Category: Assignment 1 – Blog Posts

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.

The SAMR model was developed by Dr. Ruben Puentedura, which aims to
guide teachers in integrating technology into their classrooms. SAMR consists
of 4 steps: Substitution, S, Augmentation, A, Modification, M, Redefinition, R
(Puentedura, 2015). Teaching is generally a step-by-step process of
extending from one or some knowledge content to other content. The same is
valid for mind maps, diverging and expanding the content around the main
keyword. Teachers can use SAMR method to systematically summarize the
knowledge points that need to be explained when preparing lessons. At the
same time, they can also check whether there is any missing content, or
whether there is a better way to explain logically, etc. Furthermore, a good
picture often have much effect on students’ interest in learning. I remember
that when I was in class, the SAMR model was often used when I needed to
memorize complicated principles. I remember when I was studying the human
resource management class, the teacher showed us a Youtube video
explaining recruitment theory using the SAMR method in order to help us
understand. I believe that this method will be particularly effective in
explaining liberal arts and theoretical classes in the future. Finally, I personally
think that the style of pictures is also very important. Those beautiful and
concise drawings are more helpful to attract students.

References

Puentedura, R. R. (2015). SAMR: A brief introduction. unpublished.
Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/10/02/SAMR_ABriefIntroduction.pdf.

Through this week of study and reading, we have learned the principles of reducing irrelevant processing in multimedia learning: the principles of coherence, signaling, redundancy, spatial continuity and temporal continuity. After that, we learned about three principles for managing essential processing: segmentation principle, pretraining principle, and modality principle. We learned from the reading material that using both text and images is more effective than providing text alone. Educators can adapt and use multimedia to enhance learning in many ways. Mayer (2005) shows an example of explaining bicycle pumps in a classic way to illustrate this point. Last but not least, the principles applied this week to our studies are very interesting. Is the use of screenshots to create multimedia content. Because my computer is a Mac, I use QuickTime to take screenshots. The picture below is a picture of me practicing using QuickTime screenshots during this week’s reading.

References 

Cognitive Theory of Multimedia Learning. (2011). In ETEC510: Design Wiki. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

It is interesting and meaningful to use different types of designs for multimedia objects this week. Below is a poster that I use Canva to design and layout in accordance with the principles of multimedia learning.

The content is to let students know at a glance how to write a summary when doing academic writing. I believe this is an effective infographic, using charts and graphs to show writing tips. Not only that, the poster template helps me quickly create objects that conform to the principles of multimedia learning and related theories. When making this type of poster, the uniformity of the font and the eye-catching headline are both important. Instructional design can be defined as the practice of creating a teaching experience to help promote learning most effectively (Anderson, et al., 2008). These steps involve the instructional design process. These models can help us plan the entire process. The design process is actually a combination of learning and teaching. The purpose of creating a poster is to hope that students can understand the method of writing a summary in the most intuitive poster.

References

Anderson, J. M., Aylor, M. E., & Leonard, D. T. (2008). Instructional design dogma:   creating planned learning experiences in simulation. Journal of Critical   Care, 23(4), 595-602.

There are three key learning theories about teaching and learning learned this week: Behaviorist Learning Theory, Cognitive Theories, and Constructivist Theories.

Behaviorist theory is the basic theory of education now. It defines learning as an observable change in behavior that occurs in response to environmental stimuli. Cognitive theory treats humans as rational creatures completely different from animals. This theory states that learning is the acquisition of knowledge and the development of understanding. So we can know the learned nature of these behaviors, so education can shape the individual. Constructivist theory points out that teacher guides are the source of students’ learning. Therefore, under the theory of this week, it is very common to form a common teaching practice of asking questions or questions, and then inviting students to answer and solve the problems in their own way.

Therefore, I think constructivist theory can help me teach a group of people. I also believe that the guidance of teachers is very important. Therefore, under the guidance of this theory, I think that after the teacher deeply understands the required curriculum, they should take the initiative to guide students to an efficient learning for students.

Finally, I think that cognitive theory explains that it is possible to predict that reading text on PowerPoint slides is not as effective as narrating images in PPT presentations. Cognitive theory emphasizes reading and lectures as learning methods.

References

Principles of Learning. (n.d.). Wikipedia. Retrieved January 16, 2021, from https://en.wikipedia.org/wiki/Principles_of_learning

Alexander, K. (2017). Learning Theories For Multimedia [Mp3]. https://soundcloud.com/user-433569679/learning-theories-for-multimedia

Hello everyone, my name is Yiyang Wei. This week we started to learn about interactive and multimedia. First of all, I think media is a very interesting subject. It includes psychology, pedagogy, computer science, etc. It can also be used in some majors, such as educational technology, instructional design, applied cognitive psychology, technical writing, graphic design, and human-computer interaction, etc. I am interested in the prospects of multimedia learning, especially now that I am interested in developing the potential of using multimedia information to improve human lives. Interactive multimedia is the addition of interactive functions on the basis of traditional media. Through interactive behavior and multiple senses to convey and express information, the audience can not only see, hear, but also touch, feel, smell, and also interact with it (Schwier & Misanchuk, 1993). As a student, I have experienced the changes of multimedia in schools and classrooms from my own educational experience. I have classes in a traditional school, from elementary school to university. The mode of the blackboard in the classroom has changed from chalk to the projector, realizing the upgrade from text to video image. As the modality principle says, people learn better from graphics and narratives than from graphics and printed text (Mayer, 2014). I was deeply impressed by the changes in basic physics class graphics, geography class maps, and music class appreciation. From only one real piano in the music classroom to learning through computers and the Internet, I was deeply benefited.

References

Mayer, R. E. (2005). Introduction to multimedia learning. The Cambridge handbook of multimedia learning, 2, 1-24.

Schwier, R., & Misanchuk, E. R. (1993). Interactive multimedia instruction. Educational Technology.