Physics 141 eLearning Course

Professional Diploma in Digital Learning Design pROJECT: Physics 141 elearning course

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Prepared by Razan Shawabka

Main Menu

Introduction

Part 1. LXD Plan

Part 2. Micro Design

Project Prototype

References

Part 1LXD PLAN

The Who, The Why, The How, and The What of the learning. Click the arrow to continue

Part 2micro design

Scoping plan & Instructional Design Plan Click the arrow to continue

Mindmap

Subtitle

Wireframe

1.0 Title Slide

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2.0 Hook(Welcome Slide)

0.0 Navigation Helpas Supporting Slide

3.0 Learning Objectives

4.0 Additional Resources

5.0 TransitionMain Menu

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Section 1

Section 2

Section 3

6.0 Activation Knowledge Challenge

8.0 Activation Knowledge Challenge

7.0 Activation Knowledge Challenge

9.0 Module Summary

7.1 Content

8.1 Content

6.1 Content

7.2 Practice Check Your Understanding

6.2 Practice Check Your Understanding

8.2 Practice Check Your Understanding

Figure : Wireframe of Physics 141 eLearning course

10.0 Module Quiz

Based on Gagne's 9 events of instruction

11.0 Next Steps

Mindmap

STORYBOARD

1.0 Title Slide

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2.0 Hook(Welcome Slide)

Click the plus sign next to each block to view the corresponding storyboard (s).

0.0 Navigation Helpas Supporting Slide

3.0 Learning Objectives

4.0 Additional Resources

5.0 TransitionMain Menu

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Section 1

Section 2

Section 3

6.0 Activation Knowledge Challenge

8.0 Activation Knowledge Challenge

7.0 Activation Knowledge Challenge

9.0 Module Summary

6.1/6.1.1/6.1.2 Content

7.1 Content

8.1 Content

7.2 Practice Check Your Understanding

6.2.1/6.2.2 Practice Check Your Understanding

8.2 Practice Check Your Understanding

Figure : Wireframe + Storyboard of Physics 141 eLearning course

10.0 Module Quiz

11.0 Next Steps

MICRO DESIGN

Scoping Plan

Wireframe

Screenplan

Storyboard

LXD Plan

The Why

The Who

The What

The How

the who

In the initial analysis phase of the project, three learner personas representing students of Birzeit University in Palestine were created primarily from the data gathered from the course instructor, representing prospective learners of the course. Click on the plus sign to know more about each learner persona.

the why

The PromptWhen the pandemic led to the closure of educational institutions, Birzeit University, a prominent institution in Palestine, quickly transitioned to online teaching. At that time, Palestine was one of the first countries in the world to implement a full curfew, disrupting all aspects of life, including education. During this period, BZU faculty developed a large number of online materials, including instructional videos, and online recorded lectures. They were able to effectively administer and organize online exams for large groups of students. and create communities of practice to exchange best practices in the field of digital learning. However, once life returned to normal, all of these efforts were put on hold, and the institution continued with the same teaching methodology without taking advantage of the opportunities presented or elevating the efforts to the next level. As learning methodologies continue to evolve, it is becoming increasingly important to shift teaching practices towards a learner-focused approach, rather than being solely content-focused.

the why

Poor student engagement, frequent course absences, and poor average grades in prerequisite courses all indicate that it is necessary to adopt new learning interventions into the teaching structure of BZU. The Need Prerequisite courses such as Physics 141 are delivered primarily in large lectures, a delivery format that restricts opportunities to enhance students' academic performance and engagement. Based on the SME's observations, 60% of students fail the course on their initial try, with absenteeism being a major cause. Most students tend to rely heavily on course instructors as the only source of learning. For this to change, a learning model that leverages the benefits of both traditional and digital learning methods is needed. This approach can help foster a shift in the learning mindset of students.

Mindmap

Screenplan

1.0 Title Slide

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2.0 Hook(Welcome Slide)

Click the plus sign next to each block to view the corresponding screenplan (s).

0.0 Navigation Helpas Supporting Slide

3.0 Learning Objectives

4.0 Additional Resources

5.0 TransitionMain Menu

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Section 1

Section 2

Section 3

6.0 Activation Knowledge Challenge

8.0 Activation Knowledge Challenge

7.0 Activation Knowledge Challenge

9.0 Module Summary

6.1/6.1.1/6.1.2 Content

7.1 Content

8.1 Content

7.2 Practice Check Your Understanding

6.2.1/6.2.2 Practice Check Your Understanding

8.2 Practice Check Your Understanding

10.0 Module Quiz

Figure: Wireframe + Screenplan of Physics 141 eLearning course

11.0 Next Steps

the why

The Learning Gap At the basic level, learners need to understand the new knowledge that is imparted to them throughout the course. This process is composed of actions such as recalling, explaining and interpreting. Gradually, they will gain a new set of skills such as analytical thinking and problem-solving, moving them upward to higher-order thinking skills (HOTs). In this learning experience, learners move between LOTs and HOTs back and forth.

Graphic: Bloom's Taxonomy Revised

the why

Using SMART for mapping learning objectives

Specific: they concern only the topics covered in Physics 141 course offered to 1st-year students at BZU Measurable: learning outcomes will be measured against a set of formative and summative assessments Achievable: the course objectives are created in agreement with the anticipated academic level of first-year students, ensuring alignment with their abilities. Relevant: students are provided with the knowledge and skills to help them pass the course and qualify them to major in science or engineering programs Timely: Given that the course is offered according to the designated course schedule, students are required to complete the course within the same timeframe (i.e., first semester).

the what

I divided the content of the Physics 141 course into 6 modules, aligning each module with specific learning objectives based on the analysis conducted during the first phase of the project and guidance from the SME.

LO 2

LO 5

LO 6

LO 4

LO 3

LO 1

Module 4 Force & Motion

Module 6 Rotational Motion

Module 1 The Basics

Module 2 Motion in 1D

Module 3 Vectors & Motion in 2D & 3D

Module 5 Work, Kinetic and Potential Energy

To explore the topics and subtopics in accordance with their learning objectives, click on the module block and corresponding learning objective icon.

the how

A asynchronous eLearning course adopts various strategies to emphasize engagement and trigger motivation ( ex. personalized tone, collaborative learning tools, adherence to UDL, visual design, and accessibility principles)

Mode of delivery: Blended Learning Experience, comprising both asynchronous and face-to-face teaching as demonstrated in the graph. To support this LXD, a flipped learning approach will be incorporated into the teaching structure with the aim to increase student's engagement by prioritizing learning activities. LXD Flow is linear since the content must be reviewed sequentially as each topic builds upon the previous one.

Course materials are available online and can be accessed via laptops and smartphones

Students review and learn course materials outside the classroom using asynchronous eLearning course

Flipped Learning

Self-paced learning is coordinated with the in-class schedule.

In-class group work support students in developing their analytical thinking and problem-solving skills

The course instructor prioritizes active learning during in-class sessions and provides support for scaffolded learning

The instructor facilitates collaborative learning in cooperation with the students, i.e. peer review activities

check the social learning experience design document

Graphic: Blended Learning Experience of Physics 141 Course Created on Genially

the how

Building Blocks and Delivery Formats: Facilitation: including online and offline (live) facilitation techniques, such as F2F discussion classes, and live virtual classes introducing learners to the learning experience, Q&A session. In addition to office hours, online student groups support and traditional communication channels i.e emails Content: to be delivered basically through live lectures, F2F discussion classes, asynchronous eLearning course, summary and takeaways Activities: Online activities including activation exercises, interactive videos, simulations, peer-review assignments, and online discussions on forums or online course community. Offline activities include in-class group assignments, peer review Assessment & Feedback: Formative assessments such as polls or surveys, live feedback sessions. Summative including module quizzes and Exams Click the building blocks to learn more about the LX flow..

Activities

Assessment

Facilitation

Content

Assessment

Activities

Facilitation

Live F2F Experience Flow

eLearning Experience Flow

ProjectPrototype

A working prototype was developed using Articulate Storyline 360. Click the arrow to continue

Mindmap

Working Prototype

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Click the image to access the eLearning course on Storyline review. To view a recorded video of the eLearning experience, click the video icon.

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the scoping plan

The scoping plan provides a holistic overview of who, why, and what in respect to the design approach of the eLearning course. Click the corresponding picture below to know more.

Why they are learning?

What they are learning?

Who is Learning?

Mindmap

the what

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The eLearning course addresses module 2 of Physics 141 course, with a focuse on topics of Motion in One Dimension as shown in the following figure.

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Figure : Module 2 of Physics 141 Course - Motion in One Dimension

Note: only sections highlighted in yellow are developed into a working prototype.

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the why

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The eLearning course aims to assist students in developing a foundational understanding of the subject matter and support them in developing their analytical thinking and problem-solving skills. Once students complete module 2 of the eLearning course, they will be able to: LO1: Define the key concepts and principles describing one-dimensional motion using kinematic variables and graphical analysis. Assessed through knowledge and understanding checks ( quizzes) LO2: Analyze physical phphenomenarom our everyday life such as free-falling objects with respect to one-dimensional motion. Assessed through simulation and practice exercises, graphical analysis LO3: Quantitatively solve problems using the 4 equations of motion and following the techniques of physics problem-solving. Assessed through online/offline group work assignments, quizzes, peer review activities

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the WHO

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The project targets first-year students at Birzeit University (BZU) in Palestine who are pursuing Bachelor's degrees in scientific fields such as Engineering or Science. Based on the information collected from the SME , BZU website, and related statistics three learner personas were developed. The following considerations influenced the design of the course:Learner's prior knowledge about the topic and level of education This course is a prerequisite that builds upon students' prior knowledge from high school. Students are admitted to BZU based on their performance in scientific subjects in the 'General Secondary Education Certificate Examination' with a grade exceeding 70%. ---> Design assumption 1: The eLearning course should support students in acquiring a foundational understanding of the topic, incorporating varying levels of assessments and knowledge challenges. Access to the course, devices they use, and connection to the internet Palestine has strong internet bandwidth, and students can access the internet almost everywhere. Students primarily use their smartphones for online activities and laptops for studying. The university provides computer labs that students can use. ---> Design Assumption 2: Designing a responsive eLearning course that accommodates students' learning behaviors will offer a more flexible and engaging learning experience; like learning on the go option.

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the WHO

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Digital literacy, familiar platforms, and technologies Students can use various digital tools such as ZOOM for online lectures, Moodle for accessing course materials, and BZU e-campus for administration purposes. ---> Design Assumption 3: Incorporating social learning activities will enhance student's learning experiences, resulting in higher engagement levels and learning gains The primary motivation for students to take an eLearning course is often extrinsic Students are driven by the prospect of rewards such as passing the course or receiving high grades, or the fear of punishment such as failing the course or getting low grades. However, a lack of guidance and clear instructions can dissuade them from participating, as can cognitive overload and poor recognition of their progress and achievements. ---> Design Assumption 4: To provide students with a feeling of command and independence regarding their learning experience, collaborative learning such as peer review activities and delegation of responsibilities to students to organize certain learning activities can stimulate their intrinsic motivation.

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rEFERENCES

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•  Escobar, A. C. T. (2021, July 28). Enhancing Self-Regulation and Metacognition in Online Learning. IntechOpen. https://www.intechopen.com/chapters/77698

•  Palestinian Central Bureau of Statistics. (2022, May 17). Palestinian Central Bureau of Statistics (PCBS) and the Ministry of Telecom and Information Technology issue a joint press release On the occasion of the World Telecommunication and Information Society Day 17/05/2022. Palestinian  Central Bureau of Statistics. https://www.pcbs.gov.ps/post.aspx?lang=en&ItemID=4239

•  Hartnett, M. (2016). The Importance of Motivation in Online Learning. Motivation in Online Education, 5–32. https://doi.org/10.1007/978-981-10-0700-2_2

•  VARK Modalities: what do Visual, Aural, Read/write & Kinesthetic really mean? - VARK, https://vark-learn.com/introduction-to-vark/the-vark-modalities

•  Bianchi, R., & Hussein - Abdel Razeq, A. (2016c). The English Language Teaching Situation in Palestine. Language Policy, 147–169. https://doi.org/10.1007/978-3-319-46778-8_10

•  EAL Center. (2010). TEAL Center Fact Sheet No. 3: Self-Regulated Learning. https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf. https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf

•  Smith, V., & Darvas, J. (2017). Encouraging Student Autonomy Through Higher Order Thinking Skills. Journal of Instructional Research, 6(1). https://doi.org/10.9743/jir.2017.5

•  Halliday, D., Resnick, R., & Walker, J. (2014). Principles of Physics. Wiley.

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Introduction

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For the past 4 months, I've been on an incredible journey of learning and growth, diving into new knowledge and skills. And now, I am absolutely thrilled to present to you my very first official learning project, submitted as part of the assessment process to obtain my Professional Diploma in Digital Learning Design. I extend my heartfelt appreciation to the DLI team for such an unparalleled learning experience that i consider a pivotal turning point in both my career and personal growth. It's been an unforgettable journey!

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Hand-drawn done collaboratively with my son