Month: October 2022

1. 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?

I would recommend group discussions between learners, such as an evaluative workshop. Teachers should encourage learners to participate, share knowledge points and reflect. In addition, the group can complete some projects together, and the project also serves as a feedback interaction. Feedback is an essential aspect of interaction, and timely and appropriate feedback on learner activities is often essential for effective learning. While students may suddenly feel a sense of empathy during the learning process, such as “I know this, I feel the same way!” But we can’t ensure that the students are absorbing the knowledge, so we need to use another medium to provide feedback. Face-to-face workshops are a great alternative; students can do them on Zoom. At the same time, I think the forum is also a good choice, and the Mattermost we use in class is also a good tool.

2. How could the video have been designed to generate more or better activity from viewers or students?

In my opinion, first of all, the teacher’s attitude in the video must be attractive. It will be boring if a teacher is not interested in class and only teaches knowledge points to the students. It is very important whether face-to-face teaching or online teaching. Secondly, it is essential to add video subtitles to the video. I did not have subtitles in the video learning of many courses, so I could not understand and missed the knowledge points due to the lisp of the teachers or my English proficiency. Then I need to spend a lot of time looking for the same knowledge in textbooks, which disgusts me. Finally, add interaction to the video. Some multiple choice questions can be added to the video for students to choose and consolidate their knowledge. Now many video sites can do the video insert multiple choice. With computer-based learning, once a student has answered a multiple-choice question, the computer can mark the question and provide almost instant feedback. This consolidation of knowledge is impressive.

3. 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?

As I mentioned, when students are asked to do multiple choice questions in the video, they can get the correct answer in time and memorize it quickly. In addition, we can use some external websites. For example, Quizlet is my favourite website, and it can do multiple choice questions or recite words and then quizzes. It is a good self-study tool. Another way to do this, which I mentioned earlier, is to work in groups. Group work allows learners to communicate with each other with different ideas and areas of expertise. Through communication, everyone can learn new understandings. After completing the Group Project, the teacher can give the group feedback on the ratings and suggestions. Finally, I will use Google Forms to anonymously collect students’ feedback on my teaching content to improve the teaching design.

4. How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

In my opinion, it is very important to add subtitles to videos, as I mentioned in the previous question. Subtitles can effectively help students from different native language countries and some disabled people to learn knowledge. Among today’s video sites, Youtube has had automatic subtitles for a long time, which can be automatically translated into other languages, eliminating the language barrier.

Peer’s Feedback:

Blog 4 – Designing for Interaction

Hi Zhihao,

Thanks for sharing! I finished watching this video, and I think we can use this video well in our teaching design. Your video interaction is great, and it is necessary to consolidate the theoretical knowledge for learners at the end of the video. I think we can design the questions for the test to be more difficult. Some theoretical knowledge can be omitted from the test. Because in practice, our learners need to ask to apply and judge the six principles. Therefore, I think we can design real questions and let the learners decide which principle it is. Our group’s interactions have always been in google Docs, and I was wondering if we could use more in Google Docs, which requires a lot of thinking.

Reference:

Bates, A. W. (T. (2015, April 5). 8.6 interaction. Teaching in a Digital Age. Retrieved October 30, 2022, from https://opentextbc.ca/teachinginadigitalage/chapter/pedagogical-roles-for-text-audio-and-video/

Inclusiveness and diversity are key to social media, so I will focus on these two points in the instructional design. Designers of inclusive learning experiences recognize that every learner is different. Therefore, the diversity of design will be inclusive of people of different abilities, languages, cultures, genders, and ages.

If I am a learner, the most important thing I will pay attention to in PLN is to listen to others’ ideas to learn what others understand, and at the same time to express all my opinions honestly and make progress in mutual communication. I think we can get better learning results by communicating with different people.

When I learn some theoretical knowledge, I can only apply this knowledge to my homework and test paper. In practical teamwork and cooperation, if I do not have When I learn some theoretical knowledge, I can only apply this knowledge to my homework and test paper. In practical teamwork and cooperation, if I do not have mutual communication and cooperation between my peers, I cannot achieve an excellent level. Everyone is good at different areas, just like the blueprint design this time, the title of my group is personal finance. To be honest, I know more about personal finance in theory, but I don’t have any experience in practical operation. In this group cooperation, I will be mainly responsible for the risk part of personal finance, and my team members will be responsible for the part that I am not good at. In our group cooperation, each of us will think and analyze problems from more angles, which I think is the best embodiment of inclusiveness and diversity.

There are three principles of inclusive design:

1. Understand Your Learners and Organizational Culture

Before designing a learning program, it is necessary to know what kind of people the audience is. The main issues to consider are:

• Who are your learners?
• What is their experience with workplace learning?
• What knowledge and skills do they already have?
• How, when, and where do they access learning programs?
• What initiatives, tools, and approaches have been successful in the past? (Kenny, 2021)

Designers’ understanding of learners can be learned from their self-introduction, and I even think we can use a questionnaire mode to understand them. These problems can directly understand their differences in different perspectives, to better adjust the teaching design inclusively.

2. Design Authentically

Three steps: Content Design → Design Evaluation → Determine if Differentiated experiences are needed
In terms of content, it is important to consider whether ready-made resources can meet the needs of learners and support the goals of the organization. When you’re designing or selecting content, be conscious of the situations, faces, and cultures depicted throughout your learning experience. Use images that portray diverse people in authentic work environments, and incorporate names from a variety of cultures. (Kenny, 2021) To promote sustainable changes in thinking styles and behavior, the learning experience should allow for practice and application, where learners can engage with the material in both the learning environment and the work environment. Add tutors, or instructional videos on the web to address the content for different groups and reinforce the organization’s key message.

3. Leverage Technology

Today’s technology allows us to stay connected while working from home, such as Zoom, which we use for our online classes, or WordPress, which we are using to build our blog. But we also need to be careful how long we use these techniques.

Prolonged video conferencing can fatigue learners and prevent engagement, and inevitable technical glitches can disrupt the flow of learning. To create a genuinely inclusive learning experience, learners must feel both seen and heard, without the disruptions of background noise and shifting camera focus, awkward pauses, or poor connections. (Kenny, 2021)

Inclusive learning experiences should facilitate connections between learners and the organization. The program must feel collaborative and engaging––however, this requirement does not depend on a simultaneous video conference or an in-person experience. Asynchronous learning can provide flexible learning experiences that are accessible regardless of time or location, and can promote reflection and engagement, all without the pressure of a live event. (Kenny, 2021)

Peer’s Feedback:

Blog 3

Elijah talks about the three dimensions of inclusive design, which are different from my blog, but I think they all fit together. After learning about inclusiveness, my understanding of inclusive learning design is that the goal of inclusive design is to build adaptive one-size-fits-all learning experiences that leverage human diversity in the design process so that each learner can accomplish their learning outcomes. Inclusive learning design is more like a way of thinking. Flexible teaching should give students more personal responsibility and expectations for their learning, and I agree with Elijah. Inclusion is good for everyone and gives everyone a place to stand.

Reference:

Kenny, T. (2021, January 4). Three principles for inclusive learning design: ATD. Main. Retrieved October 24, 2022, from https://www.td.org/insights/three-principles-for-inclusive-learning-design

Inquiry-based learning

Inquiry-based learning is a learning process that builds real-world connections through exploration and high-level questioning. It is a learning method that encourages students to engage in problem-solving and experiential learning. In addition to learning through play, mentorship, and self-directed learning, inquiry-based learning happens whether we plan for it or not. When anyone is curious or confused and then uses that curiosity or confusion to drive their own learning, they’re ‘doing’ inquiry-based learning. (TeachtoughtStaff, 2022)

Specific learning processes that people engage in during inquiry-based learning include:

1. Create your problems
2. Obtain supporting evidence to answer the question
3. Explain the evidence gathered
4. Relate explanations to knowledge gained from the investigation process
5. Create arguments and reasons for the explanation

Add a personalization element when choosing an inquiry-based learning project, which includes the following questions:

The four stages of inquiry-based learning:

Interacting

Because the inquiry is open-ended and based on curiosity, traditional research methods may not be the most effective or exciting way to investigate. Students are encouraged to interact with unique materials and sources such as peers, experts, or formal and informal media in exciting and exploratory ways. Students should be involved in finding a research method that interests them and is available to them.

Clarifying

Clarification occurs as students delve into the material and gain a better understanding of their chosen topic, their thoughts on it, and what steps might be required to address the project. Students should be concerned with possibilities and the credibility of sources and be fully aware of relevant facts and opinions and their potential impact on their work.

Questioning

A more critical stage of inquiry-based learning is asking questions. As students begin to formulate questions to drive self-directed inquiry, any weaknesses in their thinking or understanding should become clear to help them realize the limits of the scope of their work or begin to understand what information is lacking and move forward to address any gaps in knowledge.

Designing

The final stage of the inquiry-based learning process focuses on designing or being able to create an informative and curiosity-driven product that creatively satisfies the initial inquiry. This result is the answer or solution and should demonstrate the process – although this is what the student will inevitably focus on, real learning comes along the way.

Six important aspects of inquiry-based learning:

1. Students should be able to realize that science is more than memorizing and knowing facts.
2. Students should be able to develop new knowledge that builds on their previous knowledge and scientific ideas.
3. Students will develop new knowledge by reorganizing their previous understanding of scientific concepts and adding further information to their learning.
4. Students’ social environment influences learning, and they have opportunities to learn from each other.
5. Students will control their learning.
6. The degree to which students can learn with deep comprehension will affect the transferability of their new knowledge in real life.

Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectives. (Terry 2022)One of the ultimate goals of education is to instill in students the ability to identify problems, brainstorm ideas, and implement solutions. Inquiry-based learning provides an opportunity to think about the world, our place, and how we can improve it while providing an essential framework for critical thinking and curiosity.

Comment:

Blog 2 – Passive & Active (Cooperative) Learning

Thank you for sorting out the Passive & Active Learning points! I also think group learning is a good choice for me to learn because it allows me to take responsibility. In addition, I don’t have to complete a task with a lot of work by myself, which reduces my pressure. In addition, traditional teaching through teacher teaching is passive learning, long hours of teaching often make me unable to concentrate, so I prefer active learning! Thanks for sharing!

Reference:

TeachThought Staff. (2022, January 21). Students Can Use These Questions To Guide Their Inquiry-Based Learning. TeachThought. Retrieved October 8, 2022, from https://www.teachthought.com/pedagogy/questions-students-can-use-guide-inquiry-based-learning/

Terry Heick. (2022, January 20). What Are The Phases Of Inquiry-Based Learning? A Guide For Teachers. TeachThought. Retrieved October 8, 2022, from https://www.teachthought.com/pedagogy/phases-inquiry-learning/