Time Machine: The Komagata Maru Incident
Time Machine, The Komagata Maru Incident is designed and developed for instructors and K-12 students in an eLearning. The eLearning consists of an essential incident of history from the spring of 1914, occurring in Vancouver, Canada. In this educational technology, the eLearning platform will provide a learning environment for the audience to learn at their own pace. The success of this eLearning relies on an engaging experience with timely and accurate feedback on the learner's performance.
Audience: K-12 Students, Instructional Designers, and General Public.
Subject Area: History
Tools Used: H5P, WordPress, Final Cut Pro, Instagram, MindMeister, Wix, Voicebooking, Microsoft PowerPoint
The Problem
The project imagines an international student in Canada from East Panjab who is unaware of the rich history of Sikhs due to several socio-political hurdles in their home country.
The international student has studied English in their native countries but may be less familiar with the use of slang and the fast pace at which their peers and professors speak. Due to this, they do not engage in conversations. Even many are reluctant to ask for clarifications due to a lack of confidence, thus lowering their self-esteem.
Moreover, they are away from families and miss home. They have to encounter psychological difficulties in homesickness.
All resulting in stress, anxiety, and depression. They also fail to access Mental Health Services.
The Solution
History serves as a guide. The leaders from history understood how to provide stability and hope, even when they were uncertain. They celebrated small victories, even when the losses seemed large. Leaders from history inspire young generations. In the same way, the Time Machine will help learners to stand for whatever challenges they face and come out victorious.
This eLearning platform is designed in such a way so that learners feel the pain and anxiety of the 376 immigrants on Komagata Maru and how they overthrew it. The evidence-based facts and information is taken from two books + the Conversation with the survivor's families, and interviews conducted on the waterfront in Vancouver. The lessons learned in eLearning will help people overcome stress, anxiety, and depression.
Process: Analysis Stage
E-Learning is structured with the use A.D.D.I.E. model. In the first step, information was collected from two books for Analysis. We started with the belief that the audience might know something about the topic. We went deep into the content to figure out what is essential for our audience to understand.
Books:
1. The Voyage of The Komagata Maru: The Sikh Challenge to Canada's Colour Bar by HUGH JOHNSTON
2. Komagata Maru Da Asli Sach by Rajwinder Singh Rahi
Interview: Pedestrian Questions at the Memorial, Waterfront Vancouver.
Design & Development Phase
We pulled a lesson plan Designed by the Justice Education Society in compliance with the B.C. curriculum for grade 5. We took the curriculum and redesigned it according to our needs. This eLearning module answers the Big Idea and fulfills the Core Competencies of the lesson plan. Designed and developed with a backward design method.
E-learning is designed in a way it can be used on any web browser. However, we recommend using Google Chrome for better performance.
Script and storyboard was developed in MindMeister. Considering the background knowledge of the learner, a choice is provided as, so that our audience can choose what is essential for them to learn. Our goal was to make the eLearning minimalistic yet functional.
Thoughts and ideas visualize in mind mapping application MindMeister
The module also includes Mayer's Principle of Multimedia Learning. For example, the use of graphics and words instead of only words is shown in the module's example picture.
To drive users' attention to a specific element in the design, the C.R.A.P. Design Principle developed by R.P.Williams is implemented.
Designed by
Sarbjeet
Singh
Rajbir
Singh