Month: October 2022 (Page 1 of 2)

The video I’ve selected to view to respond to the questions below is titled “What is Parkinson’s Disease?”

” What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?”

In this video, the students are presented with concepts and information regarding Parkinson’s disease(PD) and is used visual graphics with speech to convey the information nicely. Although students are not required to engage directly with the video, they are nevertheless expected to pay attention and understand the material in order to retain and remember the information presented. The students can also check more information regarding the disease in “Parkinson’s 360 multimedia toolkit”.

” 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 required the students that they watch the video, take notes, and fully understand the material. Students can also check the “Parkinson’s 360 multimedia toolkit” to gain more knowledge about PD. Students should be aware that the information in the video is crucial and will be covered in the quizzes.

” 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?”

After watching the video and understanding the material, students are expected to have a comprehensive knowledge of Parkinson’s disease, its diagnosis, treatment options, and how its developed. After that, participants must finish a quiz to demonstrate their knowledge.

” How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?”

The students will get feedback regarding the quiz through an email from the instructor, explaining how they did and what areas they need to improve.

“Applying SECTIONS to the use of video in this course“

The SECTIONS Model is a useful framework that teachers may utilize to assess and evaluate the value of implementing a particular technology in their classrooms. SECTIONS is an acronym for eight distinct categories, including Students, Ease of Use, Costs, Teaching & Media, Interactivity, Organizational Issues, Networking, and Security & Privacy. Given the importance of digital literacy, inquiry, and creative thinking in the classroom, it is necessary for teachers to comprehend the value of utilizing digital technologies[1].

Answering the questions in the 8 categories of the SECTIONS model will allow us to apply the model to the usage of video in EDCI 337.

• Students: Students can easily and conveniently access video technology in the course by utilizing their own computers or the UVic ones. Some potential obstacles to using video in this course could be: some students’ lack of access to technology or the internet, which can be overcome by having them use UVic computers; and troubling video files, which can be overcome by teachers checking that the videos uploaded are in good working order.
• Ease of Use: The use of videos in this course is not a challenging topic. Without any particular knowledge or training, instructors can publish videos with ease, and students can easily use and access the video without requiring any skills. The use of video will also increase flexibility as students will be able to access it anytime they want.
• Costs: The use of video in this course won’t incur much expense. There are several simple-to-install and use free platforms for recording and editing video. It may take some time to record and edit video, but as the teachers have more practice, it gets quicker and simpler.
• Teaching: The use of video in the classroom has many advantages, such as flexibility because the video is always available and can be accessed by simply clicking; the use of subtitles for students for whom English is a second language to understand well; and the ability for students to watch the video at their own pace to help them comprehend clearly.
• Interaction: Different forms of engagement may be made possible by the use of video technology. For instance, students can watch a video about a certain subject covered in this course and then have a discussion about it among themselves. Additionally, comment sections on videos can be included to enable student interaction with the teacher and other students.
• Organization: Through help desk services in the library and other locations on campus, UVic offers assistance to instructors and students with regard to recording, editing, and accessing videos. Additionally, academic integrity and privacy regulations are enforced by Uvic.
• Networking: The use of video can easily widen networks and include more people in the course as everyone can access it wherever they are. Privacy risks can be managed by everyone adhering to school regulations and policies.
• Security: Video is a safe way to protect student and instructor privacy. When a teacher records a lecture, it is exclusively intended for instructional use only.

Given that the evaluation satisfies each condition of the SECTIONS model, I would obviously choose for using video in this course. Students benefit greatly from using videos in class because of its ease of use, flexibility, and security.

References:

[1] https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/

[2] https://www.youtube.com/watch?v=cwmo2NLBbkU

Designing with an understanding of and empowering people from all backgrounds and abilities is known as inclusive design. In inclusive design, a variety of factors may be taken into account, including accessibility, age, culture, economy, education, gender, location, language, and race. The objective is to satisfy as many of their requests as is practical, which goes beyond just expanding the number of clients[1].

In our interactive learning resources, we will ensure that the needs of all learners can be met by doing the following [2]:

• Making a learning objective for all of the students. we will set defined outcomes and goals for the learning period first, then customize to each students’ needs. To better understand the students and identify their different needs, we will develop a questionnaire for them.
• Designing personalized agendas. Using agendas, we can concentrate on the development of each student and design a lesson plan that is appropriate for their needs and skills. Each student will receive a detailed checklist with a large list of assignments that they must complete within two to three weeks.
• Providing students with a variety of content-learning options. In order to help students understand and retain the subject, we will deliver the topic in a variety of methods during class. We will utilize different styles such as visual, auditory, hands-on, and Kinesthetic.
• Providing choices to sustain student engagement. Students will be given the option to select an activity. For guided practice, individuals might choose to participate in a game, role play, individually respond to questions and receive feedback, or practice in a group. They may choose to write a paper, develop a poster or model, a podcast or video, or give a presentation to show that they grasp a subject. Making decisions enables individuals to connect with the material in a way that piques their curiosity.

One of the learning activities outlined in our blueprint design is an interactive oral exam that will be given at the conclusion of the semester to determine the students’ level of topic knowledge and comprehension. The oral test could create some potential barriers for student success including:

• Panic attacks or anxiety. Maintaining composure and giving their best effort throughout oral exams is one of the toughest problems students encounter. Despite the fact that they could do poorly on the test as a result of this, the student may have far more in-depth understanding of the subject[3]. This problem might be resolved by giving students the option of taking a take-home exam in place of the oral exam, which would allow them to demonstrate their comprehensive knowledge and comprehension of the topic.
• Scarcity of technology. Some students might not be able to access WiFi or computers to complete the test. This issue can be resolved by students borrowing computers from the library and reserving a quiet space there to take the test.

References:

[1] https://uxdesign.cc/3-principles-of-inclusive-design-and-why-it-matters-970b10a17982

[2] https://www.wikihow.com/Meet-the-Individual-Needs-of-Students

[3] https://www.english.com/blog/cambridge-first-and-advanced-beat-oral-exam-nerves/#:~:text=If%20nerves%20get%20too%20much,of%20the%20question%20or%20exam.

“What expectation of privacy should students have?“

Students should expect that their personal information and data will be safeguarded and protected at all costs. The vast amount of sensitive information contained in student data, including names, dates of birth, addresses, SSNs, grades, gender, attendance records, information about parents, biometric data, and other details, makes it imperative that it be kept secure at all times, particularly when using third-party services that may infringe on students’ privacy in a number of different ways.

“When is it acceptable or appropriate for institutions or instructors to engage in actions or to use tools that may challenge student privacy?“

Collaboration, creation, and idea sharing between teachers and students are now easier than ever thanks to technological tools and applications. Teachers and frequently the businesses that offer applications and online services acquire student data, including some personal information, when schools employ technology. Some of this information is used by educators to guide their educational strategies and better understand their learners. Both protecting and assisting students in their learning are necessary for educators to do. While it would be very challenging to completely avoid using any technology tools in order to protect students’ privacy, it is important to prioritise those that have been approved for use by the university or school and limit the use of unapproved third-party tools, which may violate students’ privacy in a number of different ways.

“How easy to find, access and understand were the privacy policies that you uncovered?“

It was easy to find, access and understand the policies around the use of third-part services. The policy says ” The university will require a third party service provider whose work on behalf of the university involves the collection, use or Disclosure of Personal Information to abide by this policy, the Privacy Protection Schedule, and FIPPA in its handling of personal information on behalf of the university, and may require the service provider to sign a confidentiality agreement [1].” This is comforting since the third-party services are obligated to abide by the agreements or risk being sued.

“Before searching for them, were you aware of these policies?“

I was not aware of all of UVic’s privacy policies before to looking them up, but it is reassuring to know that students’ privacy is safeguarded and that they can rely on UVic to do so.

Self Reflection

The major reason I chose this particular task was to research and educate myself on the educational privacy laws in Canada. My learning objectives were matched by this assignment because I learnt new information regarding privacy laws in education. Among the things I learnt was that third-party service providers must abide by the Privacy Protection Schedule, FIPPA, and/or sign a confidentiality agreement with UVic.

References

[1] https://www.uvic.ca/universitysecretary/assets/docs/policies/GV0235.pdf

” How would you create a PLN prior to engaging in a social media campaign on a topic of your choice?”

Before starting a social media campaign on a subject of my choosing, I would connect and collaborate with peers and professionals who have various backgrounds and expertise to develop a PLN. When adding people to my PLN, I will be attentive and selective and make sure they are worthwhile and helpful. I’ll also implement Woods’ most important techniques for building a robust PLN, such as(Woods, 2013):

• Know that all PLNS are different: I will make sure that my PLN accurately represents me since what works for someone else might not work for me.
• Ask and Listen: In order to learn from those around me, I will actively inquire about and listen to their experiences and passions.
• Leverage Technology: I’ll utilise social media to expand my personal network and meet new individuals from a variety of backgrounds.
• Look outside of L&D: I’ll make an attempt to seek outside of my PLN because there are plenty of individuals in related and dissimilar fields that I can learn from.

” The themes of a PLN in a professional capacity.”

Through PLNs, people can more easily access a wide variety of educational resources, professionals and points of view related to the subjects they are interested in. They can network with experts, share ideas, get knowledge from them, and improve thanks to it. People can communicate with a supportive community through PLNs in order to advance their careers.

“Consider which social media platforms are beneficial in education.“

Social media has enhanced our ability to exchange knowledge in both personal and professional contexts as well as how we learn. There are several social media platforms that may enhance educational teaching, and they each provide various helpful capabilities. Some of the most beneficial ones include the following:

• Youtube. I would say this is the most important one as this platform provides free educational recourses that assist a lot of students. I always use Youtube to learn more and understand school materials. Instructors also provide youtube links for students so to watch and learn more.
• Free online learning sites like Coursera, edX, and Khan Academy enable students to take a variety of courses without paying a penny. These platforms are used by many students to increase their knowledge.
• Twitter and Wordress. these two platforms are also very important as they can be used to share ideas and posts to discuss with others.

“When working with the vulnerable sector, how does social media fit into professionalism and regulations? “

Social media offers several benefits that make it necessary to use it even though it can present risks like hacking and scamming. It lets educators to provide important resources and support to students while following regulations.To ensure that social media is a safe space for everyone to express their thoughts, students should act professionally and with respect in all of their interactions there.

” Which design principles did you use to create your infographic in Canva?” Which elements of a “good infographic” were you able to incorporate? What other principles did you consider? “

I have decided to create an infographic about learning management systems (LMS) while following the design and Mayer’s principles.

Focusing on alignment was the first design principle I applied. I made every effort to ensure that the components of my design were connected to one another and correctly aligned. Second, I tried to direct the viewer’s eyes to the key components of the design by utilizing the contrast of the colours I was employing. For instance, in the design’s informational component, I utilized a white background and a black font. Third, I made good use of repetition. For instance, in order to unify the design and overall aesthetic, I frequently utilized the same colours, fonts, or shapes. Fourth, I made the colours as supportive of the design as possible. I reviewed the basics of colour theory and chose to use the “brown colour schemes,” which symbolize safety, security, and support.

Some of the elements of a ‘good infographic’ that I incorporated in my design are the following; I kept the colour scheme simple, sticking to two to three colours, keeping the same design style throughout, trying to leave as much white space as I could, and thinking about utilizing the fewest necessary fonts.

The other principles I took into account were Mayer’s Coherence Principle (by avoiding extraneous, distracting material), the Signaling Principle (by using contrasting colours to draw attention to the information), and the Spatial Contiguity Principle (by ensuring that relevant text and visuals are situated close to one another).

” How diverse is your PLN?“

My PLN is diverse because it includes academic, professional, and personal relationships made through formal learning, informal learning, and social networking. By studying in many countries and interacting with diverse individuals, I have been able to develop and expand my personal learning network (PLN). When I discover something new, I’m typically inquisitive, so I do some research, connect with individuals who are more knowledgeable than me, and learn from them—whether it’s on social media platforms like Reddit, Discord, or Quora, or through friends. By doing this, I often meet more people or establish acquaintances that I can learn from.

“Are you learning from a variety of diverse voices and are you expanding your understanding of the views of others?”

As I indicated above, growing my personal learning network (PLN) enabled me to learn from a range of various voices and improve my understanding of other people’s points of view. Even though I have strong beliefs about some things, including religion, I don’t dispute or try to persuade people to agree with me. I frequently pay attention to and respect the opinions of others, and in order to fully understand them, I further explore their perspectives and views. I try to avoid posting anything on social media that would make someone uncomfortable or offended.

“What is a learning outcome of your PLN and how are you ensuring your exposure to diversity and inclusion?”

My PLN has allowed me better access to a diverse range of educational resources and views relevant to the themes I was interested in. My PLN enabled me to learn more, engage more and improve.

I am ensuring my exposure to diversity and inclusion:

• By expanding my PLN and establishing connections with diverse individuals from various backgrounds and fields of expertise.
• Through having dialogues and chats with my networks in order to grow, learn more and expose to different viewpoints.
• Through having an open mind and respecting other people’s opinions.
• Through participating in events, forums and conferences on the topics I am interested in.

Overview of Direct Instruction

The teaching approach known as “direct instruction” focuses on lessons that are structured, sequenced, and led by teachers. The idea behind direct instruction is that precise instructions prevent misunderstandings, which can significantly improve and speed up the learning process. Although the direct instruction method is frequently employed in lectures in classrooms, it actually spans a wide range of essential teaching strategies and prospective teaching situations. For instance, showing a movie or film to pupils can qualify as direct teaching because the instructor chose the material’s content and method of presentation. Since teacher-designed and teacher-led instructional approaches are popular over the globe, direct instruction may be the most extensively utilized teaching strategy overall[1].

In comparison to any other existing programme or approach, DI guarantees students learn quicker and more effectively because to four key characteristics:

• Instruction is matched to the ability level of the students.
• The program’s layout is intended to guarantee content mastery.
• Instruction is adjusted to fit the pace at which each student learns.
• Before being published, programmes are field tested and revised.

How Direct Instruction aligns with our topic of Parkinson’s Disease.

Whether it is educating the PD patients or other people about Parkinson’s disease, direct instruction is the best approach to utilize. Direct instruction utilizes planned and structured teaching which can help people with Parkinson’s disease understand well to manage their medications–and thus their symptoms–more effectively. The DI technique takes into account each person’s aptitude level, guarantees the mastery of the content, and adapts instruction to each student’s pace of learning. Given the aforementioned reasons, including the strategy taking into account to guarantee that people learn more quickly and effectively, direct instruction is the method we chose and will be incorporated in our final Interactive Learning Design.

References:

[1] https://www.structural-learning.com/post/direct-instruction-a-teachers-guide

” Did any of the nodes or connections surprise you? “

Not at all considering, it is just the course of a specific week. I usually base my weekly learning network on the work and activities that I have, following the schedule that I have created for myself.

” Are some of your classes or courses more or less connected than others?”

I would day it depends, some courses need more connectivity and work at certain times. For instance, EDCI 339 needed more collaboration and work on the specific week that I have chosen. There was asynchronous discussion that needed back-and-forth interaction with the peers.

Reflection

I have selected this specific activity because I was curious to know how my learning network was mapped. I would say my learning network map would have been more interesting if I have done it over the course of a month, to see what i worked on the most and least. In my research, I have learned how to create the mapping and what tools to use. Learning about mapping was incredibly intriguing, and I’d like to apply it in the future.