KML 6073 DESIGN OF LEARNING ENVIRONMENT

DESIGN 1: DEEPER LEARNING

Students who take deeper learning approaches combine a variety of resources, share ideas, and discuss information in a wider range and apply the knowledge in real-life circumstances (Nelson Laird, Shoup, Kuh & Schwarz, 2008)

STAGE 1: EMPATHIZE

In this stage we interview a classroom of form 6 students regarding their learning experience in Biology. 8 students were selected randomly. Interview questions include:

• Their perception about the subject
• Their feelings about learning Biology in classroom
• How the class is conducted
• Activities that they do in class
• Study skills they employ to learn Biology subtopic
• Their expectation of the Biology class
• Future academic goal

Based on the interviews, we found that:

• Scoring good grades for STPM is emphasized and students were told to memorize, and that it is the only way to achieve passing grades within a short time frame.
• They often forget what they have learned after the examination is over, even though those students are hard at work to ensure they remember all topics for the examination and completed assessment. 
• Since biology problems require multiple methods, it takes a long time for the material to be memorized and tried to understand on the basis of the notes and reference books. 
• The ability that they use to memorize usually remembers the topic in the larger picture, rather than connecting it. When the test comes they must remember what they memorized on the basis of the answers. 
• By memorizing, but with the new lessons on biology and home-takes, they wanted to understand as much as possible and found it difficult for them to do that. 
• The students have plans to read notes and learn things again, if need be, as biology is important if they intend to obtain their degree, as certain of them intended to attend.

Teacher: During the first year, they should cover biological molecules, reproduction, anatomy and genetics, so every year, one of the six main subjects should be learned each week. There are many learning objectives that must be accomplished under each subject or training goal. Because there are a great deal of components that support every lesson plan week, instruction, classes and examinations are covered by 20-26 weeks every semester. In order to complete the curriculum before examination, certain topics must be taught at one session on holidays. The Biology class is a lecture-based course. Students have printed notes, drills and practice to familiarize themselves with the format of STPM questions. The priority is to provide information and cover all subjects and to provide a large number of questions. The school tasks that can be included include teaching, reading, writing, and speaking in a weekly lesson plan are subject to print quizzes and will respond to them in the class at the end of the lesson.

STAGE 2: DEFINE

Although it is better to study more thoroughly, it is important to get through all the topics before the exam weeks, so it is one way to finish the course. To complete the test, students develop memorization skills. Although it works, students have stated that after review they neglect it. How can we encourage deeper biological knowledge, but still cover everything before an exam?

STAGE 3: IDEATE

Lesson is the key learning device. This package contains a curriculum for teachers and the vehicle they use to provide content and skills. Students must carefully and skillfully provide lessons that challenge, engage and empower students so as to enhance their deeper learning.  Recommend a program to enhance educator dedication and encourage meaningful thinking. This course plan is based on EPIBA- Engage, Prior learning, introduction, building, application. This lesson plan is based on the principles of EPIBA-Engage. (www.thescienceteacher.co.uk). This lecture is described by the perspective of learning as a cognitive constructivism that includes problem-based learning in which students address thinking outcomes as questions to be answered at the end of the lesson. In addition to the lecture, the use of animation is suggested as well as a simulation to help students to explore themselves externally, but in the course.

STAGE 4: PROTOTYPE

Learning outcomes: 

1. Interpret genetic code table, identify appropriate anti-codon
2. Explain the characteristic of genetic code
3. Describe transcription and translation

Assessment for learning	EPIBA what and why	Time (minutes)	Activity
Assessment run throughout lesson: *looking at students’ work *questioning *PowerPoint *animation *peer-assessment	Engage To motivate - Consolidate key knowledge from previous lesson/ provide them with an opportunity to succeed as soon as they enter the classroom and recap	5-10	1.      Teacher briefly review keywords of previous lesson. 2.      Teacher provide a handout of learning outcome checklist of current lesson. 3.      Teacher display two pictures of codon on the screen, one is the correct coding, one is not, ask students to guess which one is the correct picture and why.  4.       Teacher introduce the learning outcomes.
	Prior learning check Check misconceptions and assess prior knowledge so that the rest of the lesson can be pitched correctly.	15-20	5.      Teacher introduce genetic code table and anti-codon. 6.      Teacher check misconception and assess knowledge so that the rest of the lesson can be pitched correctly. e.g. give codons, student work and discuss in pair to match the anti-codon, and then of the class.
	Introduce Introduce new knowledge. Begin with a concrete idea or simple context so that you start from what your students already know. Modelling is important here.	20-30	7.      Introduce new knowledge, transcription and translation. To support teacher’s description of the process and about what is happening in transcription, teacher use animation that can be downloaded prior to the class, from BioInteractive website (Design 2)
	Build Students can practice what they learned in the introduce session to consolidate learning and develop understanding.	10-15	8.      Students draw their own transcription and translation model; they can refer to lecture notes and reference book. 9.      Then, this get peer assessed against the animation shown by teacher. 10.  Teacher assess student understanding based on their drawing, whether it indicates the correct transcription and translation model.
	Apply Students can apply what they have learn to new situation.	10-15	11.  Teacher give students open end question about what they think is the role of transcription and translation and how it affects gene in human, discussion of whole class. 12.  Student review the checklist and reflect whether they have achieved the learning outcomes. 13.  Teacher ask students to use simulation from concord website to explore transcription and translation under certain conditions (Design 2). 14.   Teacher ask students to write summary of what they learn in class and reflection based on simulation activity.

STAGE 5: TEST

Students will be assessed by their ability to connect knowledge to what they have learned in school on their own. They will be asked how they felt about classroom events. Teacher feedback on the potential covering of all important aspects by the lesson plan for the remainder of the course will be gathered.

Reference

EPIBA: A Simple Approach to Support Lesson Planning in Science (2014). Retrieved from www.thescienceteacher.co.uk.

Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education. https://doi.org/10.1007/s11162-008-9088-5

DESIGN 2: TECH-RICH INSTRUCTION

The use of technological resources, such as web platforms, models, and computers, shows the potential to expand education and is useful for evaluating and fostering student ability to understand complex concepts and motivation, collaborative skills and critical thinking (Faggioni et al., 2019).

STAGE 1: EMPATHIZE

*Same as previous design.

STAGE 2: DEFINE

The words favorite subject, dull, hard to understand, listening to teacher reading notes, test, pressure, just the notes and CSI are a few common terms that may be taken from interviews with eight participants.

Students need a lesson in biology that allows them to better understand processes rather than memorize notes because when studying in biology, students will need to re-study certain things. In addition to the stated points, the goal is to understand. Visualization tools can be used to aid the student in understanding biological processes read from notes.  Students can't take their laptops to school, but this prevents the use of web-based learning platforms during class. The computer laboratory and the classroom are not equipped for online platforms.

STAGE 3: IDEATE

*Things to consider- Infrastructure Support, time, free resources

STPM Biology is a basic Biology course until students learn specialized areas such as Molecular Biology, Genetic Engineering and Biochemistry at school. STPM focuses on three areas: intellectual, manipulative and soft skills. Biological processes are often researched along with a large number of information regarding cell and molecular structures, only as expositories of static images, in a traditional teacher-centered style (Faggioni et al., 2019). What kind of shelf technology can be incorporated into basic biology? 

AN approach is suggested in contrast to traditional teaching methods: cognitive constructivism. The existing Biology class is more like a behaviorist approach as teachers teach and provide students with past year questions, since the goal is to help students score for STPM. In fact, instructional design can be applied on the grounds of cognitive constructivism. Cognitive constructivism believes education to be an active process for how ideas and data can be processed in the brain to solve problems and learn new things. Cognitive constructivism includes lectures, visual tools like intellectual maps and charts for learning processing. Since students can not carry laptops and smartphones to the classroom, teachers can still use animated animation, such as DNA replication and Carbon Cycling and biotechnological processes such as polymerase chain reaction, for every biologically relevant topic. The use of open access tools in classes may be used for the biology class.

STAGE 4: PROTOTYPE

BioInteractive is a collaborative biology learning portal. This website provides tools for biological subjects such as lectures and animation. Animations can be downloaded and included from BioInteractive platform to help the teacher describe certain concepts.  In comparison to paragraphs and photographs in lecture notes during the subject analysis in the Lesson Unit of Gene Expression. Can be used in the entire course plan, but animation is initially included in topics involving a large number of processes, especially genetics, requiring animation. The BioInteractive website also provides entertainment of subjects such as natural selection and biodiversity. The Gene expression is one of the topics selected for the use of the BioInteractive database. Users can easily download this animation from the BioInteractive website without having to purchase software licenses or install a video downloader for YouTube download.

Including a learning activity based on the lessons module of Design 1, as an alternative to the integration of visual resources.  In addition, the teacher can promote simulation for learning by students outside the classroom for manipulation part of the focus for STPM. Here it is possible to consider using the Concord website. This web site provides a simulation of topics covered by STPM: population, natural selection and genetics. Under certain conditions, students can explore what occurs to molecules or genes. Based on lesson unit in Design 1, teacher ask students to use simulation from concord website to explore transcription and translation under certain conditions.

STAGE 5: TEST

Based on feedback from students, the integration and efficiency of animation will be measured in biology lesson in the enhancement of learning experience and simulation, and changes will be made in accordance with the feedback received. The evaluation will be in the form of a student interview about the way they can understand the biological process through animation and the use of visualization for their own review. Teacher's feedback on animation integration as a response in class, the way that the students respond to the input, the interpretation of the teacher and the opinion about inclusion and the downloadability of materials.  In the next semester, they work with the teacher to integrate the use of simulation in the biology instruction.

References

Faggioni, T., Ferreira, N. C. da S., Lopes, R. M., Fidalgo-Neto, A. A., Cotta-de-Almeida, V., & Alves, L. A. (2019). Open educational resources in immunology education. Advances in Physiology Education, 43(2), 103–109. https://doi.org/10.1152/advan.00116.2018

DESIGN 3: GAME-BASED LEARNING

Games have been used as a learning tool for centuries. Chess was used to teach strategic thinking as far back as the Middle Ages (Cahill, 2019). Education is no longer only a matter of learning fractions and timelines in history. It is all about helping people develop as intelligent people with better soft skills. The core concept behind game-based learning is teaching through repetition, failure and the accomplishment of goals. Game-based learning takes this same concept and applies it to teaching a curriculum where students will work toward a goal, choosing actions and experiencing the consequences of those actions. 

Game-based Learning also refers to the use of games to support teaching and learning (Wilson, Hainey and Connolly, 2013). Game-based learning is a new trend that not just helps students gain the knowledge and skills that they desire but helps teachers make learning more enjoyable. Game-based learning can be used anywhere and not only in the classrooms. It can come in many different forms such as board games, video games or card games. The adaptability is what makes it so flexible and innovative.

Benefits of implementation game-based learning (Educause, 2014)

• Students participation and engages students in the learning activities
• Improve students learning abilities.
• Games are motivating and challenging.
• Provide various skill practice such as problem-solving and critical thinking.
• Increase the demand for questions and answers from students.

STAGE 1: EMPATHIZE

Learner Background:

• Subjects: Science
• Target Audience: Lower Secondary School Students
• Age: 13 years old
• Topics: Memorize the scientific terms

Problem: Based on the observation, most students having hard times to memorize the scientific term. The students seem more interested to learn and do revision with notes that have a picture on it.

STAGE 2: DEFINE

Define the Problems

• Students have hard times to memorize each scientific terms.
• Students rarely participate in class activities.
• Students are more to visual-learner because they become more active in class with the videos and pictures involvement in learning.

Theory Applied in The Game:

• Activity Theory: Each student actively participates in the game.
• Scaffolding: The question provided are for student better understanding.
• Situated Learning: Learning happens in students with games that involve collaborative and social interaction learning activities.

Instructional scaffolding is a process where the addition of support or learning tools in this process could improve the student’s comprehension (Smolska, 2003). The inclusion of game-based learning in class also could motivate the students to perform the task independently and enhance their learning abilities (Kawalkar, Aisha, Vijapurkar and Jyotsna, 2013). These methods also could help the teacher to observe the students understanding regarding the subject.

STAGE 3: IDEATE

We come up with a quiz game name “Alien Space in Science World” to implement this learning activity in students. In order for the students can become an active participant in this game, the questions were in Bahasa Melayu so it would be easy for the students to understand and answer the questions well. The game questions are derived from form 1 science textbooks syllabus which is in Bahasa Melayu (BM) version. This game is a questions and answers type of game to test the student's knowledge towards the subject.

Learning objective:

1. To test the form 1 students knowledge in Science subject.

2. To foster collaboration and group support between the students.

Interaction:

Each member of the group must collaborate in order to find the correct answer. This collaboration can help them to exchange ideas and solutions between the members of the group more efficient.

Improvement:

This game will help the students to identify and develop their weak spots in Science. Besides, students are so competitive that they want to finish first and win. The implementation of games in subject can capture the attention and participation of students which also can motivate them to want to learn more.

STAGE 4: PROTOTYPE

Game objectives:

1. To enrich student’s knowledge in science term that hard to be memorized.
2. To enhance students participation and collaboration in-class learning activities.

Game rules:

The group that answers the question correctly will gain the mark while the group that answers the question wrongly will not gain any mark. There would be no restriction for the students in referring the notes. Each group members will discuss the answer with the group representative within the time frame. There should be no repetition member while answering the question where each member needs to participate in each question. The group that has the correct answers and marks will be the winner.

Game instruction in the classroom:

1. Students are divided into a few groups.
2. Each group will send one member to answer each question.
3. The group representative will be given 2 minutes to discuss with the group members and 1 minute to answer the question.
4. They would need to determine which one is the correct answer.
5. The fastest one who answers the question correctly will gain mark for the group.
6. The game continues until all the question finish answered.
7. The group that answer most questions correctly and has the highest score will be the
8. winner.

Game Overview

Aliens have abducted the farm animals and genetically altered them with instruments. Answer questions correctly to build a band. Move the creature from back to front to have a louder instrument sound. Double click to mute the instrument sound completely.

Game application instruction :

1. Select the shown button to play the games.
2. Choose ADD MEMBER button to load questions options.
3. Choose one of three creatures, to add to your band if you answer correctly and click CONFIRM.
4. Click the correct answer and click NEXT.
5. After reviewing question and feedback, click NEXT.
6. Place your creature on the hillside. The closer to the front of the screen, the louder your creature’s sound will be.
7. Choose ADD MEMBER button to load the next questions until all the question finish
8. answered.

STAGE 5: TEST

In this phase, we want to test their engagement in the game towards becoming active participants in class while trying to answer the questions,and their motivation to science as interactive subjects. hence, we will conduct an interview and survey to gain their feedback.

References

Educause (2014). 7 Things You Should Know About Games and Learning. Retrieved from

https://library.educause.edu/resources/2014/3/7-things-you-should-know-about-games-andlearning

Eva Krugly‐Smolska (2003). Scaffolding science teaching, Canadian Journal of Science, Mathematics and Technology Education, 3:4, 525-526, DOI: 10.1080/14926150309556588. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/14926150309556588

Kawalkar, Aisha, Vijapurkar and Jyotsna (2013). Scaffolding Science Talk: The role of teachers' questions in the inquiry classroom. International Journal of Science Education. 35. 2004-2027.10.1080/09500693.2011.604684. Retrieved from https://www.researchgate.net/publication/255745795_Scaffolding_Science_Talk_The_role_of_teachers'_questions_in_the_inquiry_classroom

Wilson, A., Hainey, T., and Connolly, T. M. (2013). Using Scratch with primary school children: an evaluation of games constructed to gauge understanding of programming concepts. International Journal of Game-Based Learning (IJGBL), 3(1), 93-109.

DESIGN 4: LEARNING SPACE

Today there is a strong trend for building Innovative Learning Environments (ILEs) in new and converted school. New ideas about learning spaces represent a significant opportunity for education to make students more successful especially in 21st century learning. Learning space refers to a physical setting for a learning environment, a place in which teaching and learning occur (Cook, 2010). The term is often used as a more definitive alternative to classroom, but it may also refer to an indoor or outdoor location, either actual or virtual. These space support a variety of pedagogies, including collaboration, communication, vocational learning, experiential learning, creativity and so on.

In this project, as there is impossible to build a new building, we must know how to use sources in surrounding to create new learning space. Therefore, we have combined some example from other learning space to fit in the classroom.

STAGE 1: EMPATHIZE

In this design, we identify the opinion of 5 students who participated in the design – all of whom shared important insights and perspectives into their experience about learning space. To gain an emphatic understanding of the problem that we try to solve, we interviewed 5 secondary school students. 

To gain empathy, we try to gain the information about:

• what they are thinking and feeling about the current learning space
• what make them stress in learning space
• what gives them joy in learning space
• what motivates them to learn in that environment
• what stifles their motivation

Based on the interview, we found that the students feel uncomfortable with the learning space, inflexible furniture and its arrangement, lighting and color used in the learning space. 

STAGE 2: DEFINE

In this phase, we gather the information given by the students to be analysed and synthesized. Based on previous phase we identify some issues related to their problem. 

Learning space:

• The classroom used by these student is in average size which can accommodate up to 30 students. However, there is limited activity conducted by the teacher and students make the class was not fully used.
• Hence,lack of materials in classroom make it not suitable for variety type of learning.

Furniture:

• Chair without wheels decreased the mobility of the student. It reduces the movement for the student to do variety activities.
• The table used are heavy and very difficult to move around. This may restrict the student to collaborate and do activity together.

Facilities:

• Lack of facilities in the classroom reduce the hands on activities in classroom.
• There is only one attached whiteboard, make the student who far from the whiteboard difficult to see it.
• There are no shelves to put students’ belonging or their work. 
• The arrangement of the furniture does not give opportunity for student to explore or do collaborative activities.
• Plain wall and dim light decrease students’ motivation to stay active in classroom.

STAGE 3: IDEATE

In this phase, we start to generate ideas and come up with some material that will be used in the new learning space.

Objective: To make the classroom that is functioning successfully as a third teacher will be responsive to the learner’s interests, provide opportunities for learners to make their thinking visible and then foster further learning and engagement (Fraser, 2012).

Furniture design characteristic:

• Furniture items that are purposeful.
• Regular shaped tables that are large enough to accommodate the learning materials that students require such as textbook or laptop.
• Tables that may be reconfigured in a variety of ways.
• Varied furniture items, including such as ‘solo stations, tiered seating and beanbags.
• Furniture designs that allow for teachers to sit with students.
• Moveable glass board that allow teachers to provide instruction from multiple locations in the learning environment.

Color and materials:

• Colors, pattern and textures that help define different spaces/ settings and give them an identity.
• Light, playful color that make the space feel welcoming.
• Neutral background tones that allow for ‘bursts of color’ to come from displays of student work and allow teachers to change the identity of the space to suit the teaching and learning focus.

STAGE 4: PROTOTYPE

floor plan

front view

back view

STAGE 5: TEST

In this phase, we will analyse and evaluate the prototype by gathering the feedback from learners. The result will be used to redefine the upcoming problem, how to upgrade the prototype and how it affects the learners. By showing the new learning space design to the learner, conduct an interview and distribute the questionnaire, will help us to gain their feedback whether it can enhance their learning and improving their 21st century skills.

References

Cook, DJ (2010). "Learning Setting-Generalized Activity Models for Smart Spaces". IEEE Intell Syst. 2010: 1. doi:10.1109/MIS.2010.112. PMC 3068197. PMID 21461133.

Fraser, S. (2012). Authentic childhood. To, ON: Nelson Education