Category: edci 335

There are many typs of learning interactions, some include computer technology, and textbooks, (ie reading, and watching videos). Chapter 9.6 of “Choosing and using social media in education” describes types of learning interactions and provides perspective on how an individual may interact with different mediums of learning. 

In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, or think about the topic (learner-generated)?

 In this video, the HealthQuest appointment scheduler system is explained. Watchers will gain an understanding of the basics of the schedualling system including appointment details, tools offered, etc.. The likely response would be to use this system or practice using the system displayed. Furthermore, I can see learners watching additional videos provided by a MicroQuest which explain further aspects of the HealthQuest scheduling system. 

What experiences have you had with interactivity in learning environments? How did the interaction (or lack of interaction) affect your learning? Your enjoyment?

My experiences with interactivity vary. I feel as I have had countless different experiences how every they would generally get categories as not engaged, somewhat engaged, and very engaged.   I  feel some teachers didn’t even try to engage students, others tried but weren’t the most successful (ie, making us engage in activities that aren’t as interesting or motivating to us), and lastly,  very engaging. Some profs have managed to  make a class very enjoyable, where we leave talking about the material, team activities that were enjoyable, educational and memorable.

How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

Feedback would be given over a technology-based interaction system. For example, email. This would allow for students to email the teacher at any time of day and the teacher to respond when most convenient. 

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

There wouldn’t be too much work for the activities as we understand people are quite busy. That is why we have designed for students to get tested on their knowledge/skills by performing in quick assessment formats such as Kahoot and Moodle. 

How could the video have been designed to generate more or better activity from viewers or students?

This video could provide some animation/visuals that are more engaging, maybe ask/ answer some questions or facts. Essentially, allow for the learner to walk away with more information.

References:

Bates, A. W. (T. (2019, October 10). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved June 13, 2022, from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

YouTube. (2016). Healthquest – Appointment Scheduler. YouTube. Retrieved June 13, 2022, from https://www.youtube.com/watch?v=lmJpdP1Zf5c.

Hello Poom, 

I found your post on direct instruction (DI) very interesting. Since I chose an alternative learning instruction it was very informative to learn more about an alternative learning type. I could also relate to your pod’s chosen interactive learning approach “Basic python for beginners” as I have taken a Python course and would have found a guide for basics very helpful. 

I also found it very interesting that DI focuses on making sure students are successfully learning regardless of their background knowledge of a specific topic. I found this related much to my thoughts on my previous post regarding to learning bias. I am confident that your step-by-step approach to familiarizing someone with the basics of python will be successful. 

Thank you for providing this information and good luck with your group project 🙂

Hello Min Zhou,

I enjoyed reading your post as I too chose to research cooperative learning.  I found you explained cooperative learning very well and that you were able to display its importance. I agree that cooperative learning accounts for each individual’s strengths and weaknessess. This way every individual can be supported and build the skills they need to work on. Furhutmore, I believe it keeps individuals accountable which will teach them how to be responsible for their own group work in the future. I also really liked that you focused on the importance of consciousness, communication skills, and enthusiasm. I believe these three points improve one’s ability to work with no matter what type of person they may encounter during both their personal and professional lives. Thank you for all the great information and perspectives.

Best,

Jeet Bains

Hello Yi, I think you had a great example of learning bias. I believe your experience relates heavily to what I had to say about one experience being categorized in knowledge levels.  I also very much related to your comment regarding sticking to past knowledge. I was guilty of doing the same in high school. I also found the Khan Academy and the Effectiveness of Science Videos.

Lastly, I found we both chose the category of constructivism. I too find myself searching for answers od concepts with each interaction I have in the real world. I believe it helps us grasp a deeper meaning of the content we are learning. It was lovely to read your post. 

Hello Leslie,  I believe your post had some very good points, similar to Yi’s I could relate to when to share about your experiences in biology class and how it proved that you were a constructivist view. I agree that the way your teacher chose to introduce you to those new concepts. Thank you for sharing this story, it was great to get your perspective!

Why is learning hard?

 I personally believe learning is difficult because of the many harsh societal normalities that have been created. For example, our generation has been raised being categorized into levels such as intermediator advanced learners in grade school. Additionally,  our society tends to place individuals in these categories and let them define them. The amount of people I know that say they aren’t a math person (including me) makes me question why aren’t we? I personally believe each individual has the ability to learn just as much as the next. However, one’s journey to get to that same level of knowledge will be very different. There may be some areas where children learn similarly. However, each person’s conditioning, environment, and upbringing are very different, and therefore, people will not learn the same way as the person next to them. I believe this is displayed wonderfully in the video Khan Academy and the Effectiveness of Science Videos (Muller, 2011). This video provides the example that not addressing all possible misconceptions that may actually help individuals understand better. Bringing this back to my original point… simply categorizing individuals into levels of “smart” isn’t enough. Each individual will have their own interpretation and experience of what they know and will bring that into what they are learning. Therefore, it is very important to format new teaching in a way individuals can understand no matter what level of education or background they have.

To continue answering this question I will consider how learning design might be affected by a learner’s past experiences or motivation… I believe learning design may be affected by learned past experiences as one may have not been taught concepts in a manner that is easier for them to grasp. Therefore, one could have the connotation that learning is complex. Maybe if the way they were being taught changed they would have a better chance of grasping the concepts. I also believe that the way teaching is approached can make an immense impact on the learning of a student. This was further displayed in chapter 15 of Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology (Park,1970). Which explains the varying types of motivators. Each student will have their own internal and external motivators which will affect their experiences with learning new concepts. These motivators could also be related to the past connotations the individual may have. Understanding this and accounting for this when teaching is crucial if one has the goal to reach a larger amount of students when teaching material.  

Based on your reading, would you consider your current instruction style more behavioralist, cognitivist, or constructivist? Elaborate with your specific mindset and examples..

Personally, I believe my current instruction style is constructivist. This is because I tend to want to know the reason behind what I am learning, why am learning it, and how it connects to other concepts, much of how this style is explained in chapter 11 of Foundations of Learning and Instructional Design Technology (Ertmer & Newby, 2018). I find I try to piece together past experiences with new information being presented to me. For example, currently, during my co-op, I am finding relations between my education in health information sciences, and current health care problems and using them to better understand my work. Having a bigger picture helps me pull concepts together and be able to remember what that new information is trying to tell me. Furthermore, I tend to relate my learning with real-life experiences. This was shown when I took integrated physics in high school (physics 11 and 12 combined) this course offered a more hand one learning experience. I found I excelled at this as I could use these experiences to further my understanding of the concepts. An example of how this was displayed throughout this course was when I built an 8-foot teeter-totter to display torque. Putting together a physical model, seeing where force will be applied, getting a visual of the rotation applied, and understanding these concepts in a new way.  

References:

Muller , D. (2011, March 17). Khan Academy and the effectiveness of science videos. YouTube. Retrieved May 25, 2022, from https://youtu.be/eVtCO84MDj8?t=483 

Park, S. W., & Seung Won ParkSeung Won Park is a research professor in the Institute for Teaching and Learning at Daejeon University in South Korea. Her research interest includes enhancing learner motivation and engagement in student-centered. (1970, January 1). Motivation theories and instructional design. Foundations of Learning and Instructional Design Technology. Retrieved May 25, 2022, from https://edtechbooks.org/lidtfoundations/motivation_theories_and_instructional_design

Ertmer, P. A., & Newby, T. (2018) Behaviourism, cognitivism, constructivism: Comparing critical features from an instructional design persepctive. In R. E. West, Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology. EdTechBooks. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

Hello Everyone, My name is Jeet, and I am a 4th-year Health Information Science student at UVic. I chose EDCI 335 as my last senior elective as I wanted to further build on my knowledge of learning theories and learning design. A few other facts about me are that I enjoy fitness, being outdoors, and spending time with friends. Moreover, This is my first time taking a condensed course!