Category: Multimedia Learning (Page 1 of 2)

Formative evaluation can improve student learning and can provide feedback to teachers. The summative evaluation can assess the student’s academic performance. This can prove that students master the level of knowledge, skills, and ability and the degree to achieve the teaching goals. It can even predict the possibility of students’ success in subsequent teaching activities; it provides a basis for formulating new teaching goals.

Evaluation is the primary component in the teaching and learning process. The three evaluations are not mutually exclusive. They are interrelated and mutually infiltrated. This is because any kind of work is continuous, and the division of stages is also relative. Both formative and summative evaluations are diagnostic; moreover, because the fundamental purpose of the evaluation is to promote work and promote development, So any evaluation has a formative nature. No diagnostic evaluation is not a proper scientific evaluation, it is just a subjective guess, and without a formative evaluation, it loses the meaning of evaluation. Whenever a teacher adopts one of the evaluation forms, students should be asked to clarify the purpose of the evaluation, how to conduct the evaluation, and what the evaluation criteria are.

Based on this week’s reading, what impressed me the most was that it turned out that the summative evaluation was retrospective, and the main form was scored. The formative evaluation is forward-looking and focuses on making recommendations.

References

Brookhart, S. M. (2001). Successful students’ formative and summative uses of assessment information. Assessment in Education: Principles, Policy & Practice, 8(2), 153-169.

According to the study in the previous few weeks, in many learning situations, games are a fast and effective way of learning and very effective. The visualization and interactivity of AR can naturally design very attractive gamified teaching content, which is fun to teach, which significantly enhances students’ willingness to learn, stimulates learning interest, and improves learning effects. Because the content presented by AR is all 3D, it is very vivid, intuitive and vivid, which helps students understand and remember. With the help of AR technology, students’ classroom experience has jumped from 2D to 3D, which is no longer the flat content presented by books or blackboards, but lifelike three-dimensional content. For animals, plants, daily necessities and other three-dimensional objects that are initially visible in reality, students no longer need to brain-complement 3D images from flat 2D images; for radio waves, magnetic fields, atoms, geometry, and other abstract or invisible content, AR can be displayed visually, which helps to improve cognition and understanding. I downloaded the APP: Plantale on my iPhone. So this app can visually observe the complex structure of plants. It can also follow the life course of the plant, observe the different stages of germination, and understand the best growth conditions for the virtual plant. I think AR education is not only suitable for mathematics, physics and biochemistry that require spatial thinking, imagination and practical skills, but also for historical geography with a large amount of visual content.

In this week’s study, the theory that impressed me most is that games are learning experiences in game-based learning, while in gamification, game elements are added to traditional teaching methods. Therefore, the distinction between game-based learning and gamification is more exciting and vital. In particular, I was surprised that although quizzes can be considered an example of gamification, tools such as web applications used to create quizzes are not regarded as game-based learning. So, I did come into contact with Kahoot in a Canadian class. This kind of graphic, time-limited question-and-answer game raised my interest in classroom-related content and my motivation for learning to a large extent.

As for game-based learning, I was immersed in this mode of learning when I first started learning English as a second foreign language when I was a child. In one class, I used to be a simulated customer ordering in a coffee shop or restaurant, learning English during the game. As for gamified learning, as mentioned in the reading materials, the use of quizzes in the classroom is widespread.

Because I played Kahoot as a student and participant in the class, it made me very interested. This week, I started making Kahoot as a teacher （producer）. As shown in the picture below, I set the theme of interesting and unpopular knowledge about Canada to let the participants know Canada better.  I also need to think about what kind of answer and what kind of model can improve the participants’ learning experience.

The practice this week is to edit the video. I use iMovie because I use an Apple laptop. I have attached the video below on this page. First, I added the beginning and some subtitles to the video. In the middle, I divided the video into five segments and added a transition every 20 seconds. I turned off the volume at the end. Finally, I also faded the image before each change to black and white. I found that once I started customizing the video myself, it was really interesting. And once the video and teaching are linked together, the issues that need to be considered to refer to the two models learned this week: the TPACK model and the SECTIONS model. When faced with different learning goals and audiences, the SECTIONS model can help evaluate different technologies to achieve different learning goals. Therefore, the use of models requires a specific analysis of specific issues.

Regarding the difference between SMAR and TPACK, I think the biggest thing is that their layers are different. Sometimes I think there are too many layers in SMAR, and I will forget the previous ones. But TPACK mainly surrounds the three sections in the circle. Regarding the model of SECTIONS of selecting technology or media, I think it is very practical. Because my past teachers, whether they choose multimedia or video, I think they have taken into account the students’ learning goals, the ease of use of the media, the cost, and the safety.