Hi, Mickayla Beckett, Molly Cunningham, Sarah Tedford, Breanne Woogman

Thank you for sharing your interactive learning resource draft (“Learning Design for Technology-Mediated Environments” – https://docs.google.com/document/d/1mCJj23zdmmMhxryQGGA4emN7eulOCm24PhaffLtnYYs/edit). I reviewed the whole course thinking myself as a student, and I think your design of the course has a very clear structure and the topic is both interesting and useful.

I think your overall plan has shown what we have learned from the class. The overall design and the structure are clear and logical. I like it that you started from the theory to design, and then questions and the learning outcome. It gives your design of the course a very specific and clear goal to work on and every step seems to be in place.

The design of your lessons as well as their corresponding assessments are very detailed and they compensate one another. As a student taking this course, I would feel comfortable doing the assessments for they are assessing exactly what I have learned in class. But for this part I also have some suggestions that I will put in my following post.

Designs for inclusion are detailed and as far as I can tell, they are very inclusive. What amazed me is that your design that contains both text and visual components not only benefits students with particular sensory and perceptual disabilities, but also makes it easier for other students to comprehend using multiple ways to access the knowledge.

But as for some details, I think your group could work on the content being manageable and understandable for the students’ age. Whether the tasks given to the students match their age psychologically can sometimes be overlooked. For instance, in assessment 2, the worksheet given to the students only has a few words which leaves a very large space for the students to fill in. Maybe your group could work on thinking whether the students at that age are able to do this task after one lesson on adjective. Also think if this task can be a bit frightening to 4-grade students even though it looks completely manageable for us. I have personally tutored some primary school students before and sometimes what we think are easy for us can be confusing to them, and they do need much guidance through out a task that require much creativity.

My suggestion on this is that for the first 1-2 questions， give them sentences that leave a few words in blank so they could fill them in using what they learned. Then, for the next 1-2 questions, leave half of the sentence blank so the students can use the pattern from the former sentences to answer the questions given. And for the last few questions, leave more blanks or use the 3-word hint and ask the students to make sentences using these word and the patterns from their previous answers.

I hope my suggestions are helpful for your learning design. And I do hope to see your revised version. Good luck!

Huatian He