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Create a class or join an existing class or school and start communicating with students and parents, and share digital assignments, quizzes, and more.

The learning outcomes being addressed by the learning activity.

The formative learning activity will be delivered through the social learning Edmodo platform as an extension of the existing Learning Management System and part of the SIT50416 Diploma of Hospitality Management. The subject covered in this learning activity will be SITXHRM004 Recruit, Select, and Induct staff, specifically, performance evidence 3: “conduct fair and equitable selection interviews for each of the above recruitment situations” (Training.gov.au, 2016).

The learners’ needs, who are they and what do you expect of them.

My learners are young international students with a good level of digital literacy and LLN levels. They are well versed in the use of social media which is why I have chosen this platform. They are also working in industry: the students can reflect on their own experiences (content) with interviews and assess relevant ethical and legal considerations. Edmodo affords a high level of accessibility, as the students have a mobile and desktop app which they can use to collaborate and discuss experiences and challenges throughout their learning. The students are from collectivist cultural backgrounds; these attributes enhance social media-based learning by drawing upon the groups and individual’s prior experiences to “make explicit connections between the learning and the student’s participation in society” (Starkey, 2012, p. 97).

How this technology creates an experience for learners that is interactive, meets their needs, and addresses learning outcomes.

The activity will be based on a series of scenario analysis and reflection. The students will watch short videos, respond, and offer analysis, based on the resources/media provided throughout. As this is a formative assessment activity, competency is not required, and written feedback is given to the student on their performance after they have completed the activity. The students are enrolled in an AQF level 5 course, so the activity will be significantly challenging for them to construct knowledge in varying contexts and at a professional level. The activity will allow the students to understand the legal responsibilities in recruitment and arm them with the knowledge to avoid exploitation in the workplace which is rampant in the hospitality industry.

The learning theories you have used to apply your knowledge.

This activity is based on three learning theories:

• Constructivist: Edmodo is a social learning platform; this shared group experience allows the students to discuss the activity and co-construct learning as a group, via high levels of accessibility. The students are part of a “community of practice”, “creating the social fabric of learning” (Wenger, 1998, p. 29).
• Cognitivist: the students are asked to analyse scenarios and media through “advance organisers” and to reflect upon their own experiences, this construction a deep and retrievable wealth of information (Huang et. al, 2019, p. 55).
• Adult learning principles: The students reflect upon their own experiences and draw connections to the relevance and application of the knowledge they are learning (Knowles, Holton & Swanson, 2012, p. 71).

                                                                           References

Huang R., Spector J.M., Yang J. (2019) Linking learning objectives, pedagogies, and technologies. in educational technology. Lecture Notes in Educational Technology. Springer. https://doi-org.ezproxy.csu.edu.au/10.1007/978-981-13-6643-7_3

Knowles, M. S., Holton, I. E. F., & Swanson, R. A. (2015). The adult learner : The definitive classic in adult education and human resource development. Taylor & Francis Group  https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=1883897&pq-origsite=primo#

Resnick, J, Levine, M., & Teasley, D., (1991) Perspectives on Socially Shared Cognition; American Psychological Association,http:// http://dx.doi.org/10.1037/10096-003

Starkey, L. (2012). Teaching and learning in the digital age. Taylor & Francis Group. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=987927

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Journal of Mathematics Teacher Education. (6) 185-194. DOI:10.1023/A:1023947624004