| **Item** | **Content** |
|---|---|
| Title | Designing for the Wise |
| Description | Designing for the Wise is an interactive course where you’ll discover how to create innovative, user-centered solutions for older adults. Learn to empathize with the unique challenges seniors face, apply design thinking processes, and develop practical prototypes that make a real difference. Join us to blend creativity and care as you design a better world for the wise! |
| Key Learning Area(s) | Science Education, Technology Education |
| Grade Level | P6 |
| No. of Lesson | 14 |
| Duration per Lesson | 35 mins |
| Total In-Lesson Time | 490mins |
| Contributor Name | IDEALS Admin |
| Contributor Affiliation | IDEALS Partner School |
| **1. Subject/Discipline(s)**  Figure 5.5: Interface of the ILO Builder (2) - Select the appropriate discipline(s) for each ILO as needed. |
| **2. Category**  Figure 5.6: Interface of the ILO Builder (3) - Select the category of ILO: **Disciplinary Knowledge, Disciplinary Skills, Generic Skills, or Values & Attitudes**. |
| **3. Bloom's Taxonomy Level**  Figure 5.7: Interface of the ILO Builder (4) - Select the Bloom’s Taxonomy level that best reflects the intended skill, knowledge, or value for this outcome (e.g., Remember, Apply, Evaluate).  Figure 5.8: Writing a ILO with the Learning Design Facilitator - After selecting the Bloom’s Taxonomy level, the Learning Design Facilitator will recommend suitable action verbs to help you formulate your ILOs. - Choose the appropriate action verb that best reflects the skill, knowledge, or value targeted by your ILO. |
| **4. ILO and Learning Design Facilitator**  Figure 5.9: Interface of the ILO Builder (5) - Click the Learning Design Facilitator buttonto request feedback from the chatbot on your ILO.  Figure 5.10: Evaluating a ILO with the Chatbot |
| **5. Sub-ILO(s)**  Figure 5.11: Interface of the ILO Builder (6) - To provide greater clarity, an ILO can be subdivided into more detailed sub-ILOs as needed. |
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| Figure 5.13: The ILOs Patterns in the LDS Facilitator - After selecting the targeted ILO category in the Learning Design Facilitator, click the **"SHOW INTENDED LEARNING OUTCOME PATTERNS"** button to view suggested patterns. Alternatively, you can click the  button to instantly activate the pattern list. - By clicking the  button, you can explore the details of the targeted ILO pattern.  Figure 5.14: Details of the Targeted ILO Pattern (1) - You can use the targeted ILO pattern directly by clicking **"COPY"** button in the pop-up window, or by clicking the  button in the Learning Design Facilitator. The ILO pattern details will be auto-filled into the LDS.  Figure 5.15: Details of the Targeted ILO Pattern (2) - You can edit the details of the targeted ILO pattern in the ILO builder if needed. | |
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| **2.1 CC Name** **💡Formula of naming a CC** Through the **1) focal task(s)** to **2) achieve the intended learning outcome** to **3) implement the workflow step(s) of a disciplinary practice** for **4) applying the focus or foci of the pedagogical approach**. - E.g. Through **1) stimulus observation and conducting interviews with the elderly** to **2) understand their unique needs and daily challenges** to **3) identify problems** for **4) goal-setting**. |
| **2.2 Workflow steps**  Figure 5.29: The Workflow Steps of Engineering Design - The workflow steps of Engineering Design are drawn from the Disciplinary Practice (DP) section you completed previously. - Select "Identify problem" for this CC. |
| **2.3 Pedagogical foci**  Figure 5.30: The Pedagogical Foci of Self-directed Learning - The pedagogical foci of Self-directed Learning are drawn from the Pedagogical Approach section you completed previously. - Select "Goal-setting" for this CC. |
| **2.4 Linked Intended Learning Outcomes (ILOs)** - Finally, we will select the ILOs to be achieved in the CC, ensuring they align with the chosen workflow steps of disciplinary practice and pedagogical approach within the specific phase of learning. 2.4.1. The Link Button  Figure 5.31: Linking the ILOs to a CC (1) - You can view all the Intended Learning Outcomes (ILOs) entered in the LDT section by clicking the [](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-09/EXKimage.png) button. 2.4.2 Selecting the Appropriate ILOs [](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-10/scaled-1680-/egUimage.png) Figure 5.32: Linking the ILOs to a CC (2) E.g. - Identify the unique needs and challenges that elderly face in their daily lives. - Demonstrate openness to elderly perspectives in design discussions. 2.4.3 The Alert Icon and Complete Icon  Figure 5.33: Unassessed ILOs in a CC - For each learning outcome, you should add an assessment to evaluate student performance. If an assessment has not been added to a learning outcome, an alert icon  will appear as a reminder. Once an assessment is assigned, this will be replaced with a complete icon . We will discuss how to assign an assessment in the next section. 2.4.4 The Unlink Button  Figure 5.34: Dissociating the ILOs from the CC - You can dissociate a specific ILO from the CC by clicking the [](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-09/r6ximage.png) button. |
| **Item** | **Example of this CC** |
|---|---|
| **1. Task Information** - Provide a clear task title and description for a learning task.  Figure 5.38: Task Information | **Task title:** Conducting Client Interviews to Identify Design Needs **Description**: Students will interview the elderly individual to gain insight into their daily experiences and needs. |
| **2. Stage** - Is this a pre-class, in-class, or after-class task?  Figure 5.39: Stage | In-class |
| **3. Task Type** - Please refer to **Chapter 2.6 - Task Taxonomy** for more details.  Figure 5.40: Task Type | Explorations through Conversation |
| **4. Duration** - How long is the task?  Figure 5.41: Duration | 30 mins |
| **5. Delivery Mode** - Possible Options: - Face-to-Face (Inside Classroom, Outside Classroom) - Online (Synchronous, Asynchronous) - Hybrid  Figure 5.42: Delivery Mode | Outside Classroom |
| **6. Social Organization** - Possible Options: - Whole Class - Group - Individual - Peer  Figure 5.43: Social Organization | Group, Size: 5 |
| **7. Feedback Provider** - You can select more than one feedback providers. - Teacher - Peer - Self - Others  Figure 5.44: Feedback Provider | Teacher |
| **8. Assessment**  [](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/scaled-1680-/pOfimage.png)  Figure 5.45: Triggering the Assessment Option in a Task | A learning task can also serve as an assessment. If you select the assessment option, you will need to - assign the feedback provider(s), and - specify the targeted learning outcomes for this task to be assessed - e.g. Demonstrate openness to elderly perspectives in design discussions |
| **9. E-learning Tool**   Figure 5.46: Interface for Adding E-learning Tool(s) to a Task | The e-learning tools section allows you to select the type of tool you want to use to implement the task. For example, if you want to create a space for students to submit their homework, you can choose the Assignment tool, as demonstrated here. |
| **10. Resources**   Figure 5.47: Interface for Adding Resource(s) to a Task | The resource section allows you to select the type of resource or tool you want to use to support the learning process. For example, you can upload the interview guiding questions and the interview skills rubric for use in the course. |
| **Item** | **Description** | **Example** |
|---|---|---|
| 1. Information Window |  Figure 5.52: Information Window in the CC Section | In the CC section, the information window will visualise your overall CC design with the pie chart - Distribution of time spent on learning task types - Distribution of number of iLAP tools adopted - Distribution of time spent on delivery modes |
| 2. Header | [](https://ideals-doc.cite.hku.hk/uploads/images/gallery/2025-12/scaled-1680-/DyQimage.png) Figure 5.53: An Example of a Curriculum Component Sequence Total Learning Time: 440 min - It includes the time spent on all pre-class, in-class, and after-class activities. Designed Total In-Lesson Time: 335 / 490 min - 335 min is the time spent on in-class activities. - 490 min is the possible in-class time allocated for this course Expand all - Expand all the CC to see the details Collapse all - Collapse all the CC to hide the details | |