Design And Implementation Of Maker Course Learning Activities In A Blended Learning Environment

In recent years,the development of maker education has been in full swing.Curriculum design is an important prerequisite for educational activities and has important guiding significance for teaching practice.However,the research of maker education has developed from the initial theoretical research to the theoretical and practical exploration stage.The focus of its research has been in primary and secondary schools,especially in the design and implementation of maker courses.With the continuous development of maker education in primary and secondary schools with the development,the problem of shortage of teachers in makers has become a top priority,which has put forward new requirements for the training goals of normal college students.Throughout the research on maker education in normal universities,most of them focus on the theoretical discussion stage.Although the design and implementation of the maker course for normal students has attracted the attention of some scholars,the design object of the courses is mainly for the education technology major.Students,from a practical point of view,the development of maker education in primary and secondary schools requires the joint efforts of teachers in various disciplines,which provides the necessary conditions for the design and implementation of public elective maker courses for various majors.The implementation of maker courses will inevitably require learners to master certain maker technologies.However,in maker teacher training courses,a large number of teachers have forgotten the use of related technologies after training.A large number of studies have shown that for maker education with high technical barriers,teachers are often abandoned halfway due to lack of support for follow-up learning.The concept of mixed teaching meets the needs of teachers for offline experiential training and remote training during maker training,and is in line with the new development of modern information technology.situation.This article starts with the design of the learning activities of maker courses in a mixed learning environment to develop the application practice of maker education in teachers' colleges.This study took the mixed course "How to be a Maker Education" of the undergraduate public elective course of S University as an example,using the method of design research to track the implementation of the two rounds of spring 2018 and spring 2019,through analysis,design,development 3.Implement dynamic adjustment of hybrid maker courses learning activities,with a view to continuously optimizing the implementation strategy of maker courses in normal universities.Based on this,the main research questions of this study include three:first,how to build a learning activity design model of the maker curriculum in the mixed learning environment of normal colleges;Second,how to create a mixed learning environment of the designer normal colleges learning activities of guest courses;Third,how effective is the implementation of the blended maker courses learning activities?Is it possible to improve the literacy of students?In the two rounds of design research,the author comprehensively collected relevant data during the course implementation,including classroom videos,questionnaire surveys,QQ group chat records,discussion forum texts,student assignments,etc.In depth analysis and comparison of the application characteristics and implementation effects of the application,so as to test the effectiveness of the learning activities of the hybrid maker course,and constantly revise the design of the learning activities based on the feedback of students and the effect of the practice,in order to be a hybrid maker The implementation of the course provides a reliable practical path.This research mainly includes four stages:literature review,learning activity design,iterative revision of two rounds of design research,and research summary.First of all,in this study,through a review of relevant literature at home and abroad,based on the basic elements of activity theory,the basic element relationship diagram of the maker course learning activity is constructed,and the constructivism is used as the theoretical guide,and the CDIO concept and project-based learning are the learning methods.,Relying on the analysis of the functional modules of the MOOC platform of Chinese universities,through theoretical guidance and practical experience,a design model of maker course learning activities in a hybrid learning environment has been formed.Secondly,we designed the learning activities of the maker courses in the mixed learning environment in this study from two levels:online and offline.The design basis is mainly to refer to the model of the learning activities of the hybrid maker courses,focusing on offline creation.The design of learning activities of guest courses,especially the design of practical courses.Finally,using the designed learning activities,the undergraduates of S Normal University were used as the implementation objects of the course.Two rounds of design research were conducted in the spring of 2018 and the spring of 2019.According to the feedback of the MOOC platform discussion area and QQ group,learners Questionnaires,interviews with teachers and learners of the course,iteratively design the learning activities of the hybrid maker course,and verify the effectiveness of the learning activity model of the course and the learning effect of the students.Practice shows that the design method of the learning activities of the maker courses in the mixed learning environment is more scientific and operable,and it has a significant role in promoting students' interest in learning,hands-on operation,and teamwork.