University Of Victoria
My Learning pod meets weekly to reflect and provide feedback on our blog post before we post them. This guided me to improve of my multimedia skills by discussions and weekly feedback.
Here are a few examples of my feedback and comments for my pod members.
Hey Julia,
Great post. You have some great points about technology and how it has improved. I like your example of the Iclicker. This item can record marks, take attendance, and show the students who are participating. It is also weird to think about writing with a pen and paper. In elementary school, I always wrote with pen and paper. Now, technology has improved so much, we don’t even have to print out our papers, we can simply hand it in online.
Thanks for sharing!
Hey Julia,
Good example of Kahoot and Jeopardy! When I was in highschool, these two games were my favourite classes. Games allow the students to want to engage in active learning. It makes it fun, social, and beneficial to ones learning. Moreover, the teacher can see through the game who understands the material and who does not. Thanks for sharing!
Rianne
Hey Emily,
Your poster looks great! I love all of the colours you used. This is a great poster for your classroom. It is easy to read, and simple. This poster is not confusing and gets the message to the readers. Moreover, you designed your poster in an eye-catching way. This poster will catch the eye of young students.
Great job!
Rianne
Hi Emily,
Thanks for providing another multimedia resource to further explain assessment. The video helped me understand the importance of assessment. As future teachers, it will be very beneficial to continuously assess students. This will determine if lesson plans are good or need to be changed. With upgrading technology, we can create new ways of assessment.
Thanks for sharing,
Rianne
For our project, we designed a cooking lesson for children named Easy Eats. We first made a lesson plan (attached below) that mapped out our learning objectives and how we wanted to design the class, including the pre-class and in-class activity and how the students would be assessed.
We created our lesson plan to deliver instructions for a new recipe being taught to a class, but the same format could be used to teach a different hobby, such as a craft. When creating this lesson plan, we ensured that it included many multimedia learning components to engage students with the material actively. We created a TikTok tutorial video, PowerPoint, and a poster using this course’s theories and multimedia learning artifacts.
The TikTok tutorial is our most beneficial method to reach the learning outcome. The video demonstrates step-by-step directions of the instructor completing the learning goal. In this multimedia tool, we focused on Mayer’s (2014) Cognitive Theory. The Cognitive Theory of multimedia learning involves the use of pictures and words to deliver the information. Ultimately, this encouraged us to edit the demonstration video and add written text. While the video shows the instructor adding the ingredients, a written text appears explaining the step. For example, the second scene of our video has written text indicating “Step 1: ½ cup of sugar” while the demonstrator is measuring out the sugar. In addition, we show steps and ingredients as these are the key words. The signalling principle elaborates on the importance of highlighting key words (Mayer, 2014). These words will stand out from other words, allowing the students to notice keywords faster. One area of the project that we felt that we could have improved was the speed of the TikTok. Due to the formatting of TikTok, we were unable to slow down the video to allow students more time to follow and understand the instructions of our recipe.
https://docs.google.com/presentation/d/1eQ2OlQvfMHuSYx1GBpoel1UStPXd0DSDp0m0bwrrr-o/edit?usp=sharing
Furthermore, the PowerPoint that we created also encompassed multiple learning theories, including the Cognitive Theory of multimedia learning, the Cognitive Load Theory, and the Dual Coding Theory.
When designing our Powerpoint, we wanted to make sure that it encompassed Mayer’s (2014) Cognitive Theory of multimedia learning. He states that multimedia learning should be designed to reflect how the human mind works as this will allow learners to engage in a more meaningful way with the content being presented. For our PowerPoint, we focussed on the personalization principle. The main idea behind this concept is promoting a cognitive learning environment that uses a conversational style instead of a formal means of receiving information to increase learner engagement. Therefore, we included statements in our narration such as “Wow, time flies!” and “These cookies were a top contender with my family” to ensure that the information being presented reflected a positive and more personal learning environment.
To continue, the Cognitive Load Theory (CLT) argues that individuals have a limited capacity for their working memory, so if the information presented to them exceeds this, then information overload occurs (Swerdloff, 2016). To ensure that information overload didn’t happen for the learner, we focused on having one idea per slide and ensuring that the information we presented on those slides was minimal. Last, we also used the Dual Coding Theory (Mayer, 2014), which argues that the presentation of both visual and verbal information aids one’s ability to process and remember information. To do this, we kept the written information on the PowerPoint to a minimum and instead focused on using images and narration to explain our lesson. This also reflects the redundancy principle (McMillan, 2009), which argues that redundant materials, such as having a teacher read the exact wording from a slide, interfere with one’s ability to process and learn the information. Moreover, by leaving minimal information on our slide and creating a conversational style narration, we could facilitate a more engaging and productive learning environment.
The poster we created follows the multimedia principle and is a beneficial method to reach the learning outcomes. The purpose of the poster is to provide students with simple step-by-step instructions that are easily accessible to them while making the cookies. By doing so, they demonstrate that they can successfully follow instructions, which is one of the learning outcomes described in our lesson plan. The Multimedia Principle explained by McCues (2020) describes how people learn better when words are accompanied by relevant pictures rather than words presented alone. The poster we created encompasses this principle as the related image accompanies each written step. For example, the first step illustrated on our poster involves mixing all ingredients, and it is supplemented with a picture of a mixing bowl.
All in all, our PowerPoint, poster, and TikTok tutorial act as tools that help students understand the steps involved in the creation of No-Bake Chocolate Oat Cookies and successfully achieve the finished product. By creating learning artifacts that demonstrate the values of the key multimedia theories and principles such as the Cognitive Theory of multimedia learning, the Cognitive Load Theory, the Multimedia Principle, Redundancy Principle, and the Dual Coding Theory, students are able to successfully reach the learning outcomes in our class.
References
Health Link BC. (2021). Healthing Eating & Physical Activity. HealthlinkBC.
Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.).
Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
McCue, R. (2021). EDCI 337—Selected Multimedia Creation Tools. [MP3].
McMillan, D. (2009). Life After Death by Powerpoint (Corporate Comedy Video) [Mp4].
https://www.youtube.com/watch?v=KbSPPFYxx3o . Life After Death by Powerpoint (Corporate Comedy Video) [Mp4]. https://www.youtube.com/watch?v=KbSPPFYxx3o
Swerdloff, Mathew. (2016). Chapter 8- Online Learning, Multimedia, and Emotions. Emotions, Technology, and Learning, Academic Press. P. 155-175, ISBN 9780128006498, https://doi.org/10.1016/B978-0-12-800649-8.00009-2.
Now that the course is coming to an end, we are looking into assessments. Assessments are a way of testing the learner’s understanding of the material. In other words, how has the student comprehended the multimedia methods. In this course, we have designed different types of multimedia tools for different learning theories. We created artifacts like posters, sketchnotes, screen casting, and PowerPoints. The assessments will show how beneficial these tools are to explain material to students. There are many different ways to assess a students learning. The first type is summative ways. This is multiple choice tests, fill in the blank, or true or false questions. However, this way of testing does not provide feedback from the tester (Queen’s University). The teacher also would not know if the student guesses or fully understands the material that is tested. On the other hand, formative assessments aim to capture in-progress learning. For example, in my high school band class, individual’s demonstrated a one-on-one assessment. This showed the teacher if we can properly play the correct notes. This way of testing is not graded, but provides feedback. This is often done before any summative assessments.
Watch this video to understand the importance of assessment.
Assessments are important as the main goal is to improve students learning. After assessments, the teacher can decide if this class is ready to move on, or to re-teach the material. The teacher may notice if the lessons are missing learning theories or multimedia tools that may result in a lack of understanding. Then, teaching strategies may change. In addition, assessment helps motivate students to learn and understand. Students would be more encouraged to practice and learn the new material. Overall, assessments are a great way for the teacher to see who understands and who may struggle.
References
Comb, Catherine. (2021). A Grammar Test for A 4th Grade Student. ProProfs Quizzes. https://www.proprofs.com/quiz-school/story.php?title=pp-mzawmjqynawz6d
Queens University. (2021).What is Active Learning? (n.d.). – Teaching & Learning. from https://www.queensu.ca/teachingandlearning/modules/active/04_what_is_active_learning.html
TIE. (2017) Purpose of Assessments: The Why? YouTube.
In the future, augmented reality will be a major technology in the classroom. Augmented reality is the combination of the real world and virtual word discovered by Caudell and Mizell (1990). In other words, it brings reality into an object. The best example is a virtual reality glasses. There have been new video games regarding virtual reality. When a person puts the glasses on, it is like they are that virtual setting. The person can look up, down, and to the side and still be in the virtual world. Here is a video to further explain.
This will be beneficial in my future classroom. This is because augmented reality can be a method to the connectionism theory. Thorndike’s connectionism theory is based on active learning principles. In this theory, connections are important to understand new material. This is where augmented reality can help student make connections. Showing students pictures and videos, can help students make those connections. For example, if teaching about pyramids in Egypt. I would take a video of the landscape, then add cartoon characters, motions, and written text. This would allow the students to have a connection to the land. In addition, students have more freedom when designing projects. For example, in the apple augmented reality demonstration. A student was able to turn her 2D project into a live movement. The student uses it to show Earth’s inner layers. Also, students can create movies that combine reality and the virtual word. In addition, students can foresee there projects with augment reality. Students can design a draft then able to see the final outcome virtually. Overall, augmented reality can be a fun and engaging way to learn new information.
References
Lee, Chris. (2018) Instructional Design Models and Theories: Connectionism. Arizona State University https://www.youtube.com/watch?v=oYd6xIz1q-U
Oculus. (2018) Change the Game. Youtube.
Earlier this semester, I created a poster using Canvas. The purpose of my poster is to advertise EDCI 337. I added the four main assignments so students can gain an understanding of what the course is. The poster has simply so it is easy to follow with little text to understand the main points.
After learning more multimedia tools and learning theories, I knew I could improve my poster. My poster only delivers information in a visual mode which may not be beneficial to some readers. Mayer (2005) emphasizes the Cognitive Theory of Multimedia learning, which is using both words and pictures to deliver the information. Since my poster only has few words and one picture, there can be a lot of confusion and misunderstanding. Thus, I created a sketch note screencast to further explain my poster.
In my own experiences, sketch notes help me understand concepts and material the best. It normally flows well, and it is easy to follow along. The sketch note highlights key words, and often uses pictures that relate. In addition, sketch note videos provide additional information using their own words. In my sketch note, there are many different learning methods to reach the learning outcome. I added written words, pictures, and voice over to explain the information in many different ways. My multimedia creation will allow the learner’s sensory memory to see or hear the material. From there, the sounds or images can go to one’s working memory and possibly integrate to the long-term memory. My sketch note without a video, would eliminate hearing and sounds which could affect the information getting to one’s sensory memory. In addition, my sketch note may not make sense without the audio explaining each step.
Moreover, when I created the sketch note, I was using active learning. I was able to use passive learning by reading and watching the links provided each week. Then, I used active learning my applying the information to this sketch note. I have a better understanding on what the class is about, and the learning outcomes multimedia provides. As a future teacher, I want to continue to create these videos as other people’s sketch notes videos have helped me clarify any confusion.
References
Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). Cambridge University Press. https://doi.org/10.1017/CBO9780511816819.004
Establishing the differences between active and passive learning is important understand as a teacher. To me, passive learning is the lesson. When a teacher is explaining and demonstrating material, the students are passive learning. They are lessoning to the information but might not understand. But how would a teacher know if a student does not understand? Through active learning. After the passive learning, students should be encouraged to participate in an active learning activity. This could be hands on, discussions, or any way to test their how they have comprehend the material. This is beneficial because it allows the students to practice what they recently learned. The teacher can get an understanding of who understands and who may need extra help to reach the learning outcome.
I learn best from visually seeing an explanation. This video shows how beneficial active learning can be when studying. I wish I had this information when I first started university. When I first start studying, I was passive studying. I would read the text book and lecture notes to find key words to memorize. Unfortunately, I did not know how to apply the concepts. This is because I did not actively learn or study. Now, I am able to passive learn, then extend my learning to active by reflecting and testing my self.
References
MooMoo Math and Science. 2017. Difference active and passive studying. Youtube.
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