Learning Theory
While we are designing this learning resource, we would like the learner to be comfortable to year with their own pace and in their own way. We decide to use the constructivist learning theory as this is a more learner centered learning resource. Constructivist believes “knowledge is essentially subjective in nature, constructed from our perceptions and mutually agreed upon conventions”(Bates, 2015). It is a key for student not only just learn and understand the knowledge we teach them but also for them to be able to apply it in their real life. The reason we chose this learning theory is that if students simply skim and read new knowledge content, they will not be impressed with the new knowledge. But if they are encouraged to interact and discuss with each other and answer questions, they will have a long-lasting memory of the new knowledge. In doing so, they can also improve their social skills.
Within our design, at end of each lesson allows students to discuss with other learners about what they have learned from each other. While interacting they can discuss what they see and know about Chinese festivals in real life. Thus bringing knowledge and life together. In some of the comparison learning topic, we will also encourage student to related what they learned about Chinese festival and culture to their own festival and culture. The goal of our learning resource by the end is not just for student to remember what Chinese festival are. They shall also be able to describe how the change in the Culture may affect the form of festival and also be able to apply analyst to their own Culture and festival.
Learning Design
When designing this project, it is important and meaningful to consider a variety of instructional approaches because it will assist students in achieving their learning outcomes. In this project, our group consider more about applying three different instructional approaches clearly, which are direct instruction, cooperative learning, and open pedagogy.
- Direct instruction
Direct instruction refers to “instructional approaches that are structured, sequenced, and led by teachers, and/or the presentation of academic content to students by teachers” (2013). In our learning resource we used direct instruction to teach about Chinese festivals. First, we show an introduction and a core learning concept of a traditional Chinese festival. Then we have a group report at the end of the lecture and also in some questions, we will have to write an essay about what they have learned. The main teaching method of our project is teacher-directed, which means we presented all the teaching content and course materials directly to our learners. The design of the project is well-structured, including a brief introduction, specific learning outcomes, relevant learning content and materials, and effective learning activities and assessment. Learners can learn from each lesson by following our teaching process step by step.
- Cooperative learning
Cooperative learning is “an instructional strategy in which students can work together in small groups in order to achieve their shared goals” (Marioara, Dana, & Alina., 2016). In the end of most lessons, we provided asynchronous online discussion forums to our learners and encourage them to work together to share ideas, discuss questions, and communicate with each other. Therefore, students will have the opportunities to participate in their learning actively, discuss or share ideas, and learn from their peers in several small groups. In our opinion, the use of this instructional strategy in our project will help students to improve their self-esteem and motivation, provide a more interactive learning environment, and increase their engagement.
- Open Pedagogy
Open pedagogies, also known as open educational practices (OEPs), is “a form of experiential learning in which learners support their learning through the use of open educational resources (OERs)” (2019). We have applied the Open Pedagogy learning approach in many ways. Our learning resource is open to the public and accessible on the internet. We’ve also included different learning materials such as scholarly articles, journals, blogs, and YouTube Videos, which are also easy to access via the internet to help our students learn freely.
References
Bates, A. T. (2015). Cognitivism. Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Direct Instruction (2013). Retrieved from: https://www.edglossary.org/direct-instruction/
Marioara P., Dana Z., & Alina B. (2016). The Benefits of Cooperative Learning. Retrieved from: https://www.researchgate.net/publication/305760955_The_Benefits_of_Cooperative_Learning
Open Pedagogies (2019). Retrieved from: https://www.tonybates.ca/2019/09/26/chapter-11-4-open-pedagogy/