Bruce

                I would like to use this video for my learning. Videos can facilitate different interactions, such as cognitive, affective, and behavioural. For example, a video might prompt students to think deeply about a topic, engage with their emotions, or perform a specific action. In some cases, the video may inherently require a response from students, while in other cases, the instructor may need to design prompts or activities to encourage interaction. For instance, in that video, students may consider their own budget or even start to think about managing their budget (which most students do not). As a result, by using the tool h5p, to plug quizzes into the video, students are more likely to engage with the content, as they are required to interact with the material to answer questions. quizzes also give real-time feedback that can help students consolidate their knowledge.

                I do not agree with taking notes while learning. For myself, taking notes will distribute my thought when studying. Therefore, when it comes to designing a video lecture, interaction should be an important part, providing students with a set of questions or prompts to guide their viewing of the video. This can help students focus on the most important information and ensure they are actively engaged with the material. Instructors can also encourage students to discuss the video with classmates. This can be done through online discussion forums (could be ZOOM with live chat). Students can share their thoughts, ask questions, and engage in analysis of the video. which lead to peer review with the classmate. For students, peer review allows individuals to receive feedback on their work from others which can help them identify areas where their work could be improved and provide suggestions for how to do so. it also offers a fresh perspective on a project or idea. They may come from different backgrounds or have different experiences, which can help identify blind spots or biases in work (for instance, I got lots of good ideas from peer review with learning pod 4). For teachers, peer review could provide immediate feedback to students, which can save teachers time. As students provide feedback to each other, they can also see where they need to improve, which can save the teacher time by reducing the number of questions they need to answer.

                After watching the video, creating a summary or reflection on the main points would help students develop their critical thinking and summarization skills. Another activity could be to have students collaborate on creating their own video on a related topic, which can develop their creativity, collaboration, and digital literacy skills. Creating your budget chart and peer review with classmates can also improve student knowledge and group work ability. As a teacher, provide an EXCEL chart template (since this video is created by a working person, adjusting for students is necessary).

                Another point is combined with our blueprint. There might be people who are colorblind. To ensure an inclusive design, the instructor should consider different types of accessibility needs, such as visual or hearing impairments (but in our case, the video should be fine for people who have colour blindness), when designing the video and activities. The instructor should also consider the different technological resources available to students and ensure that the activities are designed to allow all students to participate.

               Last, for the final exam, instructors can design videos connecting to real-world applications or scenarios(like a case study, consider yourself a working person). This can help students see the material’s relevance and encourage them to apply what they have learned to their own lives.

Reference:

Bates, T. (2020). Pedagogical roles for text, audio, and video. In Teaching in a Digital Age – Second Edition. BCcampus. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

Universal Design for Learning (UDL) and inclusive learning design are two approaches to designing and delivering instruction that aims to meet the needs of all learners. While there are some similarities between the two approaches, there are also some key differences.

To ensure the needs of all learners, providing learners with multiple means of representation, expression, and engagement. For example, providing audio and video components in addition to text can help learners who struggle with reading or have visual impairments (Petersen, 2018). Interactive features such as quizzes or games can engage learners and provide opportunities for self-assessment.

If an unexpected event occurs, such as a pandemic that requires people to study from home, teachers must adjust to meet the needs of learners. This includes providing additional training on remote work technologies and practices and delivering courses through online platforms such as zoom or online video.

In my group project, our target students may have colour blindness.  For those students, the barrier to success may be difficulty distinguishing between different colours used in learning materials such as diagrams, charts, or graphs.  such as text labels or symbols, can ensure that learners with colour blindness can understand the content.

In addition, in the article Inclusive Learning Design, the author said avoiding jargon and providing alternative formats for content like audio or video (which I mentioned before) can help learners with colour blindness study better than using single source format (Petersen, 2018). this could also benefit other users to see contents clearly as mentioned in the article universal design (edtechUVic, n.d.). Consulting with individuals with colour blindness or disability support services would be a great idea to ensure the learning materials are accessible and can help identify the remaining barriers.

In conclusion, designing interactive learning resources that meet the needs of all learners requires a thoughtful and intentional approach. Incorporating principles of UDL and inclusive learning design, identifying potential barriers, and providing multiple means of engagement and expression, can support learners in their learning journey regardless of their abilities or circumstances. If there are unexpected events occur, we could adjust to ensure learners can continue their studies. By considering the learning environment and drawing inspiration from examples of universal design in engineering, designers can create practical and inclusive learning experiences for all learners.

This is the blog post from my group, and he emphasized the importance of considering diverse learners’ needs, and he answer a few questions about the learning method we used in our blueprint which I also mention in my post about the factor “universal” in our online course design.

References:

edtechUVic. (n.d.). Universal Design for Learning. Retrieved from https://edtechuvic.ca/edci335/universal-design/

Petersen, C. (2018). Inclusive learning design. Retrieved from https://edtechuvic.ca/edci335/inclusive-learning-design/

Experiential learning

First, we need to know the definition of experiential learning, which my article defines as:” In its most simple form, experiential learning is constructing knowledge and meaning from real-life experience” (Yardley et al., 2012). More narrowly, experiential learning is learning through experience: “learning through reflection”. Hands-on learning can be a form of experiential learning, but it doesn’t necessarily require students to reflect on their products. There is a difference between experiential learning and rote learning.

We discussed three types of students: behavioralist, cognitivist, and constructivist. I want to point out that the experiential learning method works for cognitivist and constructivists. Cognitivist and constructivists learner would like to understand the knowledge.

In the article, the author states: “From Dewey onwards, experiential learning theorists have recognized that it is only through active engagement within the environment that learners can gain applied knowledge” (Yardley et al., 2012). In my last blog, I designed a virtual class trip which allows the student to study and discuss with classmates; that’s how the experiential learning process experience then steps to their conclusion.

In my group, our topic is Personal finance, and the target students are family dads/moms(some of them are colour-blind). experiential learning could work with those students. The first option is the stock market simulator, which is just for fun. Since stock could consider an investment, it belongs to our topic. However, the stock is placed at the last line of family finance (for family mom/dad). As a result, asking students to share how they manage their money, write a family budget planning report then comment on each other (like what we do) would be a great idea.

I do not consider experiential learning would be an excellent learning way for our topic. Compared with face-to-face courses, students will not have the same level of experience. After discussing with my group member, we decide to use Cooperative learning. so I read through some classmates and my group member’s blogs. I found that cooperative learning allows students to develop their creativity and initiative while breaking the teacher’s monopoly over classroom information. This is great because it motivates students to think and help each other. in addition, students communicate with each other to improve their relationship (find someone who is also colour blind, mom/dad) and mental health. this relationship also helps students willing to finish the course rather than drop it.

References:

What is experiential learning? Institute for Experiential Learning. (2021, October 22). Retrieved February 12, 2023, from https://experientiallearninginstitute.org/resources/what-is-experiential-learning/

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161–164. https://doi.org/10.3109/0142159x.2012.643264

I do not agree with the idea that the article Motivation and Learning says: a design for motivation. I consider that motivation is already here, but we need to find the motivation deep inside, and lead people to release it, then study.

In the first reading article, the author states Instructive design issues and learning theories are inextricably linked. This is a good concept to design a study method for people since we divide people into behaviourists, cognitivists and constructivist.

Through the materials, we know that behaviourism reacts to stimulus and enforce by the result of consequence. As a result, designing a study environment that refers to Skinner’s theory (for example, classic Skinner’s experiment) would be the best way to help behaviourism study. In our case, a high school class with the topic of climate change would be to add a bonus quiz to each section with a few questions, which is the stimulus, then give feedback on the answers. We can give reinforcement (bonus mark) if it is the correct answer. Then after a few sections, behaviourism students will learn for the bonus mark.

Cognitivism is similar to behaviourism since they both study and reacts to the result. Cognitivism use strategies to help them study. They analyze the knowledge and try to understand it, breaking them into small pieces to see how those knowledge work in different places. Getting rid of the Irrelevant things helps cognitivism improve. So when designing a high school climate change Crouse, it is similar to behaviourism, which designs a stimulus and feedback concept. However, instead of giving multiple choice quizzes, a writing assignment will be better and give feedback to guide cognitivism to help them truly understand the knowledge by themselves.

The last one is constructivism. The article says the way an individual creates meaning from his or her own experiences determines how much knowledge they have. Therefore, the way constructivism study is based on experience. Organizing a climate museum virtual trip is an excellent way to design a climate change course for high school constructivism. The student will first read the knowledge or watch videos about climate change. When students have a basic concept, they begin communicating with other students and exchanging ideas. Last, write a short journal and share the trip, concluding knowledge that they learn on this trip.

I personally consider myself a constructivist. For instance, my hobbit is the workout. When I learn a new exercise, going to gym practice makes me deeply understand the exercise. Consequently, when I train my friends in the gym, I will demonstrate the exercise and then ask them to do it. After they finish, I will correct the mistake and ask the student to do it again to make this experience their own knowledge.

References:

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly, 26(2), 43-71. https://open.byu.edu/lidtfoundations/behaviorism_cognitivism_constructivism