EDCI 335: Learning Design for Technology - Mediated Enviroments

Hi Ben! I can closely relate to your video, as this summer I decided that I wanted to learn how to golf. I asked my grandpa who goes golfing multiple times each week, if he would teach me and while he golfs often, he does not know how to teach what he does as it is just in his muscle memory. We have gone to the driving range a few times and after each time, I record a video showing what I learned from my trial and errors. To help teach myself, I watch YouTube videos which show the basics of the golf swing and how to recognize and correct common beginner mistakes. I like how you analyzed the video to determine what makes it helpful and why it is so popular. After watching YouTube videos on swings, I will look back on the videos that I have made which show my learning and see what I can improve on. This is a very important step to reflect on the knowledge from the videos and incorporate it into my brain. Additionally, it is great to see my progress after each session.

Hi learning pod 9! We really enjoyed reading your interactive learning resource and this is learning pod 8’s review of “Storybook Creation Using Canva”.

https://sites.google.com/u/0/d/1L2W2w6mIrU6r1VS9GT_Ru-OW5-_n2YtJ/p/1OOYorcx34IZ_5tbkuMapDUPYc332Gg8G/preview

What We Liked

On the home page, the “What is Canva” and “Examples” sections were a great introduction into the Canva portion of the material. It was well reasoned and helped us to understand why the topic was chosen. We also thought that having text-to-speech links at the bottom of the home page was innovative.

What Could Be Improved

(Overall)

Starting off, we have feedback on the overall resource. We found that the page title is hard to read on most pages. We would suggest changing the background image, because the student’s head and braids makes it difficult to read the first one or two words of each title. Additionally, it seems that the audience of your learning resource is an educator who will then use the materials to teach a grade 4-5 audience? If this is the case, this intention could be made more clear on the home page and alignment page.

(Resource Overview)

We also had feedback on the learning resource overview sections. In particular, the learning design rationale felt disconnected from each other. Each learning design style had different formatting and had different ways of highlighting its important points. We recommend reviewing this page and making these justifications more consistent and aligned with each other. Each learning design style also had its own citations and own citation method. We think this page would feel more cohesive if the citations were moved to a common section at the bottom of the page.

(Module Specific)

Finally, our feedback on the module organization itself. We found that each module could be more clear about what the activity is and what the student is expected to do. The “Alignment” section of each page described what the student was supposed to do well, but because it came before the “Resources” or “Learning Outcomes” we weren’t sure if the student was supposed to start these suggested activities before, during, or after watching/reading each resource. We would recommend carefully considering the order of each module’s content, and ordering it based on what order the student needs to know that information. The modules were also all formatted differently, using different backgrounds colours and header sizes. We would recommend making each module’s formatting more consistent with each other.

Module 1 did not seem to have an activity at all, so it was lacking interactivity. A few of our pod members thought that the students were meant to follow along with the instructions in the videos, but if so, that instruction should be made more specific. Is there a way to measure how much the student learned from the videos in the resources and marking if what students learned aligned with the learning outcomes?

Modules 3 and 4 seemed to cover very similar and overlapping information (see below table). The most concerning issue is that both activities result in needing to create an entire story or storyboard. In module 3 you need to know the title, characters, setting, and plot to create the images. Some of this is developed in module 2, but the title and some of the plot details aren’t developed until module 4’s activity. Module 4 does also get student’s to add the text to the story/storyboard.

Our recommendation for these units is to ensure that the essential questions, learning outcomes, resources, and activities all align. Be clear in each aspect of the unit that module 3 is meant for images and module 4 is meant for text. It did not seem clear in the essential questions of alignment sections. Additionally, on the Alignment page it says the units are meant to be sequential. Currently module 3 is slightly reliant on also completing module 4, so this may need to be updated. The main adjustment to make it sequential is that the title and all plot details should be decided as part of module 2 or 3.

I appreciate your insights regarding the strengths and limitations of incorporating Canva templates for storytelling. It’s commendable that you are considering the accessibility aspect and exploring ways to enhance inclusivity for all learners. Implementing alternative formats like tactile graphics or audio descriptions for students with visual impairments or learning disabilities is a thoughtful approach that I hadn’t previously considered, and it’s an excellent idea! Also, when simplifying language in your infographics, remember to carefully choose fonts and colors to increase inclusivity. By adapting the plan to address these barriers you can establish a more inclusive learning environment, allowing every student to thrive 🙂

Designing for Interactions

In an educational setting, different interactions play a crucial role in online courses: student/content, student/teacher, and teacher/content. Learning designers must carefully incorporate these interactions to foster engagement, deeper learning, and a sense of community.

Synchronous courses offer the easiest way to encourage interaction since they mimic real classroom experiences. Students can participate in real-time virtual classrooms, Zoom calls, and active chats, allowing them to engage with instructors and peers, ask questions, and join discussions, fostering a strong sense of connectivity.

Asynchronous courses present a challenge to include all forms of interaction, but it’s still achievable. Student-teacher interactions can happen through blog posts, pre-recorded videos, and emails. Student content interactions are self-paced, but online assignments can be included. Peer interactions among students are more difficult in asynchronous courses, and instructors have control over the level of asynchronicity and class connectedness by setting deadlines and communication options.

My Own Interactions

I have a strong preference for attending classes in person because of the personal interactions and socialization it offers. However, I am grateful for the opportunity to take online courses, especially during the summer when I can be with my family and old friends from childhood. I appreciate the efforts my instructors put into fostering connectedness in the edci classes I am taking. Each class has learning pods/groups, and we have a lot of group assignments, which is great because it allows me to reach out to my peers about course content. I particularly enjoy the discussions. Having assigned groups is much better than the breakout rooms my instructors would assign during covid when in-person classes were moved online. I find that I can connect better with my group members, and we all respect each other’s time and opinions.

Reference

Anderson, T. (2003). Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.149

What drew me into Anna’s blog page was the beautiful flower on her home page; however, I was continuously engaged while reading her posts. Anna does an excellent job at defining direct instruction and linking it to her groups Interactive Learning Resource on “How to Use Social Media Effectively in the Classroom.” She states that direct instruction is where a teacher provides structured lessons. My groups ILR called the “Journey to Understanding Finances,” will also display some aspects of direct instruction through the assigned Youtube videos, and readings. Additionally, the students will have assignments that they must submit for assessment. After reading Anna’s post, it is clear that my group’s ILR could fall into many learning approach categories. I certainly need to discuss with my group which one would best fit our aims.

https://nervousteaching.wordpress.com/2023/07/24/learning-design-ii-direct-instruction/

Experiential learning is an educational philosophy inspired by John Dewey. He believed that knowledge is best acquired through hands-on activities and a reflection of those experiences. Today, the ideology of “learning by doing” is widely embraced as it allows students to be actively involved in the learning process. Learners will partake in real-world experiences such as labs, practicums, or field experiences, and gain valuable skills, practical knowledge, and a deeper understanding of how theoretical concepts apply in real-life situations. The approach directly connects to the First Peoples Principles by learning through experiences. Experiential learning has proven many benefits including, increased motivation and engagement, as well as improved problem-solving skills. Furthermore, experiential learning develops a growth mindset as students must learn from their failures and adapt their approaches accordingly. Our interactive learning resource incorporates activities that align with experiential learning principles.

One of the activities involves having the students track their spendings for a week. This exercise allows them to understand where their money goes, encouraging conscious financial decisions beyond casual card purchases. At the end of the activity, students are encouraged to reflect on their spending and compare it to the previous week. Did they spend less money by being mindful of their purchases? Did any aspects surprise them? Through this activity, students gain practical knowledge about budgeting and personal finance management. Additionally, they gain awareness of the value of their purchases.

Another activity integrated into our course is having the students create a budget. This skill is exceptionally valuable as it equips students with familiarity of various types of expenses, such as fixed and variable costs, and setting realistic financial goals. As students actively plan and allocate their resources, they develop critical financial management habits, ensuring financial stability and independence. Learning how to budget will prove especially useful when students aspire to save up for significant purchases, such as a car or vacation.

References

Boston University. (2023). Experiential learning. Center for Teaching & Learning. https://www.bu.edu/ctl/guides/experiential-learning/

Pedagogy4change.org. (2022, May 3). Great pedagogical thinkers: John Dewey. Great Pedagogical Thinkers . https://www.pedagogy4change.org/john-dewey/

There are many times that I can think of when I was taught through behaviorism. When I was in elementary school, my teacher would give us a sticker if we read for a certain amount of hours at home everyday. This example involves positive reinforcement as I would recieve a reward (the sticker) for doing the desired behavior (reading).

In my high school English class, we would review the elements of poetry and then be given poems to analyze. Through this experience, I engaged in various cognitive activities that involved understanding the meaning, structure and literary devices used in the poem. I was taught poetry through cognitivism.

I recently went on a trip to Bali and it was my first time leaving North America. While I did conduct extensive research on the country before the trip, nothing taught me more than the physical experience. Connectivism emphasizes the importance of networks and connections in learning, and traveling to a foreign country was an amazing opportunity to practice networking and experiential learning.