Category: Assignment 1 – Blog Posts

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.

Describe the benefits of considering SAMR in a teaching and learning context.

It is a common phenomenon in our daily study life that many students choose many courses in a semester, which can pose a significant challenge to our learning. In this case, visual note-taking can be an excellent way to help you record valuable points in the course. As our courses are limited in time, each course has its own timetable. We can only organize our studies by following the timetable, and how to organize our time is an essential part of effective learning. It is also easy to organize your time and ensure that you do not miss essential assignments or exams.

Recount your views of Sketchnoting.

After watching the video teaching how to use sketchnoting, according to the steps, when I was trying to use sketchnoting myself, I divided the page into two parts, the text part and the visual part, using simple words and phrases to catch the main points in the text part, providing some pictures in the visual part to deepen the impression if there was time, adding after the lesson any possible If you have time, provide some pictures in the visual section to reinforce your impressions, add any possible missing and blank sections after the lesson, and then summarise them on a piece of paper at the end, along with any homework and exams that need to be completed. At the end of the term, use a blank screen for summarising each lesson, summarising the main content of each unit and outlining the central ideas so that we can summarise the valuable content in one place and have the appropriate reference for the next revision, whether it is for exams or essays so that we can quickly find the compelling content that has been collated. This will ensure that we are well prepared for our final exams instead of memorizing by rote.
By taking notes through sketchnoting, the content of the course is more clearly distributed, and it is easier to review it later than a whole text. Through sketchnoting, we can also increase our interest and concentration in a boring classroom to focus and complete the class more effectively.

• List some possibilities you see for digital story telling or screencasting in education

In the past, I had no experience with using screencasting in my studies. However, because of COVID-19 in the past year and a half, the school had to change the course to an online course, so I had the opportunity to be exposed to the experience of teaching through screencasting. Because of the epidemic, there are certain disadvantages to teaching online, students cannot communicate directly with the teacher, and there are many assignments that students may not understand how to deal with, so there will be problems so if you go to the teacher in this case, you can only go through the mail, and it usually takes at least two to three days to get a response from the teacher, so to avoid delays and In order to avoid delays and the inability to get a timely response when too many students do not understand, some teachers choose to do video teaching through screencasting. For example, I chose Economics 381 this semester. All the assignments in this class need to be completed through software called R. When I was in this class, I was the first to use R. The most challenging part of it compared to other software is that you need to download and install it yourself. After installation, you need to download and apply the materials prepared by the teacher before you can start completing the assignments. So this process was challenging for the students who first encountered the software R. Therefore, in the first week, many students contacted the teacher to ask how to do it. Hence, the teacher provided the correct way to use R through screencasting, which included the steps to download the material package, which I think was very convenient and helped the students solve their problems. Here is an example of how I used the instructor’s screencasting, which I also recorded through screencasting.

• Which multimedia learning principles would apply to a PowerPoint presentation in a classroom or face-to-face business meeting?

In the Powerpoint presentation process, I think the multimedia learning principles that can be applied to the inside are the most important is the signal principle. Whether we are in the process of classes or face-to-face business meetings when using Powerpoint to explain, the content inside is the most important. If the Powerpoint process adds much complex theoretical knowledge and contains an enormous paragraph of text, watching the video presentation will feel too much content, unable to understand what you want to express. So this time, the signal principle is fundamental because if the important words are highlighted, people can quickly grasp the focus and understand what they need to learn so that they will learn better. On the other hand, if animation is added during the presentation, it will make the content of the presentation more vivid, and if the principle of temporal coherence is also met, it can also make us learn better because when the video or animation is played, and the corresponding narration is added at the same time, the content of the video can be better understood, thus achieving a better learning effect.

In this week’s blog, we used an online software called conva, in which we can freely create our favourite posters, brochures, etc. I used conva to create a poster about whistler to introduce this tourist attraction to everyone. In the process of using this software, I found that it can be better to create what you need because it provides a variety of different categories of templates, involving all walks of life, whether it is work or study to use conva to create, essentially reduce the workload, but also let even people without production base also have the opportunity to create their beautiful posters. I think this will also be very helpful for the study of social media.

How will dual coding theory change the way you create PowerPoint presentations?

“Dual-coding theory postulates that both visual and verbal information is used to represent information. visual and verbal information Visual and verbal information are processed differently and along distinct channels in the human mind.” In our classes, both in the classroom and in the online courses we have taken over the past year and a half, the instructor has chosen to use power-point when teaching. -Because I believe that information cannot be conveyed only through language, and if we just read the textbook, the large amount of text will make people feel exhausted in the process of reading, as I discussed in the presentation this week, Cognitive Load Theory, Working memory is finite if you overload working memory is not enough. If you overload working memory before there is time for encoding and long-term storage in mental models, things will be forgotten. If you overload, working memory is finite. If you overload working memory before there is time for encoding and long-term storage in mental models, things will be forgotten. However, if you add some pictures and videos to your power-point But if you add some relevant pictures and videos to the power-point, it will be more attractive to the audience, and the unique pictures and videos can make the audience remember the content very easily. So once, when I made a power-point, I simply added what I thought was effective, including only a lot of text, which was difficult during the presentation, and the audience would also find it boring and could not catch the key points content. Now when I make a power-point, I reduce the text and write only the crucial headings, then add some relevant pictures and videos, and add my personal stories and experiences during the presentation, which effectively improves my presentation, and the audience can easily understand what I want to say and the key points. When I finish my speech, the audience can also remember the content of my speech instead of not knowing anything when I mention the content.

What non-digital multimedia and interactive experiences (class discussions, nature walks, brainstorming, etc.) have you experienced in the past? Were they interesting and engaging?

For the past year and a half, because of COVID-19, I have been doing online learning through learning tools like ZOOM. I found some of my classes absorbing in that the teachers used shared screens to teach during the learning process. One of them added relevant videos inside his Powerpoint during the teaching process and pulled discussion groups to discuss and learn with other students. I think this is very interesting because if we have a class and just read text content for a long time, it will make me feel very dull. However, when the teacher shared the video with us, the change from text to video increased the students’ interest in learning. It allowed us to share our views and experiences with other students in the class discussion so that we were not so dull in the class discussion.

Introduction

Hello, my name is Jialin He, you can call me Christina. I come from China, and I’m a third-year student major in Economics. I hope to continue my graduate studies in the UK or the US sometime soon. Because of COVID-19, I’ve been studying online for the past year and a half, using online learning tools such as zoom and collaborate. I am glad that I can share my learning experience through the blog.

What do I expect to achieve through this course?

The main reason for choosing this course is that I am very interested in the knowledge of multimedia learning because, with the development of technology, multimedia has become an essential part of people’s lives. Multimedia is used in daily life for entertainment, study, work, etc. I hope that through this course, I can have more understanding of the theory of multimedia learning and the application of various forms of multimedia in the teaching environment; although multimedia has become a part of our life, I think how to use it correctly to learn is the most important. It includes positive content and also contains much lousy content. It is essential for future learning if we get effective learning content in multimedia social platforms correctly.

Learning Tool Experience

For the past year and a half, I have spent my first semester at uvic using multimedia learning tools, the most frequently used of which is Zoom, which ranks second out of 300. When using this software, students can communicate with the instructor via video in real-time. Many small tools within Zoom allow students to “raise their hands” during class and answer questions from the instructor on a shared screen. Zoom maximizes synchronization in the online learning process, allowing students to interact with the teacher and other students as if they were in school, even when they are at home in a video class.

Reference

Andi Davis, (July 20, 2017).Cognitive Theory of Multimedia Learning. (video).Youtube. https://www.youtube.com/watch?v=qn1p3qXuzQQ&ab_channel=AndiDavis