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Mini course goals
What specific knowledge should learners gain from this learning experience?
genre awareness in L2 writing
What practical skills or abilities should learners develop by the end of the journey?
using technology tools and AI for lesson planning and writing activities
writing practices with technology tools and AI in L2 classroom
How do these learning goals align with broader educational objectives or standards?
digital literacy in and outside the classroom
ethical use of AI in the L2 classroom
Instructional Design Model for the Mini course
Figure 1. Merrill's Principles of Instruction. Education Library
Merrill's Principle of Instruction
Merrill's Principle of Instruction
Merrill’s five principles are focused on task-based learning. Its foundation lies in the thought that effective learning experiences are rooted in problem-solving (Morisette, n.d.) This mini course hopes to help address writing in the second language (L2) classroom. Educators, in particular, are increasingly concerned about determining when and where students have used AI and AI writing tools in their work (Liang, 2023). Second language (L2) curriculum must incorporate broader notions of literacies, associated with the development of new digital genres (Elola et al, 2017). Merrill's first principle focuses on using real-world examples from the learner's life, from their peers, and from the wider community, making the subject more relevant to the learner (Kurt, 2022). Incorporating this instructional design brings teachers from different backgrounds through tasks and collaborative activities to solve a problem they they all share.
Figure 2, Bloom's Taxonomy, citt.ufl
Bloom's Taxonomy
Bloom's Taxonomy
Bloom's Taxonomy has six levels of cognitive learning that encourages higher-order thought in participants while building up from lower-level skills. With students using AI and AI writing tools in their work, the direction instructional designers want to focus more on is helping teachers use strategies that envoke higher order thinking alongside the use of AI and AI writing tools. This model encourages teachers to craft lessons that challenges students to find their authentic voice and not rely entirely on AI.
References
Elola, Idoia, & Oskoz, Ana. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing, 36, 52–60. https://doi.org/10.1016/j.jslw.2017.04.002
Kurt, S. (2022, April 9). Merrill’s Principles of Instruction. Education Library. https://educationlibrary.org/merrills-principles-of-instruction/
Liang, Weixin, Yuksekgonul, Mert, Mao, Yining, Wu, Eric, & Zou, James. (2023). GPT detectors are biased against non-native English writers. Patterns (New York, N.Y.), 4(7), 100779-. https://doi.org/10.1016/j.patter.2023.100779
Morisette, M. (n.d.). Exploring 4 models of instructional design. https://www.bobpikegroup.com/trainer-blog/exploring-4-models-of instructional-design
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