PROJECT: Exploration of Teaching Materials
ROLE: Service Design, UI Design,
DURATION: 2022 (Jul. - Nov.)
The Ministry of Education initiated a plan in 2022 to implement the use of tablets for students, planning to provide 610,000 learning devices for digital learning. As the COVID-19 pandemic gradually subsides, elementary and middle schools are resuming in-person classes, and the teaching mode is transitioning to a new form of hybrid learning.
The impact of the remote teaching screen affects teachers' supervision of students' learning progress and requires unique methods for managing order. With the emergence of a large volume of research on hybrid learning, scholars are establishing relevant models focusing on teachers' key considerations during online and hybrid teaching.
Generation Alpha refers to the young generation born after 2010.Alpha generation individuals are predominantly digital natives, having been exposed to and immersed in digital products since childhood. They generally possess a high level of technological adaptability and quick learning abilities.
In Taiwan, the estimated population born after 2010 is around 176,000 individuals.
In terms of education, Generation Alpha exhibits several characteristics, including shorter attention spans, a preference for visual learning, a tendency towards heuristic leadership, and an expectation for collaborative construction.
How are current in-service teachers, who may have encountered Generation Alpha, adapting their teaching to students?
As the Alpha generation is set to become the future mainstream, what visions do teachers have for future teaching methods? What preparations have they made?
1. Continuous interaction with parents and students is required evenduring non-semester periods.
2. The preparation process consumes time in familiarizing oneself with resources, and for remote classes, confirmation with students about accessibility is still necessary.
3. Transitioning between materials remains challenging during hybrid teaching.
1. The collection channels for school or class announcements are different.
2. Prolonged screen time leads to fatigue, and attention is harder to sustain.
3. Students may feel a sense of loneliness when attending classes alone without classmates around.
How might we facilitate a positive exploratory learning integrated experience for Gen α students in'Knowledge Application,''Diverse Practices,'and 'Self-assessment'?
Scenario｜After interacting with students and parents, check the teacher's review status and feedback on achievements.
Function｜Enter Contact Center >> Interactive Tasks page. Daily interactions with parents and the teacher's review results can be viewed by students to provide insights into personal learning and interaction. This achieves interaction among parents, teachers, and students, and a badge point system is used instead of scores for task assessments.
Scenario｜Real-time interaction between teachers and students during distance learning.
Function｜Using motion capture technology to enable students to respond with actions, such as nodding or raising hand, to trigger answering actions. This helps improve focus for students in one-way absorbing distance learning situations and provides teachers with control to assist in managing interactions between teachers and students.
Scenario｜Students can view career development, academic affairs, and digital content.
Function｜The mission content and three-way interaction between parents, teachers, and students are transformed into career exploration records. Users can explore themselves and achieve co-creation and content continuity within the platform.
How can we assist parents in selecting educational materials that suit their children's interests, thereby alleviating the burden of parental education?
The impact of the pandemic has led to a shift in the educational landscape, with blended learning emerging as a crucial need for integrating online and offline components. Both teachers and students are adapting to the changes introduced by the 108 curriculum, moving beyond traditional educational frameworks to embrace interactive and socially engaging approaches.
The impact of the pandemic has led to a shift in the educational landscape, with blended learning emerging as a crucial need for integrating online and offline components. Both teachers and students are adapting to the changes introduced by the 108 curriculum, moving beyond traditional educational frameworks to embrace interactive and socially engaging approaches.
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