Everyday Learning
Crafting measurable and appropriate learning experiences that delight and educate.
→ Also check out:
- Teacher Guide
- & Rationale at the end of this piece!
Exploration of Ideas
To begin the process for making our learning experiences, the class went through the steps of understanding how we learn. Firstly, this involved finding the things we felt comfortable teaching.
By placing ourselves in the position of having to create learning topics (as opposed to being the learners), we began to think about how to communicate learning objectives and outcomes. I listed some subjects like learning how to speak/read/write Korean and swimming (or more specifically treading water for 2 minutes). After having listed these topics, we then went into the process of transforming these learning topics into learning outcomes. I’ve had exposure to these, often in the format of ‘Students Will Be Able To’ (SWBAT). Framing these learning
Concept Development
Crafting the Experience
Prototypes + Experimentation
Refining Physical Form
Some issues come into play with the puzzle pieces! My original intent in fabricating the puzzle pieces were to have them laser-cut; however, timing and lack of resources really bit me in the ass so… I had to resort to making them by HAND…
Instructional Booklet
When designing the booklet, I took special consideration to make the visual language friendly and playful, while keeping it informational and (slightly) academic. Throughout the booklet, I make attempts at blending in small tidbits of information that aren’t directly related to the Korean language in order to keep things a bit more interesting.
Example spreads:
Final Outcome
Rationale
The ‘Put it Together!’ learning experience combines tangible play-time with guided, academic instruction. Through the use of puzzle-pieces to demonstrate the formulaic nature of han-gul, the Korean alphabet, the learning pack targets four levels of Bloom’s Educational Taxonomy: Knowledge, Comprehension, Application, and Analysis. The content prompts students and educators to turn this into a multi-sensory experience by engaging sound, touch, and sight through the use of physical components, intentional color, and visual design within the inherently auditory experience of learning a spoken language.
Furthermore, the process of crafting this experience parallels that of the ADDIE model.
- Through a divergent process of concept ideation, the exploration present in this step allowed for a more creative understanding of how language can manifest in a physical context.
- After the solidifying of a concept and scope, this allowed for the crafting of focused and measurable learning outcomes. By establishing connections between the content and the proposed experience, this learning pack grounds itself in mirroring implicit reactions of learners while introducing delight and surprise through a new medium.
- Visual design and prototyping take place shortly after, complementing the conceptual processes through an iterative cycle of checking and re-checking the feasibility and scope. While making certain materials, timeline considerations surface, nudging the need to reformat high-level concept frameworks.
