My learning journey followed a clear process. Each activity helped prepare me step by step for the final Gallery Walk.
The course did not only focus on theory, but also allowed us to observe, analyse, design, prototype, and present our own instructional material.
At the beginning of the course, we were introduced to the course structure, assessments, and the Design Thinking approach. This helped me understand that an instructional material should not be created randomly. It should be based on a real learning problem, learner needs, creative ideas, prototyping, and improvement.
This changed the way I looked at instructional materials. I learned that a good teaching product should be designed with purpose, not only based on appearance.
Throughout the course, we learned about learning theories and frameworks such as Behaviorism, Cognitivism, Constructivism, Community of Inquiry, TPACK, and Diffusion of Innovations Theory.
These theories helped me understand how students learn and how technology can support meaningful learning. Constructivism helped me see the value of hands-on learning, while TPACK reminded me that technology, pedagogy, and content must work together.
One important learning experience was our visit to Petrosains. During this visit, we observed and analysed the design of educational materials and exhibits.
This activity helped me understand how learning materials can attract attention, explain concepts clearly, and encourage interaction. It trained me to ask: What is the learning purpose? Is it easy for students to understand? How does the design support learning?
Another important activity was our visit to Makerspace @ UM. This visit helped us learn more about 3D design and 3D printing.
Through the visit, I learned that 3D printing can turn ideas into physical learning tools that students can touch, move, and explore. This prepared us for our own 3D-printed instructional material.
After gaining ideas from the course activities, we started developing our instructional material. My group worked on Learning Gear, a 3D-printed product for Year 4 animal classification.
We had to think about the learning problem, target learners, content, product design, and classroom use. Feedback helped us improve the product before the final showcase.
The final stage of the course was the Gallery Walk. During this activity, six groups showcased their educational products using 3D printing.
My group presented Learning Gear and explained how it could help pupils learn animal classification through hands-on gear matching. Winning 2nd place was a proud achievement, but the most meaningful part was seeing the full journey from theory to final presentation.