Category: edci335

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.

To give a brief overview, open pedagogies enables faculty to grow as educators and create more collaborative, engaging learning experiences for students. It’s a form of experiential learning in which students demonstrate understanding through the act of creation. The products of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community. It is the use of open educational resources (OER) to support learning, or the open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level. Simply put, it is the practice of engaging with students as creators of information rather than simply consumers of it.

I’ve used this approach in my subtopic of the Learning Design Project. The first few subtopics educate students about budgeting, family saving and investment and insurance which leads to my subtopic: creating an EXCEL file where we adapt all the information to create a system to record and track all the numbers regarding the previous topics. This is a great way learning approach for students to learn and implement technology into their daily lives as the world is approaching a more technological future. Most systems and workforce is being digitalised and if these tools/systems are learned and used correctly, students will have an upper hand in the future.

I believe my current instruction style is more cognitivist. Cognitivism focuses on how information is received, organized, stored and retrieved by the mind. It uses the mind as an information processor, that helps to understand how thought processes influence learning.

Reflections are a great mode of learning that allows students to make sense of an experience in relation to oneself, others, and the conditions that shaped the experience. Reflecting on one’s experience is an important method of learning using the cognitive learning strategies. I have had to write reflections all the way from middle school up until university; and I bet I’ll have to write more reflections in the future. It is about questioning, in a positive way, what you do and why you do it and then deciding whether there is a better, or more efficient, way of doing it in the future. This allows people to think back on and learn from their experiences, constructing new knowledge and applying that knowledge to new experiences. I have no doubt that I’ll still be reflecting in the future.

I agree with the statement that “cognitivists work with the learner to help them uncover and use appropriate learning strategies and make connections to prior understandings.” from the readings as it perfectly depicts what I experience in my workspace. I believe my supervisor is a cognitivist because when we code and run into errors, he reminds me that I may not be proficient with the PHP programming language, but I can apply my Python programming skills to understand a general idea of how one can make it work in PHP. Since my work is based on a similar programming language, I find that my existing understanding and knowledge of a typical programming language has had a major impact to help me succeed in my tasks.

Hello! Welcome to my EDCI335 websites where you can read all my blogs. I am a 3rd year Computer Science student at UVic. I enjoy playing football and also occasionally play the violin. I can’t wait to get into the course!