A rubric for assessing seamlessized science learning lesson plans

Seamless learning is “when a person experiences a continuity of learning, and consciously bridges the multifaceted learning efforts, across a combination of locations, times, technologies or social settings.” To promote a sustainable culture of seamless learning, there is a need to seamlessize regular school curriculum for developing students’ seamless learning disposition and skills. In this conceptual paper, we propose a rubric for primary school science teachers to formatively self-evaluate the seamlessness of their lesson plans. The rubric is underpinned by a consolidated set of seamless lesson design principles and the technological model of “division of labor”, for primary school science teachers to formatively self-evaluate the seamlessness of their lesson plans. The paper focuses on elaborating the rubric, its connection with the salient features of seamless learning, and how it was derived from various sets of seamless lesson design principles reported in prior publications. The future plan of validating the rubric will also be laid out at the end of this paper. Copyright © 2018 Asia-Pacific Society for Computers in Education.