Graphic design is a very recent passion of mine, I am not very good at it but it’s something I really enjoy. I am not a fan of using Canva, so I attached an infographic I did in the first semester for one of my classes. The idea behind it was that I needed to grab people’s attention (in specific first-year students) and I achieved this by using a beer can, which is ironic because my infographic is educating students on binge drinking.

Backwards design is a concept where a teacher has an end goal for the class, instead of working forward the teacher works backwards and designs their lesson plan back to front. This backwards design has three stages: identifying the desired results, determining acceptable evidence, and planning learning experiences and instruction. I liked that but listed tips on how to have a backwards design class. These include; setting an end goal, having a clear learning objective, providing acceptable evidence, planning educational experiences, differentiating instruction, and using assessment to inform instruction. backwards design is beneficial for teachers for a few reasons; Clarity of goals, Backward design allow teachers to clearly define their learning objectives and goals at the beginning of the planning process. This helps to ensure that their lesson plans are focused and well-aligned with desired outcomes; Improved student learning, by starting with the end in mind, teachers can create more effective and meaningful learning experiences that are designed to support student success. This can result in improved student learning outcomes and higher levels of engagement; Assessment, the backward design incorporates ongoing assessment into the planning process, which can help teachers to monitor student progress, identify areas where students are struggling, and make adjustments to their instruction as needed. This can help to ensure that all students are making progress towards their learning goals.

Only once in my life and this was when I was super young I used video games in an educational way. I personally learn better in other ways but that’s solely because I don’t enjoy video games, I still think it’s a good way to learn and encourage it. Video games are super interactive and work well with some students. Mayer’s Cognitive Theory of Multimedia Learning is incorporated into video game learning. It emphasizes the use of multimedia elements, such as graphics, animations, and narration, to support learning. This theory emphasizes the importance of managing cognitive load and presenting information in a way that is visually and verbally cohesive. In video games, these principles can be seen in the use of visual aids to represent complex concepts, the use of narration to provide explanations, and the use of animations to demonstrate processes. Merrill’s First Principles of Instruction is another theoretical framework that is commonly used in the development of video game learning supports. Merrill’s principles emphasize the importance of problem-solving, task-centeredness, and authenticity in learning. In video games, these principles can be seen in the use of quests or challenges that require players to apply their knowledge and skills, the use of scenarios that simulate real-world situations, and the use of interactive feedback to support skill development. n my experience, video games often do a good job of incorporating Mayer’s and Merrill’s principles in their design. However, there are some principles that are occasionally missed or underutilized. For example, some games may not provide enough guidance or feedback for players who are struggling with a particular task or concept, which can lead to frustration and disengagement. Additionally, some games may not provide enough opportunities for players to apply their knowledge and skills in a variety of contexts, which can limit the transferability of their learning to real-world situations.

One authentic problem that could be used to design a lesson using Merrill’s principles is developing a plan to reduce plastic waste in the school or community. This problem is task-centered, authentic, and involves problem-solving, which are all key principles of Merrill’s theory. To support this problem, multimedia elements can be incorporated into the lesson. For example, a video could be created that explains the impact of plastic waste on the environment and highlights examples of successful plastic waste reduction efforts. Additionally, infographics could be used to illustrate key statistics and data related to plastic waste, and interactive activities such as quizzes or games could be used to engage students and reinforce learning. In terms of instructional design, the lesson could be designed around a problem-based learning approach. Students could work in groups to research and develop a plan to reduce plastic waste in the school or community. The plan could involve identifying areas where plastic waste is generated, exploring alternatives to plastic, and developing strategies for implementing and promoting plastic reduction efforts. The lesson could also include opportunities for students to present their plans and receive feedback from their peers, which could support the development of communication and collaboration skills. In summary, an authentic problem that involves developing a plan to reduce plastic waste in the school or community can be used to design a lesson using Merrill’s principles. Multimedia elements such as videos, infographics, and interactive activities can be used to support learning, and a problem-based learning approach can be used to engage students in problem-solving and collaboration.