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.