Author: Brittany (Page 5 of 9)

https://taoyuchen.opened.ca/interactive-learning-resource-revise/

Hello Pod 6,

Great subject of Impulse Purchase Behaviour!

I like the diverse activities used (basic knowledge acquiring, role play, exit ticket and peer review writing posts). Using role play allows students to further understand and engage in the material. As such I think that this activity support diverse learners needs. In regard to the textbook that will be used I am wondering if you have a particular textbook in mind, if so, does this textbook have alternatives for students with exceptionalities? I know you talked about audio in the final paragraphs, but I am wondering about other exceptionalities too such as visual aids… Also, I like the idea of using Facebook as a platform to convey their learning, however I am curious on what the privacy and concerns could be related to doing this? Furthermore, having an exit ticket is a great way to check understanding and I would love to see an example of what would be included on this exit ticket, as I believe it can be a powerful learning device.

Rationale:

Great opening sentence about how teaching is “not simply presenting knowledge but to let them learn knowledge effectively.” This is crucial as you are addressing how we need to let them learn and in order to do so we need to provide the necessary tools! The relationship to cognitive theories is clear around the use of the textbook! I particularly enjoyed the point of connecting personal experiences as I believe personal experience supports understanding. I found the peer sharing activity 4 also beneficial as it supports collaboration and learning from others. I am wondering in regard to the final writing task if there could be an option to draw or communicate learning in a different format? Many of your activities use both personal experience and exchange ideas with peers which further supports learning. Under the constructivism approach you effectively address how students will learn to critical think and make decisions by forming assumptions about their chosen advertisement. This is a valid point and challenges students to address assumptions a pre-conceived stereotype, for example. I appreciate how you further elaborate on the importance of interests as this puts the learner at the center of their learning and how later on you further contrast this with traditional teaching. You also mention hands on learning, I am not sure if I understand how this approach will be relevant in your learning resource, but I think it is a great idea! Amazing quote by Younker (2020), I am a firm believer in inquiry, and I think guiding is a key concept for this method as you mention. I am curious if you looked into what type of inquiry your learning design can foster? For example is it a guided inquiry, free inquiry etc. Rebecca Bathurst Hunt and Trevor Mackenzie have a great diagram to further describe these! If a student after section one does not seem engaged or curious about the subject, I am interested how or what options would be available to that learner?

Learning context

I think this topic is appropriate and useful subject for the desired target audience of college and university students. I am wondering how many students your intent for each activity and how you plan to deliver these (centers, tasks etc)?  In regard to the second paragraph under that subject, I am wondering if you can generalize a bit less. From my understanding, I feel like you are saying all students have basic reading and writing, although this is true for almost all cases I think it would be beneficial to consider those who may have an impairment such as no hands for example how are they categorized within this statement of basic ability to write… I also believe that using the internet can cause barriers to all so saying that it will not pose a problem may not always be the case. I think these are great ideas and reasons to why higher education students are the audience; however, I do believe that it is important to be mindful of all circumstances. That could just be a misunderstanding on my part but would love for that to be clearer and more inclusive to all needs.

Learning outcomes

Very clear outcomes! I would maybe consider adding one for the section 1 activity as I think you mentioned it earlier but did not add it here. Could it be along the lines of students will gain more insight and interest of the subject through an introduction activity where they will learn from a textbook.

Assessment plan

Very clear and concise opening sentence. I like how you address that assessment. This ensures “learners have the information they need to meet the learning outcomes.” Great Idea to include formative and summative assessment! I love how you acknowledge that formative assessment supports the learning journey and how the true or false questionnaire is for learning purposes and not assessment. This is empowering as it allows learners to make mistakes and check understanding, quality statement.

I like how the summative assessment includes both the instructor and other students. As this allows for peer learning and collaboration. All opinions are valuable, and it is great that your learning design provides that option.

Inclusion of diverse learners

You effectively address the need of your two chosen exceptionalities (ESL and loss of hearing). You address loss of hearing obviously there are different extents to this, however sometimes talking is not clear as they cannot hear themselves (def or near def community). I am wondering if there is a different application that may further benefit this group and that all students can use as well! Great idea around using subtitles! Great tools to support ESL students! I like how you address the purpose behind the chosen 200 words great way to back up the claim.  Some may have privacy concerns with uploading a video to Youtube, what are your thoughts around this potential issue?

Technology

“The best method to help learners to learn is to find out what they want to learn and use the method they prefer to guide them.” What an empowering way to communicate the effectiveness of learning. Well thought out connection to learning audience and technology/internet! Perfect example of an alternative (audio) around the textbook. I really value the idea of using videos as I think this supports the diversity of learners and it allows all students to review much like you said. Thoughtful connection to Paskevicius and Irvine and your intents with your learning design.

All in all, I think you effectively created a useful and well thought out learning resource! I had so much fun reading and learning alongside your work! Wish you all the best!  Good work!

https://ajedci335.opened.ca

Hi Alistair,

Really great post! I always like to use Ted Talks as they follow so many multimedia principles that support learning! I would have like to see the video embedded as it would have been easier to access. However through your reference list I still managed to watch and listen to the Ted Talk on Happiness! I value the importance of recognizing the students needs related to feelings and how you address an activity that allows the students to reflect on feelings. Sometimes I think feelings can be easily missed, and recognizing and providing time to think about them is thus essential! At the end of your blog post you also address the closing statement of the video, I know it is a broad statement however I personally think that having an open statement allows people to reflect.  By saying “the good life is built with good relationships”, this promotes reflection of what is “good” and how does this apply to my life. Also something I value in relation to inclusive education is the video allows learners to listen, watch as well as read (closed captions) depending on their needs and learning styles.

The following is the video (https://www.youtube.com/watch?v=KM-59ljA4Bs)  I have chosen in relation to my interactive learning design subject of the water cycle.This video demonstrates a song and a dance in order to learn the main elements and the functions of a water cycle.

1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
   • The interaction of this video would be for students to get up and dance. Dance pedagogy is powerful as it engages students to learn through movement. As such, students will be able to listen, do and visualize the concept (I would have a water cycle diagram or something nearby).
2. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
   • This video would provide students to learn by doing. Therefore, they would be engaged through the movements.
3. What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
   • The activity would help develop movement skills, as well as recollection as a movement would be associated to a word or the water cycle. Therefore, the student may repeat the motion. The goal of this video would be to learn and do the dance to help support students understand the water cycle. Students would be able to do this by using Youtube and perhaps filming each other practicing using FreshGrade.
4. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
   • The students could learn this dance and at a year end, the students could demonstrate their learning through a performance that could be showcased to the parents. Students would be able to receive feedback from peers, review the video as needed as well as seek guidance from the instructor. The teacher could thus provide feedback using FreshGrade and videoing or through practices. For example, if the teacher notices someone doing something differently, they could address and review that part of the dance with the whole classroom.
5. How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?
   • I think this could be manageable and a great cross curricular activity (Physical Education and Science). It would be manageable for large numbers of students although a gym or a theatre may be a better place to learn it. I also believe that this activity would be fun and therefore the children would not see it as work but rather as a game. This could be difficult if you are not a dancer but upon reviewing the video, I believe anyone would be able to teach and do this dance. You could also make your own dance or let students make their own if you wanted. (I actually did a very similar activity when I was in elementary school and loved it!).
6. How could the video have been designed to generate more or better activity from viewers or students?
   • The video could have further broken down the steps and taught the dance! However, the teacher can always do that too.
7. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
   • Since it is a movement video it is important that if you have students who may not be able to participate fully, have alternatives for them. For example, if they can only use their feet provide steps, or if they can only use their arms provide arm motion. Now if they cannot do any movement, allow all students the opportunity to sing instead or to draw the steps out. Allowing choice to all students can benefit all learners.

https://victorsblog.opened.ca/inclusive-design-meeting-needs-of-all-learners/

Response to Victor’s Inclusive Design Blog

Hi Victor,

I was drawn to your blog as it includes the main principles to the Universal Design for Learning! I find it very beneficial that their learning plan extends beyond just what is being taught in the classroom as it also takes into account previous experiences and knowledge. I like how you also addressed how various platforms related to assessment can benefit students and provided options related to mastery and online quiz surfaces such as Kahoot and Quizlet. This makes me think of how diverse platforms can serve different purpose of assessment (formative or summative assessment) as well as formats (multiple choice, long/short answer and speed (related to Kahoot quizes). I also agree that both choice and sharing previous experiences and knowledge is beneficial to create an inclusive and open dialogue in the classroom. It thus can help students learn from each other and understand their individual strengths and needs.