Module 4: Principles of Learning Design & Active Learning

Throughout this module, I comprehensively understood learning design principles and the practical application of active learning strategies. This learning journey allowed me to explore the intricacies of H5P, delve into the realm of active learning, meticulously construct a lesson plan, and engage in thoughtful reflection regarding my educational experiences. This module broadened my learning and enabled me to put these principles into practice effectively.

HP5

Lesson Plan

Exploring Healthy Eating Habits for Kids

Overview:

In this engaging lesson, we’ll embark on an exciting journey to explore the world of healthy eating for kids. We will delve into why making nutritious food choices is vital, how it influences our bodies, and the reasons behind consuming a variety of foods. This lesson serves as a foundational step in our quest for better nutrition and a healthier lifestyle. To kick-start our lesson, let’s watch an interactive video that will introduce us to the concept of healthy eating for kids. This video will not only make learning fun but also create a strong teaching presence in our course.

Lesson Objectives:

By the end of this lesson, learners will be able to:

1. Understand the significance of maintaining healthy eating habits in their daily lives.
2. Identify and appreciate the benefits of consuming a diverse range of foods.
3. Explain how proper nutrition has a positive impact on their overall well-being, growth, and energy levels.

Read/Watch:

Video: We’ll watch an entertaining animated video titled “Healthy Eating: An introduction for children aged 5-11” This video talks about the importance of eating healthy food like fruits and vegetables, and why they are important for our health and happiness

Read: In addition to the video, we’ll read a beautifully illustrated and child-friendly book called What’s on My Plate?: Choosing from the Five Food Groups” This book will introduce us to the five food groups in an engaging way.

To ensure our learners are well-prepared to meet the learning objectives and understand the broader context of healthy eating, we’ll provide additional information on:

• The five food groups: Fruits, Vegetables, Grains, Protein, and Dairy. We will delve into what each group provides for our bodies and why they’re all equally important.
• Basic nutritional concepts: We’ll introduce the concepts of vitamins and minerals, explaining how they help us grow, stay strong, and maintain our energy levels. We will also introduce the concept of the food pyramid and how it helps us visualize a balanced diet.

Application:

Our young learners will actively apply their newly acquired knowledge and skills through exciting activities. They will:

• Complete the HP5 activities attached to this module.
• Create a “Rainbow Plate” collage using magazines, where they will draw, cut out, and paste pictures of different colorful foods representing each of the five food groups.
• Play the role of nutrition experts and plan a healthy meal for a fictional character, making sure it includes items from each food group. This activity will encourage them to think critically about the balance of their meals.
• Engage in a classroom discussion, sharing their meal plans with classmates and explaining the reasoning behind their choices. This collaborative activity will foster active communication and problem-solving skills.

Reflection:

We recognize that reflection is a vital part of the learning process. Our learners will engage in self-reflection by:

• Sharing what they found most fascinating or surprising about the five food groups and their importance
• Reflecting on how they can apply their newfound knowledge to make healthier food choices at home and in their daily lives.
• Discussing which food group they consider their favorite and why it appeals to them. This will help them develop a personal connection to the concept of healthy eating.

To Do This Week:

To ensure a structured and scaffolded learning experience, we have prepared a to-do list for our young learners:

1. Watch the video “Healthy Eating: An introduction for children aged 5-11”

2. Read “What’s on my Plate? Choosing from the Five Food Groups .”

3. Create a “Rainbow Plate” collage, incorporating foods from all five food groups.

4. Plan a balanced and nutritious meal for a fictional character.

5. Participate in the class discussion about their meal plans, sharing their choices and reasoning.

References:

Eat Happy Project. (2016, April 27). Healthy Eating: An Introduction for Children Aged 5-11 [Video]. YouTube. https://www.youtube.com/watch?v=mMHVEFWNLMc

Boothroyd, J. (2016). What’s on My Plate? Choosing from the Five Food Groups.

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Reflection Questions

What is your experience with video game learning supports? Which principles (Mayer’s and Merrill’s) seem to be commonly applied in in-game support and which ones are often missed in your experience?

Throughout this model, I discovered that a handful of Mayer’s Principles of Multimedia Learning exists throughout online game support. The multimedia principle suggests that learning is more effective when information is presented in visual and auditory formats. In online games, this is often applied through text, graphics, animations, and sound. The contiguity principle emphasizes the importance of presenting related text and graphics close to each other. In video games, this can be seen in placing instructions or tooltips near the relevant in-game elements. The coherence principle suggests that extraneous information should be excluded from multimedia presentations. In video games, it means providing clear and relevant instructions without unnecessary distractions. The modality principle states that information is better understood through narration or audio rather than on-screen text. This principle is relevant when using voiceovers or audio instructions in games.

In terms of Merrill’s Principles of Instruction, there are also many ways these can be incorporated and found in online media and game supports:

• Activation of Prior Experience: Games often tap into prior gaming experiences, allowing players to build on what they already know
• Demonstration: Games often show players how to perform specific actions or demonstrate strategies within the gameplay.
• Application: Players learn by actively participating in the game, applying their knowledge and skills to overcome challenges
• Integration: Games often provide opportunities for learners to integrate what they’ve learned into real-world contexts within the game.

In video game learning support design, these principles are often applied to varying degrees. For instance, many educational games incorporate multimedia elements to enhance engagement and understanding. They aim to demonstrate concepts and provide opportunities for active participation and problem-solving. However, the practical application of these principles can vary based on the specific game, its intended learning outcomes, and the expertise of the instructional designers. One principle that might be missed in some multimedia games is the coherence principle, as some games can become overly complex or cluttered with information, making it challenging for learners to focus on what’s truly relevant. Additionally, not all games effectively activate prior experience, especially if the game’s content is entirely new to the player.

Ultimately, I found that applying these principles in video games for learning can vary widely. Still, the most effective educational games strive to integrate these principles to create engaging and educational experiences.

Where do you see constructive alignment and backward design used in this course or another course you are taking/have taken? Is there anywhere where it seems to be missing?

In my current courses, I often see constructive alignment within the course’s intended learning outcomes as they are clearly defined at the beginning. These outcomes specify what we students are expected to know, understand, or be able to do by the end of the course. I often also see constructive alignment within the teaching strategies among my professors, including lectures, discussions, group work, and assignments designed to help students achieve the learning outcomes. They align with the skills and knowledge students need to develop.

Regarding backward design,  it is also often shown when the course begins with a clear definition of the desired learning outcomes. These outcomes are specific, measurable, and aligned with the course’s goals.

Constructive alignment and backward design are valuable frameworks for effective course design, but their application can vary. They may be missing or less effective in courses when course learning outcomes are not well defined or measurable, and aligning assessments and activities effectively becomes challenging. I can also see how courses heavily relying on traditional lecture-style teaching without clear connections between content, outcomes, and assessments may lack effective constructive alignment. Sometimes, assessments may not align well with the stated learning outcomes, leading to misalignment.

Effective course design incorporates constructive alignment and backward design principles to create a clear and meaningful learning experience for students. It ensures that what students learn, how they learn, and how they are assessed all work together to achieve the course’s educational goals.

Historia, the example of game-based learning in this week’s Read/Watch list is relatively low tech – how would you use multimedia tools and content to support and enhance the active learning? What would it allow them to do that they’re not doing right now?

In my experience, enhancing a relatively low-tech game-based learning example like “Historia” with multimedia tools and content can transform the learning experience into something engaging, interactive, and educational. It’s not just about adding bells and whistles; it’s about opening doors to new ways of learning that weren’t possible with the low-tech game alone.

For instance, incorporating interactive multimedia maps and timelines could allow students to dive deeper into historical events. They could explore the contexts visually, zoom in on specific regions, and see how different events are interlinked geographically and chronologically. It’s like unfolding history on a dynamic canvas, where they can connect the dots in ways they couldn’t with static text-based content alone. When you introduce historical documentary clips or animated videos, history comes alive. It’s as if you’re transported back in time, witnessing the events, feeling the emotions, and immersing yourself in the cultures and environments of the past. It’s a richer, more multi-sensory experience that deepens your connection to history.

I think integrating augmented reality (AR) or virtual reality (VR) is a really fun possibility. These technologies enable you to enter historical settings, interact with the people of that era, and experience history firsthand. It’s a powerful tool for making history memorable and engaging, as it engages your mind and your senses. These multimedia elements enhance the learning experience by making it more dynamic, immersive, and reflective. It goes beyond the limitations of a low-tech game like “Historia” by allowing students to actively participate, visualize, and experience historical content more vividly and meaningfully. It’s about bringing history to life and fostering a deeper appreciation for the past.

How have you found the balance of passive and active learning in this course for your learning? How does it compare to your experience in other courses?

In my experience as a learner, I’ve found that passive learning activities in courses often encompass activities like reading course materials, watching video lectures, and listening to audio content. These passive elements serve as a fundamental way to introduce students to new knowledge, theories, and key concepts. They provide the groundwork upon which further learning is built.

On the flip side, active learning engages students in ways that require active participation and interaction with the course content. These activities include discussions, group projects, problem-solving exercises, and interactive simulations. Active learning encourages critical thinking, problem-solving, and applying acquired knowledge to real-world scenarios. It’s where we truly internalize and make sense of what we’ve learned passively.

The balance between passive and active learning can significantly vary from one course to another in my experience. Some courses begin with a heavy emphasis on passive learning to establish a solid foundation. As the course progresses, they gradually transition into more active learning activities, allowing students to apply their foundational knowledge practically.

In contrast, some courses opt for a blended approach, seamlessly weaving passive and active learning throughout the entire learning experience. This approach fosters an interactive and engaging learning environment, ensuring that students are consistently challenged to think critically and apply what they’ve learned.

I personally believe that striking the right balance between passive and active learning is paramount. The ideal balance should always align with the course objectives and the nature of the subject matter. Some courses initially necessitate a more passive approach, allowing students to grasp essential concepts. Others should emphasize active learning from the beginning, particularly those emphasizing problem-solving, critical thinking, and application. This balance is crucial to delivering effective and meaningful learning experiences that cater to diverse needs and learning styles.

What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?

I actually kind of disliked the H5P experience. I found those activities really challenging to develop. Maybe if I had more time to play around with it, I would have enjoyed it more. However, I found it to be challenging. In terms of teaching, especially in today’s technologically advanced world, there are much easier ways to make interactive content online engaging. The experience of HP5 felt a bit outdated, and I feel teachers could probably find easier and more fluid ways for their students to engage. I am glad it was something I got to try out because I am always trying new things in this course, and I think that’s what’s most important; it was just not something I immensely enjoyed.

In the reading, Students Need to DO Something, do any of the author’s experiences with passive learning in K-12 classrooms resonate with your own? Why do you think active learning is not more prevalent in K-12? Have you tried using any of these activities in a classroom? Which one looks most appealing to you?

In the reading “Students Need to DO Something,” the author’s insights into the prevalence of passive learning in K-12 classrooms resonate with what I’ve come to understand about traditional K-12 education. Passive learning methods like teacher-centred instruction, lectures, note-taking, and reliance on textbooks are often the norm.

I believe several factors contribute to the limited use of active learning in K-12. First, many educators and schools continue to rely on time-tested traditional teaching methods, sometimes hesitant to embrace newer approaches. Additionally, the adoption of active learning can be hindered by resource constraints. It may demand more technology, teacher training, and access to suitable materials than some schools and districts can readily provide. I also recognize the persistent emphasis on standardized testing in today’s educational landscape. This can inadvertently lead to overemphasizing content delivery and rote memorization, potentially leaving less room for active learning.

Furthermore, the time constraints in K-12 education often press teachers to cover a predetermined curriculum within a limited timeframe, making it challenging to integrate more active learning.

In my opinion, numerous active learning methods could greatly benefit K-12 classrooms. Encouraging student-led discussions and debates, promoting collaborative problem-solving through project-based learning, inviting students to step into historical or scientific roles, and applying knowledge to real-life scenarios are all promising approaches. Among these, I find activities that revolve around real-world problem-solving particularly compelling. They offer students the opportunity to apply what they’ve learned to practical situations, fostering critical thinking, nurturing creativity, and honing exceptionally relevant skills for their future. Such problem-solving activities have the potential to make learning not only more engaging but also more meaningful, a crucial aspect of K-12 education, in my opinion.

Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

Last year I actually taught a health education class at Campus View Elementary School, and for that lesson plan, we had to create it using the scaffolding technique. Here is the lesson plan that I developed for that class:

Step 1: Introduction

• Set the Learning Objective –  Define the learning objective, which is to understand the importance of sleep hygiene for overall well-being.
• Assess Prior Knowledge – Begin by asking students what they already know about sleep and its impact on health through a class discussion or pre-assessment.

Step 2: Explicit Instruction

• Lecture and Visual Aids – Start with a teacher-led lecture that introduces the concept of sleep hygiene. Use visuals, such as diagrams and infographics, to explain the components of sleep hygiene.
• Chunk Information – Break down the components of sleep hygiene into manageable “chunks” to prevent cognitive overload.
• Modeling – Demonstrate how to create a sleep diary, emphasizing the importance of tracking sleep patterns and behaviors.

Step 3: Guided Practice

• Provide Sleep Diaries – Distribute partially completed sleep diaries that include prompts for recording bedtime, wake time, and sleep quality. Students can use these templates to practice tracking their sleep.
• Guided Diary Entries –  Guide students through the process of filling out the sleep diaries, explaining how to assess their sleep patterns and identify areas for improvement.
• Frequent Checks for Understanding – Ask questions and engage students in discussions to ensure they comprehend the concept of sleep hygiene and how to monitor their sleep habits.

Step 4: Independent Practice

• Individual Sleep Diaries –  Encourage students to create their own sleep diaries independently. They should be responsible for tracking their sleep patterns and habits for a specified period.
• Differentiated Support – Provide additional resources or guidance to students who may need it, such as offering tips on improving sleep quality or addressing specific sleep-related concerns.

Step 5: Peer Collaboration

• Peer Review – Have students exchange their sleep diaries with a partner for review. Partners can offer feedback and suggest strategies for better sleep hygiene.
• Discussion – Facilitate a class discussion where students share their experiences with tracking their sleep and the insights they’ve gained.

Step 6: Assessment and Feedback

• Formative Assessment: – Administer a short quiz or have students write a reflection on their sleep hygiene practices, based on what they’ve learned.
• Feedback –  Provide constructive feedback on the sleep diaries and assessments, focusing on areas for improvement and reinforcing good sleep hygiene practices.

Step 7: Application

• Real-World Application – Discuss real-life scenarios in which understanding and practicing good sleep hygiene are essential, such as how it affects academic performance, mood, and overall health.
• Extension Activities – Encourage students to apply their knowledge by creating a personalized sleep hygiene plan, including strategies for improving their sleep habits.

Step 8: Summative Assessment

• Summative Assessment – Conduct a final assessment or project, such as having students create a presentation on the importance of sleep hygiene and how to maintain it for optimal health.

Step 9: Reflection and Discussion

• Reflect and Discuss – Engage students in a reflective discussion about their experiences with tracking sleep habits, what they’ve learned about sleep hygiene, and how they plan to apply this knowledge in their daily lives.

This scaffolded learning experience gradually empowers students to take ownership of their sleep hygiene while receiving guidance and support. It starts with explicit instruction, transitions to guided and independent practice, involves peer collaboration and formative assessment, and culminates in a summative assessment and a reflective discussion about the significance of sleep hygiene for their well-being.

References:

Eat Happy Project. (2016, April 27). Healthy Eating: An Introduction for Children Aged 5-11 [Video]. YouTube. https://www.youtube.com/watch?v=mMHVEFWNLMc

Boothroyd, J. (2016). What’s on My Plate? Choosing from the Five Food Groups.