Technology Rationale
We chose to use WordPress as our main technological system, because it allows for broadcasted information that is easily accessible to everyone (WordPress, n.d.). This primary technology is further supported by supplementary technologies, such as the linked online textbooks, that we have selected for the purpose of fostering a deeper understanding through designed interaction (WordPress, n.d.). Additionally, we have utilized H5P in our system to create both interactive activities and assessments (H5P, n.d.). H5P also gives us the opportunity to provide formative feedback in those interactive activities (H5P, n.d.).
Learning Theory
We will use a learning theory that combines elements of cognitivism and behaviourism in our interactive learning resource. Behaviourism offers reinforcement and feedback to influence good habits for the learner (Learning theories, 2022). According to behaviourism, learning is associated with improvements in the pattern or frequency of noticeable performance (Ertmer & Newby, 2018). We will incorporate this in the T&F mini-quizzes so that learners can view the right answer when they get a question wrong as well as extra connections to more information. Cognitivism collaborates with learners to help them identify and employ effective learning strategies and draw connections to existing knowledge (Learning theories, 2022). As a cognitive approach, it focuses on the way students conceptualize their learning processes, as well as the processes by which information is received, organized, stored, and retrieved by the mind (Ertmer & Newby, 2018). Additionally, cognitive theory promotes thinking, problem-solving, language, concept development, and information processing (Ertmer & Newby, 2018). This can be observed in the case scenario at the end of the session, where students are expected to respond to it using the knowledge they have gained about brain lobes.
Instructional Approach
This course takes a direct instructional approach to teach learners about the lobes of the brain, as this style is well-suited to an asynchronous learning environment. We really wanted to mimic a “traditional” asynchronous course that students would take at an academic institution and intentionally followed some of the basic principles of direct instruction. These basic principles are as follows: (1) provide learners with context of the topic and how this content is beneficial to their learning, (2) clearly state the expectations and objectives of each module, (3) provide well-written content and media that follows a logical flow, and (4) give learners opportunities to apply their learning in an activity and provide relevant feedback (TeachLikeThis, 2013). The asynchronous format of this course allows learners to access course material whenever they want and there is no wait for intructor feedback as marking for all provided assessments are automated.
Rationale for Assessment Design
Formative Assessment
In our formative assessment, we’ve chosen to proceed with using both True/False quiz format and Fill in the blanks questionnaire. The idea to include True/False questions in your assessment is a timely method to have students to reflect on what they just learned (Lake, 2015). It is not suppose to be too difficult, which is in line with the learning material. Additionally, True/False questions aims to test on basic knowledge, which a student should be able to identify once progressing through the module (Lake, 2015). We’ve also utilized Fill in The Blanks to the end of our formative assessment. The goal of this is to ensure the student has read through the module and has absorbed the information (Pappas, 2021). Thus, they will be able to properly accomplish each of the Fill in The Blank questions. We’ve made sure to keep the blanks in each question to a minimum so that the student won’t become confused reading the question. Ultimately, the goal of our formative assessments are not to be too difficult, but instead, to be just enough where feedback may still help improve the students overall understanding if needed.
Summative Assessment
In our Summative Assessment, we’ve decided to move into a test format using multiple choice questions to answer the provided questions. There will also be a case study scenario where the student will be given several statements that will include the process of the lobes. They must identify the correct order of all the statements. This summative assessment aims to have the student analyze theoretical situations whilst thinking about the brain lobes functionality (CSU, 2022). Additionally, this will help stimulate the student to think about real life scenarios and combine that with theoretical knowledge (CSU, 2022).
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