edci335

Hi Jiaqi,

Thank you for sharing your thoughts. I had no specific knowledge about inclusive design at first like you. Then it seemed to me that interactive learning design is a tool to provide learners with more information and direction about learning facilitation, making learning resources more accessible and flexible for a wide range of learners is its purpose. Also like the BC law you mentioned, “All students shall have equal access to learning opportunities, opportunities for achievement, and the ability to pursue excellence in all aspects of the educational program.” This is authoritative and accurate.

I also believe that interactive learning design should be diverse and multicultural so that the diversity and uniqueness of each learner can be identified, including identifying and including the needs of marginal or borderline learners.Interactive learning design is not just a way of doing things, it is also a way of thinking.

Hi Dan,

Thanks for sharing your blog, I also chose photography in Interaction. I found that my philosophy and yours are very similar.
I think learning new knowledge through videos is also a very effective way to learn. And it might be easier. First of all I think learning through video is very user-friendly because we can pause, go forward or backward at any time. Also the addition of subtitles will make it more accessible and easier for those non-native learners.
In your video sharing, we can learn photography skills and shooting comparisons through videos so that we can find our own problems and then adjust ourselves according to the instructional videos. This is a way of learning that I think most students would find very accessible. After the lesson we can also communicate and share our experience and photography problems with others, which is a very good interactive way to learn.

Hi Darryl,

Thank you for sharing. I agree with what you said about the three components of an assessment plan: perception, observation, and interpretation. You mentioned in your example your microeconomics course in college, which I had the impression was boring, but it seems you had a good experience. Different teachers have different educational models, removing the minimum midterm grades, and feedback after tests these models seem to work well for you. I think that’s a good model to observe and explain.

Each class has its own characteristics and educational style, and I think it’s a good program to assess courses as long as it applies to student learning. I hope you find more learning styles that work for you in your future classes, and that you can gain more!

Hello Yiran，
Thank you for sharing your thoughts. Like you said China and Canada are two different countries with different education models. Most elementary, middle and high school education in China is a combination of behaviorism and cognitivism. Most students in China are faced with the mindset that “only grades will determine your future”. They have to pass the merit test to get into a better school. The pressure on them to learn is high. The Canadian learning model may be more about developing students’ autonomy and cognition. Here, I can’t say for sure which country’s education is better, only that different education models are suitable for different countries, and that China’s population base is very large, and in this case, the students who can enter can only be screened by their grades.
I have also faced such a situation. I hope that China’s future education model will be more suitable for the young people of tomorrow.

Below are links to Pod 1 interactive learning resources: https://www.notion.so/Interactive-Learning-Resource-a4524977fd9d4a409d707c0cb4327b92

Hello pod 1，

Thank you for sharing a great interactive learning resource. pod1’s interactive learning resource is very clear in its typography using colors, fonts and panels to delineate the focus and explain each section and key information very clearly. In particular, the strengths of the teaching model are listed and explained, making it more convincing.

The course structure is designed to be inclusive. It can cater to single parents whose English is not their first language and who work full time, etc. to create good learning conditions. The course is asynchronous and can be taken at one’s own pace to meet individual needs. The course is asynchronous, allowing for individualized learning at one’s own pace. For introductory courses, it fosters more interest and independent learning.

Learning outcomes are clearly marked. Learners can directly recognize if the course is something they are interested in and want to learn more about. The strategy also includes a learning plan for English learners and single parents with two children who work full-time. With this strategy, they can complete the course more easily, and ELLs can even improve their English beyond the course instruction.

I especially like the interactive format of the program, which gives ELLs the opportunity to talk individually and create small groups of students from different backgrounds. For ELLs, both their understanding of the curriculum and their understanding of English can be improved. The single parents can additionally provide a network for them to learn together, and the similar experiences allow the students to understand each other better and help each other.

For the assessment program, the program does not rely on traditional tests. It is primarily based on the student’s demonstration of understanding of the material, ideas about the points, etc. I think this assessment model is very student friendly and it gives a good idea of how well the learners have mastered the content based on the results they present. However, I would consider this course to be an introductory course. It contains some terminology and basic theoretical knowledge about mental health. This content may require traditional quiz to test whether students have fully mastered it. The quiz percentage does not need to be high, just to help students understand if they have mastered the correct definitions before they do the summary task.

Great work and i looking forward to the final version of your interactive learning resource on this topic. Thank you!

1 What kind of interaction does the video require from your students? Does it force them to respond in a certain way (inherently)?

The learner does not need to interact with the video. The video focuses on teaching students how to use the features of the camera, and learners only need to watch the video.

2 In what ways might they respond to the video on their own, such as taking notes, doing activities, thinking about the topic (learner-generated)?

This video may require students to take notes. But the main purpose of the video is for students to learn to take their own shots. So, the way to respond should be to take your own pictures based on what the video teaches. If possible, start by taking one in normal mode as a reference. Understand the effect achieved by adjusting the value of exposure, focal length, and shutter speed.

3 After they have watched the video (as designed), what activity can you suggest they do? What type of knowledge or skill will the activity help develop? What medium or technique will the students use to do this activity?

After the video study, learners are expected to create a topic that they would like to film. and use the skills from the video instruction to take a series of photographs. This activity will help learners to apply the skills they have learned in a practical way in their lives. We can provide a platform for students to show and discuss with each other through online software such as zoom. They can learn from each other and look at their own work.

4 How will students get feedback on the activities you set up? What media or technology will they and/or you use to get and give feedback on their activities?

I tend to give feedback to students via email. They send me photos via email. Also, if they want, they can post on platforms like twitter and Facebook so that they can get feedback from more people. I would be more inclined to go to the links to comment on their work and give them encouragement if I included information about these social media platforms in the email.

5 How much work will the campaign give you? Is the work both manageable and worthwhile? Can the activity be adapted for more students?

The workload of this activity is mostly in the feedback on the students’ work. I think the work is very worthwhile and manageable. However, if the number of students increases, the workload will also increase. For example, student interaction may involve grouping students to ensure that the number of students is not too large. In terms of feedback on student work, if the number of students is too large then only email feedback will be given.

First, we need to know what inclusive design is, as defined by the Inclusive Design Research Center (IDRC) as “design that considers human diversity in terms of ability, language, culture, gender, age, and other forms of human difference.” Awareness, compassion, and solidarity form the core values of inclusive design.

In my opinion interactive learning design is a tool for learners about the ease of learning, providing more information and direction for people, making learning resources more accessible and flexible for a wide range of learners is its purpose. At the same time interactive learning design should be diverse, and the application of multicultural models requires a global or international perspective, sensitivity to cultural differences and an appreciation of the many ways in which culture influences learning. Therefore, instructional designers must consider the goals, objectives, content, and philosophical and pedagogical underpinnings of instructional activities and incorporate not one but multiple pedagogies.

The most important object in interactive course design should be the scholar, and first I feel that interactive learning resources should include diversity and uniqueness. Identifying the diversity and uniqueness of each learner involves identifying and including the needs of marginal or borderline learners. It also involves enabling and facilitating learner self-knowledge and self-determination so that they can recognize their own needs for the learning experience and take advantage of the design and configuration options available. The second important thing is the tools used in the learning design process. For example, we used NOTION for this blueprint, which makes it easy to collect ideas and information from group members so that each member can easily observe and communicate. The third point is to create a broader beneficial impact. The goal of inclusive learning design is to leverage human diversity in the design process to build adaptable learning experiences that enable each learner to be the architect of his or her own learning. Inclusive learning design is not just a way of doing things; it is a way of thinking.

Using interactive learning design well will make it easy for us to learn!

I understand that there are two main types of tests for learning called formative assessment and summative assessment. Formative assessment is assessment that occurs during the student’s learning process and provides the teacher with information about the student’s progress toward learning goals. Summative assessment is an assessment conducted at the end of the learning process to provide a summary of the stage so that teaching methods, learning methods, and learning objectives can be adjusted and improved in the next stage of learning.

I think formative assessment is probably a little more important for students because it looks more at the process. It is designed to capture the individual progress of each student in terms of learning goals. Teachers use formative assessment data to inform the design of instruction to better meet the learning needs of their students. Methods for conducting formative assessments include: observation, questioning, discussion, reading student learning blogs, assessing graphs drawn by students, and peer assessment.

The functions of formative assessment are: to improve student learning; to pace student learning; to reinforce student learning; and to provide feedback to the teacher.

The functions of summative assessment are: to assess students’ learning performance; to demonstrate the degree of students’ mastery of knowledge, skills and ability levels as well as the degree of meeting teaching objectives; to determine students’ starting points for learning in subsequent teaching activities; to predict the likelihood of students’ success in subsequent teaching activities; and to provide a basis for setting new teaching objectives.

To summarize, the main purpose of formative assessment is to do targeted classroom teaching, the main beneficiaries are the teachers and students in the classroom, and the ultimate goal is to develop students’ learning autonomy. Formative assessment is the evaluation of students’ learning process and results for the purpose of improving and refining teaching and learning activities during the teaching process. For example, the questions teachers ask in the classroom to get feedback on students’ learning are formative evaluation. Summative evaluation is the evaluation of students’ learning results at the end of a large learning period, a semester or a course, and is also known as summative evaluation. For example, final exams, exit exams and graduation exams are all summative evaluations.

Works Cited

Francis, T. (2005, December). British Journal of Educational Studies. Assessment: Summative and Formative: Some Theoretical Reflections, pp. 466-478.

First of all, I would like to talk about my understanding of learning. I personally believe that learning is a relatively lasting process of change in behavior or thinking caused by experience. I think there are four relatively important points about learning.
First, learning occurs as a result of experience; second, learning can only be considered when individuals undergo behavioral changes as a result of experience; third, learning can only be considered if the behavioral changes are the result of contact and repeated experience; and Fourth, learning is a broad concept that is prevalent in both humans and animals.
Learning can be further divided into learning in a broad sense and learning in a narrow sense. Learning in the broad sense refers to the experience gained by humans and animals in their lives and the more lasting adaptive changes caused by the experience. Learning in the narrow sense refers to the process of acquiring knowledge or skills through reading, listening, studying, observing, understanding, exploring, experimenting, and practicing.

Next I would like to talk about the differences and connections between the 3 learning theories. They are behaviorist learning theory, cognitivist learning theory, and constructivist learning theory, respectively.

Behaviorism is now one of the major schools of psychology and one of the most influential schools in Western psychology. Its main idea is that psychology should not study consciousness, but only behavior. Because consciousness is unmeasurable, it is only necessary to study what kind of behavior an individual has in response to the stimulus of what situation. Behaviorist theories of learning, therefore, study only how an individual’s behavior is produced.

Cognitivism has been called the second revolution in psychology, born out of opposition to behaviorism, as opposed to the theory of behaviorism. It argues that the difference between humans and animals lies in the fact that humans are conscious and think, and therefore advocates the study of consciousness and opposes the study of behavior. The scholars of cognitivism believe that learning is what people get through sensation and perception, and is the organization and processing of objective things by the human brain.

Constructivism is a theory of knowledge and learning that emphasizes the human initiative of learning. They believe that learning is a process in which learners generate meaning and construct understanding based on their original knowledge experience, which is often done in social and cultural interaction. At the same time both constructivism and cognitivism emphasize human consciousness and learning as processing of the objective world by the human brain, but constructivism places more emphasis on the subjective nature of this processing. Emphasis is placed on the richness and variability of the learner’s experience.

Reference：

Newby, P. A. (1994, December). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, pp. 50-72.

Hello everyone, my name is Tang Xiaohai and you can call me Tan. This is my last semester at Victoria University. My major is economics. I’m glad to meet you all in EDCI 335 class. I like to draw in my spare time and I am very interested in design. I hope to have a great semester with you all.

Thank you !