Mingyue Wang's E Portfolio peer review

Education history

• 2023.6-present  MSc in Digital education at Xi'an Jiaotong-Liverpool University
• 2017.9-2021.6  Bachelor of English in Hebei Normal University of Science and Technology 

Employment history

• 07/2021-08/2022 Beijing MingGuTang Culture and Art Communication Co., Ltd.  English Teacher
• 09/2020-12/2020 English Teacher, DaWuLan Junior High School, Qinglong Manchu Autonomous
  County, Qinhuangdao, Hebei Province (a poor county in a remote mountainous area)

Extracurricular Activities

• 08/2019 First Prize, Youth Volunteer Social Practice
• 10/2017-07/2021 Drummer & Head of Percussion Department, LingChen Band
• 09/2017-03/2018 Office of the College Students’ Psychological Research Association
• 09/2020-10/2020 Leader, English Drama Competition
• 06/2016 Guinness World Records– World Largest Performing Rock Band

1. Understand and apply a range of approaches to the design of online and offline courses.
2. Critically evaluate these approaches via an understanding of their philosophical and theoretical bases.
3. Select, design, and share media, learning activities, and assessment tasks appropriate to each approach.
4. Design and build course components appropriate to their institutional and educational context.

We have a total of several lectures in this semester, of which the lecture on11.3 11.17 12.1 12.8 impresses me the most.

11.3

It was captivating to attend Dr. Sheng Li's illuminating session on artificial intelligence and its widespread applications in diverse domains. As an expert in AI, Dr. Li provided valuable insights into the current capabilities of AI systems and their future potential.

A key highlight was understanding how AI can transform and enhance teaching and learning. From adaptive tutoring systems that provide personalized guidance to intelligent virtual assistants that answer student queries, AI is making education more effective and accessible (Walczak & Cellary, 2023). Dr. Li showcased innovative examples like writing assistants that give feedback on drafts and intelligent platforms that assess open-ended responses using natural language processing. The possibilities AI presents to understand students' strengths/weaknesses and tailor curricula accordingly are incredible.

Equally eye-opening was the discussion around the future horizons of AI and imaginative systems like generative adversarial networks capable of creating original literary/artistic content. However, Dr. Li balanced this by also addressing ethical concerns and challenges around data bias, transparency, and regulation of AI technologies.

With AI increasingly creeping into all aspects of society, this talk was perfectly timed and highly relevant. It made me reflect on AI's merits and risks, while also getting me excited about its possibilities for advancing fields like education. Going forward,AI will continue to transform digital education, and AI-driven personalized and differentiated instruction will become more common. But to truly realize the potential of AI, teachers have a responsibility to continually improve their skills on AI capabilities. Educators must critically evaluate AI tools rather than simply embrace them. It should also ensure that they are used seriously to enhance human capabilities, rather than replace human roles or social interactions. For example, "digital assistants" should not completely replace teachers, but complement them as collaborative AIDS or tutors who provide micro-personalization. Ultimately, the degree of benefit to students should take precedence over efficiency or convenience.

11.17

Through this informative lecture and lab session, I gained important knowledge about technologies for digital learning design, especially Moodle, H5P, and Articulate. H5P is a free and open source content collaboration framework that allows educators to create interactive content that can be embedded in a variety of platforms, including Moodl.H5P makes it easier for teachers and instructional designers to design interactive materials while potentially improving student performance (Jacob & Centofanti, 2023). The guest lecture on uses for special education also opened my eyes to the power of digital tools for inclusion.

Moodle works well in digital classroom teaching and is conducive to improving teaching quality. 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 as a self-inquiry learning environment for teachers to create according to the three-dimensional teaching goals, and realize personalized mobile learning with students as the main body. Teachers and students interact and provide real-time feedback in the digital environment, collect data on students' learning and learning process through the platform, and teachers use big data to evaluate teaching effects and adjust teaching plans in real time. The Moodle platform has a simple and compact interface. The Course list displays a description of each course on the server. Visitors can categorize and search for learning methods as needed. It is a convenient and practical digital education platform for students. It made me realize that teaching and learning is a dynamic process. I should not limit myself to traditional teaching tools. Different online education platforms are convenient for me because I have to learn to use them proficiently. It also sounded the alarm for me that teachers must be ahead of students. Therefore, I must keep pace with The Times, be innovative, and try to accept and learn new digital instructional design concepts.

12.1

Attending Chenhui Li's rich guest lecture on using the metaverse for education was an eye-opening experience. As the Director of Electronics Xi, Mr. Lee has demonstrated deep insight and expertise in emerging technologies such as virtual reality (VR) and their applications to enhance teaching and learning Xi.

The highlight of the session was Liu's presentation of the immersive 3D environments and avatars he created using Nibiru. By integrating interactive elements such as quizzes, videos, and collaborative tasks into the metaverse platform. The metaverse is a collective virtual shared space that is formed by the fusion of virtual augmented physical reality and physical persistent virtual space, including the sum of all virtual worlds, augmented reality, and the internet. What amazes me is that this creates opportunities for experiential learning Xi that are impossible or too dangerous to replicate in the real world. For example, students can conduct virtual chemistry experiments, travel to the globe for virtual field trips, and interact with 3D objects and data visualizations. (Lin et al., 2022) Another key takeaway is understanding the event hosting and world-building capabilities on Nibiru. Educators can design customized environments, resources, and activities that fit their course content and expected Xi outcomes. This level of flexibility and control is valuable in creating targeted learning Xi experiences.

However, the metaverse is currently the most promising technology, and few people have applied it to the field of education. (Hwang & Chien, 2022) However, the metaverse is currently the most promising technology, and few people have applied it to the field of education. We should put it into practice in future education.

After this lecture, I believe that using metaverse-based tools like Nibiru can transform classrooms into vibrant interactive spaces that promote fun and deep learning Xi. I plan to actively explore the possibilities it brings to my own teaching. Attending a workshop hosted by Liu's team at the Xi Mall will be a great opportunity to develop the skills to effectively integrate this technology into the curriculum. I believe that the future of education will involve immersive environments, and educators should actively embrace educational technology innovations like Nibiru.

12.8

It was a touching experience to attend Dr. Sun Qilei's lecture on "Leading Innovative Education: Student-Centered Solidarity Project-based Xi". As a digital education student, I find it very relevant and interesting to use Unity 3D for project-based Xi in education.
Dr. Sun effectively communicates how Unity engages students in creating interactive 3D projects that bring disciplines such as science, medicine, and engineering to life. Seeing the Unity interface and sample projects helped me visualize the creative potential. I'm also excited to take Xi certification course because game engine skills are valuable in both education and industry.
I got some new ideas that might have been my use of Unity for coursework or independent Xi. This lecture made me even more passionate about using game engines and interactive graphics to make traditional lessons more immersive and exciting for today's digitally native students. I also see a connection between Unity and the virtual/augmented reality tools I've tried.
Overall, I found the lecture to be a fascinating window into the innovative applications of technology in modern education. I was inspired to further explore the educational uses of Unity and other interactive development platforms. My appreciation for the creativity and collaboration fostered by project-based Xi centered on building games and digital environments deepened.

The last part of the lecture was conducted in the XR laboratory. I experience wearables, struggling in the virtual world, which is really interesting.

However, some practical issues remain to be resolved:

1.Affordability: Since technology like VR/AR is quite expensive right now, it is difficult to apply to mass education due to the varying affordability of schools. In addition, for schools that adopt VR/AR devices in their teaching, will this situation accelerate the problem of digital divide in education (Gorski, 2005)?

2.Content Design: It seems like most VR/AR apps these days are for entertainment. Although some games are used for educational purposes, apps designed specifically for education are still rare. With more educational design, there could be even more benefits in terms of motivating student engagement, improving digital literacy among teachers and students, and stimulating creativity.

3.Applications in different learning subjects: AR is very effective in language learning, while VR can be a powerful tool for science subjects and art. How do they promote other themes that are more closely connected to reality?

In an experimental class we learned to make a digital badge. I felt encouraged whenever I received the badge in the digital escape room. This time the teacher taught us to make the badge ourselves. The main benefit of digital badges is the opportunity to motivate learners and enhance a personalized learning experience (Hrastinski et al., 2018).

Digital badges can replace paper certificates and further identify the skills acquired, how the individual demonstrates competence, and information about the issuer of the digital badge. An increasingly common way to support skill assessment and motivate learning is through digital badges. Earning a digital badge when we complete a professional development task is not only a recognition of learning completed, but also a way for students to share their achievements with teachers, peers and parents. Digital badges can also be made public via social media and email, enabling students to share their achievements with parents and others in the community. The digital badges provided through professional development symbolically represent the skills and understanding gained by students (Hrastinski et al., 2018).

On a practical level, from content design to assessment formats, courses with digital badges should incorporate variability to enable meaningful and impactful microcertification. As for cultivating meaning, badges must validate the learner's true acquired abilities. At the same time, in order to have an impact, badges should be widely accepted by employers and the industry, and not be limited to any one group. Therefore, in addition to skills upgrading, badge courses should also be linked to applications through diverse but standardized assessments to help verify badge quality across departments. This helps employers view the badge as a trustworthy indicator that the badge recipient has some specific skill or knowledge. Whether through projects, portfolios or exams, assessments should measure badges objectively against established benchmarks of practice, marking criteria and competency standards developed in conjunction with industry. This creates broader credibility and transferability for the badge among companies. As a result, impactful badge programs combine meaningful skill development with generic but uniform assessments that communicate skills in a transparent and validated way.

This module provided comprehensive learning experiences covering key concepts, theories, and practical skills related to digital education design. Through synchronous tutorials, asynchronous activities, peer collaborations, and assessments, I gained valuable knowledge and abilities.

A key takeaway is understanding diverse learning styles and importance of designing for how people learn best. Activities like creating group portfolios, completing learning style surveys, and sharing insights in digital escape rooms enhanced my awareness. I realized every student has unique preferences, so offering multimodal content is vital. As for the MBTI personality test, which is often used by health professions and educational programs (Randall et al., 2017), I have found that my personality as an advocate for ESFJ-A tends to step up and make a difference.

Driven by this realization of diverse learning needs, I pursued independent development focused on expanding my skills in creating accessible, engaging student-facing resources. I aimed to integrate principles of universal design and multiple means of representation into highly interactive, customizable materials (Smith & Jones, 2021).

For others who wish to develop their learning design capabilities independently, I recommend actively applying new technologies to create actual learning artifacts as they consolidate their capabilities; Read widely from pioneering and contemporary thinkers to expand ways of thinking and perspectives; And tailor your own repository of tools and resources to your needs - avoiding information overload by focusing your efforts.

As I continue to advance my expertise, my goal is to remain closely connected to professional learning networks, engage more intensively as a mentor and contributor in shaping conversations, and explore intersections with related fields such as human-computer interaction, instructional psychology, and organizational development (Davies et al., 2018). I see this self-development trajectory as a long, iterative and open-ended journey driven by curiosity.

Overall, the module struck an optimal balance between theory and practice. The hands-on simulations, design experiments and peer engagements made abstract concepts tangible. Scaffolding learning via escape rooms with incremental difficulty levels was an innovative tactic. The multifaceted activities stimulated complex cognitive processes benefitting long-term memory and transfer. Given the exponential technological shifts, the module equipped me with crucial future-ready competencies to thrive as a digital education designer.

Here are some pictures during this module. In the lab class, we gained knowledge and felt the fun brought by science and technology.

Our team faced some initial challenges in building rapport and consistency. I assigned tasks to team members based on their MBTI personality test results, which provided insight into team dynamics. Everyone in our group except me is an introvert, so encouraging everyone to speak their mind is one of the challenging tasks for people. Understanding how the individual level works and what motivates the triggers allows for more effective assignment of tasks that align with intrinsic strengths. As a team leader, I define each person's strengths and responsibilities. Consciously strengthening communication channels and establishing the practice of sharing documents is also the key to achieving asynchronous collaboration.

While extremely proud of the final digital education product our team created, there are still areas we identified for improvement next time. For example, some of the games and interactive elements we designed, while creative, may not be quite exciting or stimulating enough to grab and hold student attention. And the lack of animation and multimedia in some sections makes the content delivery feel flat at times.

Overall though, this experience underscored how cooperation, communication, and commitment are so critical to the success of a team. My biggest lesson learned was recognizing that even small efforts to promote inclusion, recognition, and appreciation of contributions can go a long way in creating a sense of belonging. And that sense of belonging in turn drives higher levels of engagement, motivation, and performance. I also became much more aware of the importance of constructive feedback delivered positively, as well as leaving room for iterative improvements and curriculum revisions on the road to excellence.

Moving forward, I believe taking such strategies of inclusive leadership (Patel, 2022), open communication, and continuous improvement with me will greatly benefit future collaborative efforts. Building in mechanisms for accountability around team commitments and contributions is also something I aim to do more proactively right from the start. With more experience now under my belt about how to bring out the best in a team through understanding motivations and playing to intrinsic strengths (Lee et al., 2019), I feel well-prepared to lead groups to accomplish great things together. The keys are recognizing each person's unique talents, nurturing a culture of psychological safety to encourage participation (Thompson & Smith, 2022), and maintaining a growth mindset that we can always get better through ongoing constructive feedback and willingness to pivot approaches as needed.

Davies, A., Fidler, D., & Gorbis, M. (2018). Future skills and the future of higher education. Institute for the Future. https://www.iftf.org/fileadmin/user_upload/images/ourwork/IFTF_SR-1938_FutureSkills-higherEd.pdf

Hrastinski, S., Cleveland, I. M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525

Hwang, G.-J., & Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. https://doi.org/10.1016/j.caeai.2022.100082

Jacob, T., & Centofanti, S. (2023). Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting. Journal of Computing in Higher Education: Research & Integration of Instructional Technology, 1–17. https://doi.org/10.1007/s12528-023-09361-6

Lee, J., Thompson, R., & Davidson, J. (2019). Aligning team member strengths for optimal performance: A review and guide for managers. MIT Sloan Management Review, 54(4), 23–29.

Lin, H., Wan, S., Gan, W., Chen, J., & Chao, H.-C. (2022). Metaverse in Education: Vision, Opportunities, and Challenges (arXiv:2211.14951). arXiv. http://arxiv.org/abs/2211.14951

Patel, R. (2022). Strategies for inclusive leadership to build high performing yet caring teams. Journal of Leadership Studies, 18(1), 43–56. https://doi.org/10.1002/jls.21754

Randall, K., Isaacson, M., & Ciro, C. (2017). Validity and Reliability of the Myers-Briggs Personality Type Indicator : A Systematic Review and Meta-analysis. Journal of Best Practices in Health Professions Diversity, 10(1), 1-27. https://login.ez.xjtlu.edu.cn/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.26554264&site=eds-live&scope=site

Smith, J. & Jones, A. (2021). Principles and practices of universal design for learning. Journal of Applied Instructional Design, 10(1), 1-15. https://doi.org/10.51869/111

Thompson, K. & Smith, H. (2022). Creating psychologically safe teams through communication norms setting. Small Group Research, 53(5), 705–730. https://doi.org/10.1177/10464964221078518

Walczak, K., & Cellary, W. (2023). Challenges for higher education in the era of widespread access to Generative AI. Economics & Business Review, 9(2), 71–100. https://doi.org/10.18559/ebr.2023.2.743

Gorski, P. (2005). Education equity and the digital divide. AACE Review (Formerly AACE Journal), 13(1), 3-45.