Running Head: INDIVIDUAL WORK PROJECT REPORT 1
EDID6509 – Designing Learning and Performance Solution
University of the West Indies
Open Campus
Semester II 2018/2019
Assignment: Individual Work Project
By
Candice Brown (04008579)
Course Coordinator and Facilitator: Dr. Camile Dickson-Deane
Due Date: April 18, 2019
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Section One: Brief Descriptions of Stints
Stint One – PBL
Description: This stint demonstrates a teaching strategy for elementary Social Studies
teachers practicing the Problem Based Learning method. Prototype features audio, visual and
tactile activities as scaffolding for teaching the stages of the water cycle.
Original thoughts: Using pictures, sounds and puzzles are effective tools which
require limited verbal communication. Group work among students who are speakers of the
English language should be encouraged. This strategy would enable all learners to participate
in the lesson activity.
Prototype One : https://idtlearning.weebly.com/problem-based-learning-
prototype.html
Justification: Donnelly (2005) affirmed that the use of technology in project based
learning is effective. In addition to practical real world activities, video and audio activities
help learners to develop a more meaningful understanding of content. Moreover Gonzalez
(2014) indicated that supporting English Language learners in the classroom requires
collaborative and visual learning activities.
Reflection: This prototype was my second attempt at the PBL stint. After
participating in a discussion with my group members, other participants of the course and the
facilitator I realised that the task was simply an accommodation to address a small problem in
an everyday classroom. Information garnered was shared via Whatsapp and Padlet.
Discussion: With further research my team and I discovered that the prototype must
demonstrate the systematic process of problem solving. (Donnelly 2005) My design was
focused on the challenge of teaching the English Language learner at the lowest level of
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blooms taxonomy. (Cullinane 2009). The following changes are proposed for my prototype;
students would be required to apply the knowledge of the water cycle to solve the problem in
game based learning activity. Students would adopt an avatar and experience a simulation
where they must find solutions to water challenges.
Illustration link: https://idtlearning.weebly.com/problem-based-learning-
prototype.html
Stint Two – CSCW/L
Description: The TED-Ed CSCW/L prototype features a modification to the settings
page. Users who are creating courses can now choose the time restriction option on the
courses they create.
Original thoughts: TED- Ed is an likeable CSCL environment because the user
interface is relatively simple and the performance support services are helpful. The tool is not
as popular as Edmodo or Eliademy. A major difference between this environment and the
others is the courses creators can choose to have time driven or self-paced courses.
Link: https://idtlearning.weebly.com/computer-supported-collaborative-
worklearning-tools-prototypes.html
Justification: The TED-Ed environment caters to the self-paced learner which
increasingly common among adult education, employers are supportive of this approach since
it encouragers workers to work and study at their leisure. (Inkson & Smith 2001). My
experiences in the secondary level indicates that academic institutions are time driven. Brandt
(2019) said that for schools to fully transition from time based to outcome based there will be
a need for reorganization of resources and educational philosophy, making these issues
adjustable. These resources include technology and CSCW/L which support learning.
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Reflection: I found this prototype to be simpler than the previous stint. Timely
feedback from my peers enhanced my understanding of the CSCW/L and research conducted
while completing our Braindump. Again Padlet was used to share our information.
Discussion: Increasingly learners are expected to collaborate with peers to complete
tasks. In order to improve this this CSCL I would add a collaborative workspace similar to
that which is provided by Google Suite. This feature would allow students to work together to
complete assignments on the same platform where they are expected to submit their
assignment. This feature would be more appealing because it allows the user to save work
and facilitators can observe student progress.
Illustration link: https://idtlearning.weebly.com/computer-supported-collaborative-
worklearning-tools-prototypes.html
Stint Three – PSS
Description: A how to video was created to provide teachers with instructions and
guidelines for posting assignments on Edmodo.
Original thoughts: Edmodo allows teachers to create a virtual classroom and post
assignments to students while advising the parents of this action at the same time. Edmodo is
a popular CSCL environment and school administrations are encouraging teachers to use this
tool, but too often teacher reject this online platform because using this CSCL can be
difficult. Improving the support services is one way to improve teacher competence and
willingness to use this tool.
Link: https://idtlearning.weebly.com/performance-support-services-prototypes.html\
Justification: How to videos are trending, learners are no longer willing to read
extensive how to guides but rather want on the demand support. The how to video features
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pictures, and lists the steps to post an assignment on Edmodo in less than 2 minutes. Users
can pause and replay at any stage. According to Narum (2018) this method is very effective
for improving learner performance.
Reflection: Powtoon was used to complete this PSS. When we began our brain dump
for this activity I came across more information about Electronic performance Support
Systems (EPSS) than PSS, which was indicative to me that the PSS prototype must be
technology based and a how to video would be an ideal option for design.
Discussion: The PSS could have been improved by designing a PSS with at least five
tasks. According to Narum (2018) there are multiple technology based ways to create an
effective PSS tools. In order to improve the prototype I would create a mobile app which has
an infographic, help desk function and how to videos for users of Edmodo
Illustration link: https://idtlearning.weebly.com/performance-support-services-
prototypes.html
Section II
Overall Reflection on the Entire Process
What did you learn about the process of design?
The design process involves making mistakes, and improving on these mistakes in
order to achieve a successful design. Making a mistake does not mean that you have failed
but rather that you have learnt and your design will simply require more effort. The most
significant lesson I learnt from the process of design aspect of this course is the importance
collaboration and effective communication with others. As expressed above collaboration
improved my understanding of some of the work tasks.
What did you learn about designing with a theory in mind?
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Theories provide a guideline or structure for design. While preparing for each individual task
I was compelled to investigate theories related various concepts and practices. The most
difficult design during this course was stint one which involved problem solving solutions
and problem based learning theories. The lesson learnt here was that research and data
collection is an important part of design. Due to the fact that I was familiar with the theories
and concepts limited effort was made to apply the content to the prescribed problem. During
the design process an effort must be made to conduct research specific to the topic.
What would you do differently?
- Spend more time researching theories and concepts in order to improve work product
- Create multiple prototypes and have a focus group select the most relevant prototype
- Interact with peers outside of group for support
- Seek additional consultation with lecturer for all tasks
What did you like?
I enjoyed designing and creating the prototypes. I found that my skills in this regard have
improved and I am eager to do similar work for a wage. I also enjoyed working with my
teammates who were very supportive.
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References
Brandt, R. (2019) An Overview of Outcome-Based Education. Retrieved from
http://www.ascd.org/publications/curriculum_handbook/413/chapters/An_Overview_
of_Outcome-Based_Education.aspx
Cullinane, A. (2009). Bloom’s Taxonomy and its Use in Classroom Assessment. 1. Retrieved
from
https://www.researchgate.net/publication/283328372_Bloom's_Taxonomy_and_its_U
se_in_Classroom_Assessment
Donnelly, R. (2005) Using Technology to Support Project and Problem Based Learning.
Retrieved from https://arrow.dit.ie/cgi/viewcontent.cgi?article=1011&context=ltcbk
Gonzalez, J. (2014) 12 Mainstream ways to Support English Learners in the Mainstream
classroom. Retrieved from https://www.cultofpedagogy.com/supporting-esl-students-
mainstream-classroom/
Inkson, D. & Smith, E. (2001). Self paced learning: A student perspective. The Australian
Educational Researcher. 28. 107-128. 10.1007/BF03219746. Retrieved from
https://www.researchgate.net/publication/225766297_Self_paced_learning_A_student
_perspective
Narum, C. (2018, April) 10 Types Of Performance Support Tools From Quick Reference
Guides To Mobile AppsRetrieved from https://elearningindustry.com/performance-
support-tools-quick-reference-guides-mobile-apps-10-types
