Transliteracy Plus: Going Beyond Education Design

Melding my research interests with educational content development and practice enables me to enact a variety of skills including:

• continuing enrichment of content knowledge and resources
• deep understanding of student learning, instructional strategies and classroom management
• empowerment of educational stakeholders, partnerships, and improved learning environments
• advocacy for rights and responsibilities in educational settings
• leadership in the school team, and in curriculum development and implementation
• ability to connect assessment (formative and summative) and achievement

In my 18 years of progressive educational design and teaching experience I have refined various qualities including:

• assessment and evaluation
• development of signature pedagogies
• deep vs. surface learning (moving from surface learning to deep learning promotes life-long learning and problem solving in unfamiliar contexts)
• creative and engaging  lesson planning
• incorporating student feedback to change content and/or methods 
• learning objectives (class content) vs outcomes and competencies (what students will be able to accomplish)
• learning design (both the process of design = planning, structuring, sequencing; and the product = documentation, report, plan, structure) to better guide pedagogic practice
• TEL (Technology Enhanced Learning) and integration of educational technologies 
• supporting student success

Student Work

Part of a final assignment for the New Media Narratives: Publishing in a Developing Field MA course, asked students to enact the transliteracy skills they learnt during the course of the term. Here is one student's transliterate response:



As a final send-off to our second year ALES 204 class, three students creating this video to summarise the class and show-off some newly learnt skills:




 For a different running of the ALES 204 class, students had the opportunity to make podcasts using the free tool, audioboo: