In my experience with video game learning support, Meyer’s Multimedia Learning Principles of Segmentation and Personalization have been frequently applied. Games personalize the learning experience by segmenting information and using dialogue or storylines to make learning more engaging.
However, Merrill’s principle of “task-centered instruction” is ignored in many games. Games tend to focus more on applying skills than on solving real-world problems.
To support this lesson, I will design a lesson on making milk tea that students will learn through an interactive H5P video. This video follows a step-by-step sequence of production, with the discretion to add various flavored powders if different people have different taste needs. Note: Since I didn’t buy the pearls, they don’t appear in the video.

In the courses I have taken, constructive alignment is very evident in course design, especially when the assessment methods are closely aligned with the learning objectives. Backward design, on the other hand, is evident in the identification of learning outcomes before designing course content and assessment methods.
Some courses seem to lack this alignment, especially when the assessment methods are not aligned with the course objectives.

Using multimedia tools to enhance game-based learning (e.g. Historia):

I would enhance Historia by adding video content, interactive timelines, and simulation activities. For example, students could be engaged more deeply by creating their own different flavors of milk tea.
These behaviors would allow students to make decision and taste the triumph of the outcome.

In this course, I find a balance by combining lectures (passive learning) and project work (active learning).
This balance may favor active learning more than other courses because it encourages students to apply their knowledge.
I found H5P to be a very useful tool, especially in creating interactive content.
I may use H5P to create interactive videos to increase student engagement.
Creating these activities may take time to design and test to make sure they align with the learning objectives.

In one learning experience I designed, I began by introducing basic concepts (e.g., the basics of simple milk tea). I then increased the level of difficulty with progressively more exercises, each building on prior knowledge.
I also provided additional resources, such as video tutorials, to support the varying levels of difficulty students encountered along the way.

Here is an interactive video I created.

https://xitongcai.h5p.com/content/1292111835985373588

The descriptions of passive learning in the K-12 classroom in this week’s reading parallel some of my experiences. I think the reason active learning is not prevalent in K-12 may be due to the entrenched traditional education model and resource constraints.
I have experimented with the use of group discussions and project work in my classroom and have found these activities to be the most stimulating and engaging for my students.

Designing a simple lesson on making milk tea can be a fun and practical project. This course can be designed as a short, interactive learning experience for students interested in cooking or drink-making. The following is a basic course design framework:
Course Name: Introduction to Milk Tea Making
Course Objective: Learn the basic ingredients of milk tea. Master basic milk tea-making skills.
Target student group: Beginners interested in cooking and drink making.
Course Outline: Introducing the basic materials needed to make milk tea: tea leaves, milk, sugar, etc.
Show and explain the tools used: pots, cups, etc.
Production process demonstration: The video demonstrates the steps of making a cup of basic milk tea.
Practical activities: Students make milk tea by themselves.
Discussion and feedback: Encourage students to share their experiences and provide feedback.
Teachers provide online guidance and respond to students’ questions. (via email)
Sharing and Feedback (5 minutes): Students share the milk tea they made. Provide feedback and suggestions for improvements.
Teaching methods and materials: Video demonstration: showing the key steps of making milk tea.

assessment method
Practical production evaluation: The milk tea made by students will be evaluated based on taste, appearance, and creativity.
Engagement: Evaluate student engagement and interaction in the course.
Extension activities
Create an online forum for students to share their milk tea-making experiences and photos.
(e.g. publish a blog)
Through such a course design, students can not only learn the skills of making milk tea but also enjoy the fun of hands-on practice and creation. At the same time, this course can also stimulate students’ interest in cooking and beverage culture.

reference: from my video.