In a classroom setting, many learners rush through work by writing down anything that comes to mind, or they wait for the answers to be given to them during the marking process. When the correct answers are given during the marking process, the learners are no longer engaged in the task so the correction makes little impact on their memory. 

To address these issues, I needed to ensure that the learners could not rush through by submitting anything. As such, the activity was designed so that learners will only progress to the next question once they have found the correct answer to their current question. The immediate feedback after each answer meets the learner while they are still actively engaged with that question, allowing them to form the connections in their memory. 

The activity is presented in a gamified style with the interactive element giving the learner a feeling of agency that enhances engagement and increases the enjoyment of learning. The initial design used moving sliders for the interactive element, but after testing and consultation, the current iteration with buttons was decided upon for a better user experience. 

In the South African CAPS Curriculum, learners are expected to know about information sources and to be able to think critically about them. This is outlined in the beginning of the curriculum document, but is not mentioned again in the outline of content to be taught in each grade. As such, it can be challenging to know how and where to fit in the teaching of this important section.

Furthermore, many schools are moving towards having devices in the class and expecting teachers to be able to use the devices effectively within their teaching - something challenging for teachers to do without the knowledge of online tools or the time to create activities. 

To address this, I needed to create a learning journey that would use the strengths of classroom-based teaching - discussions, class feedback, peer-work - and pair these with the strengths that devices can bring, such as enhanced engagement; instant and individualised feedback; individualised pacing; and built-in extension work. 

Designing this learning journey started with action mapping the goals for the course, followed by creating a storyboard of the information and activates. This process developed a three-module course which culminates in the learners displaying their knowledge. 

Module one has been developed and is currently in review and testing. Module 2 and 3 are still in development. 

A skater cannot progress onto any skills without a thorough understanding of how to use their edges. Many adult skaters are trying to teach themselves these skills and cannot find adequate explanations online. Coaches can explain these concepts within the class settings, but the theoretical components are often better understood through diagrams, visuals, and the ability for skaters to slowly digest the information.

As this knowledge has both theoretical and practical components, it lends itself well to a blended learning solution: theoretical knowledge that is presented in a microlearning course and engaged with through online activities; and practical tasks and drills to try out on skates in a lesson or self-guided session.

This microlearning course was designed with a scaffolding of concepts, guiding learners through the increasingly complex ideas. Knowledge is presented in digestible chunks, using a variety of methods including text, images, diagrams and videos. There is also frequent opportunities to check understanding through a variety of activities.

The design process for this course followed the ADDIE model. After an analysis of the learning needs and target audience, the design process consisted of creating a storyboard of information and activates to be presented. The course was then developed in Articulate Rise, with some activities made in Articulate Storyline and imported. The completed course was sent for review using Articulate Review, and the process of iteration is still ongoing following the feedback received.