” When you used the AI games this week, such as Magic Sketch or AI Duet, how did you find the process of having your work completed by an algorithm? Did it feel true to your intention? Were you happy with the results?”
In this week’s activity, I have checked the AI games such as Magic Sketch or AI Duet. Artificial intelligence (AI) is used in video games to create human-like intelligence in non-player characters (NPCs) by generating responsive, adaptable, or intelligent actions [1]. IA games such as Magic Sketch allows you draw stuff with machines! each time you lift your pen up, a machine learning system tries to complete each stroke as you lift your pen up and matches it to the category you’ve chosen. After giving a try to draw different things such as a book, an eye or a key, I was fascinated that the AI finished the drawing as soon as I lifted my hand. It is really amazing to see how technology has developed and reached a very high level. The magic sketch faithfully captured my intention and recognised precisely what I was creating. No matter how differently I drew the book or the other object, the drawing was still coming to fruition, therefore I was pleased with the end outcome.
” Have you used a tool like Khan Academy that creates a learning path for you? Did you find it to be useful or a hindrance to your learning? Or both?”
Yes, I have frequently utilised Khan Academy, which lets you construct a learning path for yourself as you take various classes, and I found it to be quite helpful for my learning. Khan Academy develops a customised learning dashboard that allows you to learn at your own speed both inside and outside of the classroom. Khan Academy is also free and accessible everywhere as long the person has internet and computer.
This week’s activity was to make a simple interactive story with Twine. I started exploring twine to accustom myself. Twine is an open-source framework for telling interactive, nonlinear stories. People read content and then interact by clicking links in the text [1].
I have created a simple interactive story about a rainy day and whether to go to school or stay home and watch Netflix.
“What are the game elements used in your interactive story using Twine? “
Some of the elements used in my interactive story using twice include:
Narrative â The story starts with a student waking up on a cold and rainy day and asked to decide whether to go to school or not
Immediate Feedback â The player receives feedback for each decision they make.
Player Control âThe result is entirely determined by the decisions made by the player.
“How would you build an activity for students that would have them use this tool? In what type of learning do you think Twine would be particularly effective?” “
I believe there are several activities that may be designed for students that would have them use twine. For example, you can discuss or teach a certain topic, such as Parkinson’s disease, and then invite students to undertake additional reading and research to understand more about the disease. They would then need to produce a narrative about their learning using twine. For example, they may make an interactive story about how to help someone living with the disease and how to deal with the disease’s many symptoms.
Twine, in my opinion, will be the most effective in teaching children to create digital stories since it is simple to learn and use and does not require coding skills. After that, as student confidence grows, it may be used to teach HTML, CSS, and Javascript. Twine enables users to easily shift from linking text units together to adding variables, conditional logic, HTML and CSS styles, and even scripts to create more complicated digital stories.
It was my first time utilizing a web application like twine, which enables you to build interactive, non-linear stories or activities, and I really like it. Because of this, I have used it for activities in other classes and will use it again in the future since it is so helpful.
Photo by olia danilevich: https://www.pexels.com/photo/spiral-notebook-pencils-and-paper-clips-flatlay-5088017/
” What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?”
H5P, which stands for HTML-5-Package, is a plugin tool that assists in the creation and execution of interactive material and interactive video within an LMS or other type of eLearning browser. Memory games, multiple-choice questions, quizzes, fill-in-the-blank inquiries, and questionnaires are some examples of interactive activities that can be created by using H5P[1].
My experience of trying out H5P was very positive, I enjoyed how simple it was to build engaging learning activities including quizzes, interactive films, drag-and-drop exercises, and other visual activities. I don’t recall seeing this tool before, and I’m not sure why teachers don’t use it because it’s incredibly valuable for engagement.
All of the H5P activities, in my opinion, would be excellent use as interactive activities in teaching. The multiple-choice questions, True and False questions, and interactive video were the ones I found most beneficial and will be utilizing them in our teaching context. I will use multiple-choice questions and True/False questions to assess the learners’ knowledge and understanding of the course material, While the interactive video will be used to actively engage learners in interacting with the videos, this will assist them to retain the information they hear or see.
I believe that all of the activities will necessitate the expenditure of certain resources in order to be created. For example, while I was constructing the True and False activity, I was unable to make all of them at once and had to open a new one to add another question; I’m not sure if this is due to a lack of knowledge or if it is simply the way it is. I don’t think it matters which activity uses the most resources because H5P is simple to use and allows you to construct a variety of interesting interactive visual activities.
A brief description of the purpose of my multimedia learning object
The multimedia object I chose for this assignment is to update or enhance an infographic regarding plagiarism detection tools that I made for another class. Plagiarism is considered intellectual theft. Plagiarism can take numerous forms, ranging from intentional cheating to inadvertently copying from a source without acknowledgment. As a result, if someone incorporates another person’s words or ideas in their work, they must disclose where they got from. Plagiarism detection tools are used to capture those who do this[1]. Plagiarism detection techniques are particularly important in education since they ensure that students do not copy or steal the work of others. After viewing the infographic, learners will understand what plagiarism detection tools are, how they are utilized in education, and what their benefits and limitations are.
I used the Coherence Principle by eliminating unneeded, distracting contents such as icons and shapes, the Signaling Principle by using contrasting colours to call attention to the information, the Spatial Contiguity Principle by ensuring that relevant text and visuals are situated close to one another, and the Segmenting Principle by adding audio about the infographic that provide learners with more control over their learnings[2]. Before learning about these principles, I did know what I was doing, because I was using too many colours, icons, shapes and texts.
promising practices for infographic design
The following are some of the features of promising practises for infographic design that I implemented into my design to make it better: I kept the colour scheme minimal, adhering to three to four colours, using the same design style throughout, leaving as much white space as possible, using the fewest essential fonts, and remembering that size counts[3].
Applying Inclusive Design
I have not considered inclusive design when I was creating the original infographic but when I was redesigning the infographic, I kept in mind that people come from diverse backgrounds and have varied skills, therefore I took elements like accessibility into account. To minimize confusion, I utilized a consistent font size throughout the design. I also selected specific colours that contrasted with one another to bring the viewer’s attention to the design’s essential components. In addition, for greater accessibility, I have included a voice version of the transcript.
Other design principles
I emphasized on alignment to ensure that the elements of my design were linked and precisely positioned. I used repetition efficiently, for example, to unify the design and overall look, I regularly used the same colours, fonts, and font sizes. By reviewing the fundamentals of colour theory, I was able to make the colours as supportive of the design as feasible.
“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.
” 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 Mayerâs 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 âgood infographicâ 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).
” Describe the difference between equality and equity?”
Equity takes into account that each person has unique circumstances and distributes the precise resources and opportunities required to achieve an equal outcome as opposed to equality, which states that each person or group of people receives the same resources or opportunities. Please, see the picture below illustrating the concepts of equality and equity by the City for All Women Initiative (CAWI), Ottawa.
” Describe three design principles aimed at creating inclusive experiences?”
Inclusive design refers to processes for developing goods that comprehend and empower individuals from all backgrounds and abilities. Accessibility, age, culture, economics, education, gender, geography, language, and race may all be taken into account in inclusive design. More than merely increasing the number of users, the goal is to meet as many of their demands as feasible[1]. The three design principles aimed at creating inclusive experiences are the following:
Recognize Exclusion: Exclusion occurs when we apply our personal prejudices to problem-solving. Seek to find exclusions as a chance to develop original concepts and inclusive designs.
Solve for One, Extend to Many: When designing for persons with impairments, designs are produced that are beneficial to everyone.
Learn from Diversity: The real masters in adjusting to variety are people. At the very beginning of the process, inclusive design centres on individuals.
Reflection Question
“Have you used Text to Speech tools before? Did you find it useful? Did you try out some of the different voices? What impact did the different voices have on your ability to absorb information?”
I had never used Text to Speech technologies before, so it was quite thrilling for me to test them out for the first time. I truly enjoyed it because I was able to just focus on listening and comprehending what is being said. I tried a variety of voices, but none of them seemed to have a different impact on me because they were all clear and simple to understand.
A specific topic’s inherent complexity, regardless of how it is presented, is referred to as its intrinsic cognitive load. Some tasks are more challenging to master than others. If they are more difficult, they can cause an intrinsic cognitive load. For instance, doing simple addition is significantly easier than tackling a hard calculus problem. as noted in the lecture material, completely eliminating intrinsic load is not good as difficult tasks have significant educational value. Simply put, educators should make sure to properly manage it by helping learners when educators develop multimedia learning resources. It is significant to remember that various individuals and situations may experience the same task’s intrinsic load differently. As a result, allowing students choice over their learning pace is a key tactic.
The three principles related to managing the intrinsic load.
the three principles related to managing intrinsic (or essential) load:
Segmenting: According to this theory, individuals retain information more effectively when it is provided in user-paced parts as opposed to everything at once in a multimedia message [1].
Pretraining: This theory suggests that individuals absorb a multimedia message more fully when they are familiar with the names and characteristics of the key topics [2].
Modality: According to the Modality Principle, spoken and visual information is better for human learning than written and visual information [3]. This is not to say that you should never utilize text on a screen; it just implies that learners will become overwhelmed if there are too many graphics and too much text.
Reflection Questions
Photo by Pixabay: https://www.pexels.com/photo/abendstimmung-ball-shaped-clouds-dawn-220429/
“Provide an example of a multimedia learning principle you have intuitively followed in the past, and an example of a multimedia learning principle you have broken in the past. What will you do differently now?”
Pre-training principle is an example of a multimedia learning principle that I have formerly instinctively used. back in high school, I used to constantly read/skim ahead of the crucial subjects or classes, like biology or math. Before going to a class, I used to make sure that I was familiar with the content; this enabled me to comprehend more and ask questions throughout the lecture. Furthermore, in many aspects of life, I still apply the pre-training idea. For instance, before visiting a new place that I am unfamiliar with, I use Google Maps to research the area and become acquainted with it.
I have in the past violated the principle of segmentation in multimedia learning. For instance, when taking self-paced online courses, I used to take a lot of lectures for a long time of period without pausing. Due to this, I was unable to retain all of the knowledge I had acquired. To make sure I remember the material I learn, I now approach studying differently and take pauses.
“What did you notice about your learning when you listened to the Soundcloud by Howat? How was it different from reading an article?”
Because I was previously familiar with the subject, I realized that I grasped everything without any trouble. If it was a new topic, I wouldn’t just listen because English isn’t my first language, so I’d need to see it to fully comprehend and look up any words I didn’t know. Just hearing is really different from reading text because when I read, I may pause to look up new terms and clarify what I’m reading.
Senior Elective; I am doing Health informatics, and I am supposed to take 5 senior Electives.
I am interested in understanding how various media kinds might affect learning, what are the best ways to learn new things and how to learn easier and quicker. Different ideas are presented in the course that will aid in my effective learning and reduce cognitive strain.
What are your learning goals this term?
My learning goals this term are:
I am taking 6 courses so the first goal is to excel in all the courses and get good grades
Learn new things, engage with students and improve.
Examples.
Interactive media is a means of communication where the program’s outputs depend on user inputs. Video games are one type of interactive media where players use controllers to react to visual and aural signals created by a computer program on the screen.
Multimedia is a representation of information in an attractive and interactive way with the use of a combination of text, audio, video, graphics and animation. An example of Multimedia is Zoom video conferences which possess real-time video, audio, text message and visual environments.
Photo by cottonbro: https://www.pexels.com/photo/turned-on-macbook-3205403/
Interactive multimedia enables the user to control, mix, and alter a range of media types, including text, computer graphics, audio and video resources, as well as animation. An example is travel guides such as a website called lonely planet https://www.lonelyplanet.com/.
Which of these examples do you find the most interesting and engaging? What do you think makes it interesting and engaging for you?
The example related to video games strikes me as being the most intriguing and captivating. The rationale is that video games captivate players by offering a variety of high-definition communication channels. With increased in-game skill, challenges, rewards, tales, character qualities, and levels of play that are harder and harder to complete also become available, catching the player’s attention more.
