The name of the online course instruction that our group reviewed is Waste Recycling. The aim of this course is to deliver basic knowledge relevant to the waste management. From this point, this online instruction is designed properly.
This course includes eight individual web pages, which can be divided into three parts - introduction, information and activities. According to the learning theory, it is a good attempt to combine both cognitivism and constructivism.
Introduction:
This part is simple but lack of some information.
First of all, learning goals and target audience are not clear. The designer shows the purpose of this e-lesson, but it is too general, not the way of a professional teacher delivering to students. As the language and activities showing on the web, it may be suitable for the target audience from primary four to six. If it is not showed clearly, it is a waste of time for others. Secondly, the guidelines need to be improved. It is friendly designed that the author intends to instruct the audience how to explore in the lesson. However, in this page students can only know there are several sections and a project here. If the guidelines are properly expressed, they will know their task clearly.
Information:
In this part, the designer mainly uses cognitivism theory to deliver knowledge, showing the definitions and rules related to waste and recycle. Primary information is presented on the webpage, and each page of content has its own learning goals. The materials can be adapted easily.
On the other hand, his part has two problems. Firstly, the way of providing information is lack of interest and attraction. Students need to face thousands of words on the page, read and remember them. Though the instructivist models are employed partially, technology tools are not used properly to serve students. Secondly, the course materials are contrived totally in the same level so that they cannot amuse students of different knowledge levels on this subject. Course materials can be applied at many levels with hierarchical structuring. Student can go to different level of difficulties according to their abilities and some students can climb to higher level from their ongoing learning. If the games and quizzes combined in the information delivering part, the learning process may be more attractive.
Activities:
The learning theory of constructivism is applied in this part. The design and materials contribute to resource-based learning, collaborative learning and peer learning through these activities.
The use of social agent like blog is proper, which encourage peer-to-peer interaction. The instruction of the project on how to finish the assignment is clear, very helpful for new users of blogs. These asynchronous tools encourage students to work collaboratively and share ideas without time constrains. Students can construct new knowledge through peer learning and reflection such to attach higher level of thinking. Students also can interact with teachers through blogs and teacher can provide feedback to students accordingly.
The designer uses game and simple tasks, which is effective in learning process, not only release the students’ anxiety but arouse curiosity in order to raise participation and motivation as well. To make us disappointed is that the links of them are broken, so we cannot check the content.
The weak point: it is considerate to show instructions, related articles, examples and FAQs, but they are not combined logically. If the structure id improve more clearly, the design of the project seems more perfect.
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