Learning design is an educational process in which a pedagogical model is applied to design instructions and the employment of technologies, for a specific learning objective, target group, and a specific context (Conole and Fill). The learning approach we chose for this resource is project-based learning.
Robert Schuetz (2018) lists seven characteristics of a project-based model: focuses the students on a big open-ended question or challenge; brings what students should academically know, understand, and be able to apply in practice; is inquiry-based; utilizes 21-century literacies such as communication, critical thinking, creation and collaboration; builds student choice into the process; provides opportunities for feedback and revision of the project; requires students to present their problems, research process, methods, and results.
Within our project, the challenge for the students is to explore the beginning principles of art and painting. During the lessons, students are encouraged to go through reading materials to gain knowledge of art, color theory, and painting. They are also led to answer open-ended questions to enhance critical thinking, and engage in multiple hands-on activities such as sketching, drawing and making mural to develop creativity and communication skills as well as learning to work as a team.
Overall, our project-based design helps students to develop knowledge of visual arts as well as critical thinking, collaboration, creativity, and communication skills, not just receiving instructional materials, which is, “learning with creating meaning from experience” (Ertmer and Newby). Guided by the learning theory of constructivism, we focus on the learners, thinking about who they are, what they know, how they think, how to reach them effectively, what abilities are important to them. Based on the information, we made decisions on what materials and resources should be included, what activities will be most impactful, and how to structure each moment so they get the most out of their educational experience.
Reference
Conole, Gráinne, and Fill, Karen. “A Learning Design Toolkit to Create Pedagogically Effective Learning Activities.” Journal of Interactive Media in Education : JiME, vol. 2005, no. 1, 2005, p. 9.
Ertmer, P. A., Newby, T. J.. “Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.” Performance Improvement Quarterly, 26(2), 43-71. 2013. Text.
Schuetz, Robert. Project-Based Learning: Benefits, Examples, And Resources. Schoology.com. https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources. Accessed 3 December 2020.
Art of Expression 