Frameworks, models and theories for EDC3100

I tried to embed the below table straight into our discussion forum but alas it was beyond my ICT capability, so I have taken the easy way out and added it to my blog.

As I work my way through assignment 3 and reflect on the strategies I will use during my professional experience starting Monday I am struck by the many varied frameworks, models and theories available for me to use. I like both the connectivism and constructivism theories as they build on current or previous knowledge and can easily be built into work based training using the networks all ready existing at work.

Here is my response to the discussion question below.



Application to Assignment 3/Professional Experience

CLEM Model

Help understand how to learn about a new ICT and how to use it to enhance student learning.

If there are any new ICTs you need to use it might help your explorations.

Hence might be useful as a part of the planning process for Part B.

TPACK (Technological Pedagogical Content Knowledge) framework

Tries to identify what technological knowledge teachers require to integrate technology into their pedagogical and content knowledge  

Might be used to develop interactive blended learning enhancing current teacher pedagogy and content knowledge

Backwards design


Uses desired learning outcomes as the basis for instructional design and assessment

Set learning objectives and design course content and assessment around those objectives

SAMR(Substitution Augmentation Modification Redefinition) Model

A method of seeing how computer technology might impact on teaching and learning

Used as a continuum showing how technology could be used then watching as it is used in various ways

TIP (Technology Integration Planning) Model


This model is focused on why the ICT is being incorporated into the lesson.

1. Determine relative advantage

2. Decide on objectives and assessments

3. Design integration strategies

4. Prepare the instructional environment

5. Revise integration strategies

Gives the opportunity for the lesson to become a mobile lesson being accessed on the job rather than in a classroom.

The 5Es (Engage, Explore, Explain, Elaborate, Evaluate)

A constructive approach to learning which builds on to existing knowledge or ideas

Show what trainees already know then build on this by exploring extensions to their current knowledge and allowing them to evaluate its use.

WALT (We Are Learning To) & WILF (What I’m Looking For)

A child friendly way of saying these are the objectives for this learning and this is how we will measure your success of meeting those objectives

Setting objectives and measures for success.



A learning theory which utilises connections within networks to foster learning. Learning occurs through the nodes and connections

Formalising the learning that occurs in the connections. Giving trainees access to information to share and build on

Bloom’s taxonomy

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation


Provides a basic sequential model for dealing with topics in the curriculum and suggests levels of learning applicable to age groups.

Building on existing knowledge and transforming that to worksite application including later evaluation of the application

Postman’s 5 things

1. Technology is always a trade off

2. Technology creates winners and losers

3. There is a powerful idea imbedded in every technology

4. Technology is ecological, not additive

5. Technology tends to become mythic

I don’t think I will be using this during my PE

Toolbelt theory/TEST (Task, Environment, Skill, Tools) framework


Based on the theory that humans need to use tools to accomplish tasks. It takes into account the task to be performed, the environment that task needs to be performed in, the skills of the individual and the tools available to the individual.

Could be used during practical demonstrations and during practical assessment

PKM (Personal Knowledge Management)

A set of processes that help a person make sense of the world they live in allowing them to work more effectively and manage how they use their knowledge

Used in the development of training modules during PE


2 thoughts on “Frameworks, models and theories for EDC3100

  1. Hi brad, I tried to leave a comment at the bottom of the previous one but there was no comment box, anyway thanks for the info, interesting read. The high school I am at this week decided to do an internal audit on their VET trainers, I validated it for them and it high lighted the need for VET trainers and industry currency!
    Really liked the table you put up in this post, nice easy read and easy to get to. Chris

    1. Hi Chris,
      I tried to leave a comment on your last post also but could not for some reason. Managed to put one on Mark’s though.
      Nice timing for you with the internal audit.Some people take that sort of thing personally and look at the process negatively instead of looking at the positives from the process.
      I tried several times to embed that table in the forum but could not. Since then though I think I have worked out how to do it.
      I will comment on your most recent post shortly.
      Enjoy your next 2 weeks.

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