SHOUT4HE Third Newsletter - September 2019 | Page 3

SHOUT4HE THIRD NEWSLETTER | Issue 3
Stages of the Framework
Stage One: Discover and Discuss
The stage at which teachers discover and consider new
opportunities to empower learners through their learning
and teaching practice, interrogate their digital confidence
and discover new educational technologies that may serve
these opportunities, and start exploring their own
disciplinary and contextual identity in relation to these
issues. At this stage, the focus is still on the individual design
of learning, but the practitioner is starting to open her/his
practice through discussion, exploring and reflecting on
other options, and is open to building on the designs of
others.
Stage Two: Design and Deploy
The second stage of the framework is labelled ‘Design
and Deploy’. This is the stage at which teachers
engage in the design and deployment of initiatives to
empower learners through their learning and teaching
practice, use new educational technologies to do this
while developing their digital confidence, and find the
disciplinary and contextual fit for their new
educational practice. At this stage, a shift from the
individual design of learning to the co-design of
learning commences, where teachers articulate their
pedagogy and start to adopt, adapt, test and improve
learning designs.
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Throughout the progression of the framework, there
are three different stages within the educational and
digital dimensions. These stages consist of: (a)
general awareness and information regarding the
topic; (b) practical and effective skills being
demonstrated; (c) a critical awareness and ability to
both engage in sharing practice as well as contribute
creatively to the domain. This is the perspective which
informs the development of the 3D 2 Framework. The
model proposes three distinct stages which represent
different levels of engagement from early exploration
to the point where educators feel confident to share
their educational practice, and even inspiring others,
each of them underpinned by the different stages of
development of ‘pedagogical patterns’ (Laurillard,
2012).