Month: March 2021

The Bad News game was super interesting to lead the audience to an active learning pathway. The audience can choose whatever road or stream that they want to go and will create different themes depending on what we choose. The one thing I like about it, the game did a really good job on the Spatial Contiguity principle because they always try to put pictures and words together. So, we can have a better understanding of the story that we are making. The other thing was the game gives the audience direct feedback to let them know what we are doing so far and how to improve it. It gives us guidance to gain more followers. One thing I think this needs to improve by adding a human voice or having a button to read aloud or read the comment out could be more fun.

My sketch note-taking is based on my psychology course this semester. I am trying to create the original text and content to a new form of text like using pictures instead of boring explanations and making a case study to a visual image. This way can help me apply to the Redundancy principle instead of distracting by long paragraph. I was taking all the keywords and put them into my way of memorizing them. My note is like a retrieval cue like once I saw the picture, I will know what is talking about in the lecture. I also used the Signal principle that highlights some keywords to help me remember. Symbols and pictures will create a more interesting context for reviewing and a new way to apply old knowledge.

-The Coherence Principle

-The Signaling Principle

-The Spatial Contiguity Principle

-The Personalization Principle

-The Voice Principle

-The Image Principle

Based on the lecture that the article “Storytelling: Bringing the power of stories to your teaching”, the author explains how to interact and efficiently tell the story. Video narrative could be more effective in encouraging students to backup the files on the laptops because it helps the narrator to remember what is going on in that story. The picture helping the narrator to trigger the stimuli and active the “mirror neuron” to make a flashback. The narrator could act as an audience to test his memory. However, the only problem is the file might be too big to save compared to audio. Audio is easier to save in different place no matter is a hard drive or backup app. But every time the narrator listens to his own story will create a different image out of the story, so it could make to a different understanding when he wants to create the story again.
Video narrative has its advantage so I do not want to judge about the less effective or more effective question. Individual difference creates a different preference norm, so depends on people’s learning style people might choose audio-only for less distraction. More pictures not only help to understand the story but also can lock people’s imagination into that “box”.
The two version narratives both highlight the segmenting principle which does give the audience option to pause the video/audio and go with their speed. Also, the personalized principle did raise the engagement on both forms because the professor using a slow and casual voice to describe the story. Our professor did use the redundancy principle in the video narrative to give a direct understanding by using pictures while he is talking. Overall, for education purpose teacher may combine both narratives to improve the quality.

Twine story:

https://web.uvic.ca/~rmccue/twine/amy-housing.html