Month: March 2023

For this task, I searched on YouTube for “Interactive Learning Design” and found a video titled “10 Principles of Effective Online Learning” by Learning with Mark Liddell.

3. After watching the video, an activity that could be suggested to students is to create a mind map or concept map of the 10 principles of effective online learning presented in the video. This activity would help students visualize and organize the key concepts discussed in the video, which could aid in their understanding and retention of the material. Students could use a variety of tools to create their maps, such as MindMup, Coggle, or even paper.

4. Students could receive feedback on their activity by sharing their mind map or idea with their peers for review and feedback. Alternatively, the instructor could provide feedback and comments on their work through Brightspace, Slack, or opened.ca, which allow users to share author/edit access to the application without the need to log in (which is what we use in EDCI335 now). One of the chapters in “Teaching in a Digital Age” discusses how “technology can enable new ways of presenting information and engaging students, but it is important to choose the appropriate technology for the learning goals and ensure that students have the necessary skills to use it effectively” (Chapter 4.3).

6. The video could have been designed to generate more activity from viewers by incorporating interactive elements such as quizzes, interactive diagrams, or guided reflection questions. This would provide students with more opportunities to engage with the material and apply the concepts presented in the video.

7. To ensure inclusive design, the mind map activity could be modified to be more accessible for students with disabilities or limited access to technology. For example, students could be given the option to create a physical mind map instead of a digital one, or they could use assistive technology such as text-to-speech software to read the instructions or feedback provided by the instructor. Additionally, the instructor could provide alternative formats for the video, such as a transcript or captions, to accommodate students who have hearing impairments or prefer to read instead of watch the video.

One of the many examples of universal design in engineering is the development of automatic doors. Automatic doors are designed to open and close automatically when a person approaches or exits the door. This design is beneficial for everyone, including those with disabilities, as it removes barriers to entry and exit for all individuals. Back in Thailand, glass or wooden doors are more common than automatic doors. This causes an accessibility issue for individuals who can have a difficulty time getting in and out of places, whether it be a hospital or a local shop.

This design concept can be used as inspiration for learning design by emphasizing the importance of creating accessible learning environments. Universal design principles can be applied to the design of educational materials and instructional strategies to ensure that they are accessible to all learners, including those with disabilities.

For example, learning materials can be designed to be accessible to learners with visual impairments by providing audio descriptions of images and visual aids. Text can be formatted in a way that is easy to read for learners with dyslexia or other reading difficulties. Instructional strategies can be designed to provide multiple ways for learners to engage with the material, such as using hands-on activities, videos, or discussions.

By incorporating universal design principles into learning design, educators can create learning environments that are inclusive and accessible to all learners, regardless of their abilities or disabilities. This can improve the learning experience for all students and promote a more equitable and inclusive education system.