1. Self-regulation
1.1. Long-term activity
1.1.1. Work for a substantive period of time
1.1.2. Length of time is a basic prerequisite
1.2. Planning own work
1.2.1. Learning goals
1.2.1.1. What is to be learned
1.2.1.2. How the goals fit with prior and future learning
1.2.2. AND (in advance)
1.2.2.1. Examine the progress and quality of own work as being done
1.2.2.2. Educator might provide learning goals and associated success criteria
1.2.2.3. Class might negotiate the learning goals and success criteria together
1.2.2.4. Make decisions about the schedule and steps to follow
1.2.2.4.1. Deciding how
1.2.2.4.2. Deciding when
1.2.2.4.3. Deciding who
1.2.2.4.4. Deciding where
1.2.3. Success criteria
1.2.3.1. Determine whether the learning goals have been met
1.2.3.2. Evidence of student progress and success
1.2.4. is NOT
1.2.4.1. Students are given detailed instructions and timelines
1.2.4.2. Students making decisions about small aspects of tasks
1.3. Revise work based on feedback
1.3.1. Given and explicitly used to improve the work before it is submitted
1.3.2. Work revision based on their own deliberate process of self-reflection
1.3.3. Effective feedback
1.3.3.1. Tells student specifically what he or she is doing well
1.3.3.2. Offers specific guidance
1.3.3.3. Directly connected to the learning goals and success criteria
1.3.3.4. Be more aware of progress
1.3.3.5. Leads to reflection and planning
2. Real-world problem-solving and innovation
2.1. Main requirement is problem-solving
2.1.1. Develop a solution to a problem that is new
2.1.2. Complete a task not instructed how to do so
2.1.3. Design a complex product that meets a set of requirements
2.1.4. Students requirements
2.1.4.1. Investigate problem parameters
2.1.4.2. Generate ideas and alternatives
2.1.4.3. Devise own approach
2.1.4.4. Explore possible procedures
2.1.4.5. Design coherent solutions
2.1.4.6. Test solution and iterate on improvements
2.1.5. is NOT
2.1.5.1. Provide all the information needed to complete the task
2.1.5.2. Specify whole procedure to arrive at a solution
2.2. Real-world problems
2.2.1. Authentic situations and needs that exist outside an academic context
2.2.2. Experienced by real people
2.2.3. Solutions for a specific, plausible audience
2.2.4. Specific and explicit contexts
2.2.5. Use actual data
2.2.5.1. Scientific records
2.2.5.2. Own experiments
2.2.5.3. First-person account
2.3. Innovation
2.3.1. Putting ideas or solutions into practice in the real world
2.3.2. Convey ideas to people outside the classroom context who can implement them
2.3.3. Benefits people other than the student
2.3.4. Value beyond meeting the requirements of a classroom exercise
2.3.5. Work presented in not educator-controlled situations with real audiences
2.3.6. is NOT when work is only shared with teacher and classmates
3. Use of ICT for learning
3.1. Student use of ICT
3.1.1. Using ICT directly to complete all or part of the learning activity
3.1.2. Students have control over the ICT use themselves
3.1.3. Learning activity requires students to use ICT in their learning
3.1.4. Students are required to use ICT or can use ICT to complete an activity
3.2. Use of ICT to support knowledge construction
3.2.1. Students use ICT directly
3.2.1.1. Use a computer to analyse information
3.2.2. Students use ICT indirectly
3.2.2.1. Complete one step of an activity
3.2.3. Must be about the learning goals of the activity
3.2.4. Tools help to deepen the interpretation, analysis, synthesis, or evaluation of ideas
3.2.5. Evaluation of Internet resources related to the learning goals
3.2.5.1. Help students become intelligent, ethical users of Internet resources
3.2.6. is NOT
3.2.6.1. Learning to use the ICT
3.2.6.2. Deepen knowledge on how to use the tool
3.3. ICT required for knowledge construction
3.3.1. Allows students to do knowledge construction activities that would be impossible or impractical without the use of the ICT
3.3.1.1. The use of email is required for constructing knowledge
3.3.2. Use the Internet for the activity
3.4. Designers of ICT products
3.4.1. Create ICT products that others can use
3.4.1.1. Product lasts beyond the learning activity and can be used or enjoyed by an outside audience
3.4.2. Supports real-world problem-solving and innovation
3.4.3. Have an authentic audience in mind
3.4.3.1. Attend to the needs and preferences of that audience
3.4.4. Not essential to be used by the intended audience
3.4.5. is NOT when no particular audience in mind
4. Collaboration
4.1. Working together
4.1.1. In pairs or groups
4.1.1.1. Discuss an issue
4.1.1.2. Solve a problem
4.1.1.3. Create a product
4.1.2. Might include outside people
4.1.3. Face to face or online
4.2. Shared responsibility
4.2.1. Develop a common product, design, or response
4.2.1.1. Collectively own the work
4.2.2. Mutually responsible for the outcome
4.3. Substansive decisions
4.3.1. Content
4.3.1.1. Decisions that affect the academic content of the work
4.3.2. Process
4.3.2.1. What to do
4.3.2.2. When to do it
4.3.2.3. What tools to use
4.3.2.4. Roles and responsibilities
4.3.3. Product
4.3.3.1. Decisions that affect the nature and usability of the product
4.4. Interdependent work
4.4.1. Participation of all students
4.4.1.1. Interdependent product (presentation)
4.4.1.2. Interdependent outcome (decision)
4.4.2. Accountability
4.4.2.1. Individual
4.4.2.1.1. Each individual is responsible for a task
4.4.2.2. Group
4.4.2.2.1. Work together and agree on process, design and solution
4.4.3. is NOT assembling individual presentation pages
5. Skilled Communication
5.1. Extended communication
5.1.1. Set of connected ideas
5.1.2. Sequence of video, podcast or pages of presentation
5.1.3. is NOT
5.1.3.1. A single thought
5.1.3.2. A single message or tweet
5.1.3.3. The duration of a chat
5.2. OR
5.3. Multi-modal
5.3.1. More than one type of communication mode or tool
5.3.2. Elements work together to produce a stronger message
5.3.3. Opportunity to choose the tools for communication
5.4. Supporting evidence
5.4.1. Explain ideas and reasoning
5.4.2. Thesis as a claim, hypothesis or conclusion
5.4.2.1. State point of view
5.4.2.2. Make a prediction
5.4.2.3. Draw a conclusion
5.4.3. Support thesis with facts or examples
5.5. OR
5.6. AND
5.7. Communication for a particular audience
5.7.1. Appropriate to the needs of specific readers, listeners, viewers
5.7.2. Consider the audience
5.7.2.1. Tools used or have access
5.7.2.2. Relevant information
5.7.2.3. Formality of language
5.7.3. Allowed to select their own audience
5.7.4. Not essential if seen by the audience
5.7.5. Helpful when audience is of a different age or background
6. Knowledge Construction
6.1. Knowledge construction required
6.1.1. Do more than reproduce knowledge
6.1.2. Generate new ideas and understandings
6.1.3. Critical thinking
6.1.3.1. Interpretation
6.1.3.1.1. Draw inferences beyond the literal mearning
6.1.3.2. Analysis
6.1.3.2.1. Identify the parts of a whole and their relationships to each other
6.1.3.3. Synthesis
6.1.3.3.1. Identify the relationships between two or more ideas
6.1.3.3.2. Compare and contrast perspectives from multiple sources
6.1.3.4. Evaluation
6.1.3.4.1. Judge the quality, credibility, or importance of data, ideas, or events
6.1.4. is NOT
6.1.4.1. Practising a procedure already known
6.1.4.2. A set of steps to follow
6.1.4.3. Look up information and describe findings
6.2. Knowledge construction as main requirement
6.2.1. Most time and effort spent by students
6.2.2. Focus of grading for educators
6.3. Apply knowledge in new context
6.3.1. Supporting another knowledge construction task
6.3.2. Deepens students’ understanding of core principles
6.3.3. Look to a different perspective in order to apply it in a different situation
6.3.4. Must use interpretation, analysis, synthesis, or evaluation
6.3.5. is NOT the same formula
6.4. Interdisciplinary learning activities
6.4.1. Learning goals that involve content, important ideas, or methods from different academic subjects
6.4.2. is NOT
6.4.2.1. Subjects that are typically taught together
6.4.2.2. ICT as a separate subject
6.4.2.3. ICT skils