Category: Weekly Blog Posts

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

In a previous Edtech course I took this summer I learned about a software called EdPuzzle where you could transform a regular video into an interactive video. I decided to take a video about AAC devices that I found on YouTube and turn it into an interactive learning resource, to help learners better understand and remember the concepts of AAC devices. Looking at the EdPuzzle video I have attached it would require students to watch/listen actively to the video while answering various types of questions throughout. The video encourages the learners to use the information being taught through the video to respond in various question types like open-ended, multiple choice and true or false, all of which allow for written or verbal answers. The questions are coming shortly after the information has been taught to allow students to check understanding.

I think that this video could be watched together as a class or individual allowing the students to use the method in interaction with materials. Looking at our reading from the last 2 weeks interaction with materials can be independent learning from videos or textbooks, and can be enhanced with technology through online tests, games or simulations, similar to the questions added to the video in EdPuzzle (Bates, 2019). This kind of interaction can also be something that is assessed or unassessed which in my case this interactive video is more for the learner to make connections rather than get graded (Bates, 2019). The interactive video forces them to respond to the questions using the information they learn through actively watching and listening to the video.

Click HERE to watch the EdPuzzle Interactive Version

Unfortunately, WordPress doesn’t take the format of the video from EdPuzzle to be uploaded into my post like the Youtube video, however, you can click on the hyperlink above to check out my interactive version.

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)?

Thinking about how they would respond on their own, with the questions throughout the video the students can think about the topic critically and connect to their own experiences. Additionally, I think after explaining the activity the students could use the video as some research and write notes about what they are learning in the video. 

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video the learners could do an activity creating an AAC communication board. It would help learners develop an understanding of AAC devices and how personalized they can be for each person’s needs. The activity could include:

• Watching the interactive video.
• Continuing research and discussion, maybe look at example cases.
• Creating the the communication board, using a digital tool like Google Slides, PowerPoint or Canva. Using symbols, pictures or phrases to express needs, make choices or share thoughts.
• Present and Reflect, on design choices and how their board would assist communication.
• Feedback, ways to improve boards discuss pros and cons or adaptions.

Through the activity, the knowledge of understanding AAC devices will develop through the interactive video and hands-on experiences of creating a communication board. Learners will also enhance their creativity and customization by choosing their ideas to develop an effective communication device tailored to their individual needs. Lastly, through the reflection and feedback part of the activity, the students can engage in critical thinking evaluating their boards and reflecting on feedback and other classmates’ ideas.

To do this activity students would need to use computers or iPads to engage in the interactive video on EdPuzzle and continuing research. Along with using those devices on various digital designing tools like Google Slides, PowerPoint or Canva to create the board.

Photo by Mungfali on Pinterest

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?

The activity would cause little to no work for me as an educator as the students are using the interaction with materials method of learning. I would have to create the Edpuzzle interactive video, maybe provide some additional websites for research and be available for questions or extra support through the completion of the activity. I think that this activity would be both manageable and worthwhile if you have access to computers or iPads for the research and creation of communication boards. Another factor pointed out in our reading is that this idea of interaction with the materials is an effective design that can reduce teacher interaction time making it manageable and worthwhile for the teacher (Bates, 2019). Additionally, I think this activity could easily be scaled for a larger number of students if there was access to technology, if there was a limited amount of technology the activity could be adjusted to group projects, which would be just as effective for learning.

References:

Bates, A. W. (Tony). (2019). 9.6 Interaction. Pressbooks.bccampus.ca, 2nd Edition. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/ 

​​Speech in a Sec. (2018, November 26). Introduction to Augmentative and Alternative Communication (AAC). YouTube. https://youtu.be/zmsdLzQW5G0?si=2PUCMQVtraSw3O9v

How will your interactive learning resource specifically ensure that the needs of all learners can be met?

When looking into this concept of ensuring all learner’s needs are met I looked into the ideas with two different views through the UDL principles and through the 3 types of interaction. Additionally, on the theme of UDL, I found a great video on YouTube to help explain UDL. Providing you with the different principles of multiple means of representation using a video form.

Connections to UDL Principles:

When creating our interactive learning resource, we will look at a UDL principles guide. We know that the goal of the UDL is “identifying the barriers in the design instead of labelling the struggles of the learner”(EdTech Admin, 2023). I think that aligning our project with the UDL principles would completely make sense as our project is working with AAC (Augmentative and Alternative Communication) devices, which our devices to help students with diverse communication needs with their learning and everyday life. Along with I think it connects as the device itself is designed with some elements of UDL. In our interactive learning resource, we will look to include multiple means of, representation, action and expression and engagement. 

The multiple means of representation provide choices in how your learner accesses materials, using visual, auditory, and kinesthetic options (EdTech Admin, 2023). With this idea, our project will aim to provide information on the devices in various forms like video, audio, text and interactive work. These ideas help with the varying sensory needs of our learners to ensure all learners can access the content.

Moving into the multiple means of action and expression, our reading notes that it would be the ideas that learners demonstrate their new knowledge in different ways (EdTech Admin, 2023). Within our learning resource at the end, our learners are expected to create a project in a group to show their understanding of AAC devices. Our group suggested a presentation of slides, however, as long as the project addresses ideas in the criteria the project could be done in many different forms such as a paper, video, infographic or poster. 

Lastly, we can look at the multiple means of engagement, this is the idea that you are planning multiple entries into the learning experience to support all learners, along with supporting self-efficiency (EdTech Admin, 2023). Through our teaching, we are engaging the learners in multiple ways such as group work, hands-on activities and discussions. In our other activity, we are incorporating a slightly gamified task where learners can get real-world experience with AAC devices. Using these varying methods will help to keep learners motivated and engaged.

Connections to Interactions:

In our reading, it is noted that group work using student-student interaction can be beneficial with thought well designed educational goals and learning outcomes (Bates, 2019). Throughout our resources, students are given specific learning outcomes in each part of the group work to create a stronger learning experience. 

Additionally, I am seeing a similar connection between the 3 types of interactions to the gradual release model. The 3 types of interaction address the student-teacher, student-material and student-student interactions. The (GRR) Gradual Release of Responsibility model works with the ideas of “I do, we do, you do together, you do it alone”. The GRR helps to “foster student collaboration and create active learning environments” (Maryland Public Television/Thinkport, n.d.). I think it is clear that the GRR effectively incorporated the 3 types of interaction methods, as this is a progressive shift from teacher-led to student-driven learning. Through our resource, we are using a combination of these methods, providing teacher-led learning and resources, then moving into hands-on experiences as a class and in groups, and then sharing knowledge. This approach is a comprehensive way to ensure that all student’s needs are met and that all students will get the opportunity to engage with the materials fully with each other.

Image by Maryland Public Television/Thinkport

References:

Bates, A. W. (Tony). (2019). 9.6 Interaction. Pressbooks.bccampus.ca. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/ 

EdTech Admin. (2023). Universal Design – EDCI 335. EDCI 335 Learning Design for Technology-Mediated Environments. https://edtechuvic.ca/edci335/universal-design/ 

Maryland Public Television/Thinkport. (n.d.). Gradual Release of Responsibility | Introduction. Thinkport.org. https://thinkport.org/grr/index.html 

For my blog post today I decided to research further into direct instruction, inquiry-based learning and experiential learning.

Direct Instruction:

Firstly starting off with Direct Instruction, it is the method of teaching where the teacher stands at the front of the class and presents information (Renard, 2019). Lessons taught with a method of direct instruction are generally carefully planned and with clearly defined teaching tasks (Engelmann, 2019). In order to make direct instruction effective it is important to follow the six steps of: introduction/review, present new material, guided practice, feedback, independent practice, and evaluation (Renard, 2019). Thinking about my resource project on AAC devices and connecting it to this method of teaching, I think that using direct instruction could be an option for learning for our project. The teacher could start with a review of info that was taught the previous day like AAC functions or types of devices. Then the new material could be introduced like explaining and providing step-by-step on how to use the devices. Following the instruction the learners could have guided practice with the devices with feedback then continue with more independent practice of using them. When first looking at direct instruction I wasn’t sure it was going to be a fit but after my research and seeing the 6 steps I think this method could definitely work if teaching was adjusted slightly within our resources.

Inquiry-Based Learning:

Secondly, going into Inquiry-Based Learning is a method that focuses on the process where learners engage in real-world connections through exploration and inquiry (Main,2021). The method is based on Dewey’s philosophy that “education begins with the curiosity of the learner” (Queens University, 2024). The components that make up inquiry-based learning are observation, question, investigate, conclusion, and discussion (Main,2021). This self-direction can provide success in many post-secondary workplaces and education. The skills learnt through inquiry-based learning include goal setting, time management, information gathering/filtering, critical thinking, communication of ideas/learning and self-reflection (Queens University, 2024).

When looking at this method although I think it is a fabulous method of learning I don’t think it would be the best option for learning about the AAC devices using our learning resource. I think our devices need a little bit of prior knowledge and hands-on experiences to better understand. However, I do think applying this method could work with furthering knowledge and answering further questions after learning about the devices.

Experiential Learning:

Lastly, Experiential Learning, is a method that describes the idea of “learning through experience” (Institute of Experiential Learning, 2024). Experiential education works with the idea that educators engage learners in experience and focused reflection to develop skills, clarify values, increase knowledge and develop people’s capacity to contribute to their communities (Queen’s University, 2019).  Experiential learning is based on the Kolb experiential learning theory developed by David A. Kolb. Kolb describes the learning cycle as experiencing (concrete experience), reflecting (reflection observation), thinking (abstract conceptualization) and acting (active experiment) (Institute of Experiential Learning, 2024). When looking into this method I think this would align very well with our learning resource. Students would be able to use the experiential learning cycle with the AAC devices. They could start with hands-on real-life scenarios on the AAC devices with social interactions or activities then the learners could reflect upon what worked well, and what challenges occurred, allowing for the students to question their experience and reflect. They could then continue into the thinking process of broader thinking in the ideas of after the experience can you understand how the devices are beneficial along with where else then in the classroom could the devices be useful. Lastly, the learner could demonstrate a small presentation of group discussion on what they learned and questioned when experimenting with the device. 

After Group Discussion:

Although there are a few different designs that could work for our project we really focused on how the best learning designs for our project would have to be Cooperative and experiential learning. As the students are getting their hands-on experience and working in pairs or a group.

References:

Engelmann, S. (2019). Basic Philosophy of Direct Instruction (DI). Nifdi.org. https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27 

Institute of Experiential Learning. (2024). What Is Experiential Learning? Institute for Experiential Learning. https://experientiallearninginstitute.org/what-is-experiential-learning/ 

Main, P. (2021, November 26). A teacher’s guide to inquiry-based learning. Www.structural-Learning.com. https://www.structural-learning.com/post/a-teachers-guide-to-inquiry-based-learning 

Queen’s University. (2019). What is experiential learning? | queen’s experiential learning hub. Queensu.ca. https://www.queensu.ca/experientiallearninghub/about/what-experiential-learning 

Queens University. (2024). Inquiry-Based Learning | Centre for Teaching and Learning. Www.queensu.ca. https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning 

Renard, L. (2019). Direct Instruction – A practical guide to effective teaching. BookWidgets Blog.https://www.bookwidgets.com/blog/2019/03/direct-instruction-a-practical-guide-to-effective-teaching 

Which of the assessment strategies in your reading this week are being used in this course?

When going through the readings this week I felt that our course used quite a mixture of assessment strategies. Some of the strategies I noticed were formative, summative, self and authentic assessment. 

Looking through the formative lens of assessment I notice that both our Community Contributions and Assignment 2 Interactive Learning Resource draft contain elements of formative and peer feedback that occur throughout the course. The two assignments allow for peer feedback/comments with classmates’ insights to help continue your learning process throughout the class. After one of the readings, I can recognize that this idea of peer feedback is beneficial to both the receiver and the giver (Salvin, 2011). Salvin (2011) notes that the giver of feedback is gaining knowledge by expanding and elaborating on their own understandings to help clarify for the receiver. As for the receiver, they are gaining simplified specific constructive corrections about their work, along with they are seeing how the giver models thinking through concepts to widen their cognitive skills. 

Throughout these two assignments, I feel that the peer feedback will work in a way to create an element of a formative method of assessment. Through Chapter 1 of Assessment Strategies for Online Learning Angelo and Cross (1993) state that “Formative is generally understood as interaction and feedback that is ongoing and that contributes to learning expertise”. Agreeing with Angelo and Cross’s definition I think the two assignments allow for feedback and interaction to foster the learning process connecting these assignments as formative.

However, when I look at all of our assignments there is an element of summative with them as well even the one that contains formative. I feel in this class we are using formative assessment throughout the course to gain feedback and knowledge to help learn and improve the work before submitting it as summative in the end. Angelo and Cross (1993) note that “summative occurs at critical and designated points in the learning process and is usually attached to a grade”. This statement I think is fair to say we see within our assignments as with all of our assignments being submitted for a grade in the end.

Another way we are building to that summative at the end is by using self-assessment. Particularly in the ideas of assignment 3 with creating and after we have completed all of our blog reflections, we are taking the time to reflect on our learning and choosing our best work to submit in the end for the summative. Noted in the Assessing Learning blog post, self-assessment helps learners to look at their learning in blog, reflection or meeting with classmates. The idea allows the student to reflect, ask questions, and clarify misunderstandings (EdTech Admin, 2023). The blog also connects how with our Community Contributions we are self-reflecting on all of our blog posts to pick our “best work” at the end to submit for summative assessment. Goff et al, mention the idea that students act as bearers of skills that drive us toward authentic assessment where they can show direct evidence of how they applied their learning (2015).

Through our class, we are also using key components of authentic assessment. Acknowledge in Chapter 4 of Assessment Strategies for Online Learning, that authentic assessments are created from real-world experiences to include activities that practitioners may meet in their future careers. (Herrington, Oliver, & Reeves, 2006). Through our assignments of creating a learning blueprint and an interactive learning resource, I think those are two activities that I could face in my future career as a teacher.

In conclusion, the course blends a mix of different elements of formative, summative, self and authentic assessment, including formative peer feedback to promote the learning process before summative assessments. Self-assessments allow for reflection and connection to the practical application of authentic assessments. 

Which are not being used? 

As mentioned above I think our course has a blend of quite a few assessment methods, however, there are parts of summative that our course does not have and our course does not use service-learning assessment.

Noted in the Assessing Learning blog post, summative assessment “comes at the end of a learning experience, and is generally a final assessment of the learner’s performance” (EdTech Admin, 2023).  This idea might project the idea that the summative is typically done with a final test at the end, which is something we do not have in this course. However, we are submitting assignments for grades which as noted in my above answer typically means summative. This was an idea I was slightly on the fence about as we are submitting projects for grades that demonstrate our learning experience at the end of the class but what’s different is that we are getting formative feedback throughout the creation process so I think the course partially uses summative but not a lot. I would love to hear what you think as I am not fully confident or sure of my answer.

An assessment me

Then I noticed that we are not using is service-learning assessment. Through Chapter 4 of Assessment Strategies for Online Learning, service learning is described as when the learner leaves the classroom to complete meaningful and authentic work getting the hands-on experience of learning in real-time (Bok,2006). The chapter also describes service-learning assessment where learners are assessed based on their on-site work connecting to the learning outcomes of the course (Conrad & Openo, 2018). Noting what service-learning assessment is we can see that we do not have that within our course as there are no opportunities to get out in the field to work.

What learning theories (from Week 1) do these connect to? 

Looking at the different learning theories from week 1 and comparing them to the different assessments used in our class. I think that our class and assessment focus more on constructivism theory.

As stated in Foundations of Learning and Instructional Design Technology, constructivism focuses on filtering input from the world to produce its unique reality (Jonassen, 1991a).  Knowing this I think it is clear that the formative, peer feedback and self-assessment ways of learning help to connect to the ideas of taking the information and putting it into our reality. Through our online course, we can reflect and connect through blog posts while connecting with others using a constructive mindset. We also know that constructivism isn’t about remembering a specific fact but more about focusing on how you can elaborate and interpret the information being taught (Ertmer & Newby, 2013), which fits into the main ideas and formative assessment methods of our class. We are not expected to memorize any information or get tested within our class and with how we are getting assessed we are taking information and elaborating further in blog posts, projects and conversations. This quote from the chapter helps to sum up the connections to the assessment method of formative, summative, self and authentic assessment. “ The role of instruction in the constructivist view is to show students how to construct knowledge, to promote collaboration with others to show the multiple perspectives that can be brought to bear on a particular problem, and to arrive at self-chosen positions to which they can commit themselves while realizing the basis of other views with which they may disagree” (Cunningham, 1991, p. 14). I believe with the activities of group projects we are collaborating and sharing each perspective while accepting others. 

Overall, the activities and assessment methods of formative, summative, self and authentic assessment within our class embody the theory of constructivism. Encouraging self-reflection, interpretation, collaboration with classmates and using knowledge learned to apply it in meaningful ways.

How does it compare to other courses you’ve taken in your studies? 

Throughout the other classes I have taken I felt that the first year when I was in very general courses that were filled with people coming from all different degrees I noticed it was much more summative. Especially in the classes that revolved around science, math or history, I think it was like this due to the number of students within the class being just too large to use the method of formative. 

Moving into my second year of University where it became less general and more specific to my degree I saw the more formative method of assessment along with a few elements of peer feedback and self-assessment. I also felt being in smaller class sizes of around 30 this year I was doing a lot more experiential learning with a more constructive view rather than the typical memorizing of information.

Additionally this year I got to experience service-learning assessment for the first time. I completed my 3-week practicum where my field advisor would come and watch me teach along with looking at my created lesson plans. This experience also involved formations where she was able to offer feedback to help me improve as I continued teaching. 

Another moment from that practicum was that by teaching the students I was able to better assess a grade 1 using formative vs any test or worksheet as they were often able to have discussions with me much better than writing out the answer. 

References:

Angelo, T & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass.

Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton University Press.

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: engagement and authenticity. Edmonton Au Press.

Cunningham, D. J. (1991). Assessing constructions and constructing assessments: A dialogue. Educational Technology, 31(5), 13-17.

EdTech Admin. (2023, May 1). Assessing Learning – EDCI 335. Learning Design for Technology-Mediated Environments. https://edtechuvic.ca/edci335/assessing-learning/ 

Ertmer, P., & Newby, T. (2013). Foundations of Learning and Instructional Design Technology. Edtechbooks.org; EdTech Books. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism 

Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., Kustra, E., …& Van Gastel, G. (2015). Learning outcomes assessment: A practitioner’s handbook. Toronto, ON: Higher Education Quality Council of Ontario. Retrieved from https://www.heqco.ca/SiteCollectionDocuments/heqco.LOAhandbook_Eng_2015.pdf 

Herrington, J., Oliver, R., & Reeves, T. C. (2006). Authentic tasks online: A synergy among learners, task and technology. Distance Education, 27 (2), 233-248.

Jonassen, D. H. (1991a). Evaluating constructivist learning. Educational Technology, 31(9), 28-33.

Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P.  

My practicum partner and I after we finished our first 3-week practicum!