Chen Yang's Reflective Report

Objective:
According to the principles of multimedia learning, the content was transformed from plain text to multimedia information. Our group chose ‘How to cook ribs’ from three tasks. The task required us to create a multimedia message based on the content presented. By choosing the appropriate technology to support the creation of the multimedia teaching message, the final product we designed was an animated teaching video.

Design process:

1. Pre-preparation: Firstly, we determine the teaching objectives according to the content provided by the teacher, that is, what key steps and skills students should learn through this animation to cook sweet and sour pork. Secondly, the roles were assigned among the group members. My main responsibilities were plot sorting and sub-scene guidance, which were the cornerstone and basis for designing the animation. I simplified the complex cooking steps according to the production process given by the teacher and presented them in the form of dialogues. I also determined the key information points of the tutorial, such as the choice of ingredients, cooking temperature, and time. Animated characters are added to guide the audience to learn cooking skills. During the writing process, I would constantly collect feedback from team members and adjust the plot and subplots based on the feedback to ensure the quality of the final product. Finally, we worked together to design the script subplot. I guide Member C as she designs the script subplot based on the copy I have written. Make sure that each frame of the split-screen script conveys the cooking steps.

2. Selection and design of animation templates: We selected a template that matched the teaching content in the Wancai design animation. We chose a template that has a clear and simple interface and at the same time can provide enough space to display the teaching content. Member C then customized the template according to the teaching needs. By adjusting the background, colors, fonts, etc., the animation was made more personalized and attractive.

3. Adding multimedia elements: Member A adds pictures and videos related to roasted sweet and sour pork to the animation to show the key steps and skills in the production process. At the same time, we pay attention to keeping the clarity of the pictures and the smoothness of the video during the design process. Then we add narration and background music to the animation. Finally, add animation effects as appropriate to highlight the key steps or techniques.

4. Checking: Member B carefully checks and fixes any possible errors or omissions before exporting the animation. This includes textual errors, problems with image or video quality, and improper animation effects.

Assessment Projects:

We produce animated tutorials that appeal to different types of learners. It can meet the learning styles and needs of different learners through the combination of multimedia elements. Because the animation incorporates text, pictures, video, audio, and other elements, it makes the teaching content richer and more intuitive. Moreover, animation tutorials provide rich teaching resources, which provide learners with all-round support. At the same time, teachers can combine animation with other teaching resources to provide learners with a more comprehensive learning experience. Teachers can use animation as a teaching aid to guide students in independent learning and interactive discussion. Plus, in blended learning, teachers need to manage online and offline teaching activities effectively. Animation tutorials can be used as part of online teaching resources to help teachers achieve effective management of online teaching (Shariful Islam Shakeel et al., 2023). Finally, as the Wancai Design animation supports multi-platform distribution, it allows learners to access the teaching content through multiple channels. And the animation allows students to study according to their schedule, without being fixed in a certain period. Students have a high degree of flexibility in learning.

Objective:
Our group chose Theme 2: Metacosmos and the Cultural Heritage of Education (for a group of people of Chinese descent), so that all users can have an interactive, immersive learning experience. This project focuses on existing educational issues/problems and aims to create/propose creative solutions utilizing concepts, technologies, and design models/framework acquired from the module.

Design process:

1. Requirements analysis: We first determined the theme of our design product (cultural heritage) according to the theme and requirements. Then we discuss together as a group to define the target user group of the App and list the basic functions and special features that the App needs to achieve, such as the introduction of traditional festivals, guided tours of scenic spots, popularisation of knowledge of the literati, and others. Secondly, we analyzed the advantages and disadvantages of similar apps in the market to provide a reference for the design. Finally, we divide the roles. My task is to design the main page of the product (take traditional festivals as an example). Therefore I will first use the background, innovation, and theoretical knowledge written by group member A as the basis for the design.

2. Page design: I used the Instant Design website to design an intuitive and easy-to-use APP user interface, taking into account different users' browsing habits and operating styles, and providing a personalized interactive experience to ensure that users can browse and interact with it easily. I also designed icons, illustrations, and backgrounds that fit the cultural theme to enhance users' perception of and interest in the culture. I also consider designing the way users interact with the app, such as clicking, swiping, dragging and dropping, and VR scenes. I will arrange the page content to ensure a clear hierarchy of information so that users can find the information they need quickly. With the suggestions of my teammates, I designed and added effective navigation and search functions to help users browse and filter the content efficiently. During the design process, I worked closely with my teammates to communicate design concepts and ideas, collect feedback and suggestions from team members, and jointly promote the progress of the project to ensure that the design meets the product requirements and development feasibility.

3. Integration and checking: After all the members have finished their design parts, we have team member A integrate all the design pages. We also designed the logo of the app according to the product features, and finally, each team member reviewed each part of the product design for any omissions and problems.

Evaluate the project:

1. Motivation: Multiple interactive panels and VR scenes within the app can greatly enhance user engagement and learning experience. Blended learning emphasizes the diversity and individuality of learning styles, and this interactive and immersive experience can help students better understand and experience traditional culture, increase intrinsic motivation, and thus enhance learning outcomes (Vindya et al., 2024).

2. Flexibility: The structural flexibility of the hybrid course and especially the website of the course was open rather than fixed. Therefore, one of the characteristics of blended learning is flexibility. time and place they choose to study. This app can be used at home or anywhere, which meets the flexibility requirement of blended learning. At the same time, students can choose learning modules according to their interests and needs to achieve personalized learning. With the integration of cognitive tools, they could easily search, access, and organize knowledge. With the integration of cognitive tools, they could easily search, access, and organize knowledge (Delialioglu & Yildirim, 2007).

Objective:

I describe an 8-10 minute long e-learning module by creating a storyboard and delivering it to my learners. The topic I chose for my e-learning module was teaching online searching on websites. In my storyboard, I incorporated multimedia elements, interactive exercises, and assessments to ensure full learner engagement and understanding of the website's online search process.

Design process: 

1. Design Inspiration: First of all, I have studied in depth unit Unit 3 ‘online tour’ in the first book of the eighth grade of the junior middle school English translation textbook. The theme of this unit is online traveling, and by guiding students to explore travel information on the Internet, they will become familiar with the basic operation of Internet searching. Considering the popularity and importance of digital learning, I decided to extend the theme of ‘online tour’ to e-learning, especially how to search online websites efficiently.

2. Determine the design objective: to improve students' online searching skills. Cultivate students' independent learning ability and information literacy. Enhance students' English application skills.

3. Content Idea: According to the background of tourism, I designed a virtual tour guide to guide students to start this ‘e-learning journey’. Then I use graphics, animation, and other forms to introduce the basic knowledge and skills of search engines. Here I incorporate some multimedia elements, such as short videos, audio, etc., to make the content more vivid and easy to understand. And I also design a series of interactive exercises, so that students consolidate what they have learned in practice. Finally, I designed my website page to provide references and suggestions for those students who want to have an in-depth study.

During the conceptualization process, I will continue to refine and optimize the details of the storyboard to ensure the accuracy and completeness of the content. At the same time, attention is paid to adjusting the difficulty and pace of the content to suit the needs of different students. After the idea is completed, I optimize and integrate the storyboard as a whole to ensure smooth and natural connections between the various links. At the same time, I adjusted the length and rhythm of the storyboard according to the actual needs to ensure that students could fully participate and achieve the expected learning effect.

Assessment project:

This e-learning storyboard achieved significant results in the affective dimension of the storyboard by stimulating students' interest, promoting active participation, and increasing self-confidence. In the behavioral dimension, students' skills in manipulation, teamwork, and independent learning were enhanced. In the cognitive dimension, students' knowledge comprehension, thinking development, and transfer and application abilities were improved. Taken together, the storyboard is an effective e-learning tool that can help students search online content efficiently and improve their learning outcomes (Graham et al., 2023).

(Group discussion)

Application of practical skills:

The animation film for making braised pork ribs not only demonstrates the cooking process but also helps students combine cooking skills with animation creation skills to achieve interdisciplinary learning objectives. The app design of traditional culture enables students to learn and disseminate knowledge of traditional culture in practice, enhancing their understanding of and respect for traditional culture. The storyboard of the web search tutorial can teach students how to use internet search tools efficiently and enhance their information literacy.

Learning interest stimulation:

The fun nature of the animated film can stimulate students' interest in cooking and animation production, making the learning process more enjoyable. The app design of traditional culture can make students feel the charm of traditional culture and enhance their motivation to learn traditional culture. The storyboard of the web search tutorial stimulates students' enthusiasm for learning web search skills through vivid cases and situations.

The practicality of learning content:

The animation of making braised pork ribs not only teaches cooking skills but also develops students' hands-on ability and creativity. The app design of traditional culture enables students to consolidate and expand their knowledge of traditional culture in practical applications, enhancing the practicality of learning. The storyboard of the web search tutorial teaches skills that have a wide range of applications in daily life and can help students better adapt to the information society.

All these works are closely related to the learning objectives and help students realize the learning objectives in different ways, such as improving their skills, enhancing their interest in learning, and cultivating their practical ability and innovative spirit.

Blended Learning
Blended learning, as a pedagogical model that combines the advantages of traditional learning methods and online learning, provides us with a wealth of design inspiration and technical support.
In Project1, I acted as a plot combing and subplotting guide to gain a deeper understanding of the core concepts of the blended learning model, which are “blended learning concept is the introduction of the idea that it should be a student-centered learning approach. It systems combine face-to-face instruction with computer-mediated instruction. The usage of technology as part of the educational act so that it becomes more effective than the traditional way of learning” (Stroe, 2023). Therefore, in the plot grooming stage, I drew on the interactivity and real-time feedback function of the online education platform to transform the complex cooking steps into interesting animated scenes and character interactions, so that students can learn as easily and happily as watching an animated film. Meanwhile, in the process of sub-direction, I combined the intuition and interactivity of offline education and designed detailed camera language and character movements to make the animation more attractive and educational. This blended learning approach not only increased students' interest and participation but also deepened their mastery of culinary knowledge and skills.

In Project 2, as the designer of the main page of the product, I incorporated the concepts of personalized learning and self-directed learning in the blended learning model. Coupled with the fact that Blended learning, as any in-place or proposed paradigm, is more adequate for certain learning environments. Therefore, I used the user data analysis and behavioral tracking technology of the online platform to understand the users' interests and needs in traditional culture, to provide them with the most suitable learning environment (Stroe, 2023). Therefore, I use the online platform's user data analysis and behavioral tracking technology to understand users' interests and needs in traditional culture and to provide them with personalized learning content and recommendations. At the same time, I integrated interactive elements and social functions into the design of the main page to enable users to communicate and collaborate with other learners to explore and pass on traditional culture. This blended learning model not only enhances users' learning experience and satisfaction but also promotes the inheritance and development of traditional culture (Makumane & Ngcobo, 2023). 

In Project 3, I have similarly utilized the blended learning model of self-mixing. Combining the flexibility and interactivity of the e-learning platform, I designed a clear storyline and rich examples so that students can easily master web searching skills through storytelling. At the same time, I also make use of hands-on practice in offline education and design interactive sessions so that students can consolidate what they have learned and get instant feedback in the actual practice. Finally, I give students the space for self-exploration and long-term learning opportunities based on the fact that the core of this model is still face-to-face teaching, but also provides students with online supplementary content. The self-blended model also emphasizes a student-centered approach, as learners are choosing which supplementary courses they should take based on their needs (Moskalenko et al., 2024). This blended learning approach not only improves the efficiency and motivation of users but also enhances their ability to acquire and apply web search skills.

Multimedia Learning Theory
Project 1 (plot sorting and subplotting instructions)

Multimedia can be described as presenting verbal and pictorial information simultaneously. When the instructional message is provided with both forms together, it is referred to as multimedia learning, which is also defned as a process of learning containing both pictures and words (Çeken & Taşkın, 2022). I therefore ensured that the animated film contained both text and image media forms. Explaining the cooking steps through text, combined with images showing specific actions, provides learners with double-coded information for deeper understanding and memory. In the split-screen instructions, I focused on the proximity of text and images. For example, when a particular cooking step is shown, the corresponding textual description follows the image, ensuring that learners can connect the two in both time and space. Although animated films are primarily visual media, I also considered auditory channels. The learning experience is enhanced by voiceovers and sound effects that provide learners with auditory information, such as the sound of a spatula and the cutting of ingredients during cooking (AlShaikh et al., 2024).

Project 2 (product main page design)

When designing the main product page, I made sure that all elements were consistent with the traditional cultural theme. Whether it's colors, fonts, or icons, they all reflect traditional culture and create an immersive learning environment for learners. When presenting information, I avoided redundancy. For example, if the meaning of an element is already clearly conveyed through an image or icon, I do not add redundant textual descriptions to reduce the cognitive load on the learner. Because students can learn complex concepts in a controlled environment via augmented reality (AR) and vir tual reality (VR) headsets, making learning immersive and experiential (AlShaikh et al., 2024). So I also used VR scenes.
Project 3
In the storyboard, I considered both visual and auditory channels. Because people learn better when the cues are added to the learning material to pay learners’ attention to the essential part of the learning material. Highlightings, arrows, and other indicators can attract learners’ interest (Kuhlmann et al., 2023). Therefore, I show the search process and results through images, accompanied by voice narration or text prompts, to help learners understand and master web search skills from multiple perspectives. I also note that the cognitive capacity of each learner is limited. Therefore, I try to simplify the search process and steps in the storyboards, highlighting the key information to avoid putting too much cognitive load on the learners. I encourage learners to actively participate and think in the storyboard. Through interactive sessions and self-exploration sessions, learners are guided to think and explore actively to develop their independent learning and problem-solving abilities.

In the animation of braised pork ribs, I have successfully integrated the cooking steps with the dialogue to ensure the coherence of the animation. However, I also realized that there was still room for improvement in detail control and scene design and that I needed to handle character movements and expressions more finely, as well as the detail control of effective scenes.

When designing the main page of the traditional culture app, I managed to incorporate rich cultural elements and interactive pages, making the page both beautiful and meaningful. However, I also recognize that there is still room for improvement in user experience and personalized design, for example, user preference settings and a more accurate recommendation system could be added to enhance user satisfaction and engagement. Therefore I still need to learn more about page design skills.

In my personally created web search tutorial storyboard, I demonstrated search skills through clear logic and rich multimedia applications. However, I still need to strengthen my skills in interaction and evaluation, such as adding interactive sessions and evaluation sessions to enhance the attractiveness and usefulness of the tutorials.

1. Project 1 

Increase interactivity: Consideration can be given to adding interactive elements to the animated film, such as allowing users to select ingredients and adjust cooking steps so that viewers can participate in and learn about the cooking process more deeply.

Enrich the content: In addition to the basic cooking steps, more knowledge about ingredient selection, cooking skills, nutritional value, etc. can be added to make the animated film more educational.

Optimize animation effects: Improve the audience's viewing experience by improving the animation's smoothness, detail processing, and sound effects.

2. Project 2

Increase user personalization: Allow users to choose the traditional culture content they want to learn according to their interests, or set up a learning plan and progress to improve user experience.

Introduce interactive learning: Enhance users' understanding and memory of traditional culture through interactive methods such as games, quizzes, and tests.

Optimize the user interface: Ensure that the user interface is simple, clear, and easy to operate while maintaining visual aesthetics.

3. Project 3

Add practical examples: Introduce more practical examples in the storyboards to show how to apply search techniques to solve specific problems, making the tutorials more practical.

Introduce expert explanations: Experts in the search engine field can be invited to record video or audio explanations to provide more authoritative and professional guidance.

Continuously update the content: With the changes in search engine technology and user needs, constantly update and optimize the tutorial content to ensure its timeliness and effectiveness.

Summary of Project Highlights

Project 1: The animation incorporates the cooking steps of braised pork ribs through an interesting storyline, making the learning process both fun and practical. The switching and layout of each shot closely match the development of the story, which enhances the viewability and instructional value of the animation.

Project 2: The design of the main page not only reflects the flavor of traditional culture but also incorporates elements of modern interactive design, providing a unique experience for the user. the app not only provides a display of traditional culture but also includes interactive games, learning materials, and other functions to meet the user's needs in various aspects.

Project 3: The tutorials from the web search are presented in the form of storyboards, making the learning process more vivid and interesting. The storyboards include practical exercises that allow users to operate in simulated scenarios to deepen their understanding and memory.

What I learned

Through participating in these projects, I learned how to combine theory and practice, and improved my teamwork and innovative thinking. At the same time, I also deepened my understanding of the concept of blended learning and how to use multimedia tools to enhance learning.

Critically assessing blended learning

Blended learning plays an important role in the project, providing learners with more flexible and diverse learning methods through the combination of online and offline. However, care needs to be taken to avoid information overload and cognitive overload in the application process. At the same time, it is necessary to ensure that the online and offline learning contents complement each other to form a complete learning system. In conclusion, blended learning is a teaching mode that is worth continuing to explore and practice.

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