Hi Gracie, thank you for sharing your post, I really enjoyed reading the creative ways by which you propose to enhance student learning and interaction. A handout with key points from the video is a great strategy to ensure that students are retaining the information they are learning from the video. I like your idea of gauging students’ learning progress and figuring out which areas need work and accordingly creating a follow-up lesson to aid their learning. Doing this would maximize their learning and understanding of every concept that was taught. Furthermore, It is important to provide an equal opportunity for every student in class including those who have learning difficulties and barriers and I believe that the strategies you have suggested for addressing and removing these barriers is a great way of ensuring that every student is able to have their best academic performance.
https://edci335course.opened.ca/courses/
Hi Kathryn,
Thank you for sharing your post on interaction! The video that was discussed in your post is geared toward younger students and I like how you have taken into account the kind of interaction that would benefit students of this age group. I agree with you that younger students may not be effective at note taking and other activities can be done instead to help with knowledge retention. The activities you have suggested, such as the “think-pair-share” are brilliant and age-appropriate. Incorporating a visual demonstration of the concept of water vapour is likely to pique students’ interests and enhance their learning at a deeper level. In my personal experience as a student, I have always found that I’m much likelier to retain information if I used visual or experimental aids and therefore, performed much better on those topics. Great post, Kathryn!
https://kathrynebert.opened.ca/2022/10/25/blog-post-4/
Hello Mirai,
Thank you for sharing your thoughts on the use of online instructional methods. During the COVID-19 pandemic, educators prioritized student safety and ensured that students could still learn remotely via digital platforms such as Zoom and google meet. Although this transition must’ve been quite uncomfortable for both, students and teachers, it is important to recognize the array of benefits that online teaching offers such as access to live transcriptions, for students who have a hearing impairment or other learning disorders. I believe it would be beneficial for educators to create hybrid learning that incorporates in-person as well as remote learning.
Hi Gracie, I agree with your points regarding the transition to online classes during the COVID-19 pandemic. I like how you highlighted providing both mental health and academic support as many students faced various mental health challenges during the pandemic which consequently affected their academic performance. As a student myself, I really appreciated the extra effort my University and professors took to ensure that each student felt supported during those uncalled times. Providing personalised support for every student would be beneficial in enhancing student success. Reading your second example of a transition, i.e, adapting to climate change was refreshing. Reducing paper use with the use of technology is a great way to reduce our carbon footprint and thereby to reduce climate change impacts. That was a great post, Gracie! Thank you for sharing your views.
https://edci335course.opened.ca/courses/
Hi Nataly,
It was great reading your post. Your explanation about the direct instruction learning approach was insightful, informative and concise while explaining the approach in a simple and easy-to-understand way. I like how you brought up the idea of incorporating different techniques such as differentiation and scaffolding method. I believe that using the scaffolding method is a good strategy to gradually bridge the gap between what students already know and what students are about to learn through the assistance of an educator and other learning tools.
Hello Abdullahi Bashir, Max Savellano, Rikuto Yoshida and Usama Waheed. I reviewed your interactive learning resource about Parkinson’s disease and I thought it was a great topic to learn about as there is not a lot of awareness on this topic. I believe it is important for us to equip ourselves with knowledge regarding the signs, symptoms and onset of Parkinson’s disease as it can be a very debilitating experience for those who are suffering from it.
Learning Context and Overview
I found the Overview section to be straightforward, simple and concise. I appreciate how it briefly outlines the major learning outcomes and what learners can do once the learning outcomes are achieved. I like how there is an emphasis and encouragement regarding spreading awareness about this neurodegenerative disease as it is quite prevalent amongst older people. I’d also like to highlight that although there is a lot of information online about Parkinson’s disease, not a lot of educative sources bring to light, the misconceptions people commonly have about it. Unlearning these common misconceptions and addressing them is a great start to gaining a better understanding of this disorder and I appreciate how your group has included this in your learning outcomes.
I think this topic can be easily understood by students in Grade 12 and therefore the learning context looks great to me.
Learning Outcomes
As mentioned earlier, I like the learning outcomes that were chosen by your group. They are clear and easy to understand which ensures that learners have a good idea about what learning outcomes they will achieve through this module and what they can do with the knowledge that they have gained. One thing I would like to note is that although one of the outcomes briefly mentions the discussion of risk factors for Parkinson’s disease, I’m not sure if there is an explanation for the causes of this disorder. I think it would be great to touch on this area as well.
Assessment
I believe your group has created an excellent assessment plan for the chosen topic. I like how the quiz creates an opportunity for interaction between the students and the learning provider. The summative assessment (report) is also a great way to assess the depth and extent to which students have understood the concepts.
Diversity and Inclusion
I believe that your learning resource ensures inclusivity for students who may face barriers such as loss of hearing and lack of access to a computer at home. Your group has addressed these barriers by ensuring that all students have an equal opportunity at achieving their learning goals. I would like to bring to light that you have mentioned Zoom/Google meets for students who may want to ask questions or gain direct feedback. I was wondering how students with hearing loss can also access this (live feedback) resource while accommodating their needs. It might be useful to mention Zoom features such as live transcriptions which may be helpful to a certain extent.
Overall, I think your group has done a great job in creating this draft for the final learning resource and I strongly believe that with the incorporation of some feedback from our classmates, your final learning resource will be excellent. I’m looking forward to it! Good luck Pod 3!
Link to Pod 3’s Draft resource: https://docs.google.com/document/d/1IYVboXpjw0kQbcenJHI5QhFb_wCI6qwQm399TqB-xYY/mobilebasic?urp=gmail_link
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The youtube video involves minimal interaction from our students. At the end of the video, the speaker asks the viewers to reflect on a list of questions - In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, or think about the topic (learner-generated)?
The speaker in the video discusses various points about the topic and therefore, students are most likely to categorize different parts of the video and make notes on each of them. At the end of the video, when the speaker asks to reflect on a few questions, the students are likely to pause the video and take a few moments to collect their thoughts on the questions asked. - 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?
Although note-taking is a great strategy to highlight key points and retain information, students can use flashcards to test their retention and improve memory consolidation. I would create a set of flashcards for each topic that was discussed in the video. Then, I would create a group of 2-3 students who are prompted to discuss what they learnt in the video through a list of questions printed on a handout that is given to them before they watch the video. Discussing the information that they learnt from the video would further help in the consolidation of the concepts and students may also be able to identify areas where they need aid in understanding the material. - 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?
After a period of time (about a week or so), I would design a quiz that permits trials for a correct response. The quiz can be accessed by students on the course website. I would create the quiz in such a way that at the end of the quiz, a prompt pops up which explains why the (correct) response is correct and why the other options are incorrect responses. At the end of the quiz, I would provide personalized feedback for each student and students are prompted to reach out to schedule a 1:1 meeting to go over the concepts they are having trouble with. - 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?
The activity should take the students about 20 minutes in total. The work is both manageable and worthwhile and can be scaled for a larger number of students as it is an online quiz accessible by WiFi and a browser. For students who may have any potential barriers, I would ensure that the activity is equally accessible by them. - How could the video have been designed to generate more or better activity from viewers or students?
Listening to audio continuously for 10 minutes can be monotonous and boring. It can be made more interactive and engaging by adding features such as poll questions via Kahoot throughout the video and more graphics depicting the concept - How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
As mentioned before, I will ensure to address any potential barriers that certain students may be encountering. For example, for students who may have an auditory processing delay, I would ensure that the video has accurate live transcription.
- How will my interactive learning resource ensure that the needs of all the learners are being met:
Inclusivity in learning design refers to the idea of acknowledging differences or diversity in the learning abilities and experiences of learners and addressing barriers that may prevent learners from giving their best performance. According to the “Inclusive Learning Design” article, “ensuring that all learners can pursue excellence in all aspects of their education requires some proactive work by learning designers”. This implies that learning designers must take the initiative to ensure that the learning resources they provide to their learners must be designed in a way that is inclusive for every individual so that everyone has a fair chance to perform well. When crafting learning resources, educators can reflect on and try to identify any potential barriers that learners can come across. Addressing these barriers is a good place to start for creating an inclusive learning resource. Another strategy educators can employ is being mindful of the fact that not every learner is going to be a neurotypical person. Understanding and acknowledging neurodiversity is essential in creating an inclusive learning design. For example, some students may have an Auditory processing disorder which would put them at a significant disadvantage in comparison to students who don’t face this challenge. A good solution for addressing this barrier is providing live transcription tools for every student. Being able to read what’s being taught live can be very helpful for students with an Auditory Processing Disorder. This would also further benefit other students who may be facing challenges in terms of retaining information being taught in a classroom. For example, having access to the live transcription tool can also be helpful for students who have Attentional Deficit Hyperactive Disorder (ADHD) and tend to have difficulties in listening to verbal information for extended periods of time. Providing this additional support for targeting one specific barrier creates opportunities for other students who may not be facing the same exact barrier.
Source:
https://edtechuvic.ca/edci335/prompt-inclusive-design/
After reading your post, I have gained a better understanding of Open Pedagogies. I really like how you have explained this instructional method and tied it into our Learning Design Blueprint!
https://jingzhechenedci335.opened.ca/category/edci335/
Experiential learning refers to a form of learning which involves gaining knowledge through experience. These experiences could be by first-hand observation or hands-on learning experiences such as examining or interacting with various specimens in a biology lab. This instructional approach is based on Kolb’s experiential learning model which states that a learner aiming to obtain knowledge through a direct learning experience must have the following criteria: Active involvement in the learning experience, reflection on knowledge gained, ability to form a concept of the experience, or in other words, “conceptualize” it and possess the skills that show utilization of the knowledge or ideas obtained through the learning experience.
This instructional method aligns with my group’s chosen topic of “How do we Learn”. One of the target essential questions in our Learning BluePrint includes how “experiments can help learners to digest the theoretical knowledge they learning and how experiments should be designed”. This method of learning is an example of Experiential learning as it involves hands-on experience. This instructional method would have a place in our Interactive Learning project as one of our main essential questions is based on Experiential learning.
Reference:
https://en.wikipedia.org/wiki/Experiential_learning
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