… Develop learning assessments that provide a personalized, actionable view of student progress in real-time.
WHAT
e- learning interactive video module
The Let us Discover the Forest at Night e-learning module is an interactive Science lesson designed by me for Grade 3 students (7 to 8 years old), that attend the Biodiversity content. The video lesson provides free and independent navigation for students, that spends approximately 10 minutes to go through all the package. It depends on each student’s exploration because they have chances to return as much as they want or need.
WHY
As a creative and funny technology tool, this e-learning module increases student engagement in the classroom, supports diversity learning by achieving many aspects of the learning process, such as visual, verbal, and auditive. The teacher can use learning centres in the classroom with small groups interacting together and sharing their findings. It is a great management strategy for teachers to achieve students that require more attention. This module lesson allows students to evaluate their learning in real-time, with quiz content. Also, students can return to the experience and try the quiz many times by using the home button. This returning process through the interactive learning module provides students to reinforce their learning.
The goal of this lesson is to reinforce the biodiversity topic with life interactions and “living things” adaptations to survive during the night. It achieves the science goal to increase student’s curiosity through discoveries.
This module requires PC hardware. It is not available on Mac.
HOW
To create my E- module, I used the ADDIE model methodology, consisting of five steps: analysis, design, development, implementation, and evaluation. First, at the analysis stage, I decided that my audience should be elementary scholars in grade 3 (7 to 8 years old). The purpose of the course should be to reinforce the Biodiversity content, life interactions, and adaptations. To achieve this goal, I chose the example of “living things” adaptations to survive in the dark (bioluminescence, sounds emitted, strong smell), also some cases of their interactions (prey and predator, pollinators). The instructional needs of this module should meet a clean design, little information and colours in each slide, and auditory and interactive navigation.
I started creating the story using many connections to navigate through the slides and allow students to apply critical thinking about organisms in their dark environment and their adaptations. After the story was created with a flow chart by the Twine program, I could think of the master slide in PowerPoint Software. It was a challenging job, creating, evaluating, and recreating. Finished the content design, I started to implement animations, sounds, transitions, and videos.
References
Instructional design infographic. (2017). The ADDIE Model Infographic. Retrieved from https://elearninginfographics.com/the-addie-model-infographic/
Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In Benassi, V. A., Overson, C. E. & Hakala, C. M (Eds.), Applying science of learning in education. California.
Figures retrieved from https://www.animalwised.com/which-animals-are-nocturnal-2799.html