I agree that being able to have a peer discussion forum will give students insight they would not otherwise have on their own sleeping habits. Having a longer assessment activity gives the student better time to absorb what they learned. Using observed data will also reinforce the video’s contents with evidence. Moreover, I think using their own sleep as an example might encourage some students to develop better sleeping habits.
I wonder if the interaction type could also be considered designed interaction because it has the video and a follow-up quiz? It is definitely something to think about.
I agree that a clear guideline will be helpful when analyzing sleeping data. I’m assuming the sleeping data will also be discussed in your lesson article; therefore reinforcing the student’s learning.
“How Is Your Phone Changing You?” By AsapSCIENCE is a YouTube video that summarizes the ways your phone can negatively and positively affect your everyday behaviours. Since my group is writing our Interactive Learning Resource about “Sleep”, the video topic seemed fitting to include in my blog post.
The YouTube video is informative, yet simplified. Such that it fits the needs of our targeted audience.
Type of Response
The video will require a designed learning interaction. Design learning interaction is defined by Bates (2019) as a medium (in this case, this video) accompanied by an activity (quiz). After watching the YouTube video, students will be required to fill out a quiz that tests their overall comprehension about the article. The contents in the video will be quizzed along with the general blog post; therefore, it is important to watch attentively.
The goal of the blog post is to provide a certain level of comprehension. That is why I chose to use quizzes as it not only does a quick overview of the blog, but will also provide students a chance to reflect on their progress.
Type of Technology
Because I will be implementing a quiz, the lesson will be computer-based learning. The quiz is online. And will provide the student automatic feedback, where it grades their comprehension out of 100. The automatic feedback is accessible for any students because it will be embedded on the webpage. All students will get feedback as long as they fill out the quiz.
Video Inclusivity
“How Is Your Phone Changing You?” provides a caption. Hence, people with hearing-impairments will have an easier time consuming content. Also, the subtitles can be translated to other languages. So, any students who do not have English as their first language can have an easier time as well.
Our Interactive Learning Resource titled “Understanding Sleep” will utilize the principles of Universal Design for Learning (UDL). UDL is a framework that accommodates students with diverse learning needs. It uses the following principles (“Introduction to Universal Design for Learning (UDL)”, 2024):
The means of representation: The application of different media formats (text, audio, or video).
The means of action and expression: The ability to express learned knowledge differently.
The means of engagement: The ability for teaching content to be engaged by learners differently.
Each principle plays an important part in the presentation of the Interactive Learning Resource. In this post, I will discuss principles one in more detail.
This video explains the general concept of UDL.
The Means of Representation
Our Interactive Learning Resource will use different media formats on our website. Our provided resources will be a mix of video content (ex. “What is Sleep? REM Cycles, Melatonin, and Sleep Stages”), scholarly articles, and images (illustrations, infographics, etc.). Each media format ensures that an individual who is impaired either visually or by hearing, will have access to information presented on the Interactive Learning Resource.
The Means of Action and Expression
Our learning activities encourage students to express their knowledge about sleep differently. For example, one learning activity is a jigsaw group activity. In this activity, the teacher provides a subtopic to the group about sleep. The group will discuss and familiarize with the topic. Eventually, each group will have five minutes to present their knowledge to the class. Another way of expressing knowledge to the class is by analyzing sleeping data. Students will collect data on their sleeping patterns and provide an evaluation based on that data.
Conclusion
UDL allows accessibility to a diverse student population. Because of the asynchronous and remote format, UDL is an effective method for inclusivity.
I appreciate how you connected your real-life experiences to the topic of inclusive design. It is especially relevant to software engineering because of the close relation it has to digital design.
I agree that remote learning requires an asynchronous aspect. In that regard, inclusive design is important because of the lack of teacher guidance. As you mentioned, this can be applied through recorded lessons (video format), readings (text format), and discussion forums (also a text format). I would also say that adding a video transcript to your recorded lessons can add accessibility to hearing impaired individuals.
One critique would be adding more different types of media (such as video, images, etc.) to your blog post to make it more engaging. But, overall, I liked how you presented your ideas.
After reading your blog, I found that Open Pedagogy fits very well with our group’s chosen topic. I find that due to the nature of sleep, being able to engage directly with that activity will help us greatly with finding answers to our essential questions. Therefore, we definitely should incorporate Open Pedagogy.
I also appreciate how you included additional resources if you wanted to learn more about Open Pedagogy. It really demonstrates creative ways to use hyperlinks, which I will definitely use in the future.
You’ve both defined Open Pedagogy and added your own useful insights. This is a very well-written blog post.
Project-Based Learning (PBL) is an instructional method that uses projects to guide the curriculum and teach a course. Skills like critical thinking and collaboration will be developed using this approach (“What is PBL?”, n.d). All projects should have essential questions. The project should be an answer to those questions. The instructor should present the group with a challenge to solve (Miller & Manderfeld, 2021). These steps should take as long as multiple weeks to a month. And ultimately result in a product/service being created.
Our group’s chosen topic is “Sleep”. Project-based Learning requires a problem to solve. In that regard, we can look at the essential questions our group has provided. One of our essential questions is “How does sleep impact our quality of life?”. With this given question, we have our challenge to solve.
Using knowledge and applying it is an important part of project-based learning; therefore, finding the benefits of sleep applies to this method. Creating a structured definition of sleep and healthy sleep, you can apply that knowledge to experiment with your sleeping habits. The result would be a paper of data about what does and does not work.
One question to think about when using project-based Learning to teach the topic of sleeping, is the incorporation of this topic in a group setting. PBL requires collaboration, so one challenge would be creating equal opportunities for team members to contribute for a single-person activity like sleep.
Interactive Learning Design
For our Interactive Learning Design, we will not incorporate PBL. PBL requires a product. Our group wants to use theory and quick discussion activities that are meant to encourage active class participation. Project-Based Learning requires at least weeks of attention to one learning activity. In this case, quick discussion groups, and evaluations are better for learning about one’s sleep than a project that may take too much time that is better spent elsewhere.
Blog Post 1: Learning, Motivation, and TheoryBlog Posts shows a good understanding of Constructivism, Cognitivism, and Behaviourism. I really liked how you were able to sort out your responses to each subject with bullet points. It really makes the reading experience easy and engaging. I think that you defined a very concise outline of how to teach climate change in high school. I liked how you linked real life tools to the three learning theories. Such as utilizing quizzes to reinforce Behaviourism. I think it also gives the reader a better understanding of those three learning theories. Overall, your blog post is well formatted and understandable.
One challenge I experienced during college was learning calculus. It was challenging because calculus required a deeper understanding of the subject than high school mathematics. There were three main strategies I used to learn calculus:
Repetition
Studying Course Materials
Topic Categorization
In this post, I will describe these three strategies. Each strategy uses characteristics of Behaviourism and Cognitivism. They are important elements that help students retain information.
Repetition
Calculus, like most mathematics, requires practice in order to gain proficiency. Behaviourism is described as learning by responding to external stimuli. One example of Behaviourism is being able to answer addition questions when presented with flashcards.
Completing and answering pages of derivative problems is similar to answering addition problems after multiple practice questions. As you become familiar with the environment, you will be able to repeat the same process and learning strategies for similar derivative questions.
One way to ensure you fully understand the subject is by reviewing the course material. Cognitivism focuses a lot on the process of learning; and how to structure a study plan that helps mentally process the information effectively. In this case, being able to review your course material lets you analyze, deconstruct, and simplify calculus. As well, it allowed me to better deconstruct the examples, and also try them myself. It is easier to know if you understand the subject when you have more time to look at what you are learning.
Topic Categorization
Cognitivism provides learning strategies that help you digest information without being overwhelmed. With this in mind, calculus is a complex subject. You can easily be overwhelmed by the many subtopics like derivatives and integration. Therefore, categorizing each subtopic you learned in calculus lets you see the bigger picture and recall information more easily. When you categorize each subtopic, you can assign separate learning strategies and steps in your memory. Thus, when recalling a derivative, you will not get confused with learning strategies from integration.
Overcoming Challenge
With each learning strategy, the main goal is to overall understand the subject I am learning. I overcame my challenges in learning calculus ultimately because I engaged with the class materials through practice, feedback, and subject simplification.
Resources
Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism
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