Month: June 2023

Hi! Cyan. Thank you for your sharing. I like the video you choose, as you mentioned, it contains animations in the demonstration, which is a significant help to the audience of our courses in understanding the content knowledge. As well as I totally agree with the idea you mentioned about the discussion forum activity because it really is an interactive way of learning and does not increase the workload for the instructor.

Something I am wondering after reading your post is that how you make sure this video resource is inclusive and to address potential barriers to learners’ use of video resources, the following measures could be considered:

1. Make video resources available in multiple formats, such as subtitles, downloadable video files, and printable text transcripts.
2. Add subtitles to video resources to support comprehension for learners with hearing impairments. In addition, translated versions are available in multiple languages to meet the needs of non-native learners.
3. Allows learners to adjust the playback speed of video resources.

Overall, a nice job!!!

Learning Pod: Group H

Peers’ Names: Group L

Interactive Learning Resource Topic: Artificial General Intelligence

Strengths:

Hi! Group L! Thank you for your efforts to bring us a detailed explanation about Artificial General Intelligence (AGI). Firstly, the content of the website is clearly categorized, it seems to me that this site does an excellent job of listing most of the doubts and misconceptions of beginners regarding the commonly misunderstood aspects of AGI. As well as it clearly demonstrates that the learning outcomes at the end of this course. Furthermore, there is another part of several supplementary tools, you guys have very kindly provided secure URLs for these platforms. Also, your choice of learning theory and learning design are reasonable and well-founded. What is more important that you include an inclusive design.

Weaknesses & Recommendations:

Perhaps you might consider the main subject of this assignment is Interactive Learning Resources, your website may need focus more on “Interaction”. To be specific, I saw that there are two assignments in your assessment plan, in what way is this activity interactive? Correct me if I’m wrong that you can provide some readings and viewings related to your topic, then using some Third-Party platforms (Kahoot, Quizlet, Crowdmark) to set up some assessments, such as multiple-choice questions, short answer questions, and discussion forums based on an assigned reading/video). Furthermore, you may have to consider the final Grading Scheme, for instance, Grade A is 86-100%, B represents 73-85%, C+ means 67-72%, C is 60-66%, C- represents 50-59%, and F means fail (0-49%).

Overall, this interactive learning resource is highly supportive and captivating, it meets all the key criteria, well organized, visually appealing; however, there are a few details that can be adapted to further strengthen the material.

Great Job!!!

Well, in the interactive learning activity, students will engage in the following interactions:

1. Express their views and prioritize healthcare economic challenges in an online voting or questionnaire.
2. Discuss and analyze the advantages, disadvantages, and impacts of different policies in a group discussion or online forum.
3. Modelling the positions and decision-making processes of different stakeholders in case studies and role-playing activities.

Then, speaking of the learner-generated to the video, the following activities are suggested for students to do after the interactive learning:

1. Make study notes summarizing the main ideas, concepts, and discussion results.
2. Complete individual or group assignments, such as writing papers, designing policy proposals, etc.
3. Participate in online discussion forums or blogs to share and exchange personal healthcare experiences with other learners.

These interactions require students to actively participate, think and express their own opinions, understandings, and decisions. So that helps students further develop their understanding of the healthcare economy, critical thinking, and writing skills (Behaviorism & Constructivism). Referring to how students get feedback, students can submit assignments and papers to the instructor and receive feedback through a specific online platform or email. Meanwhile, instructors can communicate and interact with students using mediums such as online discussion forums, instant messaging, or video conferencing. Furthermore, the activity may require a certain amount of work, including preparing instructional materials, designing interactive content, and assessing student work. However, the work is manageable and worthwhile as it promotes student engagement and learning outcomes by providing targeted learning experiences. What is more important that to ensure an inclusive design and to address potential barriers to learners’ use of video resources, the following measures could be considered:

1. Make video resources available in multiple formats, such as subtitles, downloadable video files, and printable text transcripts.
2. Add subtitles to video resources to support comprehension for learners with hearing impairments. In addition, translated versions are available in multiple languages to meet the needs of non-native learners.
3. Allows learners to adjust the playback speed of video resources.

Speaking of the specific resource of interactive learning, we have to consider inclusive learning design. As a learning designer, our goal is to ensure all learners are successful in meeting outcomes and goals. Firstly, considering the design of the learning environment is a crucial place to begin in planning for diversity in our learners. Moreover, the learning designer must ensure that the environment, materials, tasks, and assessments are well matched to the learners who will be using them. The following are some specific methods and strategies for ensuring that interactive learning resources are inclusive and personalized:

1. Provide diverse learning content and learning styles to meet the interests, and abilities of different learners. This can include learning materials in multiple formats such as text, images, video, audio, etc., and provide different learning activities and tasks to meet the different needs of learners.
2. Provide learners with customized learning content and recommendations based on their interests, abilities, and learning goals. This way can adjust the difficulty, complexity and recommended order of learning resources based on the learner’s prior knowledge level, learning progress and interest preferences.
3. Provide opportunities for collaboration and interaction to encourage discussion and knowledge sharing among learners. For instance, online discussion forums, collaborative projects, group activities, etc. Since an interactive learning environment promotes mutual support and communication among learners, helping them to construct knowledge and solve problems.
4. Provide services accessible to persons with disabilities, which included providing features such as subtitles, audio descriptions, adjusting font size and color contrast to meet the different needs of learners, such as people who have visual or auditory impairments.
5. Provide diverse assessment methods. In addition to traditional written tests and quizzes, assessments can also include project work, spoken reports, practical tasks, and other forms of assessment. This allows for a more comprehensive understanding of learners’ learning outcomes and gives them individualized feedback and support.

In my group, I was assigned to the experiential learning. Speaking of the experiential learning, obviously, this learning approach is based on practical experience and hands-on practice to acquire knowledge, skills, and comprehension through personal involvement and practice. It emphasizes that learners deepen their understanding and apply it to real-world situations through practical practice, reflection, and summarization. If compared to the three instructional approaches in our first blog, the theory that I suggest is most closely related is “constructivism”. Since they both focus more on hands-on activities and social interaction to construct an understanding of knowledge. Moreover, when it comes to the characteristics of the experiential learning approach, the main aspects include the following:

1. Participation. The experiential learning approach encourages learners to be actively involved in practical activities. Meanwhile, learners are able to acquire knowledge and skills through personal experience and practical work.
2. Social Interaction. Experiential learning focuses on collaboration and communication with others. For instance, learners enrich and deepen their learning experiences by sharing experiences with others, collaborating on problems, and receiving feedback.
3. Reflection and Summarization. Experiential learners will review and analyze their practical experience to extract the key points and insights. As well as to apply their experience to future learning.
4. Correlation with knowledge. The experiential learning approach places learning in real-world situations and emphasizes the close connection between learning knowledge and practical practice. Accordingly, learners apply knowledge and skills in specific contexts to understand and experience the practical value of knowledge.

Furthermore, the topic of our group’s project is the economics of Canadian health care. Indeed, the experiential learning approach does align with our topic. Since I believe that almost everyone has been to the hospital because of illness. While people go to the hospital, they will have a preliminary understanding of the health care system and get a sense of how the country helps in the process of paying for health care. For instance, the method of payment is different, and the amount of medical insurance is also different. Undeniably, this learning approach is also one-sided for our subject matter, the demand of going to the hospital is not a regular occurrence either. Perhaps the first learning approach “direct instruction” is the most applicable to our topic.

In general, behaviorism, cognitivism, and constructivism are three different concepts in the field of education, which provide diverse methodological perspectives on how to learn and how to acquire knowledge. Each of these three theories is described in detail within the article in a way that responds to seven of the same questions. To be specific, each learning approach has a different focus; for instance, behaviorism promotes mastery of certain specialized content; cognitivism focuses primarily on how to solve problems; and constructivism is suited to dealing with unclear problems through reflective action. Furthermore, the article also points out that the way in which students are taught varies according to the proficiency of the learner. As well as the teaching strategies used, and the content covered will vary depending on the level of the learner. From my perspective, for now, the instructional approach adopted for our university life is generally behavioralist. Specifically, in my economics major, we focus mainly on the mastery of some proper nouns, using methods such as basic paired associations, discriminations, and rote memorization.

Speaking of an example from my life, I would like to use the example of learning how to swim. In a behaviorist view, the coach will provide clear instructions and demonstrations, for instance, the coach will teach me the correct rowing hand and stirrup movements. From a cognitivist perspective, I will be asked to think about and solve problems in swimming, such as how to adjust my stance to increase my speed or how to maintain my balance. With a constructivist perspective, the coach will provide a safe swimming environment and encourage me to discover swimming skills through practical experience. Meanwhile, I will try different movements and strategies, as well as collaborate and communicate with coaches and other learners to explore swimming skills and understanding. There is no denying that no particular theory is the most effective. These approaches can be combined and intertwined in actual learning to create diverse and more effective learning experiences.