Session8: 15mins Mini-Course

PPT Link:
https://docs.google.com/a/connect.hku.hk/presentation/d/1zXnc43_0f_c99xvCgpuWfS1gNQZQEFrsZf0RdvLIrCc/edit?usp=sharing

Teaching Plan

Topic: How to take a stunning photo with mobile phone?

Target audience：People who want to take a beautiful photo with mobile phones

Learning Objectives: This mini-course combines with the theory of Bloom’s Taxonomy. The warm up session allows students to create their initial view of taking photos with mobile phones. Then, teachers will analyze the concept with practices in demonstration.  Then, a quiz which students need to apply the theory taught and practice.  After that, by comparison with the former and the latter photos taken in class, students would have more in-depth knowledge and skills of Bloom’s Taxonomy.  After taking this class, students can take a stunning photo with mobile phones skillfully.

Learning Activities:

Estimated Duration	Activities	Contents
2.5 mins	Warm Up	Students try to take some random photos using their phones and upload it to the WeChat group
4 mins	Theory	Teacher shows some sample photos and explains what principles did those photographers use
3 mins	Mini-Quiz	Students take a short quiz on what they have just learnt at KaHoot
3 mins	Practical Experience	Students apply what they have learnt, taken photos using their phones & uploaded them to the Wechat group
2.5 mins	Comparison	Compare the former and the latter photos taken in class

Design Strategies:

ADDIE Model

ADDIE stands for Analysis, Design, Develop, Implement, and Evaluate. Each phase of the model offers an opportunity for iterations and changes before moving to the next one.

1. Analysis — collects information and profile target learners, and understanding their needs and expectations. Analysis drives design and the development process.
2. Design— set objectives, chooses appropriate media and delivery methods.
3. Development — to develop the course materials.
4. Implementation — delivered to the learners, and its impact is monitored.
5. Evaluation — collaborates with the learner and evaluates the impact of the course based on learner feedback, surveys, and even analytics.

Once the evaluation is complete, the results are converted into actionable improvements. The whole ADDIE process is repeated.

Bloom’s Taxonomy

Learning objectives are at the very core of the instructional design process. Bloom’s Taxonomy is divided into six categories, each representing a cognitive skill level. Each category is associated with a set of verbs or cognitive processes that describe what learners should be capable of doing. Bloom identified three domains of learning: Cognitive (mental), Affective (emotional), and Psychomotor (physical).  It is essential to have clear learning objectives in designing e-Learning courses design, the six cognitive skill levels:

1. Remembering— examples, lectures, videos, visuals
2. Understanding— basic quiz questions (multiple choice, matching, etc.)
3. Applying— practical exercises, role-playing games, simulations
4. Analyzing— problem-solving questions, case studies
5. Evaluating— case studies, critiques, appraisals
6. Creating—projects, complex quiz questions (drag and drop, free response, etc.)

Certain activities can be used for more than one skill level; it all depends on how you design your course. And this is only the beginning—there are many more activities that you can design to help your learners achieve each of these cognitive skill levels.

ARCS Model of Motivation

It is an instructional model developed by John Keller, and focuses on motivation. There are four components of ARCS model, and stands for Attention, Relevance, Confidence, and Satisfaction.

1. Attention — It refers to the learners’ interest. It is critical to get and hold the learners’ interests and attention.
2. Relevance — The learning process should show the usefulness of the content so that learners can bridge the gap between content and the real world.
3. Confidence — This component focuses on developing success expectation among learners, and success expectation allows learners to control their learning processes. There is a correlation between confidence level and success expectation. That’s why providing estimation of probability of the success to learners is important.
4. Satisfaction — There is direct relation between motivation and satisfaction. Learners should be satisfied of what they achieved during the learning process.

Gagnés Nine Events of Instruction

“ Essential to Gagne's ideas of instruction are what he calls "conditions of learning." Gagnés breaks these down into internal and external conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the learner knows prior to the instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is presented externally to the learner. For example, what instruction is provided to the learner.” (Cory, 1996) Gagné's most essential ingredients of teaching are:

• presenting the knowledge or demonstrating the skill
• providing practice with feedback
• providing learner guidance

These elements have to be designed differently according to the type of learning level (learning goal) to be achieved. For Gagné, instructional design means to first identify the goal (a learning outcome) and then construct the learning hierarchy, i.e. do a task analysis of skills needed to perform a measurable activity that demonstrates a learning goal.

1.    Gain attention of the students— with stimuli that catch and engage their brain (novel ideas or thought-provoking question, etc.)

2.    Inform students of the objectives — Establish the expected outcomes and criteria for measuring achievement.

3.    Stimulate recall of prior learning — Leverage existing knowledge before introducing new knowledge and build on it.

4.    Present the content — Deliver the content in easily consumable chunks.

5.    Provide learner guidance — Guide them with examples, case studies, and other instructional support to supplement the content.

6.    Elicit performance — Engage them with different activities that recall, utilize, and evaluate knowledge.

7.    Provide feedback — Reinforce knowledge with immediate feedback (informative, remedial, corrective, etc.)

8. Assess performance—Test their knowledge with established (and transparent) criteria.

9. Enhance retention and transfer to the job — Use content retention strategies (concept maps, rephrasing, summarizing, job aids, etc.