Author: rissul

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.

Universal design for learning (UDL) is a significant framework that helps optimize the way that learners are able to engage with information (CAST, 2018). It is an important tool made for a diverse group of end-users to help accommodate the wide variety of approaches to learning so as to overcome existing barriers of learning opportunities (CAST, 2018). There are currently three principles to UDL (Durham College, n.d.):

1. Provide Multiple Means of Representation: “Present information and content in different ways”
2. Provide Multiple Means of Action and Expression: “Differentiate the ways that students can express what they know”
3. Provide Multiple Means of Engagement: “Stimulate interest and motivation for learning”

For our interactive learning resource, my group members and I have chosen to design for English language learners (ELL) and for individuals who do not have access at home but has a mobile phone with a data plan. We are currently in the process of refining our learning context to students that are in grades 10-12 pursuing self-paced studies through WordPress. Keeping UDL in mind along with our group of learners, here are a few brief ideas to be considered to help accommodate for their needs:

• Show clear navigation of blog posts (headings, subheadings, etc.) to make content logical and understandable; utilize a mobile-friendly layout that accommodates content on smaller screens
• Include a variety of content delivery (images, videos, written & audio); resources that include closed captions are preferable
• Provide definitions and translations for key terms and encourage peer-to-peer support
• Use proper instructions and rubrics and to demonstrate clear expectations of assignments and activities

References

CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Durham College. (n.d.) Overview of 3 UDL Principles. Retrieved from https://durhamcollege.ca/ctl/teaching/planning-to-teach/udl/3-udl-principles/#:~:text=Universally%20designed%20curriculum%20provides%20students,accommodation%20for%20students%20with%20disabilities.

As demonstrated in the course website, cooperative learning is a teaching technique that promotes small groups of learners working together on a shared task or goal through social interactions (EDCI335, 2023). The purpose of cooperative learning is for all members to strengthen each individual’s understanding of concepts through a group effort. According to Johnson and Johnson (2019), there are 5 characteristics to cooperative learning:

1. Positive Interdependence: This refers to the idea that each individual’s success is dependent on the success of the group as a whole. In cooperative learning, students collaborate to achieve a common objective, and each individual’s progress is linked to the progress of the group.
2. Individual Accountability: Each student is responsible for their own learning, as well as the learning of their peers in their group. This accountability helps to motivate students and encourages them to participate actively in the learning process to achieve their common goal.
3. Promotive interaction: Group members will strive to assist and praise each other, in addition to each individual’s effort to learn. This can come in the form of discussion where classmates solve problems and teach any gaps of knowledge with one another.
4. Group Processing: This characteristic will involve discussing what went well, what didn’t, and how improvements can be made as a team. It emphasizes the process of improvement collectively as a team, and also individually.
5. Social skills: Group members will practice and develop their communication, leadership, problem-solving, and conflict resolution throughout the course of their learning.

With a target audience of grades 10-12, our group has decided on the topic “How to develop a growth mindset”. I do believe cooperative learning aligns well with our topic. In one aspect, it allows students to encourage effort over ability. One example includes interactive Zoom discussion sessions with other peers (i.e., breakout rooms involving brainstorming and analyzing).

Learners will understand the importance of working and contributing as a collective regardless of individual abilities, as they must achieve a common goal with one another. Furthermore, it can promote learning from failures. By supporting each other, students will recognize that the process of improvement is ongoing and is fundamentally a natural part of the learning process. As a result of this form of learning, students will ultimately build confidence in their own abilities and in their ability to learn within and outside the boundaries of academic learning. Overall, when compared to individualistic efforts, learners will experience benefits of increased levels of self-esteem, productivity, and psychological wellness (Johnson & Johnson, 2019).

References

EDCI335. (2023). Cooperative Learning. Retrieved from https://edtechuvic.ca/edci335/cooperative-learning/

W. Johnson, D., & T. Johnson, R. (2019). Cooperative Learning: The Foundation for Active Learning. Active Learning – Beyond the Future. doi: 10.5772/intechopen.81086

My Personal Experience

Back in 2019, I recall being really excited to build my first computer. Although I had all the necessary components, the idea of putting delicate computer parts together was entirely daunting – I never built a computer before! Knowing myself, I had to prepare for the process to avoid short circuiting hundreds of dollars worth of equipment. My technique was simple: watch youtube videos, read, and repeat. While watching these tutorials, I challenged myself to process information and asked questions along the way (e.g., which cable goes along with which port? Where exactly do I place these screws?). I also recall drawing diagrams to promote my learning, as well as reading an obscene amount of text repeatedly from the user manual guide to truly drill the information into my head. Overall, my process falls in line with the theory of cognitivism, where I engaged with the material primarily through internal thinking and exercised my problem-solving activities (OpenLearn Create, 2020).

What Stood Out To Me

Upon reading more on the theory of constructivism, I do wish more universities implement and encourage this type of learning, particularly with co-ops. Constructivism would allow students to actively engage with their knowledge through a social process (e.g., group collaboration, interactive dialogue), rather than passively receiving information. Coming this summer of 2023, I’ll be practicing constructivism while experiencing my first paid work-based in an industry related to Health Informatics. Upon hearing from my colleagues, it’s one of the most valuable experiences you can have during your academic studies. You truly get a sense of what your area of study has to offer and you get to apply the knowledge you gained throughout your studies to real world context. For my personal journey, I have my eyes set on remote work, with a focus on project management, or design research. I’m definitely looking forward to stepping outside of my comfort zone, and expanding the way I think through real-world problem solving!

References

OpenLearn Create. (2020). Cognitivism. https://www.open.edu/openlearncreate/mod/page/view.php?id=147079#:~:text=Cognitivism%20is%20a%20learning%20theory,learning%20as%20internal%20mental%20processes.

University at Buffalo. (n.d.). Constructivism. https://www.buffalo.edu/catt/develop/theory/constructivism.html