considered necessary for the next generation of contributors to Australia's economic and societal innovation and growth.

本研究旨在利用当前州和国家教育政策的目标，制定可用于中学课堂的具体教与学策略。这项研究将研究实施这些策略的过程，并衡量与改善学生学习有关的结果。这些学习成果将根据技术、媒体、视觉和信息素养的关键水平来评估。正是这种关键的多元文化被认为是下一代对澳大利亚经济和社会创新和发展做出贡献的必要条件。