I think the video you found is very interesting and suitable for teaching drawing. In the video Shelagh Keeley describes drawing as a non-verbal but communicative language. I think she makes it very clear that the essence of painting is to show one’s emotions, which is very important for painting. So your video screen is very useful for the learners of your resource, and the activities you have designed are interesting.
I agree with you very much. Online education does go a long way in helping and facilitating learners with various learning disabilities, such as those with disabilities or those who need to keep busy with their careers. Online education is also relatively easy to adapt, and teachers can more easily adapt their teaching to the situation. However, online education is not a good choice for communication, as both teacher-student and student-student communication can be more problematic than offline teaching.
This is a video that I might use with my learners. The most important thing I will use it for is that it fits well with the theme of our learning resource. While the video screen itself does not require or ask learners to respond to it, we can design activities based on this video screen. Learners will respond to the video screen through the activities we design, which will effectively help us facilitate learner interaction.
As a YouTube video, learners can post comments directly under the video. This would then serve as an activity where I would suggest that they post comments under the video and write down in the comments which points are mentioned on the video and which points they find particularly agreeable or disagreeable. This will also help develop the students’ willingness to interact. I will also provide my feedback through comments after students have commented.
Not only that, but I can design an activity that allows students to follow along with what they are learning in the video. The students would work as a group to give a presentation on one or more points in the video, either as a slide show or as a video screen. If circumstances permit, I think a face-to-face classroom presentation may be a better approach. Learners can receive feedback from me and other learners directly after completing the presentation. If face-to-face presentations are not possible, learners can record their presentations as videos and send them to me via email, and I will respond to my feedback. Or I could create a forum, similar to the ‘Bright Spaces’ discussion group, where learners could upload their work and comment on each other’s work. I will also post my feedback under their work. This activity will be more applicable to the interactive learning resources we have designed, as it will reflect the students’ understanding and mastery of knowledge, as well as help them to improve their teamwork and presentation skills.
I have chosen to conduct a peer review of the interactive learning resource ” How to Design and Deliver an Effective Presentation “.
After reading their drafts, I have to admit that they did a good job. First of all, for students, the presentation is a frequent exposure in the course; for workers, in order to sell his product or seek cooperation and investment, more often than not, they needs to go through a presentation. So, as far as the topic is concerned, using presentation as a theme is practical enough and has a wide audience.
Next, the content of the presentation instruction was divided into three steps: slides, presentation, and presentation skills, which can gradually improve and enhance learners’ presentations. After that, the teaching content of each step is divided into “reflect-explain-explore-apply-reflect” and activities are set for each step. This helps learners to improve their presentations in more detail and also allows them to check their completion after each stage. The required work was also done very well in the background introduction stage.
At the end, I suggest that since this is about educating learners on how to design and deliver an effective presentation, learners can be shown some examples of effective presentations. This will allow learners to compare their work with the examples and get a clearer picture of whether or not they have achieved the level of presentation they expect.
I would also suggest adding an activity in the final stage which could involve learners designing and delivering a presentation and having their presentation evaluated and provided with a feedback. this would better test the learners’ application of what they have learnt after they have completed the course.
In our interactive learning resources, to meet the needs of our learners, we may first ask students to introduce themselves or complete some questionnaires. In this way we can effectively learn about their current learning environment, learning situation and even their health. This will help us to understand if there are any barriers to learning that may be affecting the learners. Then we can help the learners accordingly. After that, we should also break down the learning into stages, posting them in order from easy to difficult, and collecting questions from learners at the end of each stage and providing help, and the forum can be a good way to do this. Of course, there are many things we should do in addition to this, such as fully understanding what we are teaching, Lucas also mentioned it in his post, and I agree with him.
If special circumstances occur that affect the learners, it’s like the epidemic we experienced before. I think that recording videos and providing online teaching resources is a good solution, not only for large-scale special situations like Covid-19, but also for situations where one or a small group of learners cannot learn properly.
In addition to recording videos and providing online resources for large scale exceptions, it is possible to adjust the timing of exercises or exams that may occur during instruction. You can set them up for a day or a few days and tell them in advance so that learners can choose the time they are comfortable with. Alternatively, changing these to assignments or projects may be another good solution.
When experiencing large-scale special situations, in addition to recording videos and providing online resources for them, you can adjust the timing of exercises or exams that may occur during instruction. You can set them for a day or a few days and tell them in advance so that learners can choose the times they are comfortable with. Alternatively, changing these to assignments or projects might be another good solution.
For special situations that arise for a single or a few learners, I think it would be useful to have an ongoing forum where learners can post problems and difficulties they are experiencing. This would both help learners with their problems and let us know if they are in a particular situation and help them as much as possible.
Cooperative learning is one of the more common learning styles nowadays, and we often encounter it in our university courses, such as some group assessments or group projects. In cooperative learning, groups of multiple students or learners are usually formed and share resources and their ideas, ultimately relying on each other to complete the work. Cooperative learning can also help develop learning experiences, as mentioned by KYLE, a student from another learning pod, and I agree with him about cooperative learning.
For our pod’s assessment topic– critical thinking, cooperative learning is a more appropriate learning style, because cooperative learning better facilitates learners to share their ideas. Learners can now discuss their ideas in a group and refine them over time. The ideas of everyone in the group are then brought together and collided with the ideas of other groups. This allows everyone’s ideas to be presented without the confusion of too many different ideas.
However, other learning styles are not entirely inappropriate for our topic. It fits equally well with experiential learning, for example, which is studied by my Learning Pod partner Lucas. Experiential learning connects learned theory and knowledge to real-world situations by engaging students in practice. This approach helps students understand, remember and use what they have learned. The direct instruction approach to learning studied by another of my partners Delbert is also good. It helps students to understand directly what they are trying to teach by having clearly defined and defined teaching tasks. But they both do not promote the exchange of ideas among students very well, so cooperative learning is more appropriate for our topic.
After reading Uncohead’s article, I agree with him that ‘different talents also determine to a large extent the speed of receiving new knowledge. ‘ People have different talents for learning different things, and there are gaps in each person’s talent. This example is also very common in our lives. For example, some international students whose first language is not English can speak English to a high standard in a short time, while others may need years and years of speaking practice to do so. It may be that working harder can yield better results, but there is no denying that talent can often determine how much time people need to spend learning new things.
After reading Lucas’s article, I agree with your view on research and study. I do agree with your definition of research as changing perceptions about something, which in my opinion is one of the most important implications of conducting research.
However, I find that we have some differences in our views on learning difficulties. I think some courses in college are difficult because they often present theories that we have never been exposed to before, and even these theories can conflict with some of the ideas we had growing up. We usually need to change our way of thinking in order to get a better grasp of these theories. For example, the theories we are exposed to in college economics classes are very different from how we used to think about economics.
I also noticed that you mentioned that you cannot relate the cognitive process to your own experience because what is learned is new. I also have a different opinion about this statement. I think the author may be trying to contrast what is learned with his own experience. Maybe link the article to your posting.
Finally, I really like your posting. Also, I am also an economics student and the story you shared in your posting made me feel the same way. I hope to see more great posts from you.
After reading Backwards Bicycle, I came across a very interesting statement. The author compares the skill of riding a bicycle to an algorithm and compares learning to ride a bicycle to solving an equation as if it were an equation. This also explains very well his belief that learning knowledge is not the same as understanding it.
This reminded me of my learning experience in economics class. There are quite a few calculations and various equations involved in many economics classes. However, whenever I memorized all the formulas and algorithms, I would still come across questions on the test that I didn’t know how I should calculate. These questions often use examples from life or integrate multiple formulas. We need to fully understand the meaning of the formulas we learned to solve the problems. I agree with the author that just because I learned a formula doesn’t mean I understand it or can use it well.
However, in this video, I don’t agree with the author’s attribution of his difficulty learning to ride a bike all to the complexity of the bike’s algorithm and conflict with his other algorithms. Perhaps this is one of the reasons or even a large part of the reason, but I don’t think it is the whole reason. It seems to me that the author’s delay in mastering the skill of riding a bicycle may also be because learning to ride a bicycle does not give the author a sufficient sense of accomplishment.
For example, in the ‘Motivation Theories and Instructional Design‘ section of the material, it is also mentioned that students’ expectations of success and task value beliefs can have an impact on their achievement. So in the video ‘Backwards Bicycle’, the authors and others who learn to ride bicycles have difficulty mastering the skill quickly, possibly because learning to ride a bicycle is not necessary for them, and learning the skill gives them little sense of accomplishment and helps them in life.
This also explains the author’s point that ‘children are more malleable than adults. Because the sense of accomplishment of a child learning to ride a bike is relatively large, often greater than that of an adult learning to ride a bike. That’s why his child could do what he could only do in eight months in two weeks.
Reference:
Park, S. (2018). Motivation Theories and Instructional Design. In R. E. West, Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology. EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations/motivation_theories_and_instructional_design
Hello everyone,
My name is Yunjun Huang, I am from China, you can also call me Dennis. I am a student in the Department of Economics in Victoria. I am very excited to participate in EDCI 335 this semester. I hope to learn more interesting new things in this class and look forward to completing the challenges with my classmates.
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