University of Balamand

Faculty of Arts and Sciences

Education Department

EDUC-341

Theories of Learning in Educational technology

Instructor Guide

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Beekeeping 2: Design a Product

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I. Adopted Theory:

- Constructivism

- Pedagogical Model: Situated Learning- Concept Map

- Situated learning strategies:

1- Collaborative learning

2- Authentic activities

This workshop highlights the theory of situated learning. This theory is grounded on Bandura’s social learning

(modeling) and Vygotsky’s constructivism (scaffolding and fading). Batson (2011) explains that learning occurs

in an authentic environment where the learner practices their skills. In this workshop, professionals ensure skills

and knowledge whereby the audience constructs their knowledge with real-life experience. They get to engage

in demonstration activities while extracting the bee products. This workshop demonstrates how students are

actively involved in real-world problem-solving. Information acquisition becomes a part of the learning activity.

The success of contextual learning experiences is on social interaction and physical activity. Learners create

their understanding based on the experiences they bring to this workshop. Therefore, these activities align with

the characteristic of situated learning. This approach includes real activities and access to professionals. Hence,

they are modeled by beekeepers and on a bee farm. The attendees will observe the products before attempting to

extract them. Also, it encourages knowledge creation through cooperation. Collaborative work is held through

the first jigsaw activity, where they identify the different bee products and extract them via station rotation

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during the second activity. As for the assessment, Young (1993) explains that assessment is not an afterthought

to an instructional design or steps in a linear sequence of pre-test, and post-test. The evaluation must become an

incorporated, continuing element of the educational process and provide feedback for the instructor and learner.

Hence, the first activity was assessed by a Kahoot game and the second activity was assessed through the

attendees’ performance of demonstrated extractions in groups to check for understanding.

In the end, this approach allows the learners to experience multiple roles and viewpoints to select the product

that suits them the most. Students build their learning in contextual learning experiences that depend on social

engagement and kinesthetic exercise.

II. Learning objectives:

After completing the workshop, attendees will be able to:

- Distinguish the different hive productions and explain their uses.

- Describe the numerous bee products .

- Recognize the different methods of extracting bee productions.

III. Instructional Problem:

The on-going economic crisis has had severe consequences on the job market, and people all over the country

are finding it more difficult to make a living. Specifically, farmers in rural areas are struggling to profit from

selling their produce, due to inflation. Beekeeping falls under farming practices that are prosperous in rural

areas since it doesn’t require a large investment, and is capable of yielding good profits when managed

properly. That’s why many residents of rural areas have resorted to beekeeping for making a living. Most

beekeepers in rural areas focus on honey production, which has rendered the current market saturated with the

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product. Beekeeping offers a wide range of several other products that can be marketed for sale besides honey,

and the purpose of this training is to allow beekeepers/farmers to distinguish the different products that can be

extracted from hives, and sold for profit. After this workshop, farmers will be well informed of the several

beehive products and will be able to extract them and design a product for sale.

Audience: Women in rural areas

For this workshop, our audience is women in rural areas. Despite the economic crisis affecting everyone,

educated women in rural areas are finding themselves more financially dependent on men, who aren’t making

enough money themselves. This workshop will provide them with a safety net to improve their livelihoods and

help them start a business, which will in turn support their husbands and families, and empower them. This

specific audience has a familiar idea about the topic and already assisted in a previous workshop that introduced

beekeeping. They have prerequisite knowledge about all the terminology and tools. Hence, they are familiar

with the material that will be presented to them. As we said before, we chose this specific category of women to

help them invest their knowledge in creating their own hive product at a low cost.

Sequence of instructions:

This workshop will run for two and a half hours. After this workshop, women will bring a new product to

market with a low cost.

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 A. Workshop schedule

Learning Objective Time

activity

Discussion, Distinguish the 70 minutes total:

different hive
Writing 15 min: Prior knowledge
products, and
hypothesis
explain their uses. 15 min: Video about bee products

Describe the 30 min: Group work (jigsaw): use of bee

numerous bee products (resources: books, articles,

products . handouts...) +

10 min: fill a mind map about bee products and

their uses

5 min: Assessment Kahoot Game

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 Discussion, Recognize the 85 minutes total:

Guided different methods

20 min: an expert modeling several ways of
practice of extracting bee
extraction.
products.
Modeling and
50 min: Group work( rotation) let them extract
practice
and collect data

15min: Discussion +summary.

Aims and objectives:

1-Distinguish the different hive products, and explain their uses.

2-Describe the numerous bee products .

Materials and resources: Videos, Mind Map, PPT, Cardboards prepared by the instructor , crayons.

Warm up and eliciting prior knowledge:

Duration:15min

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The instructor will remind the audience about what they learned in the previous workshop by showing them a

power- point and identifying the different castes of bees and the development stages of each one.

Video

Duration:15min

https://www.youtube.com/watch?v=c0B_8jOgHc0

The instructor divides the audience into 4 groups. Then, the instructor

distributes 5 cardboards to each group. The cardboards should have a printed

image of the products. The attendees are also provided with cardboards on

which the following terms are written “pollen, royal jelly, beeswax, propolis,

and venom”. Every group is expected to recognize the product and its name.

Pollen Royal jelly Propolis Beeswax Venom

Group work :Jigsaw

Duration:30min

The instructor explains the activity then divides the audience into 5 groups and the bee products into 5 segments

(pollen, royal jelly, beeswax, propolis, and venom). Next, the instructor assigns each student in the group one

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product to learn about by watching a video and reading information. Then, they are divided into expert groups

to discuss the main points and rehearse the presentation. Lastly, the instructor brings the students back into their

jigsaw groups to present.

1- Royal Jelly

https://www.youtube.com/watch?v=bKucqkgZxAw

2- Bee Pollen

https://www.youtube.com/watch?v=TpNZrHmnf-k

3- Bee Venom

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https://www.youtube.com/watch?v=TA8Ic0iYGGM

4-Propolis

https://youtu.be/1s4y1yFOSe4

5-Beeswax

https://youtu.be/kFYRhjg8dP4

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Definitions: www.webmd.com

Mind Map:

Duration:10min

After the presentations in the jigsaw groups, each group needs to fill a mind map on Mindmeister describing the

bee product and how it can be used in their daily life.

https://mm.tt/1837654113?t=DFbPkrMVQa

Assessment:

Duration:5min

The instructor will prepare a Kahoot game to check their understanding.

Kahoot link:

https://create.kahoot.it/share/bee-products-quiz/57155f7d-b785-467f-bf53-9ba36bb9e842

Aims and objectives:

3- Recognize the different methods of extracting bee products.

Duration: 20min

Materials and resources: - A beekeeping expert to demonstrate the extractions.

- A local bee farm.

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 - Notebooks, pens, a prepared hive, bee suits, smoker fuel, hive tools set (hive

opener, bee brush, stainless steel knife… ).

- The instructor shows a PowerPoint that presents to the audience the tools, protective clothing and their

uses so that they can enjoy a safe experience.

-The Audience wear their protective clothing and are led to the field.

-The instructor models several ways of extraction.

Duration:50min

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The instructor divides the audience into 5 groups and explains that each group will rotate through several

stations. Every station holds one type of extraction. Each group, guided by an expert, stays at a station for 10

min where the expert will extract one type of a product.

The groups are divided heterogeneously according to their needs.

1- Extracting Pollen

A pollen trap is already put in the hive. The group remove the trap and extract the pollen

The pollen must be dried out in the shade as quickly as possible. Otherwise, the pollen's

vitamins will be destroyed. It should be sparsely dispersed in the shade, where there is a breeze. Because pollen

interacts with nectar, it is moist; nonetheless, well-dried pollen will break like rice between a person's teeth. It

needs to be that way.

2-Extracting Royal jelly

In this station, the group will remove the cells then extract the jelly and store it properly. It necessitates the use

of specialist equipment as well as a refrigerator. The process entails separating the queen from the colony and

instructing the bees to create new queen cells. The beekeeper uses tweezers to extract the queen bee eggs and

swab the prized royal jelly out when the quality and quantity are at their peak. Every year, 250-500g of royal

jelly may be extracted from each hive. It must be maintained below 4 degrees Celsius from the collecting sites.

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3-Extracting Venom

The bees are enticed to sting a collecting frame or cloth, which dries and then

scrapes away with an electric shock method. Because this powder is

extremely hazardous to handle, it must be freeze-dried and kept away from

moisture and light. It may be harvested without harming the bees.

4-Extracting Propolis

There are 2 methods to extract propolis. The instructor demonstrates both methods to the students

1) Using a trap.

The trap is usually made of a thin plastic sheet that contains slits, and is placed in place of the inner cover on the

hive. With time, bees will fill these slits with propolis.

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The instructor will pick a hive whose sheet is filled with propolis and do the following:

1- Take out the full board and put it in a bag.

2- Place the bag in a freezer for a few hours.

3- After removing the bag from the freezer, scrape the propolis off the board with a tool.

2) Cleaning honey supers during honey harvest.

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 Here the instructor will pick a honey super that has been emptied of honey and do the following:

1- Scrape the remains of the super box after honey harvest.

2- Soak the scrapings in a bucket of water to remove the contaminants from the propolis. The

propolis will sink down while the dead bees, wood pieces and bees will float

Pictures of propolis extraction: https://www.youtube.com/watch?v=z2U1guHpEG0

https://www.youtube.com/watch?v=RJn_8fOQozg

https://www.beeculture.com/processing-propolis-part-1/

5-Extracting Beeswax

A few days before the course date, the instructor would have extracted honey and let the wax cappings drain so

that any excess honey is removed.

On the day of the course, the instructor would do the following:

1) Wash the drained wax in a bucket of warm water to remove excess honey.

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2) Drain the washed wax through a strainer. Repeat this washing process until water runs clear

3) Place the drained wax in a double boiler for melting.

4) Strain the melted beeswax through a couple of layers of cheesecloth to remove any debris.

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 5) Re-melt and re-strain as necessary to remove all impurities from the wax.

6) Pour the rendered wax into a mold.

Formative Assessment

The attendees will then perform the extractions in groups to check for understanding.

Discussion+ summary:

Duration: 15min

- The instructor asks the following questions:

What did you learn from this experience?

What are the benefits of these extractions?

What are your visions for these products?

- Learners need to write a summary on what they learned and how this workshop will help them to invest

in their own project.

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References

Batson, Trent. (2011). Situated Learning: A Theoretical Frame to Guide Transformational Change Using

Electronic Portfolio Technology. Journal of ePortfolio, 1,107-114.

Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and

Development, Vol. 41, No. 1, pp. 43-58.

PowerPoint Presentation:

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