Category: Multimedia Learning (Page 1 of 3)

Assessment is an essential part of teaching and learning, as there are usually different ways to assess the learning outcomes of our daily study, regardless of our professor. In all the courses I have taken, most teachers use assignment, quiz, and exams to assess students’ learning outcomes, and most of these are summative assessments. Both summative and formative assessments are used differently in the teaching process, and each has its advantages and disadvantages.
First, I would like to discuss summative assessment. The advantage of summative assessment is that it provides a more visual assessment of students’ learning outcomes. For example, in science subjects such as math and physics, all teachers choose summative assessment because, in these subjects, the learning is interrelated. Students need to master the basics before moving on to the second stage. Each summative exam is a direct test of how well students have mastered the stages of learning, and only a complete understanding of the content can lead to a good score on the final summative assessment test. The teacher’s summative assessment is an excellent visual representation of student learning outcomes. A good score means that the student has a good grasp of the knowledge.

On the other hand, summative assessments are not the best way for students because learning is a process, regardless of the subject matter. Summative assessments are based on students’ memory of knowledge. However, I believe that an essential part of learning is how well we apply what we have learned, and the results of summative assessments are only about students’ memory of what they have learned. As mentioned in this week’s article, summative assessments do not provide feedback to teachers and learners about the learning process and ultimately only reflect summative results. Nevertheless, I think it is imperative to get timely feedback from the teacher during the learning process; just like building a house, the foundation needs to be strong enough, and every brick and tile in the building process is fundamental, but if there is a piece of crooked stone brick is not corrected in time, then it will have a significant impact on the firmness of the house, and eventually, the house is built, but it is not solid and safe. This is the essential part of the summative assessment for teachers and students.
The most significant advantage of formative assessment over summative assessment is that formative assessment focuses more on the process of learning. The teacher and students can get timely feedback through formative assessment to ensure improvement at the first time, and through dialogue, both students and teachers can find out the shortcomings of each other at the first time. I think this kind of learning process is more helpful to the mastery of learning knowledge and allows learners to learn more effectively.

Finally, I believe that the results of learning are not only tested through assessments because the ultimate goal of learning is not to remember much content but to use the knowledge correctly and effectively. Actual effective learning combines all the contents, gets timely feedback and correction in the learning process, and finally applies the learning results to life or other subjects, which is the real purpose of learning. For example, if a child learns to walk and talk, there is no way to walk without learning to sit, crawl and stand, not to mention running and jumping. Similarly, learning to speak also requires a process. After mastering pronunciation, one can learn words and use them to form sentences. Formative assessment is critical at this stage of the child’s development, as it is more about the process than the result. Therefore, each process in learning is the most crucial step in whether we can master the knowledge or not.

The EDCI-337 class taught me many things that I had never been exposed to before and provided me with many practical suggestions on how to learn, and my knowledge of multimedia learning has improved a lot through this class. In my other classes this semester, there are a lot of presentations and assignments that can be used the knowledge in EDCI-337, so I am thrilled that I can take this class, and it has helped me a lot in my study.

Where do you see AR in future classrooms?

I first contacted AR many years ago when I went shopping with my mom and saw a free 3D game experience event being held in front of a store selling video game equipment. I was curious to learn about the past and learned that a technology called AR allows people to immerse themselves in the game as if they were experiencing the scenes that appear in the game. With the development of the times, there have been many different AR software in our lives, whether in teaching or daily application. One of the most familiar AR tools is Google Maps, which allows you to see the buildings, roads and environment around your location in real-time and visually. Through this week’s study, I also explored some other AR software that I think would be great to use in learning to implement new types of lessons.

The first software I found was Arloon Plants, which allows users to understand and observe every part of a plant in more detail through AR. Common plants we can observe directly, but many plants grow in environments and other factors that make it impossible for us to find them easily. Hence, it becomes a more troublesome thing when learning, but This software allows students to understand each part of a plant, its life cycle, etc., in precise detail without physical objects. The software also allows students to show the plants they are studying on the table through their cell phones to compare and record them more visually with the natural plants around them. This will be a great help to the progress of the course because students who study environment and biology will probably have the assignment of observing and recording plants. However, some wild or scarce plants are hard to find, or when the teacher wants to teach in the classroom, if there is only one plant, it will be very time-consuming for the whole class to observe and understand, but through AR software, However, with AR software, every student can easily observe and learn about plants, which saves much time while protecting plants.

Explain how AR tools may allow for new types of lessons

There is also AR software that can be very helpful for medical courses. Complete anatomy is software that can explore all parts of the human body in great detail, but the structure of the human body is very complex. If AR technology is used in teaching, it can show students the structure of the human body more effectively. The software can also simulate the human body’s pain, bone growth, fracture, etc., which ordinary models cannot reflect.

This shows that AR technology in learning can progress into a more excellent type of curriculum, and the use of AR technology in teaching will have very significant advantages compared to traditional teaching. First, AR technology can teach students in a very intuitive way because the content shown in this software is three-dimensional, more vivid and intuitive, which can be very helpful for students’ understanding and memory, such as Arloon Plants. This software visualizes and enhances cognition and understanding. Secondly, teaching through AR technology can better improve the interaction between students and teachers. The immersive experience of learning content and environment can improve learning efficiency and student participation. The boring traditional classroom allows students to learn by rote. However, when students are involved in exploration and research, their interest in learning will be effectively increased and their learning efficiency.

How do Game-Based Learning and Gamification use active learning?

Active learning refers to a broad range of learner-centred instructional strategies. In general, active learning is an instructional approach in which students are actively engaged in course material through hands-on skill-building, discussion, problem-solving, reflective writing, case studies, and other methods, as opposed to active learning, which is more based on learners reading textbooks, watching videos, and attending traditional lectures through learning techniques. The benefits of active learning for learners include more active participation in learning, opportunities for more effective learning experiences through scientific methods, active participation in experimentation, application, and analysis, and the ability to synthesize knowledge based on prior learning to create their understanding and personal meaning. Examples of active learning experiences include discussions, debates, group work, presentations, project-based research and reflection, etc.
In the active learning paradigm, game-based learning can increase learners’ interest in learning. In most cases, the main reason we do not do well in learning is that we encounter challenges in learning. Breaking through these challenges requires challenging work, much time spent researching the topic, and a lot of instructional videos and reading materials make learners feel exhausted. On the other hand, if gamification is applied to active learning, it increases the interest of the learners and, at the same time, increases the efficiency of learning more effectively. By actively doing some exploration through some gamification software and putting the main content of learning into the gamification technology, learners can combine the usual learning materials with the game by participating in the game and reviewing the learning materials when completing the game, which avoids the tedious and passive learning and at the same time allows learners to remember and use the learning materials better.

Examples you have been a part of in your classes of Game-Based Learning

I was asked to complete many different types of assignments, including Quiz, during my studies. When I was completing these assignments and reviewing before the exam, I would only use the slides and class notes provided by the teacher to review the content, which was relatively dull and numerous. The result was that I could not finish my homework very efficiently, and it was not easy to memorize all the knowledge points clearly when I was revising. I was introduced to an online study tool called Quizlet by a friend. I could search for many study materials related to my major, including summaries of keywords and some practice problems similar to my homework. Most of the content on this site is presented in the form of flashcards. Compared to my review, each critical word and its explanation is separate. I can study through their memory to explain the meaning of the word, then click on the flashcard, and the correct interpretation will be displayed to compare my answer is correct. In this way, I can check how well I have completed the content and whether I have clearly remembered the meaning of the essential words.
On this site, in addition to using the Flash Cards, I can also switch the main content of each chapter to a quiz game. The quizzes are a way to check my completion, and I can collect the critical content by bookmarking it and reviewing it at the end. Reviewing through this gamified learning site has made my learning more efficient, reducing my time and allowing me to complete assignments and review content more effectively than reading the material myself. The site includes economics content and contains a library of questions for each major, so no matter what subject you are studying, you can find something that works for you on the site and test yourself through flashcards and games. This gamified approach has helped me to study efficiently.

Describe differences between TPACK, SAMR and SECTIONS

The Sections section focuses more on the steps that teachers need to consider when creating multimedia technology using media teaching models, how to create a media technology that is easy to use and can increase interaction between students and teachers while ensuring the privacy and security of the users.
The first thing to consider is to understand who your students are and whether they can use the technology, as this is a crucial selection criterion, and while the use of virtual technology can provide better learning, if students do not have the tools to use it, a good internet connection or access to it, then using the media model will not be beneficial. The second point relates to the use of virtual technology by teachers and students. The second point is about the ease of use of the model for teachers and students. If it is too complicated to use and does not provide easy access, it will not benefit teachers and students. The third point is about the time and cost of doing the work, how much time is spent on design, delivery, etc. The cost of developing the technology may include the purchase of some electronic equipment, computers and headphones. The fourth point is about the characteristics of the media because when it comes to teaching, it is probably more about the characteristics of the teaching, how it can be taught so that the students receive the knowledge better. The characteristics of the media are also fundamental because how the teaching is done with the media technology can also affect the quality of the teaching. The fifth point is the interactivity of the teacher and students when teaching through the use of media technology. Because low interactivity is a vast difference between different media, very multimedia technology lacks interactivity between teachers and students, the quality and level of teaching will be relatively low. However, suppose media technology is used while increasing the interactivity between teachers and students in using this technology. In that case, it can be more effective in improving the quality of teaching of teachers and the quality of learning of students because interactivity not only provides the opportunity between teachers and students interaction but also allows students to interact with other students in the learning process and whether it allows more people to be involved in teaching and learning. The last part to consider is the security and privacy of the students and teachers when using the media technology and whether the students’ privacy can be protected.
When creating media tools for teaching and learning, teachers are more likely to use the SECTIONS model to consider who their content is suitable for, and whether interactivity and ease of use will be less costly and more effective for students than other media technologies, and whether there will be room for interaction between teachers and students.

SAMR is a model that focuses more on the way students organize their knowledge. We can redefine and modify the content provided by the teacher when we are learning through our redefinition and increased understanding of knowledge, thus complementing and completing. Better understanding the content of the teacher’s knowledge can improve the quality of teaching and learning. By using the SAMR model, students will understand more intuitively what the teacher has taught them. For example, we focused on the SAMR model last week and created our sketchnoting for the class through the video. I can then add more practical knowledge to my sketchnoting at the end of the lesson to improve my understanding.
In what ways can students improve their teaching through the SMAR model? The redefinition and reorganization of knowledge can be more intuitive and effective in improving the quality of teaching and learning for students instead of rote learning. On the other hand, the teacher can also assess the students’ acceptance of knowledge through their sketchnoting during the teaching process.

TPACK focuses on technology for teaching and learning. TPACK is a framework to help teachers consider how their areas of knowledge can be more effectively taught to and received by their students. Combining what the teacher knows about teaching and how media technology can improve student learning, the first three areas to consider are content knowledge, pedagogical knowledge, and technological knowledge. The CK section focuses on the understanding and expertise of the subject area the teacher is teaching, while the PK includes teaching and assessment methods.
Comparing the three models, I think the most significant difference is that they are different for different areas of expertise and are more like a step-by-step process. The first is SECTIONS, a model that teachers need to use when producing content and media to consider the audience, ease of use, interactivity, cost and ultimately the privacy and security of the teacher and students in the process of use. The final mod will be based on the SMAR model. In the end, students can reorganize and define their knowledge according to the SMAR model to deepen their impressions. So I think these three mods are essential to improving teaching quality and learning in a whole teaching model.TPACK focuses on technology for teaching and learning. TPACK is a framework to help teachers consider how their areas of knowledge can be more effectively taught to and received by their students. Combining what the teacher knows about teaching and how media technology can improve student learning, the first three areas to consider are content knowledge, pedagogical knowledge, and technological knowledge. The CK section focuses on the understanding and expertise of the subject area the teacher is teaching, while the PK includes teaching and assessment methods.
Comparing the three models, I think the most significant difference is that they are different for different areas of expertise and are more like a step-by-step process. The first is SECTIONS, a model that teachers need to use when producing content and media to consider the audience, ease of use, interactivity, cost and ultimately the privacy and security of the teacher and students in the process of use. The final mod will be based on the SMAR model. In the end, students can reorganize and define their knowledge according to the SMAR model to deepen their impressions. So I think these three mods are essential to improving teaching quality and learning in a whole teaching model.