Author: python87

Aug 09, 2024

1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

Learning designers see interaction as one of the main ways to keep students engaged and active in learning. Views are held on it in three major ways: how students interact with materials, how they do so with each other, and finally, how they connect with their teachers. One aims to pick the right mix to match what students need to learn.

2. 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)?

Several such tools and activities, like discussion boards or interactive quizzes, or group projects, require a lot of interactivity among the students. And here this idea comes in, that students need to be presented with enough engaging, collaborating opportunities to make learning more dynamic and involved.

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?

Technology has made learning more interactive and flexible, so there is better engagement with the material and fellow students. It has provided new opportunities to learn and collaborate, although it does need to be carefully designed in order to really work effectively.

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?

Lack of interaction leads to easy loss of interest and hence difficulty in grasping concepts. Good interaction, on the other end, makes the learning process interesting, and concepts are well understood and well internalized.

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?

The hands-on learning experiences have kept me engaged and helped solidify my understanding of the material. This has made the process more enjoyable and effective by enabling one to discuss ideas with others and practice what one has learned.

Comment on group member’s blog: https://edci335portfolio.opened.ca/blog-post-4-interaction/?unapproved=14&moderation-hash=61577d26c09fbe7cf99d7a3d47add4dc#comment-14

Aug 09, 2024

An interactive learning resource catering to all needs of learners must, therefore, integrate Universal Design for Learning to ensure access and engagement by all. It will display the content in a multi-modal way: through written explanations, videos, audio recordings, and interactive activities to accommodate different ways of learning. For example, key complex ideas will be distilled into plain text, supplemented by compact, visually appealing videos and infographics. This range caters to visual, auditory, and kinesthetic learners, helping to ensure that all people can get the material in a format best for them to understand it. Thus, alternative text for images and transcripts for videos will further take into consideration people with visual or audio impairments in learning and hence make it inclusive.

These resource interactive elements will further be designed to accommodate different levels of engagement and understanding. Multiple-choice quizzes with immediate feedback, interactive simulations, and scenario-based exercises that permit students to exercise and use knowledge in a dynamic, supportive environment will also be included. The resource will have adjustable settings in terms of difficulty so that learners with all kinds of skills can work through it at their own pace. This method does not only emphasize reinforcement of learning but also generates several avenues for learners to show their understanding, therefore applying the UDL framework that states the provision of multiple means of expression. It works to engage and support all learners effectively through the integration of such strategies for creating an inclusive learning experience.

Comment on group member’s blog: https://edci335portfolio.opened.ca/blog-post-3/#comments

Jul 21, 2024

Direct instruction and cooperative learning both work well with learners aged 13 and up and, ideally, would be used together to teach Instagram and its privacy settings. Direct instruction, which is a teacher-centered method, ensures that learners are given step-by-step directions for using Instagram’s features, especially its privacy settings, which can be technical and interpretive. Interactive practice and feedback allow learners to correct their performance quickly and accurately. Whereas direct instruction can communicate explicit detail, however, it might not engage all learners or foster independent problem-solving skills.

Cooperative learning is very much learner-centered, with the students working in small groups to achieve shared goals and activities. Learners discuss their Instagram usage and experiences, and this kind of peer practice could help them learn more about their fellow class members, which can be used to feed into their learning. Communication, cooperation, and social skills are essential parts of interacting with others on social media, so cooperative learning will help to improve these skills. This approach needs to be well-managed so that students contribute appropriately to the group, and so that everyone in the group benefits by learning from each other and teaching others. Between direct instruction to provide the foundational knowledge (stage one on the PEU triangle) and cooperative learning to apply this knowledge in more practical ways, students’ knowledge, skills, and language will have been elicited, expanded, and extended, creating a rich and very robust learning experience.

Comment on group member’s blog: https://chikitlaiedci335.opened.ca/blog-post-2/?unapproved=4&moderation-hash=a80e79901e2b3e902435aa7001e0944b#comment-4

Jul 14, 2024

Assessment strategies being used in this course are:
– Discussion Forums
– Project-Based Assessments
– Collaborative Assessment
– E-Portfolios
– Peer assessment
– Electronic Peer Review
– Self-assessment
– Authentic assessment
– Grading Contracts
– Rubrics

For this class, we did not use the Quizzes and Exams assessment.

My group members and I connect in an online Zoom call to talk about the project. For instance, we got on a video call today and started our work on Learning Resource Blueprint, where we collaborated to find a topic that we were all interested in, and split all the different sections amongst ourselves to work on. We comment on each other’s blog posts. We create an introductory blog post in WordPress about ourselves. The project topic that we chose as a team is A step-by-step guide to using social media platforms. Where we investigate the real-world challenges We have different percentages of grades for each blog post.

In my other courses like SENG 426: Software Quality Engineering and SENG 440: Embedded Systems, I collaborated with my group members on our project to complete each milestone of the project. Every 2 to 3 days, we connect in a Discord call to keep ourselves up to date on the progress of our tasks and changes that we may have to make. Before the end of each milestone, we review each other’s work to verify and validate that the work we did meets the deliverable requirements.

Comment on group member’s blog: https://anzerlearningportfolio33.opened.ca/learning-pod-self-reflection-2/?unapproved=1&moderation-hash=22a91f7825eab960156223918414fcbf#comment-1