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Final App Review: Khan Academy Kids

June 25, 2020 / / 0 Comments

(Photo retrieved from: https://khankids.zendesk.com/hc/en-us/articles/360004559231-Welcome-to-Khan-Academy-Kids )

Introduction

Interactive multimedia applications are beneficial as they aim to support the diversity of student learners by promoting the use of various features. According to Arnold (2020), Khan Academy Kids increases literacy skills through its widely free and available surface. As such, Khan Academy Kids ties into numerous multimedia principles and demonstrates the use of various learning styles. Through its strengths, we will analyze the principles of multimedia, the pedagogy and the inclusion of diverse learners.

Photo created on Canva by Brittany

Principles of Multimedia 

Khan Academy Kids utilizes the modality principle of narration and images to convey meaning and instruction. As Mayer (2014) states, “students learn better when the associated statements are narrated rather than presented visually”. This is especially vital for low-experienced learners who need extra assistance when learning meaning. By doing so, young students are able to better interpret the meaning of the material instead of experiencing cognitive overload with the inclusion of words on the screen. Additionally, the multimedia principle is evident throughout the app as the incorporation of both pictures and words allows young learners the ability to connect meaning to text. This is especially evident in the reading activities where young students are developing literacy skills. Fletcher & Tobias (2005) state that “words and images evoke different conceptual processes and that perception and learning are active, constructive processes”. Thus leading to the conclusion that Khan Academy Kids is developed in a way that promotes active learning and cognitive growth. In regards to classroom use of the application, the collaboration principle which states “people can learn better with collaborative online learning activities” (Mayer, 2014) demonstrates the benefit of learning with the addition of technology. Using this app as an extension to classroom learning will reinforce concepts and allow students to practice their learning at home with guidance.

The voice principle explains that people learn better when words are spoken in human voice, rather than machine or foreign-accented human voices (Mayer, 2014). Khan Academy Kids does not completely satisfy this principle, as a lot of the activities are spoken by a machine generated voice. That being said, the machine generated voice is presented by Kodi Bear, who is an on-screen agent and displays human-like movement and gestures, which satisfies the image principle (Mayer, 2014). 

Khan Academy Kids’ Daily Circle Time (https://www.youtube.com/playlist?list=PLsO1jePSb_ql1hbBk81aZdg9TeED_LLcd) feature is put on by members of the Khan Academy Kids team and thereby exhibits the voice principle. It also demonstrates the worked-example principle, as their drawing activities include drawings done by other students. The worked example principle is also shown in their math activities, which can be beneficial for many students’ learning styles. Research has shown that when learning a new task, worked-examples are more efficient because it reduces the working load memory (Paas et al, 2004).

Pedagogy of Khan Academy 

Khan Academy Kids goal is to “inspire lifelong learning” through fun activities that are widely available and academically engaging for all students (Khan Academy Launches New Educational Program For Children Ages Two To Five (2018, July 12)). Therefore, Khan uses content-centered video’s as it’s main form of pedagogy. This approach focuses on what the theme is, followed by the subject area and the aimed grade level (Di Blas et al., 2014). Through the application, students are able to use the features to best support their learning. According to Di Blas et al., (2014), another key pedagogy of Khan Academy Kids, is the Technology, Pedagogy and Content Knowledge (TPACK) model. This suggests that students use technology as a tool to understand the content, which helps teachers use this model to create a lesson plan that focuses on how to teach with technology. This is crucial as it recognizes the benefits of technology in the classroom. All in all, the TPACK model helps educators make purposeful lessons in accordance with technology. 

Photo by Annie Sprat on Unsplash

Additionally, video-based learning follows a student centered approach. This tool acts as a means to provide children with the opportunity to have choice in their learning. It thus also allows the students to learn at their own pace as they are able to rewatch, rewind, fast forward. As a result we address the personal needs of each student through an inclusive design for learning. 

Inclusion of Diverse Learners

One of the main benefits of Khan Academy Kids, for both teachers and students, is its ability to include diverse learners of many different abilities. An advantage that digital learning apps have over traditional methods of instruction is their greater ability to accommodate different learning styles and to consider prior student knowledge. While using Khan Academy Kids, the number of times the material is repeated, “the quantity and type of scaffold to aid learning, and the level of difficulty, can all be adjusted automatically based on the learner’s response” (Allen et al., 2016). Khan Academy Kids allows instructors to differentiate instruction with ease as the app enables students to learn and engage with the content at their own pace regardless of their grade level. One teacher in the United States who uses Khan Academy in her classroom regularly reported that the self-paced instruction that came with using the app allowed her to spend more time “working with individual students and less time on whole-class instruction” (Murphy et. al, 2014) something she preferred and believed benefited her students. This smooth transition can be critically important for language interventions for children with Autism Spectrum Disorder, where repeated exposure is required for learning (Allen et al., 2016). In addition, because of the app’s high engagement, it also supports learners with ADHD and ADD.

Based on the International Electronic Journal of Elementary Education’s App Checklist for Educators, we would rate Khan Academy Kids as a “five star” app because of its high student interest, design features, connections to the curriculum, and effective instructional features (Lubniewski & Mcarthur, 2018).

Conclusion 

Overall, Khan Academy Kids acts as an interactive resource that aims to empower all learners. Khan Academy brings interactive and innovative ideas and resources through a free and accessible environment. Therefore these features allow children to learn by engaging with numerous multimedia principles and pedagogies in order to meet their individual learning styles and needs. As such, Khan Academy Kids fosters a fun interactive learning resource, which empowers them to be engaged through a student-centered approach. Thus, it provides them with the necessary tools to grow and further their knowledge and understanding. 

Post by Amanda, Clara, Stephanie and Brittany

References

Allen, M. L., Hartley, C., & Cain, K. (2016). IPads and the Use of “Apps” by Children with Autism Spectrum Disorder: Do They Promote Learning? Frontiers in Psychology, 7. doi:10.3389/fpsyg.2016.01305

Arnold, D. (2020). New Educational App Shows Promise for Improving Pre-schoolers’ Pre-literacy Skills. Retrieved from: https://www.umass.edu/newsoffice/article/new-educational-app-shows-promise 

Di Blas, N., Fiore, A., Mainetti, L., Vergallo, R., & Paolini, P. (2014). A portal of educational resources: Providing evidence for matching pedagogy with technology.Research in Learning Technology, 22, 1-26. doi:10.3402/rlt.v22.22906 https://journal.alt.ac.uk/index.php/rlt/article/view/1496/pdf_1 

Fletcher, J. D., & Tobias, S. (2005). The Multimedia Principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (p. 117–133). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.008

Khan Academy Launches New Educational Program For Children Ages Two To Five. (2018, July 12). PR Newswire. Retrieved from https://link-gale-com.ezproxy.library.uvic.ca/apps/doc/A546317714/ITBC?u=uvictoria&sid=ITBC&xid=0a6b107f

Lubniewski, K. L., & Mcarthur, C. L. (2018). Evaluating Instructional Apps Using the App Checklist for Educators (ACE). International Electronic Journal of Elementary Education, 10(3), 323-329. doi:10.26822/iejee.2018336190

Murphy, R., Gallagher, L., Krumm, A ., Mislevy, J., & Hafter, A. (2014). Research on the Use of Khan Academy in Schools. Menlo Park, CA: SRI Education. https://s3.amazonaws.com/KA-share/impact/khan-academy-implementation-report-2014-04-15.pdf

Paas, F. Renkl, A., & Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science, 32(1/2), 1-8. Retrieved from www.jstor.org/stable/41953634

Group Evaluation Multimedia App: Khan Academy Kids

June 19, 2020 / / 0 Comments

Our group evaluated four apps according to the multimedia principles. We analyzed TedEd Talks , Khan Academy Kids, Bramble Berry Tales, Seesaw, All of which demonstrate various strengths and uses within the classroom. Upon discussing some of the benefits and uses of each app, we have selected to do Khan Academy Kids for our final project.

Something that enlightened our decision making is that we have all used Khan Academy both in elementary/high school and post-secondary. As such we have experience using the app and to this day still continue to use it. The other reason is that it is very interactive with the games and it fosters various levels. As such students have the opportunity to learn at their own pace.

Furthermore, I also believe that videos further engage students as such Khan Academy align well with multiple multimedia principles!

Here is a video of the way Khan Academy Kids works!

Although TedEd Talks are similar, I believe that the format of Khan Academy kids is more beneficial for learners as it focuses and aligns more thoroughly with curricular competencies.

Additionally, Khan Academy allows students to prepare for school as well as it helps students up to about grade 1 learn key concepts by fun games and videos! This platform can thus be useful during times like Covid-19 where school is online!

Here are some ratings (found online) from parents around Khan Academy in general and Khan Academy Kids App as well.

In regard to Bramble Berry Tales I believe it will be a very useful app for educators! However, since it is very new, I think that it has more developing and discovering to go but cannot wait to explore and learn more about it soon!

Seesaw is a portfolio-based app that connects students learning to the teacher and their families. Tools like creative thinking make it an interactive tool that helps teachers understand the child’s thinking. As such this tool serves many benefits as it looks at the thought process and uses various multimedia principles. There is so much to learn with Seesaw, however I believe it follows US and Australian privacy laws which doesn’t effectively align with Canada PIPEDA law. Whereas Freshgrade which is a very similar platform does as it is a Canadian based company.

All in all, the benefits of Khan Academy Kids can be described in the poster (I created on Canva) below and I look forward to further analyzing it for our final project.

Furthermore, the following to articles provide great insight on more of the benefits of Khan Academy.

Khan Academy Website article

Khan Academy Kids article

Remix Project (Chapter 14)

June 18, 2020 / / 0 Comments

Chapter 14 Summary The Cambridge Handbook of Multimedia Learning Mayer (2014)

The use of multimedia is important in order to understand the benefits of multimedia learning and how principles are used to support learners. As such, there has been notable research around multimedia principles. In particular, the principles of personalization, voice, image and embodiment have been analyzed as effective ways to base a multimedia resource. Throughout this analysis we will evaluate the previously mentioned principles and their benefits towards learning.

Theoretical Rationale 

The theoretical rationale of these principles is used to foster purposeful learning. Therefore, Mayer et al., (2004), elaborates on two approaches; firstly to reduce a learner’s cognitive load and secondly to increase the learner’s motivational commitment. The article acknowledges that there are many external factors that affect the learners cognitive processing. Correspondingly, social cues further support the learning outcomes and are thus essential to support the learners understanding, processing and problem solving of the information. All in all, it is the theoretical approach of social agency that prompts the learner to be engaged as social cues create a learning dialogue that promotes responses. Moreover, this is an enhancement of the cognitive theory of multimedia learning that supports learning.

The goal of these principles is to thus “increase the learner’s feeling of social presence” (Mayer, p.348, 2014), as this increases the learning outcomes and learning process of the individual. Through the use of personalization, voice, image and embodiment cues, we will analyze their effectiveness.

Personalization Cues 

The objective of the personalization cue is to make the multimedia resource more conversational. In order to accomplish this Mayer (2014) suggests using first person (I) and second person (you) narratives as well as using personal and direct comments and examples. The personalization cue puts the learner in their shoes through an immersive and role play tone by which the learner is going on that journey.

Voice Cues 

The message and intent is impacted by the voice cues. Voice cues support the claim that the audio is human generated and not a monotone robot system. It reiterates the idea that “someone is speaking directly to you” (Mayer, p.351, 2014). Much like robotized voice, a strong foreign accent can also impact the learners cognitive process and understanding of the message. Therefore these factors and use of human voice is critical to support learning through multimedia resources.

Image Cues

The image cue refers to the use of an on-screen character or ‘animated pedagogical agent’ that has the intention of deepening a learners understanding. The animated pedagogical agent may offer explanations and feedback to the learner by speaking directly to the audience and interacting with other elements on the screen such as pointing to essential information.

Embodiment Cues 

Animated pedagogical agents experience either low or high levels of embodiment depending on how humanlike they are. On-screen agents with a low level of embodiment are often static, have limited to no facial expressions, and lack eye gaze. Alternatively, an on-screen agent with a high level of embodiment will exhibit human-like gestures and movements, eye gaze, and an array of facial expressions.

Research on the Personalization Principle 

When conducting research on this principle, Mayer questioned if students learn more deeply when personalization cues are used. To answer this question an experiment was conducted where students were split up into two groups and shown a short informational video about lightning. Each group was shown a different version of the video, one that contained personalized language cues and one that did not. This experiment concluded that the personalized group of students performed better at a problem-solving transfer test than the non personalized group. This was found to be true for both on screen text and audio information.

In a second experiment, Mayer examined the effects of a personalized and non personalized on-screen agent on student learning while playing a science learning game and came to the same conclusions.

In a third study, Mayer examined the effects of the articles ‘the’ and ‘your’ on student retention in relation to a short narrated animation. The personalized group viewed the video with ‘your’ language and the non personalized group viewed the video with ‘the’ language. Even this small change highly favoured the personalized group. Another study by Wang et al. (2008) showed that students performed better with a polite agent than with a direct agent.

Overall, there is strong evidence that confirms the personalization principle and proves that “people learn more deeply when words are presented in conversational style rather than formal style” (Mayer, p.356, 2014)

Research on the Voice Principle
Mayer (2014) discusses how different accents such as “standard accent to a machine voice or human voice with a foreign accent” (p.357) can result in different performance standards. Participants performed best when listening to a standard accent. In an additional study, Mayer tested students who learned from an online presentation with a pedagogical agent standing next to the slides. Students performed best when the agent used human gestures and voice rather than a machine voice and no gestures. To conclude, Mayer found that students performed best when listening to a non accented human voice rather than a machine or accented voice. Moreover, social cues and gestures helped learners when watching a pedagogical agent.

Research on the Image Principle
Mayer explores the addition of having an image of a speaker on the screen to benefit student learning performance. After 14 experiments varying from static images, a talking head or a cartoon character with either voice or text, the results concluded that “there is not strong support for adding the speaker’s image to the screen” (Mayer, p.360, 2014). The tests conducted were considered low embodiment as the on-screen images did not engage in much “humanlike gesturing, movement, eye contact, or facial expression” (Mayer, p.360, 2014).

Research on the Embodiment Principle
The addition of a high embodiment on-screen image led to higher performance standards of students. Studies have shown that students learn best when the on-screen agents “exhibited humanlike eye gaze, gestures, and pointing” (Mayer, p.361, 2014). Therefore, there is some evidence to suggest that the embodiment principle “people learn better when on-screen agents display humanlike gesturing, movement, eye contact, and facial expressions” (Mayer, p.362, 2014) is true.

Cognitive Theory and Instructional Design Implications

Mayer (2014) explains that social cues that are incorporated by an on-screen agent can have an effect on a learner’s understanding of the multimedia material. For example, “humanlike gestures, facial expressions, eye gaze and movement all serve as a social cue” (Mayer, p. 363, 2014). There is also research indicating that the physical presence of a character on a screen is a social cue that does not affect the motivation of a learner. That being said, Mayer (2014) also describes that on-screen characters can serve as cognitive aids by guiding the learner’s attention through pointing.

Mayer (2014) explains that when creating multimedia instructional messages, the material should be sensitive to social and cognitive considerations. The addressed principles aim to support learning by aligning and following social cues and suggestions made by Mayer, in order to make it real and interactive.

Connection to Teaching 

Multimedia learning and principles are key as they provide opportunities to learn using various resources to promote meaningful learning. Notably the principles of personalization, voice, image and embodiment stress the importance of communication and connection. These principles individualize the material, make it realistic and foster interactiveness. As such, using video surfaces and multimedia learning enables the diversity of student learners to prosper in their learning.

Blog post by Pod 2: Clara, Stephanie , Amanda and Brittany

References 

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style. Journal of Educational Psychology, 96, 389–395.

Wang, N., Johnson, W.L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human-Computer Studies , 66 , 98–112

Peer Review Pod 6: Impulse Purchase Behaviour

June 18, 2020 / / 0 Comments

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!

Multimedia App Evaluation: TedED

June 15, 2020 / / 1 Comment

Ted Ed

Multimedia Principles

Ted Ed Talks are typically a live PowerPoint presentation. Sometimes you see an individual presenting, an individual talking and sharing their slides (pictures) or other times you hear their voice in the background and just see the slides. The benefit of using Ted Ed is that you can learn from various sources through videos! Accordingly, I will evaluate how Ted Ed videos align with many of Richard Meyer. The use of this format of videos aligns with the idea of a multimedia principle as video provide learners with a means to listen, read (closed captions) and have a visual. Since it is a video, the material being presented is always in movement and therefore the pictures are temporary, but you can also review and replay it as needed. Therefore, these 2 concepts parallel the split-attention and the segmented principles. The segmented principle focuses on the need for it to be learner-paced rather than continuous units. As such Ted Ed supports this idea as they are typically individual videos with no specific chapters or order.

Video Components: Narration and image

The modality principle suggests that “people learn better from graphics and narration than from graphics and printed text” (Meyer, ch.9, 2014). As a result, the slides and narration of Ted Ed videos supports learners. Additionally, Ted Ed videos typically include a real live presentation, this makes it, so it is not acting but rather true movement and conversation. Having a real human present their personal experience around the subject follows the personalization principle. Along the same lines, the speakers tend to talk to the audience using the second person “you” thus making things more personal as well. The voice and image principles go hand and hand with this claim as it is a real human presenting rather than monotone computer reading, it is more of a story (voice) and when the presenter is on screen it is a very genuine and natural conversation and movements (image). On the contrary, some videos do only have the slides with a voice, therefore they follow an embodiment principle as the speaker’s image is not on the screen.

As you can probably decipher each video on Ted Ed follows a different format. Therefore, one video may follow certain principles and others will follow different ones. Some videos include the signaling principle where important information is demonstrated using cues and tactics like colour, stars, bold text. One thing that stays consistent is the use of audio and video, the modality principle. As well as the multimedia principle as it includes both verbal and non-verbal representations. Moreover, each video includes activities to enhance learning and further knowledge. As a result, the Ted Ed learning surface follows a collaboration principle. All in all, this resource addressed various principles and supports the diversity of student learners.

Although Ted Ed videos do not always align directly with the K-12 curriculum, there is a lot of life skills and learning objectives. Currently on the Ted Ed website there is an Earth School section. This section was made to support educators during the Covid 19 pandemic. Here is an example of one of the videos in that collection. https://ed.ted.com/on/RyKzhIbP?theme_id=earth-school#watch

Rubric

According to SAMR model of technology integration, Ted Ed Talks would fall under the augmentation category. Since Ted Ed Talks are widely available and free which according to the rubric addresses accessible. As such, I believe that the videos provide children with various lenses and learning experiences. As such, I do think that it serves as an asset and can be used in the classroom. In regards to the following rubric (https://teaching.uwo.ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf), Ted Talks effectively addresses all functionality categories. The Hypermediality is the key factor as it ties into learning styles and how Ted Ed videos allows students to use audio, video and text to support their learning. Furthermore, its accessibility, technical and mobile design are also very efficient.

Personal Reflection

Ted Talks Methodology speaks to its purpose around learning and “ideas worth spreading”. Starting off sharing these in the classroom is thus powerful! These videos are also empowering as students are able to create their own Ted Talks. The following article (Click here).addresses the benefits of Ted Talks and Ted Ed clubs. As such, these videos extend beyond just learning but also creating! I have used this resource since I was in elementary school and still to date learn valuable information based off of numerous details (research and experiences). Cocchio (2015), article makes a valuable claim that Ted Ed engages learners and we as teachers can learn to support and use this method in our classroom through engaging our students instead of just lecturing them. The format and framework of Ted Talks thus supports learning and interactive education!

Resources

Cocchio, C. (2015). What can we learn from TED talks? American Journal of Pharmaceutical Education, 79(6), 92. doi:10.5688/ajpe79692 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4584384/?tool=pmcentrez&report=abstract

L. (2017).SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange.https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.002

Should students learn how to give TED talks? introducing.TED-ed clubs for students worldwide: School-based program helps students learn, share ideas through their own TED-style presentations. (2014, ). PR Newswire

Response 4: Alistair’s blog post

June 13, 2020 / / 0 Comments

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.

Topic 3: Multimedia Design for Learning

June 12, 2020 / / 0 Comments

Blog 3: Multimedia Design for Learning

Kevin Alexander’s podcast on Multimedia allows us to analyse and form opinions on the effectiveness of multimedia. Multimedia is encompassed by various surfaces (audio, video, typography, pictures, texts and stories to name a few). As such, multimedia learning is the use of multiple learning styles through words (text or listening) and pictures. As such, it is important to consider how these elements can be useful for your learners. The use of multiple sources helps all students meet their needs! These sources can include online videos for example. As a result, it puts students at the centre of their learning by allowing them to replay and review concepts. It also allows them to further use resources such as SketchNoting, Screen Capturing and H5P content. H5P content can specifically be used by teachers to make learning more interactive and engaging. It allows the teacher to add in prompts and/or small quiz questions that can guide and support the learning.

  • Which multimedia learning (MML) principles did Dr. Ray Pastore not follow in his video about MML principles? Why might an expert not be able to follow all the principles when creating a multimedia learning object?

Under the podcast by Kevin Alexander, he describes Robert Mayor Principles 3 areas of processing which are the following

  • Extraneous: Things we want to reduce (for example distractions) REDUCE
  • Essential: to get the most important parts MANAGE
  • Generative: connect different knowledges (prior) and use that to form new ideas INCREASE

These are important factors to consider when developing and using multimedia learning.

Furthermore, Dr Ray Pastore’s video about Multimedia principles does not address were embodiment, modality and redundancy. Embodiment is where people do not necessarily learn better when speaker image is present. Modality is people learn better from graphics and narrations over graphics and text. Redundancy is whereby people learn better when the same information is not presented in more than one format. These are valuable considerations as there are always going to be principles that are less predominant than others. This thus depends on your students and their needs. Dr Ray Pasture did suggest that students when asked liked to have access to all platforms (audio, text and picture) as they found that benefited their learning the most. These principles in summary act as tools and from there students are able to choose what principle works best for their learning style. Whether that be signaling, modality, redundancy etc. They all serve a purpose. Another key aspect that stood out to me was the idea of critically thinking of the pictures you select for your learners. Meaningful images help support learners. Everything is selected with purpose in order to benefit the learner. Just like the use of tools such as H5P serves a purpose!

Here is my SketchNote from Dr Ray Pastores video

 

Zoom Labs 

Sketch-noting

For the sketch noting lab I decided to do it on schools, and how schools are more than just schools for students, they provide resources, opportunities  and numerous communities (friends, connections, experiences) for children.

 

 

 

TechSmith Capture

H5P video

References

https://edtechuvic.ca/edci337/2020/06/10/topic-3-multimedia-design-for-learning/

  • Ray Pastores video
  • Kevin Alexanders podcast
  • https://www.youtube.com/watch?v=2zrtHt3bBmQ

Post 4: Interaction

June 8, 2020 / / 1 Comment

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.

Blog responses (Clara, Amanda and Stephanie)

June 8, 2020 / / 0 Comments

Clara

https://clarakucher.opened.ca/category/edci337-blog/

Hi Clara, great post! I really value the connection you made related to multimedia learning and how it can help you discover the way you best learn. This makes me think of how in our education classes we have used some of these strategies notably the think, pair, share model, various group work and hands-on experiences and some of the benefits related to it. As such, I also agree with this idea and see the benefits in all learning environments. As a result, I wish to incorporate it in my classroom as well as I feel as though providing various means (pictures and words) to support learning helps empower students. Finally, the aspect on digital storytelling was also powerful as it included cross curriculars related to First Peoples lens as well as life skills such as collaboration. The resource used Clicker Docs and reading the link you provided let me further discover some of the benefits. Something that stood out to me was that it can support the diversity of student learners as it helps those with reading and writing difficulties (such as dyslexia for example).

 

Amanda

https://amandastreeted.wordpress.com/2020/06/07/topic-1-what-is-multimedia-and-interactive-learning-and-why-is-it-important/

Hi Amanda, VR sounds so interesting and the benefits within the classroom are so unique! I wish that we could have had the opportunity to try it as well, but with Covid sadly ours was cancelled… Such a great experience, and I definitely agree that Virtual Reality can help support learning as it is a building block towards learning. First you read about it, then you actually experience it and it’s like a real-life experience. What better way to explain a concept than actually being immersed and going there! The audio and video thus support learning and the diversity of learners as it provides them with a hands-on experience. Even when traveling may not be available, it is the next closest thing to being there. Much more real and engaging then just reading about it. History and Social Studies could have been so much more engaging and easier to understand with this tool, that is for sure!

 

Stephanie

https://smaceducation.wordpress.com/2020/06/04/topic-1-what-is-multimedia-and-interactive-learning-and-why-is-it-important/

Hi Stephanie, awesome post and connections! A connection I made was that you addressed various forms that students learn by, whether that be visual, hands-on, through games etc. This made me think of the sensory input and the connection to our current topic around cognitive theory of multimedia. Meyers (2014), suggests that we move sensory input to long term memory. In regard to your point around storytelling, I also agree that it can have a huge impact on helping students learn as it allows students to learn using various styles (auditory, visual). I really liked your example of mneumonic devices as I also tend to use these. I also think they can have a place in the classroom as they are fun ways to learn and remember things. Perhaps a story could introduce this concept or the mneumonic devices could be make from a story.  Something that stood out for me is how teaching styles that do not necessary use technology are prevalent in post-secondary classes, (ie: The Jigsaw and Think, Pair, Share methods). These methods lead to mastery and student-centered activities as like you said it empowers students to be an expert and learn from others! You as a teacher can be a learner also through this approach!

Response 3 Victor’s blog

June 7, 2020 / / 0 Comments

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.

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