As an asynchronous online project, the main characteristics of technology that our group chose for are free, open, and easy-to-use. The following technology tools are four major tools that we used in this project, including WordPress, Google Group, Google Docs, and Google Forms.

WordPress

Academic blog posts in relation to the four essential questions and different learning outcomes will be all presented on WordPress (this website). As a fully asynchronous online project, WordPress can provide a much more open, accessible, and flexible platform for people to participate in their learning. There are no restrictions on the learning place, pace, and time for learners as well. Also, a variety of multimedia, such as videos, audios, and images, will be embedded in blog posts, based on different topics; therefore, it will be very informative, effective, and attractive. 

Google Groups

Google Groups is designed for learners to discuss questions in relation to our topic asynchronously. By using Google Group, we, as instructors, can ask questions based on different sub-topics and encourage learners to share their ideas, discuss and answer questions, and ask for help. This online tool will not only help learners interact with each other, but also help instructors determine a learner’s participation in his/her online learning. 

Google Docs

Google Docs is used for learners when writing assignments and group projects are asked. It’s a very effective and useful tool for learners to edit and write papers together. This online tool is used for some of our sub-topics as the part of assessment, in which writing assignments are asked by instructors.

Google Forms

Google Forms is used to make online quizzes for our learners by us. The form of the online quizzes in this project is multiple choice question. This online tool is useful and effective in this project as the part of assessment because both instant feedbacks and grades will be given to learners after they submit the quizzes.

This interactive learning resource is intended for individuals who feel interested in Chinese tea, culture, and history. It will contain four main parts: the origins of Chinese tea, Tea’s nutritional value, types of Chinese tea, and Chinese tea ceremony. In this online project, learners need to learn this topic, participate in activities, and interact with materials by themselves individually. The main purpose of this project is to expand learners’ knowledge of Chinese tea culture. It is based on the subject of Asian Studies. 

The Topic of the Resource

Nowadays, tea is one of the most popular beverages in the whole world. The popularity of tea is attributed to its potential health benefits with attractive and pleasant flavour. Based on the different processing methods, tea can be usually classified as green tea, oolong tea, black tea, white tea, yellow tea, and dark tea in China. Also, “tea-tasting was considered a refined cultural activity and an artistic preoccupation for Chinese literati and officialdom. Tea and tea-related activities have penetrated various aspects of social life and take on unique cultural characteristics” (Li, 1993).

The topic of our group’s interactive learning resource is about the basic knowledge of Chinese tea culture. Specifically as discussed throughout this blog, there are four main parts of this topic, including the origins of Chinese tea, tea’s nutritional value, types of Chinese tea, and Chinese tea ceremony. People will learn about Chinese history, culture, traditions, and characteristics from this topic clearly.

Technology Tools

As a fully asynchronous online project, a variety of social media tools will be applied to help you engage in your learning process, interact with the materials, and achieve success in this project. More specific introduction will be shown in “Rationale for Technology Choices“

Textbook & Required Resources

You are NOT required to purchase a textbook for this project. All readings will either be freely and openly available on the web or will be accessible through the University of Victoria library.

References

Xiousong, L. (1993). Chinese tea culture. Journal of Popular Culture, 27(2), 75-90.
https://doi.org/10.1111/j.0022-3840.1993.00075.x