Guang Yang
- First name: Guang
- Last name: Yang
- Student ID: 2254294
- Email address: Guang.Yang2202@student.xjtlu.edu.cn
Table of Contents
1. Student bio
2. Table of contents
3. Learning goals statement
4. Demonstrations of the learning outcomes
5. Reflections on self-development activities
6. Inspirations from the guest lecture
7. Wraparound reflective writing
8. References
Qualifications
Achievements
Badges
I have been up to level six
Guang Yang's CV
Guang Yang
MSC Digital Education
EDUCATION BACKGROUND
Southwest Minzu University (SWUN), P. R. China 9/2017- 7/2021
Xi’an Jiaotong-Liverpool University(XJTLU), P. R. China 9/2022- now
EXPERIENCE
Kindergarten teacher, Lijiang Teleixin Kindergarten, Lijiang, China 7/2021-12/2021
Responsible for daily teaching activities, scientific exploration, and quality improvement activities of two kindergarten classes. Hosted weekly popular science activities in the kindergarten, such as robot interaction and interesting physics experiments, which effectively improved students' hands-on ability.
Intern, Department of Technology, Guangdong Teddy Intelligent Technology Co., LTD, Guangzhou, China 7/2020-9/2020
The main technologies used include crawler technology and data visualization, data interaction technology, and data analysis based on Python language. An analysis of nearly 2,000 reviews of Avengers 4 in its first five days helped theatres increase screenings and timely sales of related derivatives.
High school teachers, Jinjiang School, Lijiang, China 1/2019-4/2019
Responsible for the Chinese courses of more than 40 students in two classes, independently completed the curriculum design, the compilation of teaching plans, and the examination and assessment of students.
SKILLS AND CERTIFICATION
Software: Java, Python, Matlab
Certification and Award: Putonghua Shuiping Ceshi PSC Class 2 division 1; High School Chinese Teaching Certification; Certificate of Young Volunteer
Learning Goals Statement
(1) Knowledge mastery: master relevant knowledge of pedagogy and sociology and further explore more knowledge in the cross-field of digitalization and education.
(2) Knowledge application: can skillfully integrate common digital technology devices into course design and even carry out some innovative combinations. Able to critically evaluate different kinds of curricula and propose effective solutions to their shortcomings.
(3) Comprehensive quality: able to participate in more curriculum design and evaluation activities. Clear the main research direction and keep growing in academic research.
Become a college teacher and cultivate more students who can solve the black box between technology and education. And from an academic perspective to study how to use technology to promote the development of education.
(1) Master the course design methods taught in 14 lectures,6 tutorials, and 7 labs.
(2) In addition, I can interact with classmates and teachers through course exercises to cultivate my critical thinking and apply it in course reflection.
(3) In the escape room design, it is possible to choose the right H5P form and the right theory to help classmates master the knowledge.
(4) After a semester of study, I can reasonably design a digital activity, combined with effective digital tools.
Demonstrations of the Learning Outcomes
Escape Room Design
My team members and I made a total of three escape rooms, and we set a teaching theme: how to design a lecture. Around this theme, we used the Clothesline Method(Doug Neill, 2015) as the underlying logic for our escape rooms. Our three sessions are: (1) The first escape room aims to teach classmates the first step of the Clothesline Method, clarifying the teaching goal and understanding the existing knowledge that the students have mastered at the present stage. We used the Zone of Proximal Development (Vygotsky & Kozulin, 2011) and Bloom's Taxonomy (Sawin, 1957) respectively to support our game. (2) The second room is about how to select content in curriculum design. Theories for this practice are VARK learning styles (Marcy, 2001) and ABC (Arena Blended Connected) curriculum design(University College London, 2018). These are to give classmates an idea of what kind of students and what kind of activities fit into the curriculum. (3) In the third escape room, we complete the final section of "how to design a lecture", which describes how to assess students' learning outcomes. We used the rubrics of assessment of learning proposed by Debattista (2018). All these theories that we used in escape rooms were learned from EDS431. Now, I'm going to talk about what I did in each of these escape rooms.
Escape Room 1
Knowledge Test
This part of my design is a test. My teammates explained the key contents of the Zone of Proximal Development theory using interactive books in the previous step. This theory is used to design learning goals. Vygotsky(1978) believes that students' learning goals should not be designed too high or too low. Therefore, to test whether my classmates grasp the "degree" of formulating the learning goal, I adopted the Branching Scenario to let classmates play the role of instructional designers and set a scenario of "designing an English course for fourth-grade students".
The first step of the test game is to choose the most appropriate lesson. I set three options, the first is understanding the One Hundred Years of Solitude which sets a too-high goal for fourth-grade students to master. The second choice, Charlotte's Web, is the English reading material for fourth-grade students stipulated by the Ministry of Education of China. Knowing how to read 26 words in the third option should be what students learned in the third grade. Classmates choose the course they want to design and move on to the next step. The second step is to choose how the teacher will teach the lecture, which has two choices: a high goal and an appropriate goal. In the end, every different choice will determine their outcome, and only those who choose the right goal in every step can design a successful curriculum.
Escape Room 1
Escape Room 2
Concepts Explanation
In this escape room, we learned from Group C the well-designed part of their escape room: they teach a knowledge point and then test the student's mastery of it, which can consolidate the knowledge that students have learned.
My part is the "ABC curriculum design" theory. When I first learned this theory from Lecture 1, I did not quite understand its function. After inquiring with several students, I found that they also did not have a clear grasp of this theory. Therefore, I sorted this theory into four parts by combing several kinds of literature and sorted it out for classmates in the form of interactive books. It aims to give students a clear understanding of the content of each section. The first two parts are the concept and the function of this theory. The third part is the component of the theory, which is also the most important part, so I designed basic tests to remind students to pay attention to the role of each component. Finally, I sorted out the process of completing an "ABC curriculum design" through the interactive flow chart.
Escape Room 2
Escape Room 3
Deep Thinking
My design part is the last rubric, management, which requires teachers to help students learn to manage their grades and feedback, then master their learning progress. I only designed a Q&A for this part, mainly for the following two reasons: firstly, inspired by the learning game designed by Dr. Juliana, she asked students to conduct deep thinking and learning when answering questions. I also hope that students in the escape room process, not only passively receive information, but also actively think deeply. Secondly, it belongs to the last part of the escape room. Compared with asking students to continue to play a game, I think a question can help us to see how well they have mastered the knowledge by integrating the knowledge learned from this game and EDS431.
Escape Room 3
Knowledge Review of EDS431
Knowledge Application
I have also learned three other courses this semester, and in the following, I will analyze their advantages or disadvantages in combination with the theories learned from EDS431. I am going to rename these three courses as EDS1, EDS2, and EDS3.
EDS1: The activities designed by the teacher are more conducted in the way of communication and listening to the lecture, which does not take into account every type of student according to the VARK learning style model (Marcy, 2001) which I learned from Lecture 3. Students who prefer Kinesthetic or Reading/Writing may sometimes be reluctant to participate in class discussions. In some lectures, the situation may be that students who like to communicate may well keep answering the teacher's questions, but those who don't like to express their views in public may not have the opportunity to express themselves.
EDS2: An hour before each tutorial of this course is asynchronous learning time. It makes students flexible in arranging learning time (Xiberta et al., 2022) and able to discuss the learned knowledge in the tutorial after learning, allowing students to remember what they learned from self-directed learning and class.
EDS3: The biggest problem with this module is that expectations for students are not clearly expressed (Debattista, 2018). This rubric belongs to the ten curriculum evaluation standards in Lecture 5. At the beginning of the semester, the teacher did not clearly express what kind of learning results the students would get through each tutorial. Instead, they asked the students to give presentations in the first two tutorials, which confused many students. Later classes also did not clearly state the goal that students were supposed to achieve. As a result, some students did not realize that the original intention of the course was for students to learn how to do academic research until they reviewed the whole learning process in the middle of the semester.
A common feature of these three modules is that they rarely use digital tools for interaction and teaching, but this does not mean that these courses are bad. Because technology is meant to serve the teaching, what matters is how and what is taught, not whether it is used. However, at the same time, I also think about what digital tools can be added to the existing courses to help the development of courses. In this regard, I propose the following ways: (1) in the problem that the teacher's course form cannot meet the needs of all students, the teacher can flexibly use the interactive plug-in on Learning Mall (LMO) during the class. For example, using PDF Annotation lets students who love reading and writing can express their ideas through writing. (2) EDS2's asynchronous learning has its advantages but can be further improved. More learning methods can be added instead of just watching videos and reading papers. For instance, some H5P can be designed like escape rooms used in this module to enhance the learning experience. (3) For students who do not understand the teacher's teaching and evaluation objectives, I think Checklists can be used to help students confirm. Since EDS3’s tutorials are designed to let students know how to do academic research, then make a list of each step completed in the research and corresponding courses, so that students can make clear what teachers want to teach in each tutorial.
However, there are also some problems with my perspectives: firstly, my reflection is only my observation and experience, and I have not confirmed with the teachers of these courses to understand their real intention, so there must be some subjective influence. Secondly, my current curriculum design and pedagogy knowledge are limited, so my analysis and thinking are not comprehensive. Therefore, I have set my goal as well. I hope that through the study of Digital Education, I can not only master comprehensive knowledge but also comprehensively analyze course design.
Guang Yang's Learning Journal RSS
Co-Curricular Activities (CCA)
Date: 2022.10.10 ~ Now
Main activities: I joined the research project of Dr. Kim and Dr. Li and the main topic of this activity is AI. We conducted 7 offline and online discussion sessions, collected and processed more than 100 data, and interviewed more than 10 students. The project is currently ongoing.
Reflective thinking:
Through CCA, I have learned the following contents related to digital course design:
1. Personal Learning (Peng et al., 2019): Personal Learning is a point I want to emphasize first because I believe that the most important part of education must be the student. This theory emphasizes not only that teachers should bring appropriate educational materials and take suitable teaching methods to students, but also that students should have self-directed learning. So curriculum design or digital equipment can come in handy. Design content for students that suits their learning style and knowledge needs, using AI, VR, and metaverse comes to meet a variety of different needs. In addition, students' enthusiasm for learning can be driven by various curriculum settings. For example, maybe the future learning management system with AI can select the learning content completely suitable for students according to their emotions, learning ability, and preferences so that students' learning will be easier and customized.
2. AI: Firstly, the attitude towards the use of AI design in the curriculum. I think we can hold a positive attitude, but we can't put all our hopes on artificial intelligence. On the one hand, AI has been gradually integrated into the learning system, especially in developed countries. In South Korea, a lot of students in primary school have an AI robot of their own. And AI has already played a certain auxiliary role in the learning system (Steinbauer et al., 2021). On the other hand, if AI is added to the digital curriculum, it may face the obvious problem that student privacy cannot be guaranteed and what AI will teach students cannot be guaranteed. Secondly, I think the most useful aspect to integrate AI into the curriculum is the work of supporting teachers. In class, AI can help teachers give answers to students' personal questions without disturbing the learning progress. After class, AI can also help teachers monitor students' progress and remind students to complete homework. In this way, teachers can be freed from a lot of simple and boring work, and students can get personal attention and tips.
Badge Design
Date: 2022.11.11
Main Activities: After learning Alternative Models of Curriculum and Accreditation, Dr. Li asked each student to come up with an idea about "the badge you most want to get". Because I want to be the student who has the most knowledge, and I think by constantly reviewing can I get more knowledge. Just as an old Chinese saying goes, "the meaning of a book comes out after it has been read a hundred times", I designed the Knowledge Eater badge.
Reflective Journal:
A digital badge is a digital technology, presented in the form of an image, that certifies the knowledge and skills that a student has acquired through study. It is found that digital badges can be introduced into higher education to promote students' learning process, encourage students to strengthen their learning input and output, and improve their academic performance (Cheng et al., 2020). Therefore, the digital badge should be applied to the course, which can be used as proof or an award to students after they complete a certain goal. However, it should be noted that the design of the digital badge must meet the course objectives and requirements, and its design standards must be clear and have quantifiable indicators, to better achieve the reward effect.
In the process of designing the icon of this badge, I noticed two aspects: the first is to meet the requirements of the design because the design of every product needs to follow certain standards. The second is the need to express the connection between the design and the goals that the students are required to achieve. For example, my badge design is the person who completes the knowledge test with the highest score every month. It has a piece of cheese on it because the pronunciation of cheese in Chinese is the same as that of knowledge (our classmates are all Chinese). It also drew a book, which represents constant reading and learning.
Immersive Learning Design
Date: 2022.11.22
Main Activities: In this lecture, we went to the XJTLU XR center, and I experienced Augmented Reality (AR), Virtual Reality (VR), and Extended Reality (XR) devices respectively.
Reflective Journal:
I think the biggest challenge with XR technology is that existing technologies are difficult to access and use. First of all, not all students have the opportunity to use these technologies, because the price of these technologies is too high for students or schools in rural areas or towns. Moreover, the physical discomfort of these technologies is hard to deal with. For example, after using this device for more than two hours, I still feel dizzy. Therefore, to apply these techniques to teaching, we must solve these basic problems. At the same time, XR technology presents many opportunities. One of the most prominent is immersion. For example, when our classmates play the equipment game, they are scared by the content of the game. Therefore, the immersion of these devices can be utilized to enable students to stand in the author's position and experience the author's feelings. Finally, from this experience, I am also thinking about whether the application of these technologies in learning can enable students to master the application of technologies faster without any operational difficulties. Since I've never used this device, I need constant guidance from the staff. At the same time, I also found that our classmates had used such equipment before, and their experience would be much better than mine. Therefore, I think it is important for students to use the equipment without any difficulty.
Conference: Online-onsite Blended Teaching Innovation Project
Date: 2022.12.7
Main activities: The meeting consisted of the dean and four module leaders sharing their teaching experiences of the semester on the topic of blended teaching
Reflective Journal:
After this conference, I have the following thoughts on curriculum design and blended teaching. Firstly, I think the quality of a curriculum has nothing to do with how much technology is used. Whether it's LMO or Miro or something like that, they're going to help education. But if they can't be used properly, it will increase the burden of teaching. As Dr. Li also mentioned in her sharing, her course uses a lot of technologies, but this course is not replicable, because not all courses need to use these technologies. During the meeting, it was also clear that not all teachers will necessarily use digital education technology in their courses, but their courses are also excellent. The second achievement is to understand what kind of role a teacher should play in blended teaching. In the teachers' sharing, all point to the "guiding" role. In a student-centered environment, teaching should lay more emphasis on the cultivation of students' self-directed learning abilities. Just like in this module, students work in groups to discuss problems, design their escape rooms, and exchange experiences. In this process, the teacher may not even be present, and the students can already complete the learning task independently. Finally, I have some ideas about some sharings from a teacher. She thinks that in the process of online learning, teachers need to remind students and timely confirm whether students have completed their homework. To this point, I think we can combine some AI into the learning management system to do these time-consuming and tedious things. In this way, teachers can have more time to complete the research on teaching content and teaching methods, as well as timely feedback on the valuable questions raised by students.
Dr. Michael Day
Date: 2022.9.27
Lecture title: Teaching Semantic Ontologies to Equip Students to Think Computationally and Reduce Harm?
Main content: In this lecture, Dr. Day first mentioned that there are many hidden dangers in the current Internet, such as cyber violence, privacy disclosure, and early puberty of teenagers caused by the Internet. Then he mainly talked about a "big pizza." The content on this pizza contains both non-human and human elements, which are interconnected to form a social network. We need to teach the machine to identify these pizza networks to reduce Internet problems.
Inspiration: Any technology should be designed with its connection to human society in mind. Education needs to cultivate people who have socially capable and can collaborate. Therefore, as educators or designers of future technologies and curricula, we must seriously consider the position of students and teachers in education and fully meet their needs. Make the use of technology in education unbiased, all kinds of educational designs suitable for different age groups of students.
Dr. Loretta-Y Teng
Date: 2022.11.8
Lecture title: Learner-centered teaching
Main content: Through some interactive and game-based learning methods, five characteristics of learner-centered teaching (Weimer, 2013) were taught by Dr. Teng, then we were asked to figure out how to integrate them with digital technologies.
Inspiration: Through this lecture, I have two feelings about teaching methods and learning content. First of all, Dr. Teng's teaching method is very lively. She makes students willing to show themselves through positive body language and encouraging ways, thus forming good classroom interaction. Moreover, in the five characteristics of learner-centered teaching proposed by Maryellen Weimer, our group mainly conducted in-depth research on guiding students to reflect. Guiding students to learn to reflect is always more important than asking them to reflect. As an old Chinese saying goes, "Teaching a man to fish is better than giving him fish." Therefore, we must do a good job in the after-class design for students to reflect on what they learned, and teachers should also give students sufficient feedback. For example, a Forum can be designed on the learning management platform. After each class, students can write what they have learned on it, and let the students who want to share their learning experience with others publish their content, so that students can learn from each other.
Professor Jason Yin
Date: 2022.11.15
Lecture title: Opportunities and challenges of digital entrepreneurship
Main content: Professor Yin shared his own six years of experience in the field of digital entrepreneurship and recommended Artificial Intelligence Generated Content (AIGC) as a form of entrepreneurship that beginners can undertake.
Inspiration: Before this lecture, I just finished reading the Minimalist Universe written by Korean writer Lee Lim Bok. Therefore, after class, I also carefully thought about what beneficial or interesting influence the metaverse can bring to the course design. In my opinion, the influence can be mainly reflected in the following aspects: firstly, it can enhance the immersion of blended teaching and online learning. Now our online learning mainly relies on the Internet, and there is no difference between online and offline content in essence. However, if the metaverse technology can be more mature and truly realize the sense of immersion and interaction envisioned by scholars, blended education mediated by the metaverse will certainly improve students' learning experience. For example, in traditional blended education, what teachers teach is two-dimensional and each student may interpret it differently. In contrast, in the metaverse, students can experience learning more realistically. Secondly, the metaverse can be used to customize private courses for students. Through scene construction, it can set learning content based on each student's learning needs and preferences, to achieve personal education. Finally, using blockchain technology, students can design the course, which is also reflected in the Escape Room design of our EDS431 course, so that students become the real center of education.
Ms. Haixia Wang
Date: 2022.11.22
Lecture title: Building an Augmented-Reality (AR) Based E-learning Platform for Business Chinese Acquisition and Business Culture Immersion
Main content: Ms. Wang used her paper as the main content to explain how to apply AR to Chinese education.
Inspiration: What impressed me most in this lecture was that I intuitively understood the actual application of artificial intelligence equipment in teaching. In Ms. Wang's lecture, she only uses some basic equipment but greatly upgrades students' learning experience. So it doesn't mean that a variety of techniques used in the curriculum is the best, we can't just show off the hoe, and forget to farm. Secondly, her lecture made me realize that the content learned in books may be completely different from the actual application. She proposed to learn Chinese from the Chinese scene and culture and master knowledge from the practical application of the scene. On the one hand, we can use these artificial intelligence devices' immersive feeling to realize the interactivity of learning and deepen students' learning impression. On the other hand, it also reminds me of the significance of the integration between industry and education, so that students can learn what they can use in their future life and work. This can enable students to learn knowledge proven by practice and improve the efficiency of talent training (Bian,2022).
Ms. Jing Wang
Date: 2022.11.29
Lecture title: LEARN MORE @Learning Mall
Main content: As the deputy director of Learning Mall (LMO), Ms. Wang explained the main development modes of LMO to us from a professional perspective. She made an overall elaboration on the development of LMO from three aspects: one brand, two components, and three education models.
Inspiration: I am most looking forward to this lecture because I chose LMO as the topic of two other modules this semester. I am very interested in its influence on blended education. Ms. Wang also emphasized that the impact of LMO on blended education is unique in China. First of all, from the perspective of learners, LMO provides a lot of free online learning resources for learners, especially students of XJTLU. Secondly, as a learning management system, LMO provides XJTLU teachers and students with online services for the whole teaching and learning process, which can fully connect online and offline teaching. The LMO not only manages the learning process but also becomes a learning partner for students and teachers.
However, I think there are also some problems with LMO blended education. This is mainly reflected in the uneven level of digital literacy of teachers, so different courses present different qualities in the use of technology, and sometimes students cannot directly find the resources they need. Secondly, when online and offline classes are held at the same time, online students do not have a strong sense of participation and cannot interact with courses through more online functions. Therefore, teachers' ability about using LMO should be trained.
Dr. Juliana Tay
Date: 2022.12.6
Lecture title: Digital Game-Based Learning
Main content: Dr. Juliana introduced us to a process of designing a serious game based on her research project and explained how, as a scholar with no engineering background, she achieved successful research and development of educational games through effective teamwork.
Inspiration: Although today's lecture is only based on a project that is constantly being improved, it has inspired me enough to glimpse the whole course design of digital game-based learning. The first inspiration is the game content. Dr. Juliana stresses that the most important factor to consider when designing educational games is "Who are your learners?". Only by making sure what your users want to master, then you can design the right game. And this is something that we're going to emphasize over and over again in EDS431, with any technique you have to be careful about the context that you're using. The second is how to achieve the purpose of education. Therefore, the level of the educational game should not be too simple and should allow students to have deeply thought. For example, when making multiple-choice questions, students can choose the best choice for the situation among the correct answers. This can better exercise the students' thinking ability. Finally, how to be a researcher like Dr. Juliana? I think the most important thing is to understand the logic behind things. She clarified the underlying logic of the game design and teaching methods, and by connecting their corresponding aspects. As a result, the known pedagogy can be mapped to the unknown game design.
Wraparound Reflective Writing
The following part is my comprehensive reflection on the study of EDS431 and various activities in and after class this semester.
(1) The first is curriculum design. Through the escape room design, the various knowledge related to course design, and the analysis of course samples, I have mastered many course design rubrics and the ability how to integrate digital technology into teaching, as well as the certain ability of course design and evaluation. But whether these abilities can be applied in real teaching practice needs more practice to verify.
(2) The second is to find an interesting research direction. Dr. Li introduced the learning management system in the second lecture, and I became very interested in this educational technology platform. After a semester of research, I found that China lacks such platforms and instructional designers who can engage in relevant design. Therefore, I hope to make a breakthrough to further study the gaps in the application of educational technology in the world and how to fill these gaps.
(3) Finally, the relationship between people and technology, which I've talked about many times in the e-portfolio. I've always believed that wherever technology exists it's important to consider the impact of the people behind it, especially in education. Because we want to cultivate people with morals and ideals, we must not let them be alienated by technology.
Reference
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