Lesson Design Planning Template
| Big Idea What is the big idea that the learner will walk away with at the end of the lesson that is critical for learners at this stage of their learning path? |
| Learners will be able to understand the basic functionality and usage of Logisim-Evolution, a fundamental tool for digital circuits, to be able to create and simulate simple digital circuits. This understanding will provide the learner with a practical foundation for subsequent studies in digital circuit simulation an. |
| Learning Outcome(s) What specific things will the learner know or be able to do by the end of the lesson? |
| – Accurate use of Logisim-Evolution’s to create and simulate digital circuits. – Implementation of basic logic gates and combinational circuits. |
| Evidence of Learning What does learning look like for this objective? (e.g., accurate performance of a task, correct use of terminology) |
| – Accurate use of Logisim-Evolution’s to create and simulate digital circuits. – Implementation of basic logic gates and combinational circuits. |
| Assessments What will learners do to provide evidence of their learning? (e.g., a presentation, a test, a project) |
| Create two combinational circuits and analyze their truth table and boolean expression. |
| Learning Activities What learning activities will allow learners to acquire and practice the skills necessary to demonstrate their learning and complete the assessment successfully? |
| – Watch the interactive instructional video and answer the questions in the video. – Learners work individually or in teams to try to create digital circuits using logisim-evolution. |
Interactive learning object
In the video, I simply added a few questions to the instructional video with multiple choice, multiple response and judgment questions. By having the learner answer the questions, the learner is tested on their knowledge base and whether they understand the content. By introducing the learner to the use of Logisim-evolution and introducing them to the basics, the learner is actively involved in constructing his or her own digital circuit making the transition from passive to active learning, Activation of existing knowledge (OR gate’s truthtable), presentation of new knowledge to the learner (the use of logisim-evolution) application of new knowledge by the learner and integration of new knowledge into the learner’s world (creation of own digital circuits) in line with Merrill’s First Principles of Instruction. In addition, the resource is backward design, starting with a big idea and learning outcome and an assessment, and continuing with a video that allows learners to independently create and analyze circuits using logisim-evolution.
Reflections
Prompt1:
- Where do you see constructive alignment and backward design used in this course or another course you are taking/have taken? Is there anywhere where it seems to be missing?
In this course, learning was broken down into modules, and at the beginning of the course we were told about large projects that accounted for forty percent of the course, designing multimedia courses in learning pods. These modules taught us various models of course design, ideas, and techniques that can be used such as video recording and generative AI as well as the creation of interactive learning resources using H5P in this module and adding them to blog posts. The knowledge gained from these modules is intended to provide technical and theoretical support for the final project. This in itself is a demonstration of constructive alignment. It is also reflected in backward design, which is the process of first defining learning objectives, then designing assessment methods, and finally planning instructional activities. The final multimedia course design can be understood as the desired outcome or goal of learning, followed by the gradual accumulation and release of blogs through each module to prepare the knowledge and skills needed to complete the project. The final multimedia course is validated by examining the students’ learning outcomes. This is exactly what backward design stands for.
Prompt2:
- What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?
H5P has the power to create interactive content such as test questions or interactive videos. I am not familiar with the use of the reason, the initial feeling is more cumbersome, mainly very compressed, too much content. However, I believe that with the use of proficiency, H5P will be a very good teaching resources design tools. I think the most common thing I used in my teaching was the interactive video production that I learned in this module, by adding multiple choice or judgment questions to the video, I could test their understanding of the content as well as ensure their attention. In addition, I use a variety of quizzes provided by H5P to assess learners’ progress and gather feedback. What I think requires the most resources to create is the preparation of the course, such as the recording of the video, or the collection of the material, or if creating a complex interactive game this still requires a lot of work and research to carry out.
But overall, H5P did surprise me, it was my first time to get my hands on an interactive video and I found it very interesting!
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