I enjoyed reading your blog post. I liked how you connected both school and life experiences to your learning journey. I found your comparison between learning in fitness and academics effective, it made the role of confidence in the ARCS model relatable.
I worry that the section on prior knowledge could go even deeper. I wonder if you could give an example of a university course where your tech familiarity helped you with the course material.
I also like that you included a personal photo, it makes your post feel welcoming. I wonder if adding one or two more images would help break up the text a bit more.
I enjoyed reading your blog post, Simon. It has a great balance of personal experiences and theory. I liked your description of the “Concept Book,” which is a creative way to process lecture material.
I worry that parts of your section on prior knowledge focus more on telling the story of the pandemic rather than tying it back to your current learning. I wonder if you could expand a bit more on how the hybrid experiences connect to your strategies today, maybe with a concrete example of a university course where those skills really helped.
I also like how your blog is structured with clear headings. I wonder if adding a couple of visuals, like a sample page from your “Concept Book” or a diagram, could make it even more interesting for readers.
I enjoyed reading your blog post. I liked the “tree of knowledge” metaphor for how you connect new information to what you already know. The image helps make your learning process easy to understand and memorable. I also found your example about studying CSC 320 with a group on Saturdays very interesting.
I worry that some sections, such as the ARCS model part, read more like a list than your personal reflection. I wonder if you could integrate another example from your own experience to make the points feel as personal as your story about React.
I also like how your post is organized with clear headings, making it easier to follow. I wonder if adding media, such as Youtube videos, could make it even more interesting.
As the name implies, Backward Design and UbD focus on the idea of starting with the end goal in mind. The following video explains Backward Design in more detail.
This concept is relatable to the programming side of my academic journey, because usually you want to understand the requirements of a program before writing a single line of code. Similarly in learning, having clear outcomes ensures that activities, resources, and assessments all serve a purpose. For example, when I was learning the C# programming language for the first time, I found tutorials that explicitly stated the final goal, such as creating a video game, much more motivating. Knowing what the language could create allowed me to see the power that C# had. Additionally, I could observe how the bigger picture was created with each smaller concept, and I could see my progress towards a meaningful outcome.
Often when creating software, you need to understand the users’ needs through empathy, prototyping, and iteration, demonstrating how Design Thinking connects with the Software Engineering field. However, when this concept is applied to learning design, the structure shifts towards creating experiences that work for learners and away from simply information delivery.
Learning Outcomes and Bloom’s / SOLO Taxonomies
For me, levels of learning are understood more with Bloom’s taxonomy and its use of action-oriented verbs, which make learning outcomes more direct and concrete. For instance, a weak outcome might be: “Students will understand matrix algebra.” A stronger outcome that aligns with Bloom’s higher levels, would be: “Students will be able to solve complex problems with matrix algebra techniques.”
The stronger outcome is more clear for what is expected of the learners after they complete the course and that the right skills can be measured in the assessments. Overall, clear outcomes encourage students to continue mastering course material instead of superficial memorization, which students may forget shortly after.
You can watch the following video if you want to learn more about writing strong learning outcomes.
During my academics so far, I have experienced both surface and deep learning. For example, a common experience I have which relates to surface learning is memorizing formulas before an exam. This strategy has helped me with exams, but many of these past known formulas have since faded from memory. Alternatively, most of my deep learning experiences incorporate the use of a final project instead of a final exam. This design allows students to grasp a greater understanding of course content through applying knowledge, solving problems, and reflecting on conclusions. Refer to the infographic for more detail on the difference between deep and surface learning. Essentially, good learning design highlights doing over passive intake of course material.
Inquiry and Project-Based Learning
Project-Based Learning relates to real-world situations where multiple solutions are possible, not just a single correct answer. This statement encapsulates the main reason why I learn best through Project-Based Learning. It allows you to figure out your own solution to a problem through experimentation, effectively providing more value in the long run. For example, contributing to an open-source project exposed me to real issues, collaboration, and decision-making, which were more valuable learning experiences than solving isolated textbook problems.
Overall, thoughtful learning design requires clear outcomes, empathizing with learners, outlining on solutions, and connecting tasks to meaningful goals. When these principles align, learning becomes transformative.
Hello. My name is Kynan Shurniak, and I am a second year Software Engineering Student at University of Victoria. My educational path has been shaped by my interest in creating products and problem-solving, specifically when computers are utilized to complete these tasks. Respectively, Software Engineering was a logical step to pursue in my educational journey. One experience that shaped this journey involved learning the Java programming language for the first time. Java was the first programming language that I learned to an advanced level. I find the idea of writing text that can run a computer program to be fascinating. This comprehension keeps me interested in gaining a greater understanding of the topic. Furthermore, programming has continuously felt spontaneous, which strengthens my motivation for mastering it.
Understanding of Learning
A time when I learned something effectively occurred while learning about complex numbers and their role in mathematics. During this time, I was able to identify connections with how they are employed within computer systems. I found this learning experience effective because I was able to observe how newly studied concepts operate in the real world. I find learning most successful when information can be applied virtually, in other words, understand how it serves a purpose in the world.
Regarding learning theories such as behaviourism, cognitivism, and constructivism, I find constructivism aligns best with my learning style. I learn best through active learning, predominantly by building projects while figuring out new principles along the way. Constructivism emphasizes active learning and building upon prior knowledge through experiences. This approach might pose as one reason why I prefer project-based courses where you are able to learn through your own personal experience and not something that is preset.
Learning Motivation
The ARCS model explains motivation in learning with four components:
“Attention”
“Relevance”
“Confidence”
“Satisfaction”
For me, satisfaction is the key component for keeping me engaged in learning. When I learn something new and apply it to a problem successfully, the sense of accomplishment I feel when I can provide a solution amplifies my motivation to continue learning about something new on the same topic. An example of this experience was during the development of a website for an engineering design course. While creating the webpage for a project, I managed to create a system that plotted data points on a graph in real-time on the webpage. This breakthrough allowed me to establish the bigger picture of the project, which provided greater motivation to complete it.
Adult Learning
As an adult learner, I have noticed my prior knowledge often guides me to what topics I should focus on further, by comparing new learning experiences with past experiences. For example, when learning a new programming language, I can compare it with other languages that I have previously learned. This technique allows me to identify what remains similar and what stands new to my knowledge, making the learning experience much easier than before.
In essence, learning for me is about experimenting, building, and applying knowledge. This mindset keeps me motivated for the future of Software Engineering.
