This is a peer review for EDCI pod 1 on their Interactive Learning Resource (ILR). Overall, the assessments have linked to the learning outcomes. They are well designed to offer opportunities to interact with the learning resources; however, not all the outcomes are fully supported through the provided learning material.
The pod 1’s ILR was trying to provide a foundation for K12 students to English language education, including vocabulary, pronounciation&conversation, grammar, and reading&writing. The material is mostly distributed through videos, but there are also grammar games as well in the grammar module. The inquiry-based learning approach allows students to interact with each other, providing opportunities for students to explore the learning resources and share experiences and ideas, which is great for learning a language.
The website has set up a sign-up sheet for students to form groups for the discussions after each module. This is a pretty cool feature, as it offers a chance for students to practice with other students instead of friends they already knew, developing their social connections.
The meeting itself, though, may need technical support as well. Since the course is offering to students worldwide, it is suggested that the instructor could create communication channels officially, such as Discord or chat group, to reduce the difficulties for students getting in touch with each other.
The assessment designed for the Pronunciation and Conversation module is great. However, there is one example only to guide students; plus, it seems to me that the video is a bit too simple to K12 students.
It seems that the task could be a bit more challenging; more examples should be provided as well. I notice that the web page has suggested picture books as an alternative source rather than the video. I would recommend adding a booklist that meets the goal of the task. Otherwise, the student who could not access the video through internet will not be able to find the picture book.
Regarding the grammar unit, the grammar games are effective interactive resources since all the rules (i.e. grammar) and material (i.e. tasks) are already included within the games. Student’s learning motivation could be increased when learning while entertaining.
By the way, I could not assess the second and third grammar games when I visited the website. There may be a technical issue with the links.
Final thoughts
The modules are a bit difficult to find when first using the website. It is suggested to create a separate tab for the learning modules in the menus. Bibliography and additional learning resources should be provided as well for students who are more proficient in English.