Design Challenge
Design Challenge
Embedded Files
The goal of design challenge is to be able to find problems and challenges and also be able to solve the problem.
Case: Education is not just traditional teaching in the classroom, the skills and knowledge need to be updated. Technology is making teaching more effective and faster, and students understand and comprehend the knowledge easier and deeper. The purpose of this design challenge is to help teachers getting know how to make flashcards and posters on Adobe Spark.
Case: Education is not just traditional teaching in the classroom, the skills and knowledge need to be updated. Technology is making teaching more effective and faster, and students understand and comprehend the knowledge easier and deeper. The purpose of this design challenge is to help teachers getting know how to make flashcards and posters on Adobe Spark.
Reason for Selecting This Design Challenge
Brief Description of Observation and Analysis of Context
Learning Goals of Training/Instruction
Solution for the Training
Description of Learners
Setting
Learning Information and Process
Adult learning theory
Assessment
Reason for Selecting This Design Challenge
Reason for Selecting This Design Challenge
I have created numerous curricula and lesson plans for students with varying learning performances. This experience has made me realize the immense value of the teaching profession in educating students across different skill sets—classroom management, psychology, creativity, and communication skills.
During the pandemic, the importance of technological skills for teachers, especially older ones, became apparent as they faced new challenges beyond just managing online classes.
Adobe Spark is a fantastic website for designing posters, banners, cards, and other products with images. It operates similarly to Canva but stands out because it is free and offers a large selection of free image stocks. Compared to Canva, Adobe Spark is both cheaper and easier to use.
Brief Description of Observation and Analysis of Context
Brief Description of Observation and Analysis of Context
I have been a foreign language and early childhood teacher for about six years, with observations drawn from my regular daily work and volunteering as a co-teacher at night for the Children Development Association certification. Teaching different levels of children in Chinese, I’ve realized the critical importance of flashcards and wall decoration posters.
Many teachers I know face challenges with creating flashcards—either spending a long time making them or struggling to find suitable pictures. Since teaching styles and learning content vary greatly, it’s difficult to create flashcards that meet everyone’s needs.
Learning Goals of Training/Instruction
Learning Goals of Training/Instruction
Understand Basic Functions: Gain familiarity with the basic buttons on the Adobe Spark toolbar.
Create Flashcards and Posters: Learn the steps to create flashcards and posters, including selecting sizes, choosing fonts, typing words, and designing frames.
Find Images: Know how to find pictures in Adobe Spark's stock, without needing to use other websites.
Export Projects: Learn how to export images and text to PDF or other formats.
Address Additional Needs: Provide support for other needs as requested by learners.
Solution for the Training
Solution for the Training
The solution for this training will be an online formal learning approach. The instructor will guide students step-by-step while interacting with them throughout the process. This format allows for a better understanding of how much the students have learned and identifies areas where they may need additional support. Formal learning also facilitates easy feedback collection from students, enhancing the overall effectiveness of the training program.
Description of Learners
Description of Learners
The learners consist of language teachers and teachers from other subjects. Some of them are older and face challenges using technology. Many teachers are looking for ways to save time in creating flashcards for their lesson plans, while others want to decorate their classrooms with sight words. Additionally, some teachers have other specific needs related to their teaching practices.
Setting
Setting
All training will be conducted online via Zoom. This decision ensures a safe environment due to the pandemic. Additionally, as the learning content is available on Adobe Spark's online platform, online training is more efficient and cost-effective.
Learning Information and Process
Learning Information and Process
Learners will first listen to the class and then engage in hands-on activities. Mastering tech skills requires not just listening and learning, but also practicing and trying out tasks themselves.
To facilitate this, the instructor will provide practice packages that will help learners save time and efficiently practice the skills they need.
Adult learning theory
Adult learning theory
Kolb’s Learning Model
Kolb’s Learning Model
The experiential learning cycle is an effective approach for addressing my instructional challenges. Learners will progress through the following stages:
Concrete Experience: Learners will gain hands-on experience by following step-by-step instructions on creating projects in Adobe Spark. This practical engagement helps in solidifying the learning process.
Reflective Observation: As learners proceed, they will reflect on their new experiences, remembering steps such as navigating the toolbar, choosing sizes and fonts, typing words, and designing frames.
Abstract Conceptualization: Each teacher, based on their specific subject needs, will conceptualize how to apply what they’ve learned to create their own flashcards or posters.
Active Experimentation: At the end of the training, learners will receive a folder with practice resources, allowing them to apply their knowledge and experiment with their creations actively.
This cycle, based on Kolb's learning styles and experiential learning cycle, ensures that learners not only understand the process but can also adapt and apply it to their unique teaching contexts.
Embodied Learning and Spiritual Learning
Embodied Learning and Spiritual Learning
The instruction includes a hands-on practice section at the end. The embodied elements learning model integrates reflection and cognition. For example, students will need to click different buttons on the toolbars, listen to the instructor, and raise their hands when they have questions (Horst, Tara L. 2008).
This approach ensures that learners are not only engaged mentally but also physically, enhancing their overall learning experience.
Community of Practice
Community of Practice
The entire instruction will be conducted via Zoom. This setup allows students to communicate directly within Zoom, facilitating real-time interaction and enabling them to ask questions to instructors. This fosters a collaborative learning environment where participants can share knowledge and support each other.
Assessment
Assessment
Knowledge Check and Feedback Collection
Knowledge Check and Feedback Collection
Knowledge Check: Ask students questions to ensure they understand the learning content.
Learners Feedback Collection: Gather feedback from learners to assess their satisfaction with the training.
Mcleod, S. (n.d.). Kolb's learning styles and experiential learning cycle. Kolb's Learning Stylesand Experiential Learning Cycle | Simply Psychology.https://www.simplypsychology.org/learning-kolb.html.Horst, Tara L. (2008). "The Body in Adult Education: Introducing a Somatic Learning Model,"Adult Education Research Conference. https://newprairiepress.org/aerc/2008/papers/28
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