Access to
Canvas
Content
Activities
Assessments
Reflection
Structure
Content
Delivery
Reflection
Access to Canvas LMS
Oishii: a Japanese food culture & language course uses Canvas LMS. To access it, please sign up here to join with code M387RN. Or you can self-enroll here.
Reflection on Learning Theory: Constructivism and Andragogy
Constructivism, Andragogy, and Connectivism were three learning theories I found most applicable to learning about modern Japanese food culture and thus the design of Oishii.
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Constructivism: As Vygotsky postulated, culture and language are central to knowledge acquisition and are the focal points of Oishii. The student uses the subjective framework of their own native culture and language as comparison/ contrast in co-constructing knowledge of Japanese. Food, eating, and dining are personal, multi-sensory real-world experiences that inform learning about one's own and other cultures.
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In Connectivism, learning is a network forming process in a digital age. Knowledge is distributed, where one takes a concept from another source such as the module, incorporates it into one's learning and puts one's perspective on it through discussion prompts and shares down a network (Siemens).
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Andragogy further respects personal context and assumes self-directed learning with flexible learning paths characteristic of adults. Real world context is employed throughout: the survey, discussion, peer response, and assignments. Applying language in real world contexts with real world topics such as food habits further underscores this.
- An enrichment course, Oishii caters to unique backgrounds in the language, culture, and food experience.
- This course is a Swiss Army knife about Japanese food culture and language. It's a practical real-world oriented course that provides
- philosophical and practical principals around dining and food preparation
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guidance on different Japanese establishments
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modern Japanese food history, answering the how and why behind it
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language learning around food and etiquette
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Discussion is meant to build community through sharing personal context.
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Discussion also expands knowledge by integrating multiple experiences and perspectives giving information new life through participants' lived knowledge.
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The design allows flexibility in approaches based on student interest. Final project can be a cooking how-to video, video dialogue, or essay on food history.
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Multiple choice quizzes test student knowledge of key concepts with scenario-based questions placing learning around possible real-world scenarios.
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Considering both approaches helped me ensure activities aligned and were consistent with the overall course design for the target audience (adults). Personalization strategies include use of social media tools to record dialogue or demonstration. Students become teachers, as their own lens adds knowledge to the group.
Reflection on Instructional Design Model: ADDIE
ADDIE model provides a checklist of the traditional stages of instructional design:
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Analyze – Consider target audience's knowledge gap that course is designed to fill; simultaneously collect demographic information on students; parameters for course size determined by scope of 8 weeks. Assessment criteria and points system is organically established through content of quiz, assignment, and discussion topics
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Design – Educational strategy presents steps to structure course:
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Preliminary activity: Self-assessment survey + overview of what's achievable in course to motivate
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Course presentation: slides + scroll (Content formats are the variable that will be determined by audience and their learning styles)
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Practice for retention: Quiz
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Post-activity: Discussion summarizes and reviews some contents for deeper investigation
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Evaluation to assess how students did: Quiz and discussion above
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Implement – Learner preparations ensure students know how to use LMS (Canvas) through access to orientation.
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Evaluate – Formative evaluation taken right after a lesson assesses comprehension and clarity of delivery. Summative evaluation like student satisfaction surveys assesses change in behavior or perceived benefits. A final quiz checks for knowledge acquisition.
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ADDIE allows for collecting more data on audience to figure out how to present content and poll what content matters.
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With ADDIE's formula, I was challenged to fit a complex topic into a quiz-able format without feeling superficial. At this hypothetical stage, having a recipe and workflow to follow ensured quality control and efficiency prior to publishing. ADDIE facilitated learning objectives by keeping content accountable to learners through harnessing a feedback mechanism on effectiveness and interest in content.
Opening Presentation Screencast on Canvas:
You can find the Opening Presentation Screencast on Canvas: Oishii: a Japanese food culture & language course. To access it, please sign up here to join with code M387RN. Or you can self-enroll here.
The screencast is here as well with captions:
