Chen.Yang's e-Portfolio

• First name:Chen
• Last name:Yang
• Student ID: 2358877
• Email address: Chen.Yang23@student.xjtlu.edu.cn

EDUCATION

Now: Xi’an Jiaotong-liverpool University                                         Major: Digital education

Past: Nanjing University of Science and Technology ZiJin College Major: English

INTERNSHIP

Nanjing No.27 Junior High School                                                                                      09/2022-06/2023

English Teacher

Nanjing Foreign Language School Xianlin Campus                                                       02/2022-03/2022

Intern Teacher

Nanjing Beibeibang Education Consulting Co. Ltd.                                                       04/2020-01/2021

Tutor

CERTIFICATES AND AWARDS

• TEM-4&TEM-8                                                                                                                                    08/2023
• Teacher Qualification Certificate of Junior High School English                                                06/2022
• University Third-level Scholarship                                                                                                  10/2020
• National Computer Rank Examination Microsoft Office Level Two                                          12/2019
• Merit Student Award                                                                                                                        10/2019
• University Second-level Scholarship                                                                                              10/2019
• CET-4 & CET-6                                                                                                                                     2019
• Putonghua Proficiency Test                                                                                                              02/2019

Expectations: 

My learning expectation is that after taking this course, I can create simple procedures and produce more diverse designs, which will benefit subsequent learning. I hope that in the theory classes, the lecturers will explain the course content through exciting examples, which will be more assertive in capturing the student's attention and make it easier for us to understand the course content. I hope the teacher can guide us more in the lab classes because I need help understanding many aspects of the new design websites and software for the first time. In the end, through the support of my teacher and the help of my classmates, I hope to not only learn more about digital course design, but also to turn theory into reality and improve my digital skills and critical thinking in curriculum design.

Motvation: 

First of all, my undergraduate thesis was an investigation and research on the impact of computer-assisted foreign language teaching on the lesson plan design of junior high school English teachers. The topic of that thesis was related to digital curriculum design. Moreover, I took a teaching qualification during my undergraduate study, so I have a plan for my future career. I plan to become an English teacher with good digital literacy. That's why curriculum design is mandatory for every student who expects to become a teacher.

Coupled with my previous undergraduate major being English for Education, my digital literacy needs further study to improve. Because digital curriculum design is different from the traditional instructional design of the past, it has formed a new educational model driven by the development of computers and the Internet, and this new model provides education with new educational resources and dissemination methods. In the digital scholarly environment, we are educators and learners in the lifelong learning system and the learning society, researchers of academic work, and reflectors of our work. Therefore, in my future development, digital curriculum design is something I need to learn throughout my life, and it is also a process that requires constant reflection and construction.

During my previous internships and jobs, I have also found that digital teaching is gradually infiltrating the classroom, especially the English classroom. This requires teachers to improve their digital teaching skills. For example, classroom design and teaching aids are becoming more advanced and diverse. Therefore, teachers must stay ahead of their students, keep learning and innovating, and lead them into a new world. This strengthens my determination to study digital curriculum design seriously.

In EDS 431, we have 13 lectures and 6 tutorials plus 7 labs for synchronous learning and 13 weekly readings and digital escape rooms to complete and 6 learning levels to achieve. I have divided the whole process into the following three parts:

Learning theories:

Before curriculum design, we must first understand some digital design theories and the principles of digital tools. This lays a solid theoretical foundation for our subsequent design. Since the teacher has taught a lot of theoretical knowledge this semester, I'm not going to go through it all. So, I have selected some theories I have the most profound impression on and used in this semester to describe in detail.

ABC Learning Design

The ABC approach to curriculum design is based on the principles of perspective and was developed in 2014. The developers have developed a new card set based on Diana Laurillard's concept of six 'types of learning' derived from her theory-based 'dialogue framework.' The six types of learning are Acquisition (or reading/watching/listening), Inquiry, Practice, Making, Discussion, and Collaboration, which comprise the ABC Six card set (Young & Perović, 2016). I think it is often articulated as a series of student activities that bridge the gap between teaching and research, integrating research into every stage of the undergraduate degree and shifting from research-led to research-led education. It provides the team with a neutral, supportive, and non-threatening exchange of ideas, away from the pressures of a formally sanctioned event, and minimizes the marking of staff roles and status. It gives me a new way of thinking in my future instructional design and helps me to break away from traditional instructional design ideas.

Fishbone Digital Learning Design Method 

The fishbone digital learning 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 learning design and the dimond teaching innovation model introduced by Dr Xiaojun Zhang. The first version of this web page was published on March 22, 2023. This design method is one of the project outcomes of the XJTLU AoFE DGBL SIG research project. More information will be updated with the progress of the project. Our group uses a fishbone diagram to plan before designing the product, which is very clear and concise. The fishbone diagram helps us to define what we need to achieve at each stage of the design, set our deadline, and urge us to carry out the procedure in an orderly manner according to the settings.

Digital game–based learning & game flow framework (5)

These are the two frameworks I use for CPC and my design prototype. They have provided me with a very theoretical basis and design inspiration. Student-centred digital game-based learning is characterized by innovative pedagogical methods designed to promote communicative understanding with teachers and other learners, take seriously students as active participants in their knowledge, and develop transferable skills such as problem-solving and critical/reflective thinking (Coleman & Money, 2016). When learning about the use of digital video games in DGBL, my ideas about the aspects of games that can provide effective learning fell into learner empowerment, problem-solving, and understanding. The DGBL framework has helped me to identify several themes; these focus on the types of player engagement: single-player, mixed-player, and multiplayer games, as well as the principles of game design and the critical principles of student-centered learning. High-quality digital video games can provide high-quality learning experiences that maximize the quality of education. This has provided me with critical lessons in design and analysis.

Game-based learning can be defined as games that incorporate educational objectives. Incorporating fun into learning can take many forms, from a computer game for one lesson to a role-playing game for a semester covering an entire course.GBL can deepen learning by engaging and motivating students and using immersive environments to allow students to explore concepts, reflect on personal experiences, and solve problems (Nadolny et al., 2022). For example, level games, problem-solving games, open-world multiplayer games, and immersive multiplayer games can be designed. The research on the game flow framework communicates design strategies and features, and I found that learning design needed to be more precise and more thorough in describing game environments. Therefore, the framework expresses the main limitations of learning design. If the game is coded based on words, descriptions, and diagrams alone, many problems will arise when it is applied in practice. This requires me to design more comprehensively in terms of session design.

These two theories have opened new doors for me in digital curriculum design, breaking my stereotypical influences on games, opening up design thinking, and stimulating my interest in research in this area. Therefore, I still have much to learn and skills to hone to become a digitally literate teacher and design digital lessons. 

Moodle

Moodle is effective in digital classroom teaching and is conducive to improving the quality of teaching. Moodle's Rich learning resources, interactive skills, and interactive evaluation skills can meet the multi-dimensional needs of online teachers and students. Moodle's digital course resources are designed to be a self-directed inquiry learning environment created by teachers according to the three-dimensional teaching and learning objectives to achieve personalized mobile learning with students as the main body. Teachers and students in the digital environment interact and provide real-time feedback, collect data on students' learning and learning process through the platform, and teachers use big data to assess teaching effectiveness and real-time adjustment of teaching and learning programs. The Moodle platform has a simple and compact interface. The course list shows the description of each course on the server. Visitors can categorize and search for approaches to learn them as they need. It's a handy and practical digital education platform for students (Egorov et al., 2021). It makes me realize that teaching and learning is a dynamic development process. I should not be limited to traditional teaching tools. The different online education platforms offer me convenience because I must learn to use them proficiently. This has also brought me a wake-up call that teachers must stay ahead of their students. I must be free of my ways but must keep up with the times, be innovative, and try to accept and learn new digital instructional design concepts.

H5P

H5P is a tool for educators trying to improve student engagement and learning outcomes.H5P is a free and open-source content collaboration framework that allows educators to create interactive content that can be embedded into a variety of platforms, including Moodl.H5P makes it easier for instructors and instructional designers to design interactive materials while potentially improving student performance (Jacob & Centofanti, 2023). The most significant difference in this course, 431, is that its synchronous and asynchronous tasks are different from the traditional forms of written assignments used in the past. I vividly remember the first time I worked in a digital escape room. I was amazed at how the instructor made the format so varied and how many learning pages were unlike anything I had ever encountered. At first, I thought designing H5P was unattainable because I found it very complex and varied. But later on, under the teacher's guidance, I realized that creating with H5P is achievable; it's not very difficult, but it gives us many options to realize our designs better.

Articulate Storyline (5)

This is what I need to focus on. Because it is a tool for our group to implement in designing our digital products. The teacher has also invited the previous schoolmates to teach us how to implement our digital instructional design using articulate storyline. The articulate storyline is relatively easy for beginners, especially for teachers who have previous experience using Microsoft PowerStory to create learning media basics. This is because the articulate storyline has functions similar to Microsoft PowerPoint. The features in the articulate storyline are superior to designing and running interactive media, including timelines, triggers, layers, a player containing menus, a glossary, slide annotations, resources, navigation buttons, and other components on the slides, and interactive quiz menus. Articulate Storyline does not require a programming language in its application like articulate storyline does not require a programming language in its applications like typical applications, making it easy for anyone to develop interactive learning media (Nurul Fadhilah H.M et al., 2023). Using articulate storyline makes group learning more fun. Because it utilizes technology that is in line with the current situation of the students, they are happy that the technology exists. The advantage of this application is that it is based on interactive media and is very easy for students to use in any situation as it is based on learning. Multimedia learning can be used for both online and offline learning.

Acquisition of Skills

After a semester of study, my teacher taught me many websites and software about digital course design. Here, I reflect on the skills I remember most and use regularly.

Xmind

Mind mapping is a tool for connecting all the represented words, ideas, tasks, or other associated items in a radial line using a central keyword or concept. Xmind is one of the most commonly used software for building mind maps. It can create multiple styles in different style galleries, and classic case references are provided within the gallery. Icons, format, and layout can be freely adjusted. File sharing can support eight forms for export. It is convenient and fast, and ideas and content organization are straightforward. Significantly improve the design efficiency. Therefore, in the process of my design, when faced with a large amount of text information, I chose to use Mmind for design. The figure below shows the complex content becomes straightforward. Therefore, it expresses complexity in the most concise and clear structure. It can be part of my future course design.

AI

I was never exposed to AI projects before entering the lab. I am neutral against AI.

First, AI studies how to endow machines with features of human intelligence, such as the ability to learn, perceive, understand, and solve problems (Liqiang Chen, 2022). The emergence of generative AI systems, such as ChatGPT, has dramatically changed the landscape of information acquisition and learning. These AI systems can autonomously generate human-like text and images and engage in various intellectual tasks, thereby reversing the traditional role of higher education institutions in knowledge transfer and skills development (Walczak & Cellary, 2023).

Yet I still have some problems with academic writing on ChatGPT. Is ChatGPT-generated text suspected of plagiarism? How do you cite ChatGPT-generated text? What percentage of the total scope of text generated using ChatGPT is acceptable? While the potential benefits of these AI systems are enormous, they also present challenges that need to be carefully addressed to ensure that education remains relevant and effective in a rapidly changing digital environment (Neumann et al., 2023).

When conducting my AI experiments, I tested two of these AI bot personalities. The first was that I asked questions, and it would give me lots of replies but did not provide me with helpful information to help me solve the problem. Second, I kept asking myself questions no matter what I asked, making it impossible to understand what it was answering. But understandably, these AIs are still in the testing phase, so there is still much room for enhancement. Then I tried using the school's AI robot, "Junmou," which is a bit more mature than before. It can provide solutions very quickly and help me solve problems. The last AI I came across is ChatGPT, which can generate natural language text to answer complex questions and has high language generation capability. However, there are some drawbacks, including language limitations and data bias. The quality of the generated text could be better, and there is a risk of misleading users. Using ChatGPT requires careful evaluation of its output to ensure correctness. AI can help us to a certain extent by bringing convenience to the problems we solve. However, we should not rely too much on AI-generated content when conducting academic research.

Think Aloud

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. Similarly, "Think Aloud" is a research methodology that requires participants to express their thoughts verbally while performing tasks or explaining their thought processes. It is widely used in generative AI to gain insight into AI systems and improve performance (Zhang et al., 2022). Through the teacher's explanation of Think Aloud in class and my actual practice, I found that the Think Aloud program helps to improve concentration. Think Aloud can help students be more aware, regulate their thinking process, and promote a more profound understanding of concepts. It also allows us to develop communication skills by improving our problem-solving skills to express our ideas clearly and effectively.

Digital badges 

Digital badges can replace paper certificates and further identify skills acquired, how an individual demonstrates competence and information about the issuer of the digital badge. An increasingly common way to support skills assessment and incentivize learning is through digital badges. When we complete a professional development task can earn a digital badge, which not only recognizes the completion of the study but also serves as a way for students to share their achievements with teachers, peers, and parents. Digital badges can also be made public through social media and email, enabling students to share their accomplishments with parents and others in the community. Digital badges provided through professional development symbolically represent the skills and understanding that students have gained. The main benefit of digital badges is the opportunity to motivate learners and enhance a personalized learning experience (Hrastinski et al., 2018).

Every time I've done a digital escape room before, I've received a different digital badge in the mail. At first, I didn't quite understand the meaning of digital badges. But whenever I received a digital badge email, I would share it with my classmates and friends. So, every time I did a digital escape room, I would look forward to what kind of digital badge I would receive. Later in class, the teacher taught us how to make our digital badges, and I realized that it would bring us some emotional value. Therefore, digital badges are essential to digital course design. The digital badge I made is shown below:

Design product prototypes:

With a solid theoretical foundation and mastery of basic operational skills, it was time to start designing our own digital education product! Here is the process of our design:

Role: Module Leader: Chen Yang

Responsibilities of module leader: the role of the group leader is to inspire and guide, provide ideas, and check the final task.

Instructional Designer: Hongyuan Bu

Responsibilities of instructional designer: Analysis、Design、Evaluation

Content Experts: Qian Xu & Anjie Wu

Responsibilities of content expert: Responsible for and organize content planning and production. Develop and drive the implementation of content to ensure that the quality and effectiveness of content meet the expected goals.

Allocation: After deliberation, I assign tasks to the members of the group according to their personalities and abilities. I was responsible for assigning tasks, completing the more complex parts of the content, helping the group to solve problems, and co-ordinating the whole process. Due to computer problems, the articulate storyline software was installed on Anjie Wu's computer, so the original assignment was slightly modified: Hongyuan Bu and Qian Xu were responsible for searching and organising the content, and Anjie Wu was responsible for inserting the content into the articulate storyline. Finally, I was responsible for checking the content and flow again for any errors.

Core: We designed the game to help adult learners in Peoplesoft groups in higher education and to use the query system in campus solutions programs. Encouraging adult learners through game aesthetics, avatars, and reward structures will help them understand how the tables in the campus solution are connected. In this abstract island we designed, players will immerse themselves in a story and learn how the tables are linked by traveling through different islands. Compared to reality, we created the game's advantages. First, it helps players manage the conceptual space they are experiencing. In other words, it helps the player understand what's happening in the game, minimizing complexity. The second benefit is that it allows players to learn in a stress-free environment where they can focus on the material rather than the consequences of mistakes. Our digital game-based learning strategies help improve learners' engagement and critical thinking skills. To make the game more appealing, I added some aesthetic elements, such as the background of the magic island and views of tropical trees and sandy beaches. In addition, at the beginning of the game, we provide a series of human characters to guide. We want to immerse adult learners in the game so that they become more engaged with the learning material we present. Finally, we designed different questions to help players consolidate their knowledge and promote self-testing of expertise. Our goal with this game is to teach adult learners how to use Peoplesoft in the simplest possible games to help them with their everyday queries. 

Design theory: Our design theory is mainly based on Digital game-based learning & game flow framework (which has been mentioned above, so I won't go into details here). In addition to this, we also consider some educational factors. Therefore, we also conduct a corresponding educational design based on Vygotsky's scaffolding education theory. Learners are not empty heads in the classroom but in daily life, and learning has formed a considerable amount of experience and knowledge. This experience and knowledge is the starting and growth point for learners to learn new knowledge. Due to the different development levels and experience backgrounds, each learner has a further understanding and a profound degree of knowledge. Each player can enjoy these learning resources through communication, discussion, and cooperation to promote the improvement of learners' meaning-building abilities. The games we design are interactive activities where the player and the designer work together to achieve a desired outcome. This is how we pass on our expertise to our players. To take beginners from their current development to their future level of development. From a constructivist perspective, Vygotsky uses "scaffolding" to describe the guidance or supervision of competent people. We design games that act as intermediaries between learners and the knowledge they are trying to understand, ultimately helping learners achieve goals they would not be able to accomplish independently. This knowledge provision can take many forms, including cooperative learning, hands-on learning, visual, graphic, and providing context for meaning through simplified language. We provide scaffolding to help players solve problems, complete missions, or achieve goals they can only achieve with help. Therefore, we fully recognize the potential of students but also provide personalized support for students. While students are given autonomy, they are by no means on their own. As students become more responsible for completing tasks, their competence and self-confidence will also increase. Therefore, in our teaching process, the design and implementation of functions should not restrict the control participants to carry out in a certain way and passively complete external commands but let the participants control their learning behaviors according to their purposes, behaviors, and cultural backgrounds, and build their understanding and mastery of knowledge in the interaction and consultation with other participants (Sarmiento-Campos et al., 2022). Therefore, we combined the game design concept and the education concept of GBL to design our digital game education product.

Result: At the end of the class, our group's design won the first place. This is the result of the concerted efforts of the whole group.

Perception: My expectation at the beginning of the group work project was that I would be able to complete the task successfully. The goal was for the group to get along and make progress together. My goal kept escalating during the project because my group members were all amiable, encouraging each other to learn, supervising each other, and supporting each person's ideas. My goal became the expectation that we could make great digital products and improve our digital literacy. We have also faced some challenges during our collaboration. For example, lack of technical proficiency, unclear task objectives, and other professional issues. As the leader of the group, I will first seek help from the teacher, and after asking for a clear understanding of the operation process, I will make a series of plans, starting with a small goal. Then, I will assign tasks according to the characteristics of the group members, but in the process of completing the studies, the group members are not independent. We will help the group members to solve the problems that may arise in the process. So when we are communicating about the task assignment, I will propose an initial plan, and then the group members will discuss and put forward their ideas. I will finally combine all the pictures and finalize the final assignment plan. So what I'm most proud of is that our group is united and efficient. So, our digital product combines what the teacher taught us and the design ideas of everyone in the group, including the love we put into it. Of course, not every project and group is perfect, and there are areas where we need to improve. For example, due to time and technical problems, this product only shows our basic design ideas, and we still need to keep learning and improving to make it perfect. So, this fantastic group work has dramatically enhanced my critical thinking, problem-solving skills, and leadership.
To sum up, every member of our Group 3 group contributed significantly to each of our group work tasks. Everyone shines in their way and gives as much as they can. I want to thank every member of my group.

Me-Chen Yang

My MBTI is ISFJ. I help group members develop in a humble, low-key way. I am hardworking and dedicated, with a profound responsibility to those around me. I meet deadlines and support to my group members. I prefer to work quietly behind the scenes. I also have excellent analytical skills and attention to detail. I have strong interpersonal skills and solid social connections. I will be friendly with extraordinary kindness, engage in my work, and treat people I believe in with warmth and generosity. I take personal responsibility for going above and beyond and doing my best to exceed the expectations of others. That's why I'm the leader of my group, and my teammates have given me plenty of trust to be the group leader. Therefore, MBTI has been instrumental in analyzing both my personality and abilities and those of the group, providing me with a very professional and scientific reference.

A learning style is a way a student favors in the learning process, with learning styles. It will be easier for students to understand the course. Some people use different learning styles. Fleming categorized learning styles into visual, auditory, reading/writing, and kinesthetic (VARK) (Sulistyanto et al., 2023). Previously, my VARK was mainly K, taking up more. Towards the end of the term, I retested and found that I had more A's; overall, it made a huge difference. I became a better listener and more patient, and my logical thinking skills took a qualitative leap forward throughout the semester, facilitated by both my teacher and classmates. Every learning style has its advantages, and no learning style is perfect. In our daily learning, we often show a learning style that is not "absolutely homogeneous." Through the VARK scale, you can take a self-assessment of your learning style, learn about your preferred learning habits, and then carry out targeted reinforcement to turn your preferences into your learning strengths. Therefore, knowing your learning style does not mean you have to lean towards another learning style, but rather that you have to strengthen your learning preferences and improve your receptivity to knowledge.

Hongyuan Bu:

Her MBTI is ENFP. She is enthusiastic and full of new ideas. She is optimistic, natural, creative, and confident, with an original mind and a strong sense of possibility. She prefers understanding to judgment. That's why she's the "cheerleader" and "motivator" of our group. She always gives us energy when we are most confused and helpless.

Qian Xu:

Her MBTI is ESFJ. She is responsible for helping others and doing the right thing exceptionally seriously. She has a warm and generous heart and doesn't like conflicts with others. She keeps her promises and is responsible. She likes to help people and enjoys doing meaningful things. That's why she is the "Warm Angel" of our group. She is gentle with all of us and is the glue that holds our group together.

Anjie Wu:

Her MBTI is INFJ. She is very good at accepting new things and often answers our questions when we need help understanding the operation of the latest software. Therefore, she was responsible for the technical work in the final design and could finish the task quickly and well every time. She is the "technical genius" of our group.

Most valuable experience-guest lectures

Dr. Na Li often invite teachers from different disciplines or experts in other fields to give us lectures. We were so convinced of the speakers' authority that listening to them might change our expected career path. In addition, when students see course content that relates to the experiences of professionals, this is seen as a confirmation that the student has indeed progressed through the course and has a better understanding of the industry. In this regard, both students and educators could see the value of the guest speaker, with the former reinforcing the latter's trust in the former (Jablon-Roberts & McCracken, 2023). Additionally, in the classroom, after a guest speaker, teacher brings attention to the speaker's topics related to the course content. I have benefited greatly from each guest instructor's presentation.

The guest speakers were a format for the course I had never experienced and considered before. They have provided me with greater clarity on my future career goals and have informed me of the current state of development of the career path I will be heading down.

Most valuable activities: AR & VR

It was my first time to see AR and my first time to experience VR in the classroom of digital curriculum design, and I found that VR/AR technology, as a new type of science and technology, has the characteristics of immersive experience, enhanced interactivity, and reduced trial-and-error cost in the process of learning and experiencing. VR/AR technology can change the traditional low-efficiency teaching mode and should be widely used in primary and secondary education. They can transform abstract and challenging-to-understand graphic knowledge into a virtual, three-dimensional, controllable, and interactive form, triggering students' interest in independent learning and participation in it, digging into more exciting areas of education, and providing students with a convenient green channel to explore the world. This will have a significant impact and help students in their future development. My future is to become a middle school English teacher. I plan to add VR/AR technology into my classroom if it is available at my school regarding technology and finances. Increasing student participation, letting students experience active thinking and learning firsthand, avoiding duck-filling passive teaching, and improving students' interest in learning are the goals of my curriculum design when I teach in the future.

The semester is ending, and what I have learned this semester has far exceeded my initial expectations. With my teachers' support and my classmates' encouragement, I have gradually become more open-minded and confident. Not only has digital literacy improved as I expected, but it has also helped me in my future career plans in education. I want to thank my teacher, Na Li, who is patient and responsible. She is a very accountable and patient teacher. Whenever I am confused or facing problems, she always gives me valuable advice, and I benefit from every conversation. I want to thank you again! I love you, Professor Na Li!

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