Design for Learning (Elective)
Design for Learning
Instructor: Yi-Hwa Liou
Students are expected to be able to:
- Learn the fundamental theory and knowledge of learner-/user-centered course design.
- Learn to use Pinterest as a useful learning technology tool that helps users to gather, organize and share online resources.
- Develop an understanding of the ways in which Pinterest serves as an important proxy to the development of networked collaborative communities.
- Utilize Pinterest to create and perform learner-/user-centered course projects.
- Individual learning tasks
- Small group tasks and discussion
- Whole class tasks and discussion
- Engage in virtual learning community
- Role play
Throughout the course, students are required to:
- Complete all the required course readings and tasks and be prepared to contribute to conversations and activities.
- Attend all classes and participate actively in class discussion and activities.
- Notify the instructor if you are unable to attend class prior to the class meeting and complete assignments and hand them in on time.
- Follow appropriate use of copyright material (e.g., full citation of published materials) and provide new and original work.
Each student’s course performance will be evaluated by:
- Class attendance and participation (20%)
- Self-Reflection on Visual Literacy (10%)
- Self-Review and Reflection on the Use of Pinterest (10%)
- (Individual Midterm Project) Review and Reflection on 10+ Pinterest Boards (20%)
- (Individual Project) Create your own set of Pinterest Boards in support of your course design activity (20%)
- (Team Project) Create a full lesson plan (F-1) and perform teaching to the class (F-2) using resources gathered from your team’s sets of Pinterest Boards (20%)
- Gordon, D., Meyer, A., & Rose, D. H. (2016). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.
- Hayden, B. (2012). Pinfluence: The complete guide to marketing your business with Pinterest. Hoboken, NJ: John Wiley & Sons, Inc.
- Miles, J. G., & Lacey, K. (2013). Pinterest power: Market your business, sell your product, and build your brand on the world’s hottest social network. Columbus, OH: McGraw-Hill Education.
- Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: Sage Publications, Inc.
- Walter Foster Creative Team, Nye, J. (2014). Pinterest perfect!: Creative prompts & pin-worthy projects inspired by the artistic community of Pinterest. Irvine, CA: Walter Foster Publishing.
- Wiles, J. W., & Bondi, J. C. (2011). Curriculum development: A guide to practice (8th Ed.). Boston, MA: Pearson.
- Other readings are assigned for each week.
- Bresmer, A., Hynes-Musnisky, E., Newlin-Wagner, S., & Sikinger-Golde, K. (2015). Introduction Social Media as a Component of Reading Courses. Research & Teaching In Developmental Education, 32(1), 56-63.
- Gavin, R. (2014). Let’s get visual. Australian Giftguide, 18-20.
- Holtz, S. (2012). Picture perfect. Communication World, 29(6), 8-10.
- Leland, K. (2015). Top ways to gain support using Pinterest. Nonprofit World, 33(2), 8-9.
- Morgan, C. (2014). Using Pinterest and Secret Pinboards for Media Pitching. Public Relations Tactics, 21(3), 14.
- Phillips, B. J., Miller, J., & McQuarrie, E. F. (2013). Dreaming in pictures: Pinterest and the visual imagination. American Academy Of Advertising Conference Proceedings, 126.
- Pinterest deserves your interest. (2013). Senior Market Advisor, 14(8), 11.
- Price, K. B. (2013). Using Pinterest as a training and development tool. T+D, 67(11), 76-77.
- Robinson, R., & sahu, U. (2012). Pinning with Pinterest. Global Cosmetic Industry, 180(7), 22-24.
- Silbermann, B., Sharp, E. (2013). Pinterest. Fast Company, (179), 110.
- Taylor, C. (2014). Use visual search to stimulate potential. Communication: Journalism Education Today, 48(2), 2-9.