Category: Learning Resource Additions

Throughout this learning design blueprint we will describe the learning resource we are designing, titled The Journey to Understanding Finances. Our topic is about introducing a sense of what an individual’s finances entails, and guiding individuals to better manage their money. Individual finances can consist of just one individual’s finances, a couple’s, or a household’s finances, but is focused on understanding and managing your personal money, not relative to a company’s finances or others. “[Personal finances] is about learning to manage income and wealth to satisfy desires in life or to create more income and more wealth…[it] is about learning how to get what you want and how to protect what you’ve got.” (Siegel, 2012). Research published in 2014 surveying millennials, the largest generation and known as the “powerhouse of the economy,” showed that about 55% of them had student loan debt, 47% of them carried credit card debt (and incurring interest), 53% of individuals with long term debt could not afford necessities, and 40% of individuals without long term debt also could not afford basic needs or pay their bills (de Bassa Scheresberg, 2014). While the research may be dated, the cost of living has only risen since, and it is important that we teach current and future generations how to manage their finances early, so they are not in this position without guidance. 

In our quest to create a beginner financial literacy course we must address the several common misconceptions that students have about finances in order to eliminate them. One of the most common misconceptions is that finances are only important in the future. Many young adults think that financial planning is a complex and daunting task, and that they do not need to look into it now. This misconception can result in missed opportunities for building strong financial habits early on. Another prevalent misconception is that financial planning solely revolves around saving money. Since some individuals may not have substantial savings or a high income, they will believe that financial planning does not relate to them because they do not have a lot of money put aside. This misconception neglects the broader scope of financial literacy which includes, budgeting, managing debt, understanding debt and making informed financial decisions. 

We chose this topic because we feel that there is a gap in our learning when it comes to financial literacy, and we have heard a similar consensus among many other students. Providing students with practical information that will set them up for financial success is something we feel is important.

The target audience for this material is Canadian high school students in grades 11 and 12. Individuals are expected to have basic math knowledge and sufficient English language skills. The course is entirely asynchronous and self-paced, using a computer. If a student does not have access to a computer, one will be provided to them by the high school. Learning challenges that occur in public high school will be addressed through adaptations for each student’s needs. For example, if a student is blind, text-to-speech-audio will be provided. This is expanded on in the “Overview of Accommodations for Diverse Learners” post.

Our course will be hosted on a WordPress Blog. This allows us to design an actual course, instead of theoretical rationale. We link to additional resources for resources in each of the subtopics, like YouTube videos and websites. Assessments and activities are organized with one of three technologies; a discussion post on a student WordPress Blog, an interactive activity on an external website, or an email to student’s instructor. These choice of these technologies are expanded on in the “Technology Choices” post.

References

de Bassa Scheresberg, Carlo, et al. “College-Educated Millennials: An Overview of Their Personal Finances.” TIAA-CREF Institute, Feb. 2014, www.tiaa.org/content/dam/tiaa/institute/pdf/full-report/2017-02/gflec-overview-millennials-personal-finances-feb2014.pdf.

Siegel, Rachel, and Carol Yacht. “Personal Finance.” Personal Finance, 2012, saylordotorg.github.io/text_personal-finance/.

Review 1: Link

Post 5: POD 8 Review + Feedback

Review 1: Feedback

The feedback was all really positive. There were no suggested changes to incorporate.

A couple of key points:

• Topic’s relevance was well explained and supported with sources
• Used multiple tools (discussion posts and interactive activities) to give student’s different ways of participating and learning
• Units are well defined and learning objectives are clear
• Additional resources in each unit for student’s to explore if interested

One change that we made after the review is that we removed the reference to Google Forms in the Overview of Resource post. This was leftover from early planning and was replaced with the option of emailing submission to the instructor.

Review 2: Link

Blog Post #5 – Peer Review for Learning Pod #8

Review 2: Feedback

Chose not to take any action on this as we had already submitted the learning resource.

The technologies used for this learning resource are WordPress Blogs, Google Docs, and Google Sheets.

WordPress Blogs: Each student will sign up for their own WordPress site and set it up using the instructions on the “Getting Started” page. Most of the assessments throughout the learning resource involve students reflecting on their learning through discussion/blog posts on their WordPress site. WordPress is designed to be accessible and simple to set up, which is why we chose it as the technology to facilitate the discussion posts.

Google Docs: We use Google Docs for one document to collect a list of student blogs. It can be completed anonymously without a Google account. If a student does not want to share their blog with the whole class they can reach out to us and we will arrange an alternative method of interacting with the material.

Google Sheets: We use Google Sheets for as a recommended technology for one budgeting activity. The activity can be completed with any spreadsheet software, or even on paper, if the student does not have access to a Google account.

The content and resources for this course also include YouTube videos and a variety of websites. We chose each of these resources because we felt the resource covered its content efficiently and understandably.

Optionally, the student can choose to email their submissions to the instructor directly. We encourage student’s to use their WordPress Blogs for learner-learner interaction, but if they aren’t comfortable for some or all of the posts the alternative is there as needed.

Our integrated learning resource (ILR) incorporates elements from various instructional design methodologies. Our instructional approach revolves around both direct instruction and open pedagogies. Direct instruction is a teaching method that places emphasis on precise and organized teaching. It is characterized by clear, sequential instruction of specific skills or concepts. This method employs well-structured lessons, frequent interactions between teachers and students, and a strong emphasis on active student involvement. We have chosen to integrate direct instruction as a primary approach due to its capacity for rapid and efficient learning. Its methodical instructions make it an effective means of delivering information online in the absence of an instructor, enhancing comprehension for students. Furthermore, it enhances accessibility as students are able to navigate lessons at their own pace.

In addition to this, our ILR encompasses the principles of open pedagogies. Open pedagogies signify an education model that is centered on learners, encouraging the use of open educational resources (OER) and fostering collaboration, sharing, and dynamic participation among both students and educators. The core objective of open pedagogy is to dismantle conventional educational barriers by advocating for transparency, inclusivity, and the unrestricted exchange of knowledge. Within our ILR, we have integrated open resources such as instructional videos from platforms like YouTube and informative websites. Our overarching goal is to facilitate effective communication. Students are actively encouraged to contribute to the learning environment by creating blogs and engaging in commenting on each other’s blog posts.

References

Cox, C. (2023). Basic Philosophy of Direct Instruction (DI). National Institute for Direct Instruction (NIFDI). https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27

Kwantlen Polytechnic University. (2023, March 8). Open Pedagogy. Kwantlen Polytechnic University. https://www.kpu.ca/open/pedagogy

The learning theory that our learning resource is primarily based on is cognitivism. Cognitivism involves learners using active recall, as well as analyzing and interpreting new information. It is a mental process that focuses on how information is stored, received, and applied (OpenLearn Create, 2020), and is commonly applicable to problem-solving and creative writing. Our learning resource encourages students to learn new information in each unit and apply that information in the form of interactive activities and personal blog posts. The interactive activities involve problem-solving, which requires a higher level of analysis, interpretation, relating to prior knowledge, and coming up with a solution. It is not always as simple as a stimulus and reward. It is also essential when writing blog posts to take the new information and what you already know and turn it into your own words to express your knowledge.

References

“Cognitivism.” OpenLearn Create, 16 Nov. 2020, www.open.edu/openlearncreate/mod/page/view.php?id=147079.

The target audience for this material is Canadian high school students in grades 11 and 12. Individuals are expected to have basic math knowledge and sufficient English language skills. The course is online semi-asynchronous and requires a computer. If a student does not have access to a computer, one will be provided to them by the high school. Learning challenges that occur in public high schools will be addressed through adaptations for each student’s needs. For example, if a student is visually impaired, text-to-speech audio will be provided.

We believe that any student regardless of their background, learning difficulties, exceptionalities, or potential barriers should be given the opportunity to take our course. Learning about finance is important for everyone from all walks of life.

Here are some examples of adaptations we are prepared to implement in alliance with UDL Guidelines:

• Hearing impaired: incorporating speech-to-text programs, videos that include subtitles, any audio information will also be provided in text format, text format for the information involved in group assignments, especially communication between group members.
• Learning difficulty, developmental delay, Autism/Spectrum disorder, or Down syndrome: zoom help sessions with an Educational Assistant and/or one of the instructors to break down tasks into smaller more manageable chunks, scaffolding assignments, options to work at a slower pace, extra help with computer use, assistive technologies specific to the needs of the student, buddy system with another student in the course that would be willing to be a mentor.
• Mental health issues: regular check-ins with instructors, with good time-management skills, students may take days to themselves due to the course being online.
• Dyslexia/dyscalculia: larger print, straightforward, simple fonts, text/instructions in audio format, repetition of instructions, fewer items per page, encouraging the use of calculators, option for students to verbally show their learning.
• Giftedness: extra challenge work, additional inquiry project on finance if needed, opportunities to help/teach other students, modifying certain assignments to further their thinking, deeper-thinking level reflection questions.

References

“The Most Common Disabilities Seen In School.” The Most Common Disabilities Seen in School, https://www.teach-nology.com/teachers/special_ed/disabilities/. Accessed 8 Aug. 2023.

“The UDL Guidelines.” UDL, 19 July 2023, udlguidelines.cast.org/.