LANES Framework Introductory Course

Course Overview

The LANES Framework

Research Study

This short course introduces the LANES framework, providing a deeper understanding of how the it can be applied to support digital agency and technology decision making for students.

LANES Framework

Answer these questions as you go! Use this as a reflective process to imagine how this will look in your classroom.

Course Overview

In the following modules you will explore the LANES framework, the individual stages of the framework, and consider how these concepts can be implemented in the classroom to support the development of digital agency. The coursework has been designed to align to the Australian Professional Standards for Teachers, providing you with the information required for ongoing teacher identified professional development.

"The LANES framework equips learners to to make informed technology choices, supporting the development of digital agency, confidence and adaptability"

Click the icons above to explore the individual stages of the framework.

Share

Enrich

Needs

Access

Learn

Am I able to Share the finished product successfully?

Will this technology Enrich or Enhance the outcome?

What other resources do I Need?

Do I have Access to the technologies I need?

What do I need to Learn?

The Framework Explained

The framework consists of five stages: Learn, Access, Need, Enhance, and Successfully Share. Each stage prompts critical reflection and practical decision-making, helping users determine whether a particular technology is suitable for their context. The overview explains each stage briefly and demonstrates how the framework sits within the activities designed by the teacher.

The LANES framework is adaptable to any activity as it nests inside the boundaries and timeframe of the task. The activity processes and expected outcomes are designed by the teacher and the date for submisison or completion is set accordingly. Once the activity has been presented to the students and discussed, provide access to the LANES framework to guide the selection of appropriate technologies for completing the task. This enables opportunities for the development of agency, digital literacy and digital competency for students.

Timeframe for completion

Parameters of the activity

The LANES framework in the classroom

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Answer these questions on the form you opened at the start of this course: L - Learn How might you scaffold students as they determine their own learning curve for a new software product? How might you provide them with choice?

Once you have selected a technology to use for the activity or task, ask: Can I learn to use this technology within the given timeframe so that I can use it effectively and achieve the desired outcome? The learning stage focuses on skill development, time availability and management:

• Assessment of required skills and existing capabilities
• Evaluation of learning curve against project deadlines
• Consideration of training resources and support availability
• Time allocation for practice and implementation

The first stage asks users to consider whether they can acquire the necessary skills to use the technology within the available timeframe. For instance, if a major project is due in four weeks, and the technology in question requires significant training or practice, it may not be feasible to adopt it for this task. The focus is on balancing the time required for learning against the time available for completing the task.

Once you have identified what it is you need to learn, ask: How accessible is this technology? The Access stage focuses on a nuts and bolts evaluation of the technology - budget, cost, time...

• Analysis of the costs associated with the technology. Is it affordable or budgeted for?
• How long will it take to get access to it? Can you start now, or can it wait? What are the implications?
• If you use trial versions, what impact could this have down the line?

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Answer these questions on the form you opened at the start of this course: A - Access How might you ensure students have access to these technologies? How might you have them determine the technologies they have access to? What tools could you use to probe their thinking?

This stage involves evaluating whether the required technology is accessible. Considerations include the availability of devices or software, potential costs, and logistical barriers. If the technology cannot be accessed within the necessary timeframe or budget, it may not be a viable option. Alternative solutions, such as trial versions, may provide temporary access, but users must ensure availability for the duration of the project, including any subsequent marking or sharing periods.

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Once you have identified what it is you need to learn, ask:

• What additional resources are required for successful use of the selected technology?

This stage involves comprehensive resource planning:

• Identification of supplementary hardware requirements
• Assessment of necessary support systems
• Evaluation of additional content or materials
• Analysis of maintenance and upgrade requirements
• Documentation of expertise or technical support needs?

Answer these questions on the form you opened at the start of this course: N - Needs How might you get other resources they need, especially if these needs are beyond budget, time or other constraints? How might you ensure students know what they can and cannot access?

The third stage examines whether additional resources are required to use the technology effectively. These resources might include peripheral devices, expert support, or supplementary content.Reflecting on the availability and cost of these resources helps determine whether the technology remains the most appropriate choice for the task.

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• When you have considered skill levels, time availability, access and additional requirements, ask:

• Does the technology meaningfully improve outcomes?

Enhancement evaluation focuses on value addition:

• Analysis of learning or productivity improvements
• Assessment of quality enhancement
• Measurement of efficiency gains
• Evaluation of innovation opportunities
• Cost-benefit analysis of implementation

Answer these questions on the form you opened at the start of this Course: E - Enhance How might students evaluate how this will enhance their outcomes? How will they know? How might you be sure students are working to their maximal potential within the timeframe given?

At this critical stage, users assess whether the technology will enhance the project enough to justify its use. Specifically, will it enable deeper learning or provide a more sophisticated means of demonstrating knowledge, understanding, or application? The value added by the technology should outweigh the effort and resources invested in learning and accessing it. The focus is on ensuring that the technology contributes meaningfully to the intended outcomes.

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Once you have established that this technology is of value to the task and achievable within the timeframe given, ask: Can the final product be successfully shared, distributed and /or accessed? Sharing considerations include:

• Cross-platform compatibility
• Accessibility standards compliance
• File format and size management
• Distribution channel availability
• User access requirements

Answer this question on the form you opened at the start of this Course: S - Share How might students be taught about how to share the finished product successfully? What scaffolding or tools do they need?

The final stage considers the ability to share the completed work effectively. Regardless of the resources used, the product must be accessible across platforms and devices. Users must ensure that technical limitations do not prevent others from engaging with the work. The emphasis is on simplicity and inclusivity, ensuring a seamless sharing experience for the intended audience.

7.4 Engage with professional teaching networks and broader communitiesThe LANES coursework provides opportunities for mentoring relationships, professional networking and communities of practice

6.2: Engage in professional learning and improve practice The Learn stage explicitly addresses professional development needs Supports continuous improvement in ICT capabilities

Standard 7: Engage professionally with colleagues, parents/carers and the community

Standard 6: Engage in professional learning

4.4: Maintain student safety The Access and Successfully Share stages help ensure digital accessibility and safety considerations

Standard 4: Create and maintain supportive and safe learning environments

3.4: Select and use resourcesThe framework's stages (particularly Access and Need) help teachers systematically evaluate and select appropriate resources

Standard 3: Plan for and implement effective teaching and learning

Alignment with Australian Professional Standards for Teachers

Standard 2: Know the content and how to teach it

2.6: Information and Communication Technology (ICT)The LANES framework directly supports teachers in making informed decisions about how to integrate ICT effectively into teaching strategies and learning activities

Additional Comments

Complete the form by clicking on the star or via this link to receive your certificate of completion for the LANES course and to indicate your interest in the research study.

Join the LANES research study

We invite you to participate in the research study being undertaken to provide empirical evidence on how the LANES framework impacts digital decision-making in education. The study aims to validate the framework's efficacy in building digital agency among teachers and students, identify areas for refinement, and demonstrate its practical relevance in diverse educational contexts. Your participation gives you access to all the resources and support from the resarchers directly.

Course completed!