Author: amybai (Page 2 of 3)

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

Multimedia is widely using in people’s daily life, so people are more likely to seek fast and easy technologies such as video, PowerPoint, WordPress, or some other online teaching tools. After I learned the SAMR model, I found that some of the paperwork in school can not just substitute for technologies. For example, I know a lot of teachers are using software or apps to create a test. It saves a lot of time because the computer is doing all the calculations for us. However, if there is one small error that carries out through the whole exam students will be more likely to get a zero. One small error can make a huge difference so the combined real person to go through it or repeat the process might be better just change to technologies. Another point is teachers need to pay more attention to the surface “substitution” part. If students can not get full engagement on the base level, then it is hard to dive into redefinition by using different technology tools.

Technologies give people more variety of learning methods. The strength of the SECTION model does explain how people can use select teaching and media tools base on students’ interests. For example, technologies can well support people who are blind or hearing disorder; then they can use either voice record method through online teaching. It is a better way to lower the cost of hiring a professional teacher and decrease stress when people are struggling to learn in a crowded environment. However, depends on the lesson or app that people are creating, it may increase the cost by time and retesting the lessons. Besides, because of the modern fast development of multimedia, it is a lack of privacy that teachers can control. Overall, teachers need to think it is necessary to use section model and multimedia or not, then create the lesson based on the needs.

360 tour in the library  based on Uvic:

https://web.uvic.ca/~rmccue/360/amy-bai/

Reference:

https://opentextbc.ca/teachinginadigitalage/chapter/9-1-models-for-media-selection/

https://hookedoninnovation.com/2013/12/10/taking-a-dip-in-the-samr-swimming-pool/

Multimedia plans are very important before building an actual lesson. People should think deeply base on the “SECTIONS” model that the lecture explains. Nowadays, there are many multimedia lessons had well developed, so people should first make the lesson as fun as possible to catch the audience’s eyes without drying them out through the lesson. Brainstorm and detail plans will make teachers less frustrating if students lose interest or too difficult to follow. The teacher may easily change to another way of teaching this concept because they had fully prepared those outcomes. When people making plans, they should know how to interact with their audience that is related to the Ecological theory. This theory demonstrates how child development can interact with the environment and how environmental factors will influence children’s behavior (Paquette&Ryan, 2009). Therefore, if the teacher had made enough interactions with students, they will not only learn some knowledge through this lesson but also use this knowledge to apply future problems.

Videos with popup informational text boxes and embedded multiple-choice questions are a very unique way to reflect the knowledge that the audience had learn through that video. The multimedia media principle that we have used is signaling. The signaling principle is helping the audience to highlight the important concepts that we want them to pay attention to. Also, it can help the audience to reflect and self-regulation. If we put the text boxes or questions on the same page, at this point we are trying to emphasize the split attention principle. We are catching the audience’s attention on the same concepts without going back and forth. People can pose the video to do the questions and go at their own pace. Overall, text boxes and questions can use in a valuable way to test engagement.

Reference:

Paquette, D., & Ryan, J. (2001). Bronfenbrenner’s Ecological Systems Theory. https://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf

https://link.springer.com/referenceworkentry/10.1007%2F978-0-387-78414-4_146

Multimedia is a very useful tool for presenting information or lessons. According to Dr. Ray Pastore’s video about multimedia learning principles, I realized his video did not use enough principles since he is explaining what the advantage and disadvantages base on those principles are. He did include three pictures, but he did not make the texts and pictures well balanced. His split attention theory is very weak in this video that using his face on the left screen is very distracting and hard to focus on his texts. Also, he did not do a good job on the redundancy principle. He did mention using both text and sound plus text and summary. However, he did not include that in his PowerPoint. Furthermore, about the heart picture that he did explain, it was very irrelevant information. He should use some picture examples base on his topic. Pictures and topic did not match can give misleading information (Ray Pastore, PH.D. Aug 2018).
People are using PowerPoint for teaching tools more often so in the classroom condition we like to make students or audiences more engage to our topic. Teachers or professors can use the split attention principle, redundancy principle, spatial & temporal contiguity, and signaling to make pictures and text on one page. The text should be short and have important words highlight on it. The teacher should explain the context or picture while he is talking. If students prefer to read by themselves, they can read the summary on the screen or if they prefer to listen they can listen to the prof and watch the picture.
Overall, if we combined all the elements that we had to learn from the video, we can make a full engagement art to help people to learn.

Reference:

-Ray Pastore, PH.D.  (2018, Aug 16). What is Multimedia Learning?  What is Multimedia? [ Video]. Youtube. https://www.youtube.com/watch?v=g-sknUVq1mk