My Reflection | Hongyuan Bu's Portfolio

• MBTI is the most widely used personality test in the world today, and it is also one of the most popular vocational personality assessment tools in the world. It can guide students to be able to correctly understand their own potential, choose the direction of development that suits them, truly mobilize students' motivation to learn, and guide them to establish a correct view of career development (Radisavljević et al., 2023). 

To my surprise, in the second week, Dr. Lina had us take the MBTI 16 Personalities Test. For me at that time, MBTI was just a tool used for entertainment. Although I had a basic knowledge of psychology, I didn't know much about the MBTI, so I was amused to see that the "MBTI Test" was a class assignment. I had taken the MBTI test once before, and my result was ESTP-A (Entrepreneur), although I knew that the MBTI is calculated according to the percentage of four letters, which means that the four letters may change in different situations, I still didn't realize that I became ENFP-A (Campaigner).

ENFP is a campaigner. We enjoy a true free spirit - extroverted, open and enlightened. They stand out in any crowd with their lively, optimistic lifestyle. But even though their lives are full of booze, campaigners don't just care about having a good time. These personality types have a deeper quest - a desire to make meaningful emotional connections with others. 

ENFP isn't really talkative and highly emotional, but highly sensitive, empathizes a lot yet outputs a lot and doesn't want to socialize at all. I'm super versatile and interested in everything, but nothing lasts long because in-depth research and boring exercises don't suit me and end up giving the illusion of erudition. When it comes to learning, ENFPs are generally very motivated but don't fit well with traditional learning methods as well as self-study because of less self-discipline and lack of focus (Randall et al., 2017).

• During the third week, I was given the learning styles test, VARK, again in class, which was my first exposure to this test.

The first time I didn't look at the options carefully, which made me a "versatile talent". The second time I did it seriously, the result was the same as my cognition of myself: I am a visual learner. Visual learners have strong observation and imagination, are good at learning through visual charts, and prefer charts, models and colors (Daoruang et al., 2019). I like books with illustrations and pictures; When I read a book, I like to imagine the scene described in every sentence, and even imitate the role in my mind; I don't like reading a lot of words. The dominant roles are designers, engineers, architects and psychologists. Yes, I am keen on observing human beings , appreciating the beauty of all kinds of buildings and I like psychology very much.

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In Bloom's Taxonomy, knowledge is the basis for six cognitive processes: remembering, understanding, applying, analyzing, evaluating, and creating (Zainuddin, 2023). Bloom's taxonomy uses the two levels of thinking, memory and comprehension, as a foundational framework that pushes our brains to the essential foundation of the other five higher orders of thinking, helping us to go beyond memorizing and recalling information and further into applying, analyzing, synthesizing, evaluating, and creating (Chen et al., 2011).

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• ABC Learning Design is a programme and module co-development methodology developed at University College London (UCL) in 2015 and now used across the industry to develop new programmes and review existing programmes.

ABC allows programme and module teams to rapidly develop storyboards that visualise the learner's journey based on the activities in the programme. This method is not recommended and is based on participants' existing practice. However, it can be used to identify blended learning opportunities, review assessment and feedback, and align programmes with organisation-wide priorities.

The core of the ABC is a 90-minute workshop conducted in the classroom or online. The key is pace, participation and collaboration. As teacher teams develop their dashboards, they consider the objectives, structure and outcomes of current or planned modules. During this process, teaching practices are discussed and opportunities for course improvement are identified and agreed.

• The fishbone digital leaning design (FDLD method was initially created by Dr. Na Li in 2022, integrating the fishbone mindmap method and the learning objectives from the extended Bloom's Digital Taxonomy by Andrew Churches (2008) and Stephen Abram (2014).

The idea of pedagogy and technology cards was inspired by UCL ABC leaning design and the diamond teaching innovation model introduced by Dr Xiaojun Zhang, The first version of this web page was published on March 2,2023 This design method is one of the project outcomes of the XJTLU AOFE DGBL SIG research project information will be updated with the progress of the project.

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• H5P

H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been used regularly in educational settings. The use of interactive H5P resources in online education courses can increase student engagement (Jacob & Centofanti, 2023). Ploetzner (2022) recently found that enhanced, interactive videos containing questions and tasks resulted in more effective retention and comprehension of knowledge than videos without interaction.

• Articulate storyline

Articulate storyline is a multimedia authoring tool for creating interactive learning media containing text, images, video, sound and animation that can be used on a variety of devices such as laptops, tablets and smartphones. Courses developed based on Articulate storyline can help learners to learn independently (Lestarani, 2023).

• DGBL

Student-centered learning is one of the main drivers of modern educational policy and practice. The development of digital games in teaching and learning is becoming increasingly important as the possibilities of embracing technology in the classroom are realized.

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• Almost every digital escape room journey is a personal practice (For specific steps, please see the timeline in the Learning Outcomes). I analyzed key elements of digital lesson plans based on based on the theoretical framework of Nadolny et al. (2020) and UTAUT (Venkatesh, 2003) using Xmind.

• Apart from that, the biggest personal practice was the evaluation of the proposals chosen by my group based on the GBL theoretical framework. GBL refers to games that include educational objectives (Dickey, 2011). Learning and games can be combined in a variety of ways, such as computer games played in a class or role-playing games that cover an entire course over a semester. 
• Every time you move up a level in Digital Escape Room, you get a digital badge. I designed my own digital badge "Eagle".

• I learned about Think Aloud as a writing method in a lecture by a visiting professor. I learned about Think Aloud as a writing method in a lecture by a visiting professor. Think Aloud is a method where participants think out loud while performing a task or explaining their thought process. It provides insights into their cognitive processes, decision-making, and problem-solving strategies.

• Led by Dr Na Li, we participated in a chatbot experiment. Everyone was randomly assigned to two AIs. One of the two AIs assigned to me was overly enthusiastic, and although there was a response to my question at the beginning of each sentence, it was very brief. It always kept asking me questions, which annoyed me a bit. The other was an AI whose personality was set to be gentle and empathetic, and while she did ask me rhetorical questions, she was more likely to express her understanding, concern, and encouragement. By chatting with these two AIs with different personas, I got a deep sense of the glimmers and flaws that exist in the creation and development of chatbots.

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This semester, we aim to work in groups to create a digital educational product for learners using tools based on theoretical knowledge. Dr Na Li led us into groups at the beginning of the semester, and we were the third group, named Smile.

Why do we need to work in groups? According to the constructivist view of learning, learning is the process of internalizing knowledge and skills and acquiring tools through social and cultural engagement. This process is often accomplished through the collaborative interactions of a learning community.

Group Discussion of Strengths and Weaknesses

We discussed choosing proposal 1 to identify the strengths and weaknesses of proposal 1. Then each person used Xmind to sort and integrate them, resulting in a personal assessment of proposal 1 (see section 5 for details).

Designing a Digital Escape Room

Proposal 1 Overview: This game will assist the adult workforce participating in the Higher Education Peoplesoft group as well as any professional using the query system in the Campus Solutions program. Through game aesthetics, avatars, reward structures, and self-determination theory, adult learners will understand how forms in Campus Solutions are connected. Some may think they need a lot of knowledge to create a simple business report, but they may only need to understand how a few forms are connected. On this abstract island, players will be immersed in a story and learn how these forms are connected by matching tiles on the island.

Design Theories

Building on the theoretical framework used in the evaluation of Proposal 1, our group went on to design the prototype and final product based on cognitivist learning theory, constructivist learning theory, and social constructivist learning theory in terms of both the teaching and learning dimensions.

In terms of cognitivism, we absorbed the structural view of teaching and learning and discovery learning from Bruner's cognitive structural learning theory (Wang Na, 2011). Emphasizing the importance of active learning and cognitive structure, Bruner argues that the purpose of teaching is to understand the basic structure of a subject (the basic concepts of the subject), its principles, and the attitudes and methods of learning the subject. The following four principles are followed in the process of mastering the basic structure of the subject:

1) Principle of Motivation. Internal motivation is the basic driving force that sustains the learning activities of the students.

2) Principle of structure. Teachers can use all three forms: actions, images and symbols. to present the structure of knowledge, but the best knowledge structure must be used for teaching.

3) Principle of program. Teaching is about presenting a problem or a large number of knowledge structures in an organized way to improve students' ability to master, convert and transfer what they have learned.

4) Reinforcement principle, the teacher must give timely feedback to students to reinforce their learning.

We want learners to acquire knowledge and skills through discovery learning. This is because discovery learning is conducive to stimulating students' curiosity and interest in exploring the unknown, as well as mobilizing students' internal motivation and enthusiasm for learning, providing students with maximum freedom of maneuver, and facilitating the development of critical and creative thinking. Discovery learning is suitable for adult learners in the early stages of learning new knowledge. It facilitates the learning of problem-solving processes and methods.

In terms of constructivism, we have absorbed Jonassen's three-stage theory of knowledge acquisition (Jonassen, 2005). In the primary knowledge acquisition stage, learners often still lack directly transferable knowledge about a domain, when understanding relies mostly on simple literal coding. In teaching and learning, this stage involves mainly well-structured problems, which include a large number of activities that lead to skillful acquisition of knowledge through practice and feedback.

Proposal 1 is aimed at learners who are beginners in Higher Education Peoplesoft and therefore can be mastered by creating interesting problem situations and providing them with the right amount of practice questions and motivational feedback based on Bruner's pedagogical principles.

Design Steps

Step 1 Division of labor in the group

Module Leader: Chen Yang

Instructional Designer: Hongyuan Bu

Responsibilities: 1)Analysis of learner characteristics and learning tasks; 2)Design: Determine learning objectives and choose teaching approaches; 3)Development: preparation of teaching and materials; 4)Evaluation: To make sure that a predetermined goal has been achieved. Instructional designers need to extract needed information from data and analyze it to understand your course audience. Then, instructional designers and content experts cooperate to determine the course content and produce effective courses.

Content Expert: Qian Xu & Anjie Wu

Step 2 Search and screen for appropriate theoretical frameworks

Step 3 Evaluate Proposal 1

Step 4 Design product prototype

Step 5 Design the product

Step 6 Reflect

Design Process

We used a Fishbone Digital Learning Design Method to design the product prototype because it is clear, good-looking, and easy to create. It is feasible to develop interactive learning resources using Articulate Storyline (Novita, 2023).

For the final product design tool selection, we chose Articulate storyline. Because it's simple enough for new designers to quickly design and create courses. It's also powerful enough for advanced users to design anything imaginable. Courses designed by Articulate storyline can be played on a variety of devices.

What I did

1)Integrate all the functions of Articulate storyline into a single document;

2) Collected stock images of islands, airplanes, suitcases, and coconuts;

3) Retrieved and integrated basic knowledge about Peoplesoft into a form that complies with theory and design principles;

4) Developed questions based on knowledge, which included single-choice, multiple-choice, and fill-in-the-blank questions;

5) Helped the LEADER create mind maps.

Reflection

Pros.

Group work facilitated the development and completion of new and complex work.

Compared to H5P, we all agreed that Articulate storyline was better to use, easier to understand, and easier to create interesting and varied lessons.

Limitations

During the design process, we also attempted to follow the pedagogical principle of random access from cognitive flexibility theory (part of the cognitive constructivist learning theory), but unfortunately, the content available for the instructional materials was too simple to qualify for the application of this principle. We also found that although Articulate storyline has many advantages, it also has some disadvantages. For example, Proposal 1 mentions the need for a leaderboard that can be updated in real-time to motivate learners to continue to progress, but we did not find a way to implement this feature in either H5P or Articulate storyline.

In EDS431, Dr Na Li implemented DGBL from the LM to the instructional materials, and from the course assignments to the midterm and final assignments from start to finish, which also enabled me to understand and learn more comprehensively about what exactly DGBL is, the importance and advantages and disadvantages of DGBL, and what DGBL can be specifically applied to in the process of learning.