EDCI335 Blog

Month: March 2023

Peer Review of Learning Pod #9: Family Finance

March 29, 2023 / / 8,424 Comments

Learning Pod: 9

Peers’ Names: Lance Li, Haozhi Wang, Zhongjie Chen, Shaafi Jahangir

Interactive Learning Resource Topic: Family Finance

Identify components of the Interactive Learning Resource that might be missing (e.g., appropriate outcomes, alignment, interactivity, inclusivity, technology use and rationale, presentation, grammar, spelling, citations, etc.).

– Grammar, spelling
– Examples of potential resources (e.g., videos, articles, blogs) to be used for interactive activities

Provide a summary of The Interactive Learning Resource’s strengths and weaknesses. Draw out specific examples from your peers’ work to justify your feedback.

Strengths:
– Contains diverse topics for practical application in managing finances
– Assessments and learning outcomes generally align well
– A great variety in assessment methods 

Weaknesses:
– Course delivery is a little unclear. Would it be asynchronous or synchronous over Zoom?
– Learning outcomes seem ambiguous. For example, is the first learning outcome for students to “Develop a personal budget plan?”
– Lacking in examples of potential resources to be used for interactive learning activities. Are there any blogs, youtube videos, or articles you’d like your learners to explore?

Provide general, specific, and practical recommendations to your peers on how to improve their Interactive Learning Resource.

Solid interactive learning resource, there’s plenty of opportunities for students to learn based on your assessments! I really liked the idea of using excel to engage students for practical application of financing 🙂  

Your learning outcomes are on the right track! I would recommend using Bloom’s Taxonomy of Verbs to help make them slightly more measurable and observable! You can use keywords like “compare, estimate, construct” depending on the level of cognitive activity of your learners!  

I would recommend including a potential summative activity and potential grading rubric for your learners! This way, there can be a clearer understanding of expectations of what your learners will be working towards!  

You mentioned that “we need to use another platform for assessments”. Based on your quizzes, case studies, and simulations, will all of this be taking place on Zoom? Or are there other platforms you’d like to utilize like HP5, quizlet, moodle, etc. ?

Blog Post #4 Comments

March 11, 2023 / / 2,398 Comments
Blog Post 4: Interaction

Kate, I appreciate you mentioning a detailed grading rubric! Feedback is one significant aspect of learning as it guides students towards specific areas of improvement. As learning designers, we can help motivate students and show how self-reflection and developing a growth mindset can go hand-in-hand! I’d like to share one resource that I believe would be helpful in creating a potential grading rubric for our interactive learning resource: https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment/grading-criteria/designing-rubrics. Thanks for your post!

https://liamshatzel.opened.ca/

Hi Liam, thanks so much for your blog post! It’s interesting that you mentioned using Google Forms to create your student assessments. Would you say that it’s a steep learning curve to work with? From my experience I haven’t come across Google Forms in my academic journey, so perhaps educators are leaning towards other platforms that may be more appealing? I’ve found that having a centralized platform where everything can be accessible (e.g., Brightspace) can be a lot more convenient.

Blog Post #4: Designing for Interaction

March 9, 2023 / / 1,133 Comments

Chosen video: “Growth Mindset” by UNC Learning Center

  • What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
    • For this type of content based on a youtube video, learner-content interaction would be most prominent. In this case, students will be forming their own understanding of concepts as they watch this educational video. Student-student interaction is also possible, however, this would require students to be prompted for discussion – this video does not prompt for discussion, although it should be ideal for our interactive learning resource considering that our learners will be subject to asynchronous learning. This way, a higher engagement of learning can be achieved.
  • In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
    • It is expected that students will be creating notes to initially grasp the content of the video. As the video introduces terms such as growth mindset and fixed mindset, they can develop their critical thinking abilities and build an initial conceptual definition of these terms. Based on our group’s learning outcomes, students are expected to define the meaning of a growth mindset, define the characteristics of a growth mindset, and compare and contrast different types of mindsets.
  • 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?
    • Group discussion will be utilized. Students may share examples of a growth mindset and a fixed mindset based on their personal experiences among their peers. Students may also be given scenarios/stories and it will be their task to identify which mindset (fixed, growth, etc.) applies to the scenario as a group. Since our learning context is remote learning for grades 10-12, applications that allow for video/voice calling such Zoom, Discord, Messenger, Microsoft Teams, and Slack are encouraged.
  • How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
    • One potential limitation for this video is inaccurate subtitles. Currently, the video has auto-generated captions which can confuse non-native English viewers. Since our group is designing for English language learners (ELL) and for individuals who do not have access at home but has a mobile phone with a data plan, it is crucial to have content that is logical and understandable. To address this issue, accurate subtitles should be created for a better learning experience.

Blog Post #3 Comments

March 4, 2023 / / 967 Comments
Inclusive Design

Great blog post David! I agree with how online classes can be so flexible and very useful regarding accessibility especially for remote learning. Seeing how we’ll be catering to ELL learners and those who are mobile users with a data plan, it will certainly increase ease of access to learning resources. I do think we have to be wary of the concept information overload by avoiding display of irrelevant and incorrect information. I’m currently taking EDCI337 and  Mayer’s redundancy principle is something our group can definitely apply!

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