Group Project 1: Writing Made Easy! Design and Development of Technology-Based Learning Environment Group Members: 20030341 1. Audrey Chong Yoke Ling 20030499 2. Gary Chua 20030452 3. Mohd Azhan Fikry B. Jema’at 20030450 4. Muhammad Sufi Azri Shah B. Azeli Shah Your Name • 09.04.20XX
The Team Audrey Chong Yoke Ling Teacher & Developer Gary Chua Teacher & Developer Mohd Azhan Fikry B. Jema’at Teacher & Developer Muhammad Sufi Azri Shah B. Azeli Shah Teacher & Developer
Overview ANALYSE PHASE ● Learning Problems ● Situational Factors ● Task Analysis ● Learning Outcomes DESIGN PHASE ● Teaching and Learning Strategies ● Content Sequencing ● Instructional Message Design DEVELOP PHASE ● Learning Environment Development
Writing Made Easy! A Standalone Online Lesson for Primary School Pupils Audience: to Enhance Their Pupils aged 10 to 12 years Essay Writing Skill Characteristics of Audience: Not good in writing, has problem finding contents on what to write
ANALYSE PHASE Learning Issue Overall, Year 6 pupils score better in their English Comprehension paper than their English Writing paper in the previous UPSR examinations, as shown in statistics . (Refer: https://www.permohonan.my/analisis- keputusan-peperiksaan-upsr/)
Pupils’ Learning Problems • Pupils do not know how • Pupils do not know what makes to describe a given a good paragraph in an essay stimulus accurately • Good and average pupils always • Pupils do not know how write more than maximum word to organise their ideas in limit - penalised in UPSR their writing • Poor pupils always write less • Pupils take a very long than minimum word limit time to complete an - penalised in UPSR essay
Situational Factors (a) Specific context of the Teaching & (b) Nature of the subject Learning situation Pedagogical Consideration: Cybergogy Learning Platform: Google Classroom Number: 100 to 120 pupils at a time, with 4 teachers Duration: min. 4 hours to completion (an extra Delivery Formats: Video, animation, mind 50 minutes more than recommended time in maps case undesirable events occur during online learning) Practical Assessments: Online practices and test (online quiz, Teaching situation: Online, stand alone Google forms) Teaching/Learning Platform: Google Indirect Interaction: Pupils can post Classroom questions to ask the teachers or other pupils at the comment section Tools to develop materials: PowerPoint, Canva, ActivePresenter, Quizziz, Google Forms
What is Cybergogy? • The Malaysian Education Ministry has also recommended cybergogy as the teaching & • The use of ICT (Information and learning approach during this Coronavirus Communication Technology) has created pandemic. a new teaching and learning concept in education pedagogy known as cybergogy. (Source: Astro Awani) • Cybergogy focuses on helping students from young to adults to learn easily through the virtual environment. • Cybergogy model of teaching is recognised as an innovative way of instructional design using ICT and cyberspace.
Situational Factors (c) Characteristics of the learners • Dislikes writing • Does not have a writing strategy • Performs better for their Comprehension paper • Does not know how to generate ideas for writing
Task Analysis Learning Problems Proposed Task • Pupils do not know how to organise their Unit 1: Learn to Identify the Contents of a ideas in their writing Paragraph (main idea, supporting details) Content: Video by teacher • Pupils do not know what makes a good paragraph in an essay Practice 1: Organising the Contents of a Paragraph Content: Quiz on Quizziz Justification: Pupils will learn what are essential in a paragraph. Pupils can focus only on finding out what the main idea and three supporting details are of a paragraph.
Task Analysis Learning Problems Proposed Task • Pupils take a very long time to complete an Unit 2: Learn to Write a Paragraph for a Picture essay Content: Video by teacher • Pupils do not know how to describe a given Practice 2: Write a Paragraph for a Picture stimulus accurately Content: Written exercise on Google Form Justification: Pupils will learn how to think and have a more systematic way in generating the main idea and supporting details of a picture (by asking 5W1H questions)
Task Analysis Learning Problems Proposed Task • Good and average pupils write more than Unit 3: Writing 3 Paragraphs for an Essay maximum word limit (100 words) Content: A short video animation to display how three paragraphs are written based on three • Poor pupils write less than minimum word pictures to form an essay limit (80 words) Test: Write an Essay (with at least 3 paragraphs) Content: A test to write an essay in between 80 and 100 words based on three given pictures. Justification: This unit will prepare the pupils to write an essay with at least three paragraphs within the given word limit just like Section C of UPSR English Writing Paper. The test functions as a form of assessment for the pupils understanding on how to write an essay with relevant contents.
Learning Outcomes • Pupils will be able to identify the • Pupils will be able to main idea and supporting details in generate main idea and a paragraph supporting details of a paragraph using a • Pupils will know how to organise systematic method as their contents within a paragraph proposed in Unit 2 • Pupils will be able to describe a • Pupils will be able to write picture by writing a paragraph with an essay with at least three a main and three supporting details paragraphs within the given word limit (80 to 100 words)
DESIGN PHASE Activity Teaching and Learning Strategies Unit 1: The Contents of a Direct Instruction: Recorded Slide Presentation Paragraph In this unit, the teacher will guide the pupils to understand the contents of a paragraph (main idea and 3 supporting details) through a slide presentation. url: In the less than 10-minute video, pupils will learn how to identify the main https://drive.google.com/file/d/1UaaIOF idea and 3 supporting details through examples shown. HCJXdS4bEoLAoCijSt149y7nPU/view Indirect Instruction: Student Self-Evaluation using Online Quiz Practice 1: In this practice, the pupils will have to assess their own understanding on Organising Contents of a what they have learned in Unit 1. Pupils will need to complete a Quizziz Paragraph quiz which has 10 questions. Pupils will know their score each time they submit their answer to every question. They can later review their url: performance when Quizziz highlighted which questions they have answered https://quizizz.com/join/quiz/60b8bd93 incorrectly. 995e71001b551b32/start?studentShare =true
Activity Teaching and Learning Strategies Unit 2: How to Write Your Direct Instruction: Recorded Slide Presentation / Demonstration In this unit, the teacher will guide the pupils on how to write a paragraph Own Paragraph based on a given picture. The teacher will show the pupils the steps they should take to identiy the main idea and supporting details of the picture. url: https://drive.google.com/file/d/1VTiWM M4PcdcZhR0O53jdNDrWV1hX6qax/vie w Practice 2: Indirect Instruction: Writing Writing In this practice, pupils are given three pictures with mind maps included, Paragraphs Based on showing the main idea and supporting details of each picture. This functions Pictures as a guide to assist pupils on how to strategise to complete their written url: exercise in this practice. The exercise will require the pupils to write the main idea and supporting details for three given pictures on their own. https://docs.google.com/forms/d/e/1FA IpQLSeP7E7mC1JWrA4FjDfpdE_3nEQ vmI9dzaY7MyVFvsrG6qkrsw/viewform? usp=send_form
Activity Teaching and Learning Strategies Unit 3: How to Write an Direct Instruction: Video Presentation Essay In this very short video, pupils are shown how three paragraphs written based on three given pictures are put together to form an essay (story). The url: content of the video is to assist pupils in writing an essay with at least three https://drive.google.com/file/u/0/d/1cV paragraphs. RRy- CEndw00Vvc_fItq6vinUv4648P/view?u Independent Study: Writing an Essay sp=drive_web This test will require pupils to write an essay based on three given pictures. Pupils will work independently by going through the materials from previous Test: Write an Essay Units 1 and 2, and also by going through the extra materials provided. The content of the extra materials if adopted by a particular pupil in his/her url: essay will reflect that the pupil has put in the extra effort. This is because https://docs.google.com/forms/d/e/1FA closing sentence and time conjunctions / connectives which are available in IpQLSefmrTTRr- the extra materials are not included in Units 1, 2 and 3. JVIJrX7mNLHPWb6frxECyY1fYI23PsT uDTZwBcQ/viewform
Content Sequencing This instructional design employs a Hierarchical Sequencing • This method organises the contents of the lesson from easy to difficult. • The pupils will need to learn what are main idea and supporting details before they could write a paragraph. • After knowing how to write a paragraph, then only the pupils can write a complete essay. Main Idea Paragraph Paragraph Essay + + 3 Supporting Paragraph Details + Paragraph
Roles Activity Teacher Pupils Technological Unit 1: The Contents Tools of a Paragraph Presents to the pupils the Pupils watch and idea about the understand the Unit 1 video. Presentation video Practice 1: fundamentals of a Be prepared to use the created using Organising Contents paragraph (main idea + 3 knowledge learned from of a Paragraph supporting details). this unit to complete Practice PowerPoint and 1. screen recorded Unit 2: How to Write Understand the Your Own Paragraph fundamentals of the unit Access the unit practice at using Active and provides the pupils their own pace. Presenter with a practice to Apply the concept learned in demonstrate their Unit 1 to complete Practice An intteractive quiz understanding. 1. created using Quizziz Submit completed task. Presents to the pupils how Presentation video to generate their own main Watch the recorded slide created using idea and supporting details presentation by teacher. in a recorded video. PowerPoint and Relates Unit 1 Recall and relate to the screen recorded fundamentals to Unit 2. fundamentals of Unit 1 that is needed to understand Unit using Active 2. Presenter
Roles Activity Teacher Pupils Technological Tools Practice 2: Provides space for the Study the pictures and Writing pupils to execute their mind map. Graphics/pictures are Paragraphs Based understanding on how to Recalls concept learned in created using on Pictures generate their own main idea Unit 1. and supporting details by Generate main idea and PowerPoint and Unit 3: How to Write using graphical supporting details for questions are formed an Essay representations and pictures. pictures given. using Google Form. Submit completed task. Test: Write an Essay Relates Units 1 & 2 to help Animated video pupils understand to learn Watch video with graphical created using Canva Unit 3. . representations and relates Provides steps to write an to concepts learned in A test is created essay in a video by using the Units 1 & 2. using the Google contents taught in previous Build up on previously units. learned knowledge to Form produce an essay. Assesses the pupils in their understanding for the entire Apply their knowledge lesson which covers Units 1, from Units 1, 2 and 3 to 2 and 3. produce an essay for submission.
Instructional Message Design • Creating materials for media and multimedia systems involves an awareness of message design principles. • In this standalone lesson,we strive to make our communications as error-free and simple as possible, while providing engagingpresentations that contain essential contets and meaningful examples. We incorporate the following message design principles: (i) Colour (ii) Text (iii) Graphics (iv) Presentation
Instructional Message Design Element Message Design Decision Principle Text q Units and sub-units listed in the Google Mayer’s 12 Multimedia Principles: Classroom are all stated/organised in the Signaling Principle main page of the classroom in ascending order. Others: q Text using lower case letters is easier to q Title case is used - means that the first letter of each word is capitalized, except for read, (Williams, 1990). certain small words, such as articles and q It is okay for short headings but headings short prepositions. of more than three words should be in q Bold are only used to emphasise on titles, the title case, (Heinich, Molinda & units and sub-units. Russell, 1993).
Instructional Message Design Element Message Design Decision Principle Colour q The graphics in the videos for Units 1 and Mayer’s 12 Multimedia Principles: 2 are presented without the presence of The Image Principle the image of the teacher (talking head). Others: q Instead, in Units 1, 2 & 3, colourful images q It should be used to enhance a are shown as background and also as page message or draw attention to decorative objects in soft colours. relevant information. It can also q This is so that the users will not find the provide motivational cues. Color graphics are usualy preferred over colours too glaring and uncomfortable for black and white, (Heinich, Molinda & Russell, 1993; Fleming & Levie, the sight. 1993). q The many colours are to attract the o Don't let color overpower or interfere with a message, (Heinich, attention of the young pupils / children. Molinda & Russel, 1993; Fleming & Levie, 1993).
Instructional Message Design Element Message Design Decision Principle Graphics q In Practices 2 & 3, the pictures shown are Mayer’s 12 Multimedia Principles: related to the questions posed in the Multimedia Principle practice. Others: q These pictures are accompanied by texts q Use graphics to enhance a as questions. message. Rarely, if ever, use of q The background which is depicted in Unit 1 decoration (Fleming & Levie, 1993). q The relative size of graphics is video shows children running free in a wide important. The larger the graphics, the more important it is perceived field. to be (Fleming & Levie, 1993). q In Unit 2, the content is presented in an education-themed background. q Images like graduation hat, globe, and stationery items are used.
Instructional Message Design Element Message Design Decision Principle Presentation q In Units 1 & 2 the PowerPoint presentation Mayer’s 12 Multimedia Principles: is presented with recorded verbal Modality Principle explanation by teacher. Voice Principle Personalization Principle q In each slide presentation as recorded in the video, the teacher used a Others: conversational style to deliver her content. q Use the landscape view, (Heinich, q The content of the videos are all presented Molinda a 1993; Wilder, 1990). in a landscape view. q Don't put too much on transparency. q All information can be viewed from a wider Try for a few words or phrases. angle as the user. Transparencies should support your talk, (Wilder, 1990).
DEVELOP PHASE These are tools used in the development phase: 1) Google Classroom as the learning platform 2) Quizizz 3) ActivePresenter 4) PowerPoint 5) Google Form 6) Canva
Google Classroom Justification: I. To cater to our young learners. II. To make it convenient for national school pupils as they are already using Google Classroom during the pandemic. III. The Malaysian Ministry of Education has made it compulsory for all national school pupils and students to activate and use their Google Classroom ID. IV. Our young users will only need to know the ‘classroom code’ to be able to follow the lesson.
The name Classroom name is “Writing Made Easy! (Years 4, 5 & 6)”
The materials that have been uploaded for the lesson
The “Create” button to upload our materials into the lesson classroom
The Google Classroom as a Mobile App The Google Classroom updates and notifications are easily monitored in the mobile app once you have logged in This is the classroom view on the mobile version This is how the Google Classroom looks like in Google Play Store
The Google Classroom on as a Mobile App The Mobile app has all the following features: Stream: To post and view announcements. Pupils / students can post comment too Classwork: to keep track of assignments already posted into the classroom People: To view the pupils / students list It looks just like the desktop version. Only that it is just at the tip of your finger!
In the “People” tab, a list of all the people (teachers & students) involved are shown. Desktop view Mobile view
Quizizz Justification: I. The purpose of using this website is to do a practice/exercise for our young users in a more engaging manner. Instead of using a traditional pen-and-paper activity, we decided to create a quiz using Quizizz as the platform for the activity. II. We just share the link to the Quizizz in the Google Classroom and the users may just simply click on the link provided.
How to Use Quizziz Go to quizizz.com/join to log in or create an account.
Once log in, click the “Create a quiz” button.
Name the quiz, choose the relevant subjects and click “Next”
Choose the type of question that you want and create them
Once you’re satisfied with all the questions, click the “Publish” button so that users can answer them.
ActivePresenter Why Use ActivePresenter? qActivePresenter is used as it is free and easy to use. qIt has many more features in it which makes it a jack-of-all-trades. qIt is downloadable for free. qThe video can be edited after screen recording.Trim and cut option are available for free version. qThe recordings are immediately saved as MP4. These are the steps taken in recording the screen when preparing Units 1 & 2 presentation using PowerPoint. I. Click the button Record Video in Picture 1, to start screen recording. II. Then, a pop up will appear. There are a few options available such as you can adjust the size of screen being recorded and can switch off the webcam and microphone. Once set up, press record. III. After done recording, ActivePresenter will open its editing software to edit the recorded screen. Click the tab Export and choose Video to export it as a video.
Step 1
Step 2
Step 3
Click the option Video to export as video.
PowerPoint Why Use PowerPoint? q There is a lot of flexibility in creating visuals through it compared to a much more complex software such as Photoshop. q PowerPoint also contains features of Design Ideas, which can propose amazing slide designs to create our visual presentations. q There are a lot of features in PowerPoint that is not commonly used, it can be explored rather than downloading and using other software, so it saves time.
PowerPoint These are the steps taken in creating the slides and materials for the writing practice. 1. Create a new slide, start removing the title and subtitle word box. 2. Under the “Insert” tab, click on Pictures. There will be a dropdown stating Insert Picture From… This Device… click on it and you can choose picture that you have downloaded beforehand to be put into the slide. 3. After inserting the picture, as for the slide, two(2) pictures were inserted with one of it being the background and the other being the main material that portrays actions/object to be used as the main idea and supporting details included with it. 4. Using the built-in features, under the “Design” tab, clicking the far-right “Design Ideas”. We can choose various slide design we deemed appropriate and suitable. 5. After choosing the desired design ideas, few adjustments were made to fill in main idea and supporting details such as inserting “Text Box” and line in “Shapes”. “Shape Fill” are used to fill out the colours of the box with the help of “Eyedropper” to match the background colour. “Ink Free” font type were mainly used for the texts.
All slide materials were prepared using the same processes as described
2 1 3
Text Boxes are added and filled with texts prepared beforehand
Google Form Why Use Google Form? q We use Google form as a choice for the writing practice due to its easy accessibility. q We only need a Google account and it can be edited and shared with other editors through the use of Google emails. q Google form can also easily check the responses from learners individually as well as the questions individually by looking at the spreadsheets saved in Google Drive. q It also has a lot of format types ranging from multiple choice questions to short answers, and paragraphs.
Google Form This is the tool used to create the writing practice for learner to practice their writing based on picture given. The form will be accessible to teacher to edit, evaluate, and give marks to them. 1. Create a google form titled “Writing Practice”. 2. The google form will have space for name, class, three picture with four questions, and a congratulatory lastly. Create five(5) section. First section include a space for them to type their name as well as class they are in. Second section being the start of the practice include a picture with four(4) questions; main ideas, supporting detail 1,2, and 3. 3. Repeating the process with picture number 2, and 3. 4. Last section will have a congratulatory description and description for them to expect evaluation and feedback from their teacher very soon. 5. The google form link is then copied and pasted into the google classroom under the intended chapter.
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