Module 4: Principles of Learning Design and Active Learning

H5P Interactive Learning Object

For the learning object, I chose to create a football trivia quiz consisting for multiple choice questions and true/false questions. This is an interactive method to learn and educate people about football in a more fun way by keeping them engaged in the learning process:

Lesson Planning template

I chose football as a topic to be learnt for the lesson planning template. I have always been interested in football from the childhood and thought it would be a unique topic to plan as a lesson. I have attached the template below:

Reflection Questions:

Q1) 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 this course, the balance between passive and active learning has been quite different from other courses. We’ve engaged in various activities that encouraged active participation, such as group discussions, problem-solving tasks, and multimedia interactions. These activities have enabled us to apply concepts in real-world scenarios which is mentioned in Merrill’s first principle as well!

The course also incorporates passive learning elements, particularly in the form of reading materials and watching instructional videos. These passive components serve as foundational knowledge and terminology scaffolding, preparing us for more active engagement with the content. Just like the text mentions, passive learning can be valuable for laying the groundwork before diving into more interactive activities.

As compared to other courses, I feel like since we were learning about multimedia and concepts regarding educational techniques consciously it was easier to cover principles of active learning and passive learning in a balance but when we are studying engineering subjects, it is easier to skip these concepts due to the complexity of the concepts and time frame in which we need to complete them. Even though that is the case, after having a better view on active learning it can definitely help us in learning as we go forward now!

Q2) Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

Something recent that I worked on where the learning experience was unique and interesting was creating the story flow using Twine. I would categorize that experience as:

• Introduction to the Twine: I started off with getting to know about Twine as platform and ways to describe a story. As a prerequisite, I did some research about story telling and it amazed me how much integrated story telling is in activities around us like speeches, song lyrics and even standup comedy are some very silent forms of storytelling.
• Followed multiple tutorials: After being a little familiar with the concept and idea of Twine, I went on to learn some basic workflows of functionalities offered by Twine as a platform.
• Started implementation: Having read the module, it gave me a different perspective on the implementation strategy for story writing. In adjacency with Merrill’s principle of engaging learners in solving authentic problems, I figured that the story needs to be engaging in a manner that keeps the users hooked.
• Reflecting back: Another principle that I found really helpful was to Encourage students to reflect on their progress and make revisions based on feedback, Merrill’s principle of feedback and reinforcement. This principle made me have a retrospective on the task of creating a story which made me realize the decisions I took while building that story block by block which in turn helped me to make a few changes later on.