INT6066 Chap.9 Designing and Evaluating a Technology Rich Lesson
Designing and Evaluating a Technology Rich Lesson
Five required components, and the order that makes them writable
The group component asks you to design such an environment, with artificial intelligence and educational technology inside it, to judge it, and to present it in class, with the design frameworks, models and strategies you used standing behind it.
Five components are named: the environment design itself, the frameworks, models and strategies behind it, the technology used in it, a reflection on its advantages and challenges, and in-text citations with a reference list. An indication of the division of labour is required alongside.
Each component has a home in the earlier chapters, and a section that is hard to write usually means a decision from the matching chapter was never made.
Choosing the topic, and saying why it was worth choosing
The guidance offers topic shapes rather than topics: enhancing vocabulary learning for primary learners in a mobile or seamless environment, raising engagement or motivation in a game-based environment in higher education, improving secondary science performance through collaborative inquiry, supporting personalised mathematics through an adaptive system.
Each has a learner group, an outcome and a named environment type. It then asks you to state briefly why your group chose it, and offers two reasons as models: that the current practice is usually teacher-centred, or that there is too much emphasis on the technology rather than a balance between the pedagogy and the subject content.
Both are diagnoses of a current practice rather than enthusiasms about a future one, and that is the shape to copy, because a topic justified by what is wrong now gives the reflection something to measure against later.
Where the marks sit
The published criteria for the group component award organisation five per cent, topic knowledge ten, creativity five, visual aids five and presentation five.
Topic knowledge is worth twice any other criterion and is the one that asks for a design genuinely using frameworks, models and strategies together with the technology, supported by in-text citations and a reference list. The guidance also separates two categories of technology: learning platforms, which host, and learning tools or applications, which do something to the content.
A technology section listing only platforms has not yet explained what the technology contributes.
The reflection, in turn, is expected to cover advantages, disadvantages and future improvement, evaluated through a named framework and supported by literature, which is what separates a reflection from an apology.
Presenting it, and being rated by your own group
For this offering the first session sets a short format: about fifteen minutes with five minutes of questions, no slide deck, and either a live demonstration or a one-page poster, delivered like a pitch.
The separate project guidance describes a longer arrangement of roughly thirty minutes plus five to ten minutes of questions delivered online, which reads as an earlier version, so plan to the short format and confirm the current one in class. The submission checklist names a lesson plan together with a one-page poster or other materials.
A peer evaluation follows the final group submission in the last session, in which every member rates every member, themselves included, from one to five on contribution, communication and collaboration, fulfilling responsibilities, and initiative, with comments where applicable.
What this chapter covers
- 01
The five required components and where each one is supplied
- 02
Topic shapes: a learner group, an outcome and an environment type
- 03
Justifying a topic with a diagnosis rather than an enthusiasm
- 04
The five marked criteria and their published weights
- 05
Learning platforms against learning tools, and why the distinction matters
- 06
Building the lesson table, and why the purpose column is read first
- 07
Reflection evaluated through a named framework
- 08
Presentation format for this offering, and the peer evaluation that follows
Turn an intention into a design statement
- 4Fix the learners and write the objective as an observable act.
- 3Name the framework and model, and state the technology claim.
- 3Propose an evaluation that could run in the time available.
Key terms
- Learning Platform
- A system that hosts materials, activities and submissions without itself changing what learners do with the content.
- Division Of Labour
- The record of who in a group produced which part of the work, which the published criteria require to be indicated alongside the submission.
- Peer Evaluation
- The rating each group member gives every member, themselves included, on contribution, communication, responsibility and initiative after the final group submission.
- Design Statement
- A compact statement naming the learners, the objective, the framework, the technology and the evaluation method, which is what turns an intention into something that can be assessed.
Designing and Evaluating a Technology Rich Lesson FAQ
How long is the group presentation and do we need slides?
The first session for this offering sets about fifteen minutes plus five minutes of questions, with no slide deck, using either a live demonstration or a one-page poster and delivered like a pitch. A separate project guidance document describes a longer online arrangement that appears to belong to an earlier offering, so plan to the short format and confirm the current one in class before you build the materials.
What has to be handed in for the group component?
The checklist names a lesson plan together with a one-page poster or other materials, and the submission instruction asks for the group lesson plan and the group presentation with file names that identify the group. An indication of the division of labour is required alongside, and a peer evaluation form follows the final submission in the last session.
How do I evaluate a design when I only have a few weeks?
Choose evidence about what learners did rather than how they felt. Collecting the artefacts from two key activities and classifying them against an engagement framework is feasible in the time available, and asking three learners to explain one decision they made adds reasoning to the record. Say plainly what such a short window cannot tell you, because naming that limit is worth more than overclaiming.
Assessment move
Bring three things to the consultation session: the two design sentences, the lesson table with its purpose column filled, and the one decision your group cannot settle. A consultation spent describing the plan produces agreement and no change; a consultation spent on the unresolved decision is the one that moves the design.
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