Interactive Learning Resource Final

Overview of the resources

The concept we are planning to teach is impulsive purchase behavior, and in order to ensure that learners can learn the concept efficiently. We designed an about 2 hours’ learning activities for learners and the detailed activities can break down into the following part:

Section 1: Basic Knowledge Acquiring – Learners are required to read a textbook content about factors that influence consumers’ buying behavior (Factors That Influence Consumers’ Buying Behavior Chapter 3 via Open Library), and they can read the content before the 2 hours’ activity. The reading content is highly relative to the concept of impulsive purchase, and students are able to assume factors that could lead to impulsive purchase behavior. The reading would spend about 10 minutes for learners, and they are also required to find one advertisement through the internet, magazines or newspapers that they find attractive in another 10 minutes.

Section 2: Role Play – Teacher will use think-pair-share technique to connect knowledge student gained from reading the textbook to advertise. Such as how color, bold writing and pictures provoke impulsive buying behavior, and it will take 10 minutes. Learners will then be split into groups of two. Their task is to use the knowledge they learn from the textbook reading to sell the product or service of their collected advertise to their partners, and their partners do the same after 10 minutes. This section of activity takes a total of 30 minutes. Learners should have a deeper understanding of consumer purchase behavior, and they should also have questions about impulsive purchase behavior.

Section 3: Exit Ticket – During the third section, learners will be given a true or false statement list about impulsive purchase behavior. The list contains essential concepts, misconceptions and some accidental features of the concept. Students are required to complete the list individually or in groups based on what they learned in previous in 15 minutes. Correct answers and explanations will be given to learners which will take another 25 minutes. Learners should have learned essential knowledge of impulsive purchase behavior in this section. The list is created for student to self-assess, and it will not be graded.

Section 4: Peer Review Writing Posts During the last 30 minutes, learners are required to create a less than 200 words’ content about impulsive purchase behavior; the content can be any accidental features they found from their research. Learners can post their work on a Facebook class page, and they are also required to reply to two of their classmates’ work. For privacy and inclusion concerns, students who are not comfortable with or does not have access to the internet could hand in the writing posts in paper version.

Subtopics of the learning resource will include the following,

  • Factors that Influence Consumers’ Buying Behavior
    • Situational Factors
    • Personal Factors
    • Psychological Factors
      • Maslow’s Hierarchy of Needs
    • Societal Factors
    • Impulsive buying behavior
      • What is impulsive buying
      • Why people buy impulsively
        • Intrinsic factors
        • Extrinsic factors
      • Impulsive in marketing professionals’ perspective
        • Loyalty program and impulsive purchase
      • Purchase with rational
    • Activities and conclusion
      • Practice on the list of true or false statements
      • Concept summary
      • Sales presentation activities

Learning Design Rationale  

The purpose of teaching is not simply presents knowledge to learners but to let them actually learn knowledge efficiently. We believe that it is possible that our learning design can combine the best elements of theories of cognitivism, constructivism and behaviorism to maximize learning efficiency. Cognitive theories conceptualize students’ learning process; it views knowledge acquisition as a mental activity that entails internal coding and structuring by the learner (Ertmer &Newby, 2018). That is, efficient information receiving, organizing and storing facilitate internal code writing and knowledge acquisition. In order to achieve the goal, teachers must assist learners to organize information in an optimal way (Ertmer &Newby, 2018).

Our study design starts from reading a short section of a textbook so every learner has the same starting point before learning the class content. Moreover, the textbook content is to act as an ice breaker that leads learners to discover answers in the right direction. Learners then have chances to discover and discuss the concept of impulsive purchase behavior with their own experience which assists them to organize their understanding of the knowledge. The concept was given at last so learners can compare their understanding with the facts of the concept to memorize the concept deeper. Lastly, discovering the concept and write it down provide students opportunities to learn facts of the concept that interest them the most, and learners would also get chances to learn from their peers. We believe design learning in this order can organize information that helps learners to understand and memorizing the concept optically.

Constructivism point out those learners should be able to make their own meaning and interpretations based on individual experiences. Our learning design provides two sections that allow learners to learn based on their own experiences. Learners first find advertisements, and they are able to make some assumptions even before their role-play sales. During the role-play, learners are able to find meaning based on their interaction with other learners, and after learning the concept, they are able to create their own content driven by their own interests.

Behaviorism emphasizes establishing the stimulus, the response and the association between the two. Teachers’ role in behaviorism is to determine cues that can elicit the desired responses, arrange practice to elicit the responses in natural.  The concept is effective in facilitating learning of recalling facts, defining and illustrating concepts, and applying explanation (Ertmer &Newby, 2018). In the case of teaching impulsive learning, defining and illustrating the concept is designed after learners self-learning the concept and get hand-on experiences where the true or false list work as a stimulus to guide the right response. Explaining the right answer, on the other hand, work as reinforcement that helps learners to memorize the concept thoroughly.

As described before, knowledge acquisition is a process of information receiving, organizing and storing. The traditional classroom learning method allows students to learn knowledge with a well-organized form, but there has no guarantee of knowledge retention and students’ ability to apply learned knowledge into real life. Consequently, we intend to design our learning resources student-oriented where students initiate learning activities by desires. We intend to use an inquiry-based learning method to transform basic curiosity to critical thinking and understanding of the studies. The main responsibility to learners is to guide them on how to start an investigation and how to organize the inquiry process (Younker, 2020).

Therefore, our learning design aims at nurture learner’s curiosity and transforms it into critical thinking and practical experiences. Students should have curiosities about the concept after section 1, and section 2 is designed for them to discover. In section 3, learners are able to get most of the answers to solve their curiosity, and they are able to practice what they learned to take their research into the next level.

Learning context

The learning resource is designed for 15-30 students to learn the concept, but it is adjustable if there are more students in the class. Consumer purchase behavior is a basic concept that business major students would learn in the first year. Impulsive purchase behavior is a part of consumer purchase behavior lots of students might not learn from textbooks. We find this concept interesting because we believe the concept is critical thinking of consumer purchase behavior, and the concept is practical in an individual’s life. Consequently, the target audience of the learning design is for higher education.

Most of university (or college) students have the basic skills of reading and writing, and they have already nurtured strong learning abilities from their previous education. Every student might be in different stage of life, but they should have the ability to self-learning, and they are also during an age of fast knowledge-absorbing since they have been studying for 12 years before, and they passed assessments of their previous education. Moreover, the target learners are the generation who grows up with the internet, so they are able to use the internet to search for the information they need for learning the concept without any barriers. We believe our learning design could inspire their desire to learn and direct them to receive, remember and practice the concept as they need.

In addition, since people learn 70 percent of what they say and write and 90 percent of what they do (Wikipedia, 2020), we believe that students should be able to learn the concept by role playing better than listen to a teacher talk all the time. Role play is a process where students could recall their previous learning from section 1, and most importantly, this is a section where more question could be generated. Students are able to learn from their peers, and this part of activity intends to inspire students’ desire to discover more about the topic. This section should be able to guide students to put more effort on the participation of section 3 and 4.

Learning outcomes

  • Describe the definition of impulsive buying behavior, consequences of the impulsive purchase and how to prevent it. (exit ticket)
  • Describe intrinsic and extrinsic factors that contribute to consumers’ impulsive buying behavior. (peer review writing task)
  • Explain what marketing professionals can do to encourage consumers’ impulsive buying behavior. (role-play)

Assessment Plan

Assessment is an educational process that ensures learners have the information they need to meet the learning outcomes. We arranged one formative and one summative assessment in our learning design to help both learners and instructors to understand how well students learned.

The first assessment is designed in section 3 after learners spend some time to discover the concept. During this section, learners are required to complete a true-false statement list; the list does not need to be returned to mark but learners are able to check the difference between what they think is right and what is right about the concept. This combination of formative assessment and self-assessment list would allow learners to summarize what they discovered in previous, and find out how much they know about the concept through a specific mark or percentage.

The summative assessment is designed in section 5. After learners complete their posts, they are able to get feedback from both their peers and instructors. Learners are able to know how and what to improve and instructors are able to know each learner’s performance. Based on our experience, peer’s review might not as straight forward as instructors, but it can still provide learners with a second opinion about their work. Students are able to improve their work after they read peer’s review before a teacher gives the final feedback.

Design for Inclusion of Diverse Learners

Our learning design also aims at allowing learners with special requirements can learn comfortable and efficient, and other learners will also be able to benefit from those learning designs. Our goal is to ensure that people who loss of hearing and people who are learners with English as second language (ESL) can learn as efficiently as other learners. However, other people such as learners with color blindness or learners who only have mobile data should also be able to enjoy our learning design without barriers.

Learners with loss of hearing could have difficulties in section 2 and 3. In order to ensure they can participate in role-play activity, Google voice to text applications will be provided, and learners with loss of hearing can write down their ideas to communicate with their partner. Since each group only have two peers, students with lose of hearing should be able to participate in the role play without too many barriers. In addition to voice to text applications, section 3 content will also be recorded as videos with subtitles for every student to review. For privacy concern, only the teacher will be recorded in the video.

For learners with English as the second language, comprehending meaning in reading and listening are both a barrier where writing and speaking can also be difficult for them. We assume that our ESL students can use English to do simple communication. Google Translate will be provided to help them to translate textbook content, lists of true or false statement and advertisement. In the role play section, ESL student can also use voice to text application to see the translation in their language directly, and they can type what they want to say in Google Translate and show it to their partner. Section 3 will be recorded as videos and upload to YouTube where they can see subtitles in their language anytime. We designed the fourth section with less than 200 words’ posts so ESL students do not have to struggle too much. ESL students can use Google and grammar check tools to help them express their meaning more accurately. If they feel that writing cannot assist them to express their ideas accurately, other options such as drawing or make videos are also acceptable for submitting section 4.

In addition, for learners who do not have access to a computer at home, all the class content can be accessed by mobile phones. Learners can read the textbook content through mobile phone, and all the content in section 4 will be posted on social media where these learners can easily access social media through a smartphone. We specifically set out that the post content should be less than 200 words; it is also for the convenience of mobile users. For learners with color blindness, they do not need to distinguish color in any part of the learning design, but they could also choose options of listening to the textbook or watching the video of the true false statement list to avoid reading.

Choose of Technology

The best method to help learners to learn is to find out want they want to learn and use the method they prefer to guide them. Most or probably all of our target learners are millennials, so they would be the generation who grow up with the internet and technologies. Therefore, it is clear that the internet is the technology that could assist our target learners to learn area of knowledge that they are interested in.

In the perspective of designing inclusive learning that creates benefit for all learners. We plan to create an auditory textbook about consumer purchase behavior where students can listen to the textbook other than reading through it. For the content about true or false statement lists, we will record the class content into videos with subtitles, and subtitles transcript will also be posted for every student to review after class. Moreover, we provide learners Google voice to text application, Google Translate and Grammar checking tools to ensure that all learning material is created with visual and auditory versions. We also create subtitles and use translators to ensure that ESL students can be included in the class and study without barriers.

We hope to create learners the openness to support innovative educational practices, social interaction, knowledge creation, peer learning and shared leaning learning practices (Paskevicius & Irvine, 2019). From reading open textbooks, doing research online to encouraging learner-generated content, technologies grant learners learning of choice, ability to create, critical thinking opportunities and unlimited possibilities.

Peer’s Recommendations

https://smaceducation.wordpress.com/2020/06/18/peer-review-impulsive-purchase-behavior/

https://songliu98.opened.ca/peer-review-pod-6s-interactive-learning-resource-impulse-purchase-behaviour/

https://brittanyseducblog.opened.ca/2020/06/18/peer-review-pod-6-impulse-purchase-behaviour/

We are grateful that our peers have gives us lots of practical recommendations that really helped us to enhance our Interactive learning resource efficiency in detail. Both Smaceducation and Brittany ask which textbook we would be used in section 1. We then realized that we wrote learning resources information on the learning design blueprint, so we assumed that the information was given. Thanks to our peers so we can add these important details. Smaceducation and Song both concerned that only given students 10 minutes to read might not be the best way for students to learn. We added a ten minutes think- pair-share activity in section 2 as Smaceeducation suggested. However, we do not want to give students more information about the concept because we hope students can discover the concept and generate questions in section 3.

In the learning context part, Song points out that we do not have proves of saying our target audiences are during an age of fast knowledge-absorbing. We completely agree with that, and all we actually want to express is that students are able to do self-learning during this age. Brittany suggests us to clarify how many students we intend to teach so we added this information as well. We also think that Song’s quotation of Edgar Dale is an excellent point, so we wrote another paragraph to explain reasons that we decide to use role-play in section 2, and we applied the quote Song provide into the paragraph.

In the assessment plan part, we were planning not to let teachers given learners feedback without letting students make any changes after peer review. Smaceducation asks will students be given a chance to take the comments given and improve their work. It makes us think, and we think students definitely should be able to make changes before they submit their work to teachers.

In design for Inclusion of diverse learners part, Brittany mentioned privacy concerns which we did not think of before; Smaceducation also mentioned alternative solutions for people without the internet, and we made adjustments for both points. Moreover, Song mentioned that learners with loss of hearing might not be able to communicate with their partner efficiently since we said they can write down their ideas to communicate. We agreed, and we ensure that they only need to communicate with one partner during the role play. However, we cannot find any better idea to lift loss of hearing students’ barriers completely.

There are only a few ideas we did not adopt from our peer’s review, such as adding one more section to given more knowledge of the concept to students before role play since we want students to keep their curiosity. Overall, the peer’s review recommendation is practical and helpful for us to improve our interactive learning resource.

 

 

 

References

Ertmer, P., Newby, T. (2018). Chapter 11 Behaviourism, Cognitivism, Constructivism.        Pressbooks. Retrieved from

https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-construc  tivism/

Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments, 6(1), 1-20.        doi:10.1186/s40561-019-0110-5

Wikipedia. (2020). Edgar Dale. Retrieved from       https://en.wikipedia.org/wiki/Edgar_Dale

Younker, B. A. (2020). INQUIRY-BASED LEARNING. Humane Music Education      for the Common Good.

https://doi.org/10.2307/j.ctvxcrxmm.9

 

 

 

【Blog Prompt】Post 5 – Peer review

https://docs.google.com/document/d/1Ik_w_O8Jviu-4wMwvbnkM8YlaYIWNYHG3LKxxQy_62M/edit

Hi Alistair, Brian, Yulu

The group I chose is Pods 4 “Happiness”. I think their group project is one of the most informative projects I have read. It is divided into multiple parts so that I can easily grasp the content. First, this outline provides the results you want to achieve after reading this article. However, some areas need to be polished to make the entire project look academic.

Thank you for sharing, and look forward to your revised design!


First, it seems to me that the project lacks proper in-text citations that would authenticate the findings of the study. The author has used research references but omitted their inclusion inside the text. Text citation helps the reader to understand sentences and information retrieved from a different source. Various statements need to be cited because they are not the writer’s ideas. When such information is not cited, the writer might be accused of plagiarism (Brown, Dickson, Humphreys, McQuillan, & Smears, 2008). For instance, the author defines happiness but fails to indicate the source of the definition. Even though the paper lacks in-text citation, the author must be recommended for referencing corporate and peer-reviewed journals. The reference list contains credible sources.

In form, the small class design has many advantages, which is conducive to teaching and is the most ideal teaching method. The teaching of 15 students in small classes can take various forms of teaching, take into account the differences between middle school students, flexibly master the teaching requirements and progress, and adjust the teaching structure in a timely manner. Every student in the classroom can better express themselves and have a greater chance of getting a successful experience.

Regarding the learning method, you have chosen direct guidance, presenting information to learners through text and video lectures. Although this is a good way to learn, because “happiness” is a very abstract concept, after I read your lesson structure, I think it may be better to combine experiential teaching schemes, which will help learners to absorb better. And feedback.

The whole lesson structure is very complete, from the learning plan, method, environment, every step is very perfect, especially the details. And for the hearing impaired learners, a special preparation plan was made. I think this part is very good, and other groups can also learn from it.

 

Reference

Brown, C. A., Dickson, R., Humphreys, A. L., McQuillan, V., & Smears, E. (2008). Promoting academic writing/referencing skills: Outcome of an undergraduate e‐learning pilot project. British journal of educational technology, 39(1), 140-156.

 

【Blog Prompt】Post 5 – Peer Review

https://pod3patienteducationportal.opened.ca/

Hi, Cassidy, Alistair

The group I chose is Pods 3 Electronic Health Records. First of all thanks to their post, their design is very complete, and the details are handled well. In addition, you can view their other information in the shared link, which is good enough for others to view. I will use the knowledge I learned this semester and a bit of my opinion to comment on the project of your group.

Thank you for sharing, and look forward to your revised design!


Records are of great significance to patients and professionals in the health sector, as well as third parties who have a stake in the industry, such as the government and researchers. The records serve numerous functions, such as informing administrative decisions, providing areas for research, aiding doctors in decision making by following a patient’s medical history, and enabling patients to track their health progress. Technology has revolutionized the process of record-keeping, leading to a shift from hard copy storage to electronic methods, which are easy to use and accessible.

From the overview given, it seems that the module is meant to train patients on electronic health records (EHRs) using health information technology (HIT). I find the site easy to comprehend and use. The fonts used are clear and suitable for the average reader. Additionally, the site is well designed, which gives one comfortable user experience. Additionally, the pictures used are relevant and actively contribute to the theme of the site. Therefore, the overall work is commendable.

Concerning technology choice, the group has adopted a web-based digital format. It seems that this method has been favoured over others such as paper materials. While this decision is environmentally friendly, the heavy reliance on internet usage exposes the presentation to numerous risks that come with dependence on the internet. Furthermore, I believe that the assumption that a reliable internet connection is guaranteed in most places is ill-informed. I also believe that hard copy information will be more patient-friendly. Therefore, the group should consider having a printable version of its module as a backup option.

Finally, the group has adopted colour blindness and language barriers as part of the inclusivity framework. To address the language factor, jargon has been avoided as simple English has been used. However, I believe that the model should provide alternative languages such as Spanish and French to effectively address the barrier as opposed to using basic language.

 

【Blog Prompt】Post 4 – Comment

https://omote1112.opened.ca/post-4-designing-for-interaction/

Hi Seul,

I totally agree with you. Learners encounter hard-to-digest knowledge in the classroom. After the class, they can also reflect and consolidate through video teaching, and deepen their impressions by commenting on each other. Interactivity allows learners to participate more and learn more actively. By creating a reflective environment, it helps learners form a new cognitive structure. In addition, you mentioned in your blog that the video used does not have too many colours so that it will not distract the audience and is suitable for colour-blind readers. I think this is good practice.

Thank you for sharing.

 

 

Interactive Learning Resource revise

Overview of the resources

The concept we are planning to teach is impulsive purchase behavior, and in order to ensure that learners can learn the concept efficiently. We designed an about 2 hours’ learning activities for learners and the detailed activities can break down into the following part:

Section 1: Basic Knowledge Acquiring – Learners are required to read a textbook content about factors that influence consumers’ buying behavior, and they can read the content before the 2 hours’ activity. The reading content is highly relative to the concept of impulsive purchase, and students are able to assume factors that could lead to impulsive purchase behavior. The reading would spend about 10 minutes for learners, and they are also required to find one advertisement through the internet, magazines or newspapers that they find attractive in another 10 minutes.

Section 2: Role PlayLearners will then be split into groups of two. Their task is to use the knowledge they learn from the textbook reading to sell the product or service of their collected advertise to their partners, and their partners do the same after 15 minutes. This section of activity takes a total of 30 minutes. Learners should have a deeper understanding of consumer purchase behavior, and they should also have questions about impulsive purchase behavior.

Section 3: Exit Ticket – During the third section, learners will be given a true or false statement list about impulsive purchase behavior. The list contains essential concepts, misconceptions and some accidental features of the concept. Students are required to complete the list individually or in groups based on what they learned in previous in 15 minutes. Correct answers and explanations will be given to learners which will take another 25 minutes. Learners should have learned essential knowledge of impulsive purchase behavior in this section.

Section 4: Peer Review Writing Posts During the last 30 minutes, learners are required to create a less than 200 words’ content about impulsive purchase behavior; the content can be any accidental features they found from their research. Learners can post their work on a Facebook class page, and they are also required to reply to two of their classmates’ work.

Subtopics of the learning resource will include the following,

  • Factors that Influence Consumers’ Buying Behavior
    • Situational Factors
    • Personal Factors
    • Psychological Factors
      • Maslow’s Hierarchy of Needs
    • Societal Factors
    • Impulsive buying behavior
      • What is impulsive buying
      • Why people buy impulsively
        • Intrinsic factors
        • Extrinsic factors
      • Impulsive in marketing professionals’ perspective
        • Loyalty program and impulsive purchase
      • Purchase with rational
    • Activities and conclusion
      • Practice on the list of true or false statements
      • Concept summary
      • Sales presentation activities

Learning Design Rationale  

The purpose of teaching is not simply presents knowledge to learners but to let them actually learn knowledge efficiently. We believe that it is possible that our learning design can combine the best elements of theories of cognitivism, constructivism and behaviorism to maximize learning efficiency. Cognitive theories conceptualize students’ learning process; it views knowledge acquisition as a mental activity that entails internal coding and structuring by the learner (Ertmer &Newby, 2018). That is, efficient information receiving, organizing and storing facilitate internal code writing and knowledge acquisition. In order to achieve the goal, teachers must assist learners to organize information in an optimal way (Ertmer &Newby, 2018).

Our study design starts from reading a short section of a textbook so every learner has the same starting point before learning the class content. Moreover, the textbook content is to act as an ice breaker that leads learners to discover answers in the right direction. Learners then have chances to discover and discuss the concept of impulsive purchase behavior with their own experience which assists them to organize their understanding of the knowledge. The concept was given at last so learners can compare their understanding with the facts of the concept to memorize the concept deeper. Lastly, discovering the concept and write it down provide students opportunities to learn facts of the concept that interest them the most, and learners would also get chances to learn from their peers. We believe design learning in this order can organize information that helps learners to understand and memorizing the concept optically.

Constructivism point out those learners should be able to make their own meaning and interpretations based on individual experiences. Our learning design provides two sections that allow learners to learn based on their own experiences. Learners first find advertisements, and they are able to make some assumptions even before their role-play sales. During the role-play, learners are able to find meaning based on their interaction with other learners, and after learning the concept, they are able to create their own content driven by their own interests.

Behaviorism emphasizes establishing the stimulus, the response and the association between the two. Teachers’ role in behaviorism is to determine cues that can elicit the desired responses, arrange practice to elicit the responses in natural.  The concept is effective in facilitating learning of recalling facts, defining and illustrating concepts, and applying explanation (Ertmer &Newby, 2018). In the case of teaching impulsive learning, defining and illustrating the concept is designed after learners self-learning the concept and get hand-on experiences where the true or false list work as a stimulus to guide the right response. Explaining the right answer, on the other hand, work as reinforcement that helps learners to memorize the concept thoroughly.

As described before, knowledge acquisition is a process of information receiving, organizing and storing. The traditional classroom learning method allows students to learn knowledge with a well-organized form, but there has no guarantee of knowledge retention and students’ ability to apply learned knowledge into real life. Consequently, we intend to design our learning resources student-oriented where students initiate learning activities by desires. We intend to use an inquiry-based learning method to transform basic curiosity to critical thinking and understanding of the studies. The main responsibility to learners is to guide them on how to start an investigation and how to organize the inquiry process (Younker, 2020).

Therefore, our learning design aims at nurture learner’s curiosity and transforms it into critical thinking and practical experiences. Students should have curiosities about the concept after section 1, and section 2 is designed for them to discover. In section 3, learners are able to get most of the answers to solve their curiosity, and they are able to practice what they learned to take their research into the next level.

Learning context

Consumer purchase behavior is a basic concept that business major students would learn in the first year. Impulsive purchase behavior is a part of consumer purchase behavior lots of students might not learn from textbooks. We find this concept interesting because we believe the concept is critical thinking of consumer purchase behavior, and the concept is practical in an individual’s life. Consequently, the target audience of the learning design is for higher education.

University (or college) students have the basic skills of reading and writing, and they have already nurtured strong learning abilities from their previous education. That is, the target learners of the study design have the ability to self-learning, and they are also during an age of fast knowledge-absorbing. Moreover, the target learners are the generation who grows up with the internet, so they are able to use the internet to search for the information they need for learning the concept without any barriers. We believe our learning design could inspire their desire to learn and direct them to receive, remember and practice the concept as they need.

Learning outcomes

  • Describe the definition of impulsive buying behavior, consequences of the impulsive purchase and how to prevent it. (exit ticket)
  • Describe intrinsic and extrinsic factors that contribute to consumers’ impulsive buying behavior. (peer review writing task)
  • Explain what marketing professionals can do to encourage consumers’ impulsive buying behavior. (role-play)

Assessment Plan

Assessment is an educational process that ensures learners have the information they need to meet the learning outcomes. We arranged one formative and one summative assessment in our learning design to help both learners and instructors to understand how well students learned.

The first assessment is designed in section 3 after learners spend some time to discover the concept. During this section, learners are required to complete a true-false statement list; the list does not need to be returned to mark but learners are able to check the difference between what they think is right and what is right about the concept. This combination of formative assessment and self-assessment list would allow learners to summarize what they discovered in previous, and find out how much they know about the concept through a specific mark or percentage.

The summative assessment is designed in section 5. After learners complete their posts, they are able to get feedback from both their peers and instructors. Learners are able to know how and what to improve and instructors are able to know each learner’s performance. Based on our experience, peer’s review might not as straight forward as instructors, but it can still provide learners with a second opinion about their work.

Design for Inclusion of Diverse Learners

Our learning design also aims at allowing learners with special requirements can learn comfortable and efficient, and other learners will also be able to benefit from those learning designs. Our goal is to ensure that people who loss of hearing and people who are learners with English as second language (ESL) can learn as efficiently as other learners. However, other people such as learners with color blindness or learners who only have mobile data should also be able to enjoy out learning design without barriers.

Learners with loss of hearing could have difficulties in section 2 and 3. In order to ensure they can participate in role-play activity, Google voice to text applications will be provided, and learners with loss of hearing can write down their ideas to communicate with their partner. In addition to voice to text applications, section 3 content will also be recorded as videos with subtitles for every student to review.

For learners with English as the second language, comprehending meaning in reading and listening are both a barrier where writing and speaking can also be difficult for them. We assume that our ESL students can use English to do simple communication. Google Translate will be provided to help them to translate textbook content, lists of true or false statement and advertisement. In the role play section, ESL student can also use voice to text application to see the translation in their language directly, and they can type what they want to say in Google Translate and show it to their partner. Section 3 will be recorded as videos and upload to YouTube where they can see subtitles in their language anytime. We designed the fourth section with less than 200 words’ posts so ESL students do not have to struggle too much. ESL students can use Google and grammar check tools to help them express their meaning more accurately.

In addition, for learners who do not have access to a computer at home, all the class content can be accessed by mobile phones. Learners can read the textbook content through mobile phone, and all the content in section 4 will be posted on social media where these learners can easily access social media through a smartphone. We specifically set out that the post content should be less than 200 words; it is also for the convenience of mobile users. For learners with color blindness, they do not need to distinguish color in any part of the learning design, but they could also choose options of listening to the textbook or watching the video of the true false statement list to avoid reading.

Choose of Technology

The best method to help learners to learn is to find out want they want to learn and use the method they prefer to guide them. Most or probably all of our target learners are millennials, so they would be the generation who grow up with the internet and technologies. Therefore, it is clear that the internet is the technology that could assist our target learners to learn area of knowledge that they are interested in.

In the perspective of designing inclusive learning that creates benefit for all learners. We plan to create an auditory textbook about consumer purchase behavior where students can listen to the textbook other than reading through it. For the content about true or false statement lists, we will record the class content into videos with subtitles, and subtitles transcript will also be posted for every student to review after class. Moreover, we provide learners Google voice to text application, Google Translate and Grammar checking tools to ensure that all learning material is created with visual and auditory versions. We also create subtitles and use translators to ensure that ESL students can be included in the class and study without barriers.

We hope to create learners the openness to support innovative educational practices, social interaction, knowledge creation, peer learning and shared leaning learning practices (Paskevicius & Irvine, 2019). From reading open textbooks, doing research online to encouraging learner-generated content, technologies grant learners learning of choice, ability to create, critical thinking opportunities and unlimited possibilities.

 

 

 

 

References

Ertmer, P., Newby, T. (2018). Chapter 11 Behaviourism, Cognitivism, Constructivism.        Pressbooks. Retrieved from

https://lidtfoundations.pressbooks.com/chapter/behaviorism-cognitivism-construc  tivism/

Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments, 6(1), 1-20.        doi:10.1186/s40561-019-0110-5

Younker, B. A. (2020). INQUIRY-BASED LEARNING. Humane Music Education      for the Common Good.

https://doi.org/10.2307/j.ctvxcrxmm.9

 

 

 

【Blog Prompt】Post 4 – Interaction

Interactive Learning in the Impulse Purchase Behavior

The video selected is an advert that is explaining impulse purchase behaviour among consumers. The video is short and descriptive; however, the learners are expected to learn it using interactive methods. The explanation and sharing of the information will be done through learner material interaction. The learner would need a computer to learn the concepts highlighted in the video. Computer assignments are inherent; therefore, learners can repeat and repeatedly watch (Buehl 36). There is no response required in this case.

Learners are expected to learn by being interactive and engaged in academic learning. The learner is required to generate content that would be helpful for future references (Johnson et al. 50). Passive learning will be discouraged, as learners will be expected to write notes about what they have learned. The content generated will be used during student-students interaction in subsequent classes.

After watching the clip, the students will be required to participate in a teacher-student engagement session. The short discussion will focus on how the learner has interpreted the concepts in the video. The discussion will determine whether all the themes in the video have been analyzed. The teacher will gauge the level of the student’s comprehension of impulse purchases (Moreno and Mayer 312). The skills learned at this level are analysis skills, the ability to take notes, and relate them with the audiovisual.

Feedback is vital in interactive learning. Not all cases presented to the teacher will receive immediate feedback. Therefore, there would be an established channel for interaction (Rose et al. 497). The teacher will e-mail the response back to the learners. The medium of technology would be the use of computers for regular communication.

 

Reference

Buehl, Doug. Classroom strategies for interactive learning. Stenhouse Publishers, 2017, 36

Johnson, W. Lewis, et al. “Animated pedagogical agents: Face-to-face interaction in interactive learning environments.” International Journal of Artificial intelligence in education 11.1 (2000): 47-78.

Moreno, Roxana, and Richard Mayer. “Interactive multimodal learning environments.” Educational psychology review 19.3 (2007): 309-326.

Rose, Anne, et al. “Multiple channels of electronic communication for building a distributed learning community.” CSCL. 1999, 495-499

SciShow Psych. ” Impulse Buying: Why You Buy Stuff You Don’t Need” 12 2017. 06 2020 <https://www.youtube.com/watch?v=DUyyS2rjpJY>.

 

 

【Blog Prompt】Post 3 – Comment

https://rosemaryblog.opened.ca/post-3-inclusive-learning-design/

Hi Rosemary,

Thank you for your sharing. I am very interested in the topic of artificial intelligence in your group. It is undeniable that the rapid development of artificial intelligence in the 21st century has been related to people’s daily lives. Your learning resources take into account different types of people, especially children and the elderly who have less technical knowledge. I think this is very necessary. For different types of learners, it is more conducive to their learning to develop learning opportunities and resources that suit them. But at the same time, I also have a question. If different learning resources are formulated, how will the final learning goal be achieved? Will different goals be set according to different groups of people?
I look forward to the complete project of your group.

 

https://jianiyang.opened.ca/inclusive-design-post/

Hi Jiani,

You mentioned how to adjust the planned learning activities to meet the needs of learners in the event of an accident. I think this is a good point. Nowadays, because of COVID-19, many courses have become online teaching. For traditional classrooms and teachers, it will be a huge challenge. They have to change their teaching model so that learning at home is not boring. Also, ensure that students can successfully acquire knowledge and achieve learning goals. Because we are in the same group, I think your point can better improve our group project. Thank you for your sharing.

【Blog Prompt】Post 3 – Inclusive Design

Interactive Learning on Impulsive Purchase Behavior

To create an inclusive learning environment, our group assign the learners tasks that suit their social or economic backgrounds, which they can evaluate regularly based on institutional resource availability. Specifically, the learners will be required to read sections of their coursebook, Factors that Influence Consumers’ Buying Behavior, from the website open.bccampus.ca. Learners will use their class tablets or library desktops to access the website. The learners will also provide two additional sources –pictorials or magazines- they read on impulsive behaviour and justify their selections. The choice of an inclusive learning approach that would continue to facilitate learning depends on the learners’ environments’. In this context, we categorize the learners based on their preferred sources, special needs, or means of accessing the internet. Inclusive education requires that education managers avail suitable resources to students with special needs. In inclusive learning, we must empower students to know where to look for information they need to grow intellectually as proven by the gorilla test. The technique is an effective way of ensuring that learners participate actively in systematic inquiry to understand how environmental factors shape people’s behaviours. Depending on the students’ choice of sources and access to the internet, and need to guides them on how to analyze the information they obtained.

Adjusting to Challenges

Inclusive practice in education is complex and multifaceted such that to adjust planned activities to meet learners’ needs suppose an unexpected event occurs, we would have to customize learning activities to achieve optimum results. Institutional resource availability determines how learners embrace the new teaching method (Graham n.p). To engage the learner on the concept of impulsive purchase behaviour, we give online assignments and practical work that they should complete in the field. For instance, students should conduct social research on consumer behaviour online as well as in physical shops using various questionnaires, and then compare their results on a classroom database. The assignment provides students with the opportunity to learn and interact with various consumers in their respective environments and understand factors that shape their purchasing decisions. The technique also sustains active interaction due to the use of various learning platforms. As the students interact with each other, they exchange their views on the topic and become confident in expressing themselves. Studying impulsive consumer behaviour online and in the real world without interference from institutional bureaucracy allows students to be the central agents of the learning process.

Various Means of Engagement

The teaching session will use different platforms for social interaction to allow students to compare their experiences on researching about the topic. Education managers must provide integrative learning experiences and platforms that enhance user experience and guarantee sustained intellectual growth (Brown 46). The use of chat groups, video meetings, or document sharing can be effective if learners and teachers have easy access to a reliable internet connection. To compare their experiences on impulsive purchase behaviour, the students need to share their experiences across the various platforms and model their observations to encourage more interaction with the content they collected. For instance, they could design placards to illustrate the impact of different visual effects on various demographic populations. In the medium term, schools must allow students who have fallen behind schedule to catch up and transition to re-join their expected level of education and competency (Lalani and Li).

 

Reference

Brown, Zeta. Inclusive Education: Perspectives on Pedagogy, Policy and Practice. Taylor & Francis Ltd, 2016.

Graham, Linda. Inclusive Education for the 21st Century: Theory, Policy and Practice. Allen & Unwin, 2020.

Lalani, Farah, and Li, Cathy. “The COVID-19 Pandemic has Changed Education Forever. This is How.” April 29, 2020. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ Accessed June 4, 2020.

 

【Blog Prompt】Post 2 – Comment

https://ajedci335.opened.ca/

Hi Alistair,

Thank your sharing, and I agree with your interpretation of the concept of experiential learning. The idea is to connect academic learning with real-life and show learners how to apply their education. The importance of experiential learning and the learning cycle is also mentioned in your blog.
I have a little suggestion to you, that if you can detail your steps, how to combine it with the topic of your group, it may make people more have the concept of experiential learning. For example, to teach the theory behind the impact of gratitude on happiness, I think it is also a good theoretical knowledge if we can teach the learner why we should be grateful. Then give students a chance to practice gratitude, which may be a better and more effective way to implement this experience.

 

Looking forward to your blog next week.

 

【Blog Prompt】Post 2 – Comment

https://victorsblog.opened.ca/an-exploration-of-experiential-learning/

Hi Victor,

Thank you for sharing about experiential learning last week. In the beginning, when I saw this topic, I was actually hesitant and didn’t know how to start writing this blog, but after reading your blog, it gave me great inspiration.
First, you sorted out the concept of experiential learning, then analyzed how each step corresponds to the topic of your group, and finally demonstrated why experiential education was chosen. It makes me think that the integrity of the entire blog is very high, and it is very clear, easy to read, and the method of inserting a video reference to explain is a quick way for people who are not exposed to this concept.
Finally, I am very interested in the game you mentioned on the blog asking learners to play a complex workflow in a typical emergency ward. Because only if the learners are on the same starting line, can they ensure that they can obtain an effective learning experience and then learn and reflect afterwards.

Looking forward to your blog next week.

 

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