21

CLD t
DIMENSIONS
1.
2.
3.
4.
5.
6.

Collaboration
Knowledge Construction
Self Regulation
Real World Problem Solving
ICT for Learning
Skilful Communication

Collaboration
Definition

Effective collaboration
occurs when learners
work together to
achieve results or
outcomes that are too
complex to do on their
own, or that they could
not do as well on their
own.
|

Do learners
have a
shared
responsibility
for a joint
outcome?
Do they make
substantive
decisions
together?
Is their work
interdepende
nt?

rdependent | shared responsibility | interdepe

K
C
BA

K
C
BA

Collaboration

Students are
required to
work in pair or
groups?

NO

YES

Students have
shared
responsibility?

NO

YES
Students make
substantive
decisions
together?

Decision

STEPS
|

NO

YES

Students work is
interdependent?

NO

YES
5

new

Do they apply
the
knowledge in
a new
context?
Is that
knowledge
interdepende
nt?

|
build

Knowledge construction activities

require students to generate ideas
and understandings that are new to
them. Students can do this through
interpretation, analysis, synthesis,
or evaluation

Are learners
required to
construct
new
knowledge?

Knowledge
Construction

Interdisciplinary

K
C
BA

K
C
BA

Knowledge
Construction

Requires
knowledge
construction?

YES
Main
requirement is
knowledge
construction?
Students are
required to apply
their knowledge in
a new context?

Decision

STEPS
|

NO

Learning activity
is
interdisciplinary
?

NO

YES

NO

YES

NO

YES
5

feedback
|

Do learners know
the learning
intentions and
success criteria in
advance, and plan
their work?
Do learners use
feedback to
improve their
learning?

intentions

Work with learners,

guiding and empowering
in ways that help them
take increasing
responsibility for their
own learning, both as
individuals and in
groups.

Self Regulation

Does the learning

activity offer
substantive time
and opportunity to
develop selfregulation

plan

K
C
BA

K
C
BA

Self Regulation

Long-term
activity AND
students have
learning goals
and success
criteria in
advance?

NO

YES

Students plan
their own
work?

NO

YES

Decision

STEPS
|

Students have
opportunity to
revise work based
on feedback?

NO

YES
4

xxxx

share
|
solve

Real-world problems
are authentic situations
and needs that exist
outside an academic
context. Innovation
requires putting
students ideas or
solutions into practice
in the real world.

Does the
learning activity
require
authentic, realworld problem
solving?
Do learners
innovate to
implement their
ideas in the real
world?

Real World
Problem Solving
and Innovation

authentic

K
C
BA

K
C
BA

Real World
Problem Solving
and Innovation

Main
requirement is
problem
solving?

NO

YES

Are students
working on a
real-world
problem?

NO

YES

Decision

STEPS
|

Requires
innovation?

NO

YES
4

shared
|
ethical

Learners use ICT to

design and create
new knowledge,
understandings,
solutions, ideas or
products for
authentic audiences
and users.

Do learners use
ICT to construct
knowledge in
ways that add
value to
learning?
Do learners use
ICT to create
new ideas and
products for
authentic
audiences and
Doesusers?
their work
demonstrate
ethical use and
additional 21C
capabilities?

ICT for
Learning

multimodal

K
C
BA

K
C
BA

ICT for
Learning

Students have
the opportunity
to use ICT?

YES
ICT supports
students
knowledge
construction?
ICT is required for
constructing this
knowledge?

Decision

STEPS
|

NO

Students are
designers of
an ICT
product?

NO

YES

NO

YES

NO

YES
5

authentic audie
|

Do learners design
and produce a
substantive,
multi-modal
communication for
a particular
audience?
Do learners reflect
and use the
process of learning
to improve their
communications?

multimodal

Connected and coherent

thought is evident in a
range of communication
modes, whether it
achieves an authentic
purpose for a particular
audience, and whether
the communication is
substantive and
multimodal in nature.

Skilful
Communication

Does the
learning activity
require coherent
communication
using a range of
modes?

oherent

K
C
BA

K
C
BA

Skilful
Communication

Decision

STEPS
|

Requires
coherent
communicatio
n using a
range of
modes?
Learners
design
communicatio
n for a
particular
audience?
Requires
substantive,
multi-modal
communication
?
Learners reflect
and use the
process of
learning to
improve
communication
?

NO

YES

NO

YES

NO

YES

NO

YES
5