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Instructional Design Document
 

Course Name

' First Skills ' - ' ފަށާ ހުނަރު ' (Fasha Hunaru).​

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Overview

This minicourse, designed for K-5 Maldivian children, aims to develop age-appropriate language skills, motor skills, and creative critical thinking through culturally rich and eco-empathetic topics. Employing learner-centered learning and instructional design theories, it effectively blends activity-based learning with interactive multimedia elements delivered via a hybrid online/classroom model. The core of the course centers on engaging, hands-on activities, projects, and collaborative group work, recognizing the crucial role of physical engagement for this age group. Simultaneously, it leverages a digital app and diverse multimedia (videos, songs, interactive stories) to deliver information, enhance motivation, and cater to varied learning styles. This integrated approach, combining gamification, behaviorism, cognitivism, and constructivist elements, fosters active learning and ensures that learners acquire Dhivehi language skills and cultural knowledge through both active participation and stimulating digital media. Content is carefully shaped for age appropriateness across the K-5 spectrum.

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The Knowledge Gap

The knowledge gap addressed by the ފަށާ ހުނަރު minicourse is the lack of integrated, age-appropriate, culturally relevant, and eco-empathetic educational resources for young Maldivian learners (3–11 years) to develop language skills, motor skills, and creative critical thinking skills. Specifically:

• Language Skills Gap: Many Maldivian children need structured opportunities to build Dhivehi fluency (e.g., vocabulary, pronunciation, phrasing) in a way that connects to their cultural context (e.g., Maali, Eid), moving beyond rote learning to expressive communication.

• Motor Skills Gap: There is a lack of hands-on, psychomotor-focused activities (e.g., crafting puppets, masks) that scaffold fine motor development while incorporating eco-empathetic practices (e.g., using recycled materials like cardboard, shells).

• Creative Critical Thinking Gap: Young learners often lack engaging, culturally grounded activities (e.g., storytelling, group projects) that foster problem-solving, analysis, and innovation, particularly in sustainable, real-world applications (e.g., eco-friendly designs).

• Cultural and Eco-Empathetic Gap: Existing curricula may not fully integrate Maldivian cultural heritage (e.g., Maali, Bodu Mas) or environmental stewardship, limiting learners’ ability to connect personal identity and eco-awareness to practical skills.

The minicourse bridges these gaps by providing differentiated, scaffolded lessons (e.g., songs, crafts, journals) that:

• Enhance Dhivehi communication through culturally relevant themes (CLO1).

• Develop motor skills via eco-empathetic crafting (CLO2, CLO3).

• Foster creative critical thinking through collaborative, problem-based tasks (CLO5).

• Embed Maldivian culture and sustainability (CLO3, CLO5) to build identity and real-world adaptability.

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Target Audience Overview​

Primary Audience: Learners

• Level 1 (3–5 years, Preoperational Stage):

  • Demographics: Preschool-aged Maldivian children, typically in early childhood programs or atolls, fluent or learning Dhivehi.

  • Background/Prior Knowledge: Limited vocabulary (~100–300 Dhivehi words), basic recognition of emotions (e.g., happy, sad - އުފާ، ބިރު، ރުޅި، މޮޅި، ހައިރާން، ފަކުރު), and minimal crafting experience (e.g., coloring).

  • Skills/Dispositions: Developing fine motor skills (e.g., gripping crayons), eager to engage in play-based activities (e.g., songs, puppets), and curious about cultural figures like ' Maali. - މާލި '

  • Profile: These learners thrive in guided, visual, and tactile tasks, needing heavy scaffolding to explore emotions and culture (e.g., drawing Happy Maali - އުފާ މާލި).

• Level 2 (6–8 years, Concrete Operational Stage):

  • Demographics: Primary school-aged Maldivian children in urban or atoll schools, proficient in basic Dhivehi.

  • Background/Prior Knowledge: Vocabulary of ~200–500 words, understanding simple emotions and cultural events (e.g., Eid - އީދު), some crafting experience (e.g., cutting paper).

  • Skills/Dispositions: Improved motor skills (e.g., using scissors), able to form short sentences, collaborative in small groups, and interested in hands-on tasks like puppet-making.

  • Profile: These learners benefit from moderate guidance, concrete tasks (e.g., cutting Maali masks), and cultural connections (e.g., Sad Maali stories).

• Level 3 (9–11 years, Early Formal Operational Stage):

  • Demographics: Upper primary Maldivian students, fluent in Dhivehi, in diverse educational settings.

  • Background/Prior Knowledge: Vocabulary of ~500–1000 words, knowledge of complex emotions (e.g., pride - ވަންތަކަން ) and traditional skills (e.g., Wood Turning and Lacquer Skills - ލިޔުމާއި ލާޖެހުން), experience with detailed crafts (e.g. creating souvenir items).

  • Skills/Dispositions: Advanced motor skills (e.g., constructing moving parts), capable of analytical thinking, collaborative in group projects, and motivated by eco-empathetic challenges (e.g., pinball games).

  • Profile: These learners excel with minimal support, complex tasks (e.g., eco-friendly designs), and real-world applications (e.g., sustainable crafts).

Secondary Audience: Nurturers

• Teachers: Maldivian educators needing structured lesson plans, assessments (e.g., checklists), and Oala.app resources to deliver culturally relevant content.

• Parents: Engaged in supporting home activities (e.g., journaling about Maali emotions), reinforcing cultural and eco-empathetic values.
   

Differentiation/Scaffolding Table for Learners

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​Course Type

Step-by-Step Course

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Rationale:

The ފަށާ ހުނަރު minicourse is best delivered as a step-by-step course to address the identified knowledge gap in language skills, motor skills, and creative critical thinking skills for young Maldivian learners (3–11 years). This course type guides learners sequentially through structured activities (e.g., introducing emotions via Maali, crafting puppets, presenting phrases), ensuring age-appropriate, culturally relevant, and eco-empathetic learning. Each step builds on the previous (e.g., vocabulary to crafting to reflection), scaffolding skills progressively within the Zone of Proximal Development. This approach is ideal for young learners needing clear, guided progression to develop Dhivehi fluency, fine motor abilities, and critical thinking, while embedding Maldivian culture and sustainability. It ensures accessibility for diverse learners across Oala Levels 1–3, making complex concepts manageable.

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​Course Modality

Modality: Hybrid/Blended

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Rationale:

A hybrid/blended modality is optimal for the ފަށާ ހުނަރު minicourse, combining in-person and asynchronous online elements to meet the diverse needs of young Maldivian learners (3–11 years), teachers, and parents.
In-person sessions (e.g., crafting, storytelling) allow crucial hands-on learning for motor skills and cultural engagement, fostering collaboration and teacher guidance.
Asynchronous online components via the Oala.app (e.g., videos, quizzes) provide flexible access to content, supporting self-paced practice, especially for atoll-based learners.
Importantly, this blend broadens access to diverse instructional expertise across geographically displaced communities and offers varied learning methods. This accommodates learner preferences, leverages resources, ensures accessibility, and reinforces cultural and eco-empathetic themes.

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Course Learning Outcomes

By the end of this course, learners will be able to:

• CLO1: Speak and write Dhivehi clearly to share emotions and stories.

  • Brief: Learners will express emotions and narratives in Dhivehi, enhancing language fluency and cultural communication through activities like storytelling and journaling, fostering identity and emotional awareness (Cognitive: Applying, Creating).

• CLO2: Use science and math to create and explain things.

  • Brief: Learners will apply STEAM concepts to construct crafts (e.g., puppets, pinball games) and describe their function, developing motor skills and critical thinking in a culturally relevant context (Cognitive: Applying; Psychomotor: Mechanism).

• CLO3: Find and show Maldivian culture in stories and projects.

  • Brief: Learners will identify and present cultural elements (e.g., Eid  ދަފިނެގުން، މާލި، އީދު ސަލާން) through stories and crafts, strengthening cultural identity and motor skills while connecting to Maldivian heritage (Cognitive: Understanding; Psychomotor: Guided Response).

• CLO4: Notice emotions and collaborate kindly.

  • Brief: Learners will recognize emotions in themselves and others (e.g., via Eid Stories) and work together, fostering empathy and social skills through group activities (Affective: Receiving, Responding).

• CLO5: Use eco-empathetic ways to live and create.

  • Brief: Learners will apply sustainable practices (e.g., recycled materials in crafts) to design eco-friendly projects, promoting environmental stewardship and creative critical thinking in real-world contexts (Cognitive: Applying; Psychomotor: Complex Overt Response).

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Module Objectives

Module 1.1: Decorating Dhivehi Emotion Words (Topic : Emotions)

• MLO 1.1.1: By the end of the lesson learners (Oala Learner Level 2) will be able to recall 4-6 Dhivehi emotion ' ޖަޒުބާތު ' words (e.g., އުފާ, ރުޅި, ފަޚުރު) with correct pronunciation.

• MLO 1.1.2: By the end of the lesson learners (Oala Learner Level 2) will be able to explain their decoration choices using simple sentences.

• Alignment to CLOs: 1, 5

Module 1.2: Dhivehi Mask Creation (Topic : Emotions)

• MLO 1.2.1: By the end of the lesson learners (Oala Learner Level 2) will be able to apply string-based measurement to determine head circumference.

• MLO 1.2.2: By the end of the lesson learners (Oala Learner Level 2) will be able to identify Maldivian cultural elements (e.g., Maali’s ދެލި މާލި، އަޅި މާލި)

• Alignment to CLOs: 2, 3

Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)

• MLO 2.3.1: By the end of the lesson learners (Oala Learner Level 2) will be able to list 4-6 Dhivehi phrases for script dialogue with correct pronunciation. ( އުފާ، ބިރު، ރުޅި، މޮޅި، ހައިރާން، ފަކުރު )

• MLO 2.3.2: By the end of the lesson learners (Oala Learner Level 2) will be able to contribute to group scriptwriting fairly.

• Alignment to CLOs: 1, 4

Module 2.4: Dhivehi Puppet Play Performance

• MLO 2.4.1: By the end of the lesson learners (Oala Learner Level 2) will be able to perform 4-6 Dhivehi script phrases clearly in the play.

• MLO 2.4.2: By the end of the lesson learners (Oala Learner Level 2) will be able to manipulate their puppet with basic movements during the group performance.

• Alignment to CLOs: 1, 2, 4

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Learning Activities

Module 1.1: Decorating Dhivehi Emotion Words (Topic : Emotions)

• Activity 1: Exploring Emotion Words (Acquisition)

  • Learners watch a short video (“Discovering Emotion ޖަޒުބާތު”) on Oala.app, introducing 6 emotions (e.g., happy އުފާ, fear ބިރު, sad މޮޅި), repeating words for pronunciation (MLO 1.1.1).

• Activity 2: Sustainable Emotion Word Decoration (Production)

  • In-person, they cut cardboard letters (e.g., އުފާ) from pre-drawn outlines using safety scissors, color with markers, and decorate with recycled cloth scraps. The teacher models phrases (e.g., “happy އުފާ can/could be bright colors”) to scaffold simple sentence explanations (MLO 1.1.2). Learners present their decorated word, saying, “I used red ރަތް for އުފާ.”

Module 1.2: Dhivehi Mask Creation (Topic : Emotions)

• Activity 1: Discovering Maali Masks (Acquisition)

  • Learners view a short video (“History of masks in indigenous communities”) on Oala.app, highlighting Maali މާލި masks in the Maldivian context to identify cultural elements (MLO 1.2.2).

• Activity 2: Sustainable Maali Mask Crafting (Production)

  • In-person, they measure head circumference using string (rudimentary basics), guided by teacher demonstration (MLO 1.2.1), and cut an oval mask shape from cardboard with pre-drawn outlines. They decorate with recycled, upcycled, re-usable materials (nurdles, fabric scraps, coloring) to represent Maali. The teacher prompts, “What’s this Maali?” to reinforce identification.

Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)

• Activity 1: Exploring Habitat Dialogue (Acquisition)

  • Learners watch a video on Oala.app exploring ބޭރު ކަނޑު (ocean) and ފަރު (reef) in depth. Showcases marine life like މިޔަރު (shark), ވެލާ (turtle), and ކޯމަސް (coral fish), emphasizing ecological roles, repeating 4–6 phrases for pronunciation (MLO 2.3.1).

• Activity 2: Collaborative Scriptwriting (Production)

  • In-person, in groups of 4, they collaborate to write a short puppet play script, creating social commentary for awareness using teacher-provided phrase cards (ބޭރު ކަނޑު, ފަރު). The teacher ensures fair contribution by prompting each child to add 1 phrase (MLO 2.3.2), monitoring group dynamics.

Module 2.4: Dhivehi Puppet Play Performance

• Activity 1: Reviewing the Script (Practice)

  • Learners review their script from Module 2.3 on Oala.app, practicing 4–6 Dhivehi phrases (e.g., ، ހިމާޔަތް، ބޭރު ކަނޑު, ފަރު) with audio cues for clear pronunciation (MLO 2.4.1).

• Activity 2: Puppet Play Performance (Production)

  • In-person, groups of 4 perform a 2-minute puppet play, using hand puppets crafted with recycled cardboard and cloth. They manipulate puppets with basic movements (e.g., wave for އުފާ, shake for sad މޮޅި) during dialogue (MLO 2.4.2). The teacher models movements and prompts, “express your self/concerns.”

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Assessments

Module 1.1: Decorating Dhivehi Emotion Words

Activity 1: Exploring Emotion Words (Acquisition)

• Purpose: Test recall of 4–6 Dhivehi emotion words with correct pronunciation (MLO 1.1.1).

• Type: Summative MCQ's

• Format: 4 audio-based MCQs with 3 visual/text options, delivered via Oala.app tablets post-video.

• Examples:

  • “What is އުފާ? A) Happiness [happy face] B) Fear C) Sadness” (Answer: A)

  • “What is ރުޅި? A) Happiness B) Anger [angry face] C) Pride” (Answer: B)

  • “What is ފަޚުރު? A) Sadness B) Fear C) Pride [proud face]” (Answer: C)

  • “What is ހައިރާން? A) Happiness B) Sadness [sad face] C) Surprise” (Answer: B)

• Scoring: 1 point per correct answer (max 4 points, expecting 2–4 correct).

• Approach: Audio cues and visuals ensure accessibility, reinforcing pronunciation (phonemes) through repetition from the video, aligning with CLO1 (Dhivehi fluency).
   

Activity 2: Sustainable Emotion Word Decoration (Production)​

• Purpose: Evaluate explanation of decoration choices in simple sentences (MLO 1.1.2) and pronunciation of emotion words (MLO 1.1.1).

• Type: Performance Rubric (In-Person)

• Format: Learners present their decorated word (e.g., އުފާ), saying a simple sentence (e.g., “އުފާ މީ ރަތްކުލަ”). Teacher scores using the rubric during presentation.
   

Rubric:​​

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• Scoring: Max 6 points (3 for explanation, 3 for pronunciation).

• Approach: Teacher modeling and eco-empathetic materials (recycled scraps) scaffold sentence formation, ensuring cultural relevance (Maali) and clarity, supporting CLO1 and CLO5 (eco-empathy).

Total Points for Module 1.1 Assessments: 10 (MCQs: 4, Performance: 6

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Module 1.2: Dhivehi Mask Creation (Topic: Emotions)

Activity 1: Discovering Maali Masks (Acquisition)​

• Purpose: Test identification of Maldivian cultural elements (MLO 1.2.2).

• Type: Formative, Simple Oral Answers (In-Person)

• Format: Post-video, teacher shows Mask images (e.g., asian, african, ) and asks, “What’s this Mask?” Learners answer orally.

• Examples:

  • “What’s this? ދެލި މޫނެއް” (Answer: ދެލި މާލި)

  • “What’s this? Dive Mask” (Answer: ފީނާ މޫނުމައްޗެއް)

  • “What’s this? Native Mask” (Answer: އެފްރިކާ)

• Scoring: Checklist, 1 point per correct identification (max 3 points, expecting 2–3 correct).

• Approach: Visual prompts and teacher questioning reinforce cultural knowledge post-video, aligning with CLO3 (cultural elements), ensuring accessibility for 6–8-year-olds.

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Activity 2: Sustainable Emotion Mask Crafting (Production)​

• Purpose: Evaluate application of string-based measurement and motor skills in mask crafting (MLO 1.2.1).

• Type: Formative Checklist (In-Person)

• Format: Teacher observes learners during mask-making, marking skills (measuring, cutting, decorating, assembling) on a checklist.

• Checklist:

  • Perceives string for head measurement (e.g., holds string to head): ✓/✗ (1 point)

  • Performs cutting of oval shape (e.g., cuts outline): ✓/✗ (1 point)

  • Applies coloring (e.g., colors Maali mask): ✓/✗ (1 point)

  • Applies recycled decorations (e.g., nurdles, scraps): ✓/✗ (1 point)

  • Assembles band with guidance (e.g., staples band): ✓/✗ (1 point)

  • Manipulates tools with control (e.g., steady scissors): ✓/✗ (1 point)

• Scoring: Max 6 points (1 per skill, expecting 4–6).

• Approach: Guided demonstration (e.g., “Measure like this!”) and eco-materials (nurdles, scraps, cardboard) ensure motor skill development, aligning with CLO2 (crafting), with teacher support for accuracy.

Total Points for Module 1.2 Assessments: 9 (Oral Answers: 3, Checklist: 6)

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Module 2.3: Dhivehi Puppet Play Scriptwriting (Topic: Local Habitats)

Activity 1: Exploring Habitat Dialogue (Acquisition)​​

• Purpose: Test listing of 4–6 Dhivehi phrases with correct pronunciation (MLO 2.3.1).

• Type: Formative Simple Oral Answers (In-Person)

• Format: Post-video, teacher prompts learners to say phrases from the ocean/reef theme (e.g., “Say ވާސަ). Learners repeat individually.

• Examples:

  • “Say ފަރު” (Answer: reef)

  • “Say މިއަރަކީ ރައްޓެއްސެއް” (Answer: Sharks are friends)

  • “Say ފަރުތައް ހިމާޔަތް ކުރޭ” (Answer: Protect the reef)

  • “Say ވެލާ ވިނަ ކާނެ” (Answer: Turtles eat seaweed)

• Scoring: Checklist, 1 point per clear phrase (max 4 points, expecting 2–4).

• Approach: Teacher modeling and video repetition ensure pronunciation accuracy, aligning with CLO1 (Dhivehi fluency), using reef themes for cultural relevance.

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Activity 2: Collaborative Scriptwriting (Production)​

• Purpose: Evaluate fair contribution to group scriptwriting (MLO 2.3.2).

• Type: Formative Checklist (In-Person)

• Format: Teacher observes groups of 4 during scriptwriting, marking participation and fairness.

• Checklist:

  • Contributes 1 phrase to script (e.g., adds “ވެލާ ކަނީ ކޮންއެއްޗެއް؟”): ✓/✗ (1 point)

  • Listens to peers’ ideas (e.g., nods, waits turn): ✓/✗ (1 point)

  • Shares phrase cards fairly (e.g., passes cards): ✓/✗ (1 point)

• Scoring: Max 3 points (1 per skill, expecting 2–3).

• Approach: Structured group roles and teacher prompting (e.g., “Add one phrase!”) ensure equitable participation, aligning with CLO4 (collaboration), using eco-aware reef themes.

Total Points for Module 2.3 Assessments: 7 (Oral Answers: 4, Checklist: 3)

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Module 2.4: Dhivehi Puppet Play Performance

Activity 1: Reviewing the Script (Practice)​

• Purpose: Test recall of 4–6 Dhivehi script phrases for clear performance (MLO 2.4.1).

• Type: Summative MCQs 

• Format: 4 audio-based MCQs with 3 text/visual options, delivered via Oala.app post-script review.

• Examples:

  • “What is a shark? A) Sharks are friends [shark image] B) Turtle is kind C) Reef is happy” (Answer: A)

  • “What is this sign? A) Happiness reef B) Protect the reef C) Scary shark” (Answer: B)

  • “What is this animal? A) Turtle [turtle image] B) Shark C) Reef (Answer: A)

  • “What is the turtle doing? A) Swiming B) Eating C) Flying” (Answer: A)

• Scoring: 1 point per correct answer (max 4 points, expecting 2–4).

• Approach: Audio cues reinforce pronunciation from script practice, aligning with CLO1 (Dhivehi fluency), using ocean visuals for engagement.

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Activity 2: Puppet Play Performance (Production)​

• Purpose: Evaluate performance of 4–6 Dhivehi phrases clearly and manipulation of puppet movements (MLO 2.4.1, 2.4.2).

• Type: Performance Rubric (In-Person)

• Format: Learners perform a 2-minute puppet play in groups, saying phrases (e.g., ވެލާ ކަނީ މޫދު ވިނަ”) and moving puppets (e.g., wave, shake). Teacher scores using a rubric.

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Rubric

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• Scoring: Max 9 points (3 per criterion, expecting 6–9).

• Type: Performance

• Approach: Teacher modeling and eco-crafted puppets ensure clear performance and movement, aligning with CLO1 (fluency), CLO2 (crafting), and CLO4 (collaboration), with reef themes for eco-awareness.

Total Points for Module 2.4 Assessments: 13 (MCQs: 4, Performance: 9)

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SME Resources​

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• Generation Genius Blog (https://www.generationgenius.com/blog/): For inspiration and ideas for engaging STEAM topics and interactive video presentation styles. Valuable for developing hands-on in-class activities and app video content.

• Mihaaru (https://mihaaru.com/): A local Maldivian news website for grounding course content in relevant local contexts, especially natural environments and community perspectives. Helps shape narratives that resonate with learners.

• Scholastic Parents (https://www.scholastic.com/parents/home.html): Provides articles on age-appropriate cognitive abilities, crucial for framing content complexity and delivery for K-5 learners.

• Better Start Literacy Approach (https://betterstartapproach.com/): This website, focused on early literacy, offers resources and research-based approaches for teaching reading and language skills to young children, which can inform the Dhivehi language components of the minicourse.

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Instructional Design Model

The best choice for developing the "ފަށާ ހުނަރު" minicourse is primarily the Understanding by Design (UbD) model.

Rationale:

The selection of UbD as the primary guiding framework is driven by its fundamental emphasis on achieving deep understanding and the ability to transfer knowledge within everyday contexts. This learner-centered focus aligns perfectly with the foundational stage of learning for K-5 children, where the goal is not just information recall but the development of meaningful comprehension and application. By starting with the Desired Results (UbD Stage 1) and clearly defining what learners should understand and be able to do (the CLOs), the entire course design is purposefully aligned with these overarching goals. The focus on Acceptable Evidence (UbD Stage 2) ensures that assessments genuinely measure this understanding and transfer.

While UbD provides the core framework centered on learning outcomes, the design and development process also strategically borrows elements from other instructional design models to enhance its practical application. Principles from the ADDIE model inform the systematic approach to analysis and the iterative nature of development and evaluation. The detailed, granular approach to objectives and alignment seen in the Dick and Carey model has influenced the structure of the module learning objectives. Finally, the agile and flexible development strategies inherent in the Successive Approximation Model (SAM2) are being used to guide the iterative creation and refinement of learning activities and digital resources, allowing for responsiveness to learner feedback and the experimental nature of the course.

In conclusion, the "ފަށާ ހުނަރު" minicourse is primarily designed using the Understanding by Design model to ensure a focus on meaningful learning and transfer, while drawing upon valuable elements from ADDIE, Dick and Carey, and SAM2 to create a robust, adaptable, and learner-centered instructional experience.​

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Learning Theory

A combination of several learning theories effectively drives the design of the learning activities within the "ފަށާ ހުނަރު" minicourse:

• Constructivism: This theory, emphasizing that learners build their own understanding through experiences and reflection, is central to the activity-based and project-based learning approaches used throughout the modules.
  Hands-on crafting, puppet creation, and scripted play encourage active engagement and the construction of knowledge through direct experience. 

• Cognitivism (including Piaget's Developmental Stages and Cognitive Load Theory): Recognizing the diverse age range (3-11 years), the course design explicitly considers Piaget's preoperational and concrete operational stages. Activities and content are scaffolded to be developmentally appropriate, with simpler tasks and more guidance for younger learners and increasingly complex challenges for older students. Cognitive Load Theory informs the design of digital content and instructions to minimize extraneous cognitive load and maximize learning.

• Social Constructivism (Vygotsky's Zone of Proximal Development and Scaffolding): Collaborative activities, such as group scriptwriting and the puppet construction project, are designed to foster learning through social interaction. The teacher's role in providing guidance, modeling, and scaffolding supports learners within their ZPD, enabling them to achieve tasks they might not be able to do independently. 

• Behaviorism (Gamification and Reinforcement): Elements of gamification, such as the Oala.app badges (MCQ's), are incorporated to provide positive reinforcement and motivate learner engagement. The immediate feedback provided through the app's MCQs also aligns with behaviorist principles of reinforcement.

• Connectivism: The integration of digital tools like the Oala.app and online resources encourages learners to connect with information and potentially with others in a digital environment, fostering learning through networks and diverse sources of information.

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