Self Management

Teachers, while determining learning parameters, encourage student self-management in student-centred and collaborative learning.

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Self Management Collection Resources (12)

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Change Leadership for Technology Integration
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Change Leadership for Technology Integration
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This course proceeds or should be done concurrently with the “Planning for Technology Integration” course during which the initial planning for e-learning  and technology in the school is completed. During this course we strategise around several key elements of change leadership, such as capacity building and the cultures of learning and evaluation, which will help to sustain the change and continue growing a sense of ownership of the e-learning vision. The course also addresses ongoing implementation issues regarding support and maintenance and facing challenges adaptively.

Why Change Leadership?
When new and innovative approaches are adopted in a school e-learning plan, new technologies may be identified as resources. Both represent change/transformation in the school. Implementing a School Technology Plan requires management of processes as well as people and technology. If process and technology are changing in a school, stakeholders (the people concerned) need to feel ownership of the direction of change if educational transformation is to succeed. Therefore, being a technology leader in the school requires an understanding of the process of change leadership, because ultimately it's all about the people, especially the teachers and learners.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/13/2017
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Designing Learning
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Designing Learning
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The purpose of this course is to inspire you to explore the possibilities of teaching in innovative, educationally sound ways. It is a foundational course which can provide an impetus for a more detailed exploration of various aspects of innovative teaching and learning, both in terms of your own practice (as a stand-alone), but also specifically as a basis for the other courses. You will critically evaluate some current innovative approaches which are broadly constructivist in approach. By becoming familiar with some key concepts and some principles of instructional design, you will understand the need to adopt and foster a constructivist approach. You will be introduced to the habit of reflecting on your own practice, and also to discussion and collaboration within the group studying the module, thereby setting up those skills for future modules.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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Education in a Digital Society
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Education in a Digital Society
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Today’s learners can use a variety of technologies to access knowledge resources and interact globally with people. These interactions create a digital society that affords learners opportunities for education, entertainment and social interaction. Most of today’s children are comfortable using technology, but may not use it efficiently, effectively or appropriately. Teachers can create learning experiences that foster specific digital literacy skills. They can also help learners understand their roles and responsibilities as responsible digital citizens who can participate in the knowledge economy.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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Enquiry-based Learning and Project Work
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Enquiry-based Learning and Project Work
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The unit introduces how to work in an “enquiry-based” way, for instance learning through project work and in-depth, open-ended investigations. We explore a way of teaching and learning that encourages students to take the initiative to pose questions and explore their curiosity about the world around them, through a process of enquiry.

Subject:
Education
Material Type:
Unit of Study
Provider:
University of Cambridge
Provider Set:
University of Cambridge Faculty of Education
Author:
Abel Makonga
Agness Tembo
Bjoern Hassler
Janet Blair
Nitu Duggal
Sara Hennessy
Wei Shin Leong
Date Added:
03/06/2017
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ICT to Support Learner Centric Education
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ICT to Support Learner Centric Education
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In this unit we will have a look at some ways in which technology can support our efforts in putting the learner at the heart of things as well as some general principles for designing great technology enabled learner-centric learning activities.

Subject:
Educational Technology
Material Type:
Unit of Study
Author:
Matthew Goniwe School of Leadership and Governance
Date Added:
11/24/2017
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Innovative Approaches to Learning with Technology
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Innovative Approaches to Learning with Technology
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Teachers require the competencies and knowledge to implement learner-centred classrooms that integrate technology and foster innovative teaching and learning practices. This course builds on the foundations of knowledge of learning theories and basic technology-enhanced teaching to focus on more innovative classroom activities. This course also focuses on learner engagement, developing 21st Century skills and engaging learners in knowledge-building tasks.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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Online Facilitation
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Online Facilitation
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While you might not be physically present while your learners work through the materials online, you will still need to facilitate your learner's online experience and be available to assist them if they have any questions or concerns. This unit will introduce you to the basics of online facilitation.

Subject:
Educational Technology
Material Type:
Unit of Study
Author:
Matthew Goniwe School of Leadership and Governance
Date Added:
11/24/2017
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Peer & Self Assessment
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Peer & Self Assessment
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In this session you will learn about peer and self-assessment as AfL methods that promote independent learning, communication and support in the classroom, combining the use of two self-assessment measures - inventory and traffic lights, strategies for peer and self-assessment such as two stars and a wish/thinking hats/checklist

Success criteria.
To meet the learning intentions you will give examples of how you could use inventory and traffic lights in the classroom, read about peer and self-assessment and formulate your ideas during discussion, peer assess each others homework, role play peer assessment between students working at different paces, try out some strategies for peer and self-assessment in the classroom

Subject:
Education
Material Type:
Unit of Study
Author:
Abel Makonga
Agness Tembo
Bjoern Hassler
Janet Blair
Nitu Duggal
Sara Hennessy
Wei Shin Leong
Date Added:
03/06/2017
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Planning Learning Through Projects
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Planning Learning Through Projects
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In earlier courses you learned about the key educational principles behind innovative approaches to learning and how digital literacy prepares students for a digital society. One way of bringing this approach to life in the classroom is through project-based approaches to learning. The purpose of this course is to provide participants with an understanding of the key components of a structured project and we will use the WebQuest as an example. The course is practical, exploring and analysing existing projects, and inviting participants to develop their own project using a 4-part structure. A planning template provides a “place” where the various ideas and aspects involved in a project design can be systematically collected. Where relevant, the concepts underlying the various aspects of a project are referenced and briefly explored.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/13/2017
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Professional Development with Technology
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Professional Development with Technology
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Research demonstrates that teacher professional development is most effective when it is school-based and when teachers see it as directly relevant to teaching and learning. In the digital age, professional development activities have become de-centralised and individualised. At the same time they have become globalised and collaborative. In this course, you will select a focus for your own professional development and experience the variety of resources and tools available.

You will develop recommendations for leading professional development at your school. This course builds foundational knowledge and technology skills useful for participating in the CCTI programme and for planning a school-wide professional development strategy in Course 8: Planning for Technology Integration.

Subject:
Education
Material Type:
Unit of Study
Provider:
Commonwealth of Learning
Provider Set:
Commonwealth Certificate for Teacher ICT Integration
Author:
SchoolNet South Africa
Date Added:
02/10/2017
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UNESCO ICT Competency Framework for Teachers (2011)
UNESCO ICT Competency Framework for Teachers (2011)
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UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problemsolving, creative learners through using ICT so they will be eff ective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

Understanding ICT in Education
Curriculum and Assessment
Pedagogy
ICT
Organisation & Administration
Teacher Professional Learing

The Framework is arranged in three diff erent approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more effi ciently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfi lling and prosperous societies.

Subject:
Education
Material Type:
Syllabus
Teaching/Learning Strategy
Provider:
UNESCO
Date Added:
01/01/2011
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