Marco Lai EDCI335

Title: Interactive Learning Resource (Draft) Peer Review

Date: 21st June,2024

Reviewer Group: Group A

Link:https://classroom.google.com/c/NjkwNDg3NTM2Mjky?cjc=3e3ahli

Overview/Structure

The learning resource aims to educate elementary school teachers on the importance of physical activity and how to incorporate it into their classrooms. The resource, which starts with an introduction and progresses through various lessons is well-structured and easy to follow. Each lesson is designed to be interactive and engaging with proper use of text, videos, audio, and practical activities.

Clarity

Strengths:

The course is clear and concise, which can guide the student step by step in understanding how physical activity in elementary schools benefits students from different angles and understanding the goal of the course. Moreover, the audio can accommodate various types of learners who want to participate, and it is amicable for the blind. Moreover, key concepts and words are properly defined, and their relevance is explained with well-explained examples.

Suggestion:

• Maybe consider creating PowerPoint presentations for those who prefer reading or disability people
  • Addition suggestion: Maybe combine the audio with PowerPoint.
• Try to add brief summaries at the end of each lesson to reinforce key points.
• Maybe incorporate more real-life classroom scenarios to demonstrate the benefits of physical activities.

Alignment

Strengths:

The learning objectives for each lesson align well with the provided learning content, ensuring a cohesive learning experience. For example, the small quizzes along with content materials describe the lesson topic well and don’t go out of topic. Also, the activities provided, such as exercise breaks and classroom discussions reinforce the learning objectives through hands-on experience on the theoretical concepts taught. The alignment between the learning objectives and content ensures each lesson is well-structured, providing a clear and concise outflow of relevant knowledge. 

Suggestions:

• We feel that showing explicit connections between the objectives and their respective audio/video files and activities in text format can make the alignment more apparent. Although most teachers should be able to come to the proper conclusion of their relations, we feel that it would be a more foolproof plan to explicitly state them. 

Interactivity

Strengths:

The use of multimedia, such as videos and audio files, enhances engagement and caters to various learning styles. Activities like exercise breaks and class discussions effectively encourage active participation. This dynamic approach ensures that learners are both engaged and involved, creating a more interactive and enriching educational experience.

Suggestion:

• Another possible addition could be to include interactive case studies that simulate classroom situations and decision-making.
• It could be less daunting if you add and merge discussion questions and quizzes from platforms like Kahoot to deepen engagement. This allows the ability to access 3 quiz questions in one form. 

Inclusivity

Strengths:

Group E’s learning resource is impressively accessible, catering to teachers regardless of their technical proficiency. It is especially considerate to include audio components and thorough accessibility instructions, which guarantee that visually impaired students can interact with the content to the fullest.

Suggestions:

• It seems to us that providing transcripts for all audio files would better support students with hearing difficulties.
• To accommodate students with different degrees of prior knowledge, it could be helpful to add definitions or audio explanations for complex vocabulary. Although I see a section on it in lesson 1, maybe add one in the other lecture sections or a glossary section.
• In our opinion, by using case studies, we can create more inclusive, practical learning experiences where students can see how the content is used in real-life scenarios.

Technology Use and Rationale

Strengths:

Google Classroom is an incredibly user-friendly platform that makes it simple for teachers and students to interact with the course material. The smooth incorporation of Google Drive links and YouTube videos in each lesson also improves accessibility and makes the course materials easier to understand.

Suggestions:

• It could be a good idea to vary the platforms on which videos and activities are hosted to avoid any potential access problems.
• Maybe providing offline options for educators with spotty internet access, such as having information that can be downloaded or choices for offline access could be immensely beneficial.

Presentation

Strengths:

The visually appealing and easily navigable resource helps sustain learners’ interest and enhances the engagement of the subject. Having the resource divided into multiple lessons makes it look cleaner and easier to navigate through. 

Suggestions:

• However, we would suggest dialling it back a bit and maybe combining a few sections in each lesson to prevent cluttering. It seems to me that organizing the course sections more effectively could prevent a cluttered appearance as more units are added, ensuring clarity and ease of navigation..

Citations

Strengths: 

All referenced studies are properly cited, which adds credibility to the resource.

Conclusion:

Overall, the Interactive Learning Resource was easy to understand and guided the learner to reach the goal of the course. It just needs to adjust some of the content and add more technology to make the resource perfect.

Thank you for letting us review your work and we hope that it will be helpful for your final edited work

Overview:

This blog mainly focuses on the YouTube video “Schizophrenia: Symptoms, Cause, Pathophysiology, Diagnosis and Treatments, Animation.” This video can enhance the learning experience about Schizophrenia. Moreover, it will also provide some tips on how to utilize the video in an educational setting to promote student interaction and learning.

Require student interaction:

Through this video, students must participate actively and pay attention to explaining the symptoms, causes, and treatment of Schizophrenia. It can cause students to reflect on their prejudices since people in the world make them different people and cause people to scare them about the disorder. Finally, it will compare them with the scientific information provided.

Potential Student Response and the activity after the video:

Students may write down the critical points of the different types of symptoms and the treatment of Schizophrenia, like Haloperidol. Moreover, students may consider how to apply that information to real life to support or understand Schizophrenia. On the other hand, after the video, students should look for case studies online, or the teacher should provide the case study to analyze the character’s indications, acceptable reasons and treatment program. This task will help develop skills in clinical assessment, empathy, and applying theoretical knowledge. Students can use tools like Google Documents or Microsoft Office Word for this activity.

Feedback Mechanism:

Feedback on the other will be provided so that students can learn. Students can share their case studies with their peers using tools like Google Classroom or Learning Management Systems (LMS), which can then be used for peer review and recommendations for improvement. The feedback given by a teacher may be based on how accurately the symptoms are described, reasonable causes identified, and the adequacy of the treatment plan.

Manageability and Scalability of Activities:
A good case study analysis is manageable and valuable because it ties in with program goals and allows students to practice practical skills specific to the psychology or mental health profession. For instance, dividing students into smaller peer review groups enables an activity to accommodate larger groups without overloading the tutor, thus ensuring each student’s work is appraised.

Conclusion:

In conclusion, incorporating videos into the curriculum can significantly increase student engagement and learning outcomes. Educators can create a dynamic, inclusive learning environment that benefits all students by carefully designing activities and providing robust feedback mechanisms.

Citie:

YouTube. (2022, April 11). Schizophrenia: Symptoms, cause, pathophysiology, diagnosis and treatments, animation. YouTube. https://www.youtube.com/watch?v=98iuc4ift9I

EDCI335 Post 4

EDCI335 Post 3

EDCI335 Post 2

Blog Post #1: 

Introduction:

Designing interactive learning resources is essential to ensure that the needs of all learners are met. It is also the core of the Universal Design for Learning concept, which emphasizes different ways of engaging, representing, acting, and expressing. The principles of UDL can create an accessible and effective learning environment for various groups of learners.

Strategic of meeting the needs of all learners

Multiple Representations: I will present the information in text, audio, video, and interactive simulations. This format suits a variety of learning styles and capabilities. For instance, people with dyslexia can benefit from auditory explanations, while visual learners can observe diagrams and videos.

Multiple Engagements: The plan will provide different activities to create interest and motivation. These could include teamwork assignments, individual research tasks, or learning gamification. Offering alternatives would enable students to meet’ intrinsic interests in the classroom, ensuring more exciting learning.

Multiple Modes of Action and Expression: Students can choose from several ways to show their mastery of the subject matter. Some examples include essay writing, presentations, multimedia projects, or practical demonstrations. Giving options allows them to demonstrate their strengths and preferred modes of expression.

Adapting to Unforeseen Events:

Over the last four years, we have all faced unforeseen events, which required the plan to adjust the learning strategically.

Online Platform: The importance of the Internet has increased over the last few years, making it crucial to transition to online platforms like Zoom, Google Classroom, and educational apps. Those platforms facilitate synchronous and asynchronous learning, allowing students to conveniently access materials and engage in discussions.

Training and support: Offer an entire training session to educate them on using these online tools. This includes creating tutorials, having virtual office hours, and providing ongoing technical support so that all students can effectively navigate the digital environment.

Flexible deadlines and progress: The plan will consider that children live in different conditions at home; therefore, it will use flexible deadlines and self-paced learning modules. This method would be suitable for pupils who have extra duties or can only sometimes use computers.

Recognizing and Reducing Obstacles

The blueprint I laid out for teaching involved a kind of cooperation wherein students worked in groups to create multimedia presentations. These obstacles include:

Access to technology: Some learners need more reliable internet connections or necessary equipment. Schools will offer alternatives like offline sources and low-bandwidth options in this regard. Schools also have the option of giving out loaner devices and supporting connectivity.

Group dynamics: Ensuring effective virtual collaboration can be challenging. The plan will establish clear guidelines, assign different roles within groups, and use collaboration tools such as Google Docs and Microsoft Teams to facilitate communication and project management.

Different Levels of Competence: Learners may boast varying familiarity with technology, and multimedia development will provide differentiated instruction with resources such as step-by-step manuals and videos for tutorials at all skill levels.

Engineering’s driving force for universal design principles:

A case in point can be seen in the construction of curb ramps, which illustrate the concept of universal design in engineering. Originally conceived to help people with mobility impairments, they have been found helpful for many purposes, including strolling parents, carting deliverymen, and tourists with heavy luggage.

When applying this principle to learning design, the plan can create resources that benefit more people, even though they are meant to meet specific needs. For instance, adding captions to a film to assist a deaf learner may also aid non-native speakers and students studying in noisy environments. Similarly, having text-to-speech options could help visualize blind students and auditory learners.

Conclusion:

By embedding UDL principles within the interactive educational materials, the plan aims to create an inclusive learning environment that addresses the needs of all students. To further ensure success for every student, adapting quickly enough when unexpected events happen while identifying and reducing barriers will become imperative.

Here is the link that I comment which is my teammate Scott:https://scottyoon.opened.ca/2024/06/08/edci335-post-3/#comment-7

Introduction:

Educators continuously seek innovative approaches to create a compelling, engaging, and efficient teaching method. One of the methods called cooperative learning, which is the standard method in Western society where using the process of working with each member of the group to reach the goal so that can enhance communication and ability to work with each other, which seamlessly aligns with M. David Merrill’s First Principles of Teaching and Learning. The article mainly focuses on the integration of the principles of cooperative learning with Merrill’s framework and explores how this synergy can enhance the educational experience.

Understanding Cooperative Learning:

Cooperative learning promotes collaboration among students. It also emphasizes positive interdependence, individual responsibility, face-to-face interaction, social skill development, and group processing. These elements form the foundation for students to engage in shared learning experiences that promote deeper understanding and retention.

Consistent principle with Merrill Lynch:

Activation:

 Existing knowledge is set in motion by inviting students to talk about their ideas and past experiences related to the subject so that they can start cooperative learning quickly; this sets up a basis for deeper examination, thereby facilitating group-based problem-solving.

Demonstrations:

Teachers’ explanations are demonstrations and models they present for observation and imitation by the learners in cooperative learning. This can also be done through peer demonstrations to increase comprehension and develop an encouraging learning community.

Application:

Cooperative learning is most effective in applied learning environments, where students actively engage in projects, experiments, and discussions. This approach deepens their understanding and equips them with critical thinking skills that they can apply to real-world situations, making their learning experience more meaningful and practical.

Integration:

Reflective discussion and peer review are components of collaborative learning that integrate new information into existing mental models. Students have deep meaning when they collaborate with others on reflections, which leads them to consolidate their insights.

Problem-centered learning:

Collaborative education is particularly effective in problem-centered settings, where students tackle complex real-world problems progressively. Learners acquire adaptive expertise and enhance their problem-solving abilities when solving authentic tasks.

Example:

As a Health Information Science Major student, I know cooperative learning is always involved in our education. Through those activities and projects, we can understand more about how to work with people in the future since our work involves many working with people. For example, health information students must build a wearable Device database in SQL as a group assignment.

1. Set a Clear goal: That is the first thing needed, no matter what kind of learning. For example, the assignment aims to build an EHR database as a group.
2. Divide the work: Each group member will do one part of the assignment, as some people will respond to the coding or interface part. Even someone will respond on the Navigation. Learning how to work with your team members can increase the quality of the work.
3. Help Each Other: When we work with wearable Devices, we can guide others. No one is perfect in the world, and we need help from each other to reach our goals. For example, if a teammate is stuck on the coding part, another teammate who is good at work coding can help to go through the process to reach their common goal.
4. Feedback: After the result of the assignment, it will always come with input from the teacher, which we as a group can gather each other and discuss which part of the assignment can do better

Conclusion: 

Using the Merill framework for cooperative work, educators can create a dynamic environment for the learners to inspire their collaboration, critical thinking, and participation. Through that interaction, educators can release the potential of transformative education and make those learners more active participants in their learning journeys.

I have a comment on jungjooyoon post two. Feel free to take a look:

EDCI335 Post 2

Intro:  

Since the course’s inception, my understanding has evolved significantly. The course structure, with its four assignments, three of which are group work, has fostered a collaborative learning environment. Together, let’s delve into the intricacies of our course’s evaluation method, explore the trends in learning theory, and compare our educational journey to past adventures.  

The Assessments Strategics:  

The assessment is strategic as we explore which group in four different groups. First, the formative assessments, which usually start with mild ripples, are the discussion and become the only thing that acts like the compass that guides our understanding of each education passion by commenting on each blog we see on each blog that our classmates make. Second, we always face a summative assessment precipice as we go further. Each blog and assignment that the course has is challenging, and those assignments are the millstone of improving our understanding of the course. For example, in the week two video, “Why Grade Should not Exist,” Alfie Kohn points out that people will always do the most challenging thing to get good grades, whereas, in the course, most of the work is asked for the reflection of the weekly course material which gives us more motive willing learn the material that the course provides. 

Moreover, the third assessment is the peer assessment, where our peers serve as trusted guides on the wave of learning. Through peer assessment, we explore uncharted territory together, offering each other insights and guidance. In this shared journey, we discover the transformative power of collaboration and collective growth. The last assessment is self-assessment. In the quiet calm between the waves, we embark on an introspective journey of self-discovery. Blogs, comments and assignments are anchors to gain insight into our learning experiences. Through self-assessment, we discovered hidden treasures of wisdom and personal growth.  

Learning Theory Navigation  

The constructivism, which our program, in the spirit of constructivism, appreciates that learning is recursive. Formative assessment creates a milieu for knowledge construction and helps us build meaning through active involvement. Moreover, the theory of Cognitive Load is dangerous territory that our curriculum cautiously meanders through. The intention is to avoid summative assessments that crush our ability to think cognitively and help us navigate the ocean of understanding. Finally, Social Learning Theory, in which peer assessments promote collaboration between students because they enable them to share their lessons with others. We foster a sense of community and mutual support through shared experiences.  

Comparative Curriculum:  

The emphasis is on continuous assessment. Contrary to periodic assessments, we have been guided by formative evaluations. This feedback is so useful and keeps our program focused and clear. Integration of Peer Assessment, on the other hand, peer assessment is the symbol of collaboration as against other programs where lone navigation is a standard feature. Our peers help us use peer feedback to maximize their knowledge together to enrich our learning experiences. Finally, Embracing Reflective Practice stands out because it includes reflective journals and essays that allow us to inquire deeply into how far we have come with learning. In this aura of reflection, we gain new insights and set ourselves on a path toward personal transformation.  

Conclusion:  

Considering our educational journey, we thought the assessment strategies that have influenced our curriculum. Sailing on each assessment, we piloted through the learning ocean, intending to gain knowledge and insights. 

Blog Post #1: 

I have comment on the swoyam free to go to site and take a look

What is your preferred mode of remote communication?

The remote communication that I prefer are Zoom meetings, messenger and WhatsApp

What are your communication strengths?

I can be a good listener first and give them suggestions. Moreover, I am able to speak well in three languages which are the Cantonese, Madrian and English) and also can partly speak Japanese and Korean.

What are your communication weaknesses? Where would you like to grow?

My weakness in communication is something due to the language barrier I am not able to understand what they want to tell me so I can watch more TV show hat speake English to improve.

Do you consider yourself an introvert or an extrovert?

I think I am introverted but I can communicate well if I need to talk.

What time zone are you in?

I am in Victoria, BC, Canada

What time of day do you prefer to do academic work?

I will do it immediately(no matter what time it is) if the work is personal

When you are upset do you tend to share this with others or keep it to yourself?

I tend to share to with my best friend

What do you like about group work?

I like working as a group since one person can’t do the work perfectly sometimes and sometime is to work by one person

What don’t you like about group work?

The thing I don’t like about group work is that sometimes you need to wait for others to first their part and most of the members that I face in 3’rd year are bad at working as a group where they always finish their at the last minutes

What else would you like your team to know?

Nothing