TEACHING WITH RESULTS
MEANINGFUL LEARNING
Breaking complex theories of learning ancient Eastern philosophy into a sophisticated, elegant teaching presentation, or a self-taught eLearning presentation.
With recall activities, links to verified knowledge and engaging slides to help you every step of the way, this is one not to be overlooked - no matter your knowledge.
Figure 1.0
Main content Slides
SUMMARY
MY ROLE
Design Lead - teaching pedagogy, educational instruction, instructional design, visual and graphic design.
AUDIENCE
Learners studying Philosophy and Ethics, combined as an online resource
OVERVIEW
A big and growing concern was that there was no efficient resources for historical Eastern philosophies, any current resources were severely lacking. This would mean we would have to change the scheme of work, which was already declining in student popularity.
Through my knowledge with universal teaching and working in various Learning roles, I led the creation of this hybrid eLearning presentation, developing every aspect of the project, from ideation through development.
The course was met with such outstanding feedback that we implemented it into the future scheme and translated it for audiences from 15 - 18 and adults. We had an 85% increase in student intake.
Confucianism, Philosophy - September 2021
Figure 2.1
Action Map
ACTION MAP
To bring this project to life, I leaned on the structure of Gagne suggested 9 events of instruction, whilst implementing a hybrid-lecturer style through Bloom’s Taxonomy. From there, I met with my subject matter experts (SME) and colleagues to solidify the action map as I entered the lesson design phase.
I acted as the lead SME, drawing from my experience teaching Eastern philosophy worldwide and my education in organisational leadership and communication. The action map allowed myself and fellow SME's to ascertain the goal, the best practises to reach said goal, and the relevant information that was needed for students to progress. This ensured only relevant and crucial information in the lesson scheme of work.
DOUBLE-CLICK TO FULL SCREEN
For demonstration purposes, I have embedded the document into the Presentation, in actuality, the document would open in Word or PDF.
DOUBLE-CLICK TO FULL SCREEN
I used ID and Photoshop to extract the text from an online resource and created an embedded book within the Presentation of which students could freely manoeuvre to guide their self reading.
DOUBLE-CLICK TO FULL SCREEN
The video has been integrated and detailed using my own custom icons and section zoom., I embedded the video with timeline stamps to help navigate
DEFINING THE PROBLEM
To create a self-guided PowerPoint that can be presented or self taught to any entry level. Further more, to use my knowledge in Instructional & Learning Design, a resource needs to be created which is seamless.
All of this needs to be achieved without over complicating the information the audience
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Figure 3.0
Visual Mock up and Notes
Icons and shapes
Self made Icons using Adobe Ai
Artwork of traditional Chinese culture
I hand drew these matching art pieces using Adobe Photoshop
VISUAL MOCK UP
Once I received approval on the lesson plan, I moved forward to visual design; using Adobe and PowerPoint as the foundation software. Progressing from the lesson board, there were 3 key principles to carry forward (based on the feedback at the initial stages) into the design which would establish cohesion, cognitive measure and engagement.
Through Adobe creative cloud software, including Photoshop and Illustrator, I designed all the basic structure & layout, including the colour scheme, text boxes and infographics. Further to this, I created artwork and rendered all images to ensure an engaging course which committed to the learner.
Figure 3.2
Animated Prototype Lesson
INTERACTION, ANIMATION AND DOCUMENT LINKS
The next step was to implement the information into cognitive animated interactions through the slides in order to get a sense of the formatting for each type of slide (title, information, task, research, etc). The balance was to make the interactions subtle, but distinctive enough so students knew the type of task that was commencing, whilst understanding the prompts for the tasks that were initiated.
I developed an interactive prototype presentation to collect feedback on the functionality of the project before diving in and developing the project in full. This was a chance to understand if the eLearning lesson project had accommodated to the needs of the teaching pedagogy within Gagne's 9 Event s of Instruction. The key indication was the interaction between what was considered content, what was then considered the task the students needed to engage with and finally, assessing the performance with a seamless integration.
See prototype below
LESSON BOARD/ LESSON PLAN
Consulting with the Head of Department and subject leads, together, we created a lesson board using the insights from the action map. Combined with the concept of Bloom's Taxonomy, we were able to design the questions, actions and guides needed for each of the tasks in this eLearning lesson. To help learners internalize the right learning progress, all the tasks were consistent - yet varied - critical skill building tasks that resulted in progressive development.
With several rounds of review and approval, I created all text and guided tasks, translated all information into the design, concepts for visual design and programme and educator notes.
Below I had defined the three key areas of guidelines which acted as the backbone during the production of the presentation.
Figure 2.2
Lesson I Lesson Board
HIGH FIDELITY MOCK UPS
The Sample on the right is a few slides from over 150 slides in the final project!
This was a crucial step in the design as it allowed us to visually understand the progression of the project without committing initially to the project due to time restriction, resource allocation and productive consistent feedback.
The template allowed us to also make any fundamental changes on the core principle of Rosenhine's principle of cognitive load whilst also being aware of how the content and the linked documents would ease into the overall finished design - being that the content was the core function of these eLearning presentations to succeed.
Figure 3.1
High-Fidelity Mock Ups
Mock Up
Simple template mock up for ease of navigation when designing
PROTOYPE AND PROTOYPE FEEDBACK
The next step was to implement information into cognitive animated interactions in order to get a sense of the formatting for each type of focus(title, information, task, research, etc). The balance was to make the interactions subtle, but distinctive enough so students knew the type of task that was commencing, whilst understanding the prompts for the tasks that were initiated.
ELEARNING PRESENTATION DEMO
EXPERIENCE THE PROJECT
The full project consists of over 100+ slides, available to be presented in PowerPoint and PowerPoint Kiosk. The project has been translated to Articulate storyline 360 for student portals linked with Google Classroom.
Below is a guided video where I go through each of the key aspects of the project so you can see first hand, the capabilities of PowerPoints & eLearning.
ELEARNING PRESENTATION
take aways
This new style teaching and eLearning lesson experience is focused on helping educational professors teach Eastern philosophy to an audience unfamiliar with the concepts.
With self guided information, navigated teaching and efficient pedagogy, the ability to learn something sophisticated and new, has never been more appealing.
FEEDBACK & RESULTS
The next step was to implement the information into cognitive animated interactions through the slides in order to get a sense of the formatting for each type of slide (title, information, task, research, etc). The balance was to make the interactions subtle, but distinctive enough so students knew the type of task that was commencing, whilst understanding the prompts for the tasks that were initiated.
I developed an interactive prototype presentation to collect feedback on the functionality of the project before diving in and developing the project in full. This was a chance to understand if the eLearning lesson project had accommodated to the needs of the teaching pedagogy within Gagne's 9 Event s of Instruction. The key indication was the interaction between what was considered content, what was then considered the task the students needed to engage with and finally, assessing the performance with a seamless integration.
THE PROBLEM
The problems were broken down into 3 key criteria; student engagement, cognitive information delivery and seamless accessibility.
This would be quite challenging, as although the content was available, translating this into meeting the above criteria was very tricky to navigate. Students weren't happy about learning such ancient wisdom, let alone out of touch PowerPoint slides.
Combined with not being sure how to breakdown the structure of the lesson plan and the end-goal objective, this was looking very unlikely to succeed, if not completely abandoned.
THE SOLUTION
After assessing the problem and going back to basic of the lesson planning, I determined that creating a resource from scratch which was self guided, but also presenter driven would allow both audiences to be taught independently or in a live teaching environment.
The eLearning presentation style solution allows learners to grasp the essentials with a pyramid learning approach, memorable tasks and cognitive transitions to retain and cement their learning experience.
See process below
Figure 2.0
Main feedback concerns