Rianne Yuen

University Of Victoria

Month: November 2021

Assessment

November 22, 2021 / / 4 Comments

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.

Principles of Learning and Augmented Reality

November 16, 2021 / / 7 Comments

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.

Assignment #3: Core Multimedia Skills

November 5, 2021 / / 0 Comments

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.

Creating Multimedia Learning Artifacts

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

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