Curation of EDCI content by Max Savellano

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Blog #3 : Inclusive Design

Interactive Learning Resource Inclusion & Adaptability

For our interactive learning resource, we will implement an inclusive learning design and follow universal design principles. As each student has different needs, our lesson plan will account for these specific needs to ensure that our lesson plan caters to all types of learners. Our first step to creating an inclusive lesson plan will consider all the different needs of each student. This step is crucial in determining how we want to structure our lesson plan to cater to all student needs. To identify student needs, we will need to break it down into chunks and first identify additional educational resources, student disabilities, and the student’s ability to comprehend the topic to ensure that the topic is easy to understand for each student. Once we have identified the needs of students, we will focus on identifying learning barriers and setting up accommodations for students. Below is a table of barriers adapted from (Science in School, 2022).

BarrierAccomodationExamples for science classes
The way information is presented by the instructor (e.g. text, lecture, video, tactile)Presentation accommodations
• Change the way that instructions, directions, and information are presented
• Books and materials with large print
• Text using plain or easy English
• Supplement text with icons and/or images, e.g. in experiment protocols
• Visual cues (e.g., colour-coded text)
• Audiobooks
• Closed-captioned videos
• Use of text-to-speech function or handheld device
• Use of tactile pictures or models (e.g. through 3D printing)
How the student is required to demonstrate knowledge or understanding (e.g. writing, speech, drawing, building)Response accommodations
• Allow students to complete assignments or assessments through ways other than typical verbal or written responses
• Speech-to-text software
• Orally dictate responses (using a scribe or digital recorder)
• Draw or build models or make a photo or video story instead of writing
• Use prepared pictures or text clips and attach them to the correct position of a model
• Show processes with the help of a step-by-step model
The characteristics of the setting (e.g. noise level, lighting, seat spacing and location)Setting accommodations
• Changes in the learning environment or in how the environment is structured
• Preferential seating (e.g. near the teacher, with an assisting co-learner, alone)
• Testing in a separate location
• Reducing stimuli in the room
• Making experiments accessible (e.g. access to workbench, adaptation and supplementation of lab devices for easier handling)
The timing and scheduling of the instruction (e.g. time of day, length of time)Timing and scheduling accommodations
• Changes to when and how long students have to complete assignments, experiments, exams, etc.
• Extended time to complete tasks, such as experiments
• Opportunity to take breaks as needed
• Shorter or longer testing sessions
Table adapted from (Science in School, 2022).

Accommodating the barriers above will help achieve an inclusive lesson plan and accommodate various students with different needs. Utilizing the first two points of the accommodation chart for our weekly quizzes benefit students and make them feel more comfortable in understanding and demonstrating the topic. Additionally, if students feel more comfortable in other ways of demonstrating their learning, we will adjust learning activities to best suit their needs.

Universal Design For Learning Guidelines

The Universal Design for Learning (UDL) guidelines will be essential for our lesson plan; utilizing these guidelines will optimize our lesson plan and improve student learning. Moreover, implementing these guidelines is an effective method to enhance learning as it is scientifically based on how humans learn and intake information (UDL: The UDL Guidelines, 2022). Below are the three main principles of UDL that we will be implementing into our interactive learning resource.

Three main principle of UDL guidelines

References

Science in School. (2022, August 30). Inclusive lesson plans using the NinU grid –. https://www.scienceinschool.org/article/2022/inclusive-lesson-plans/

UDL: The UDL Guidelines. (2022, September 2). https://udlguidelines.cast.org/

Module 3: Privacy in Education

Privacy in Education

Privacy, specifically in education, has been a growing topic in the past decade due to the growth of education technology and the creation of national databases (Privacy in Education, n.d.). The development of data and learning analytic tools in education has been linked with improving education (Reidenberg & Schaub, 2018). Data collection is obtained through educational tools with which the students regularly interact and share information. The collection of information from educational technology has created tension in regard to the privacy of students, thus creating a call for action for privacy in education.

Expectation of Privacy for Students

The expectation for privacy in education for students should be a normative The expectation for privacy in education for students should be a normative standard. In a recent case in February 2019, a male teacher was charged with voyeurism, specifically targeting female students (Salis, 2019). The expectation for privacy must be identified in a contextual approach and consider factors regarding the circumstance where the privacy was infiltrated. After reviewing the factors in this case, the court ruled that there was a justifiable instance where students had a reasonable expectation of privacy. This case should provide insight into what kind of privacy expectations students expect. The expectation from every student must be a normative guideline. The degree of expected privacy can’t be a descriptive standard that the students identify but instead must be an expectation acceptable and normal to societal standards.

Challenging Student Privacy

The acceptable and appropriate situation in which an institution or instructor can challenge student privacy and disclose information is for health/safety reasons and law enforcement investigations. Under the Freedom of Information and Protection of Privacy Act (FIPPA) in BC, there is a list of particular circumstances where personal information must be disclosed without the individual’s consent. The index consists of emergencies, privacy issues, and law enforcement agencies. If any of the circumstances fall under the circumstances above, then instructors and institutions may go ahead and challenge student privacy.

University of Victoria Privacy Policies

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

Finding and locating the Protection of Privacy Policy for the University of Victoria was simple and only required a Google search of “the University of Victoria privacy policy.” Accessing the privacy policy required downloading a PDF. At the beginning of the policy, the associated procedures were outlined for specific instances regarding privacy. The guidelines were easy to understand as each procedure outlined the purpose and definitions that met the description of the procedures.

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

As I have taken courses that have explored privacy ethics, specifically in healthcare, I am familiar with the Protection of Privacy Policy and FIPPA standards utilized by the University of Victoria.

Did you find anything surprising or concerning within the policies?

There was nothing I found that was necessarily concerning or surprising. The only thing that surprised me was the need to download the whole privacy policy. Compared with other privacy policies such as the Freedom of Information and Protection of Privacy Act and other university policies, the access was in the form of a web page rather than a PDF download.

Reflection

I decided to choose this module as it is essential to know the privacy rights of individuals and how personal information is kept and stored. As someone who wants to work in the healthcare industry one day, it is crucial to understand privacy policies since it contains lots of personal information, leaving them vulnerable to data breaches. Choosing this module has helped me understand the expectation for privacy and the particular circumstances where a breach of privacy is required. Additionally, it has given me insight into privacy policies in an educational setting compared to a healthcare setting with which I was more familiar.

References

Privacy In Education. (n.d.). Retrieved October 18, 2022, from https://iapp.org/resources/topics/privacy-in-education/

Reidenberg, J. R., & Schaub, F. (2018). Achieving big data privacy in education. Theory and Research in Education, 16(3), 263–279. https://doi.org/10.1177/1477878518805308

Salis, R. F. de. (2019, March 4). The Supreme Court of Canada rules on expectations of privacy in schools. Harris. Retrieved October 18, 2022, from https://harrisco.com/the-supreme-court-of-canada-rules-on-expectations-of-privacy-in-schools/

Module 2: Learning Network Map

Personal Learning Network

Weekly Personal Learning Network (click to view enlarged image)

Did any of the nodes or connections surprise you? 

Looking at my learning network, I was surprised at how many digital one-way connections I have. However, as my classes are online this semester, one-way connections will be more common as I tend to stay online and stick to the courses’ environment. As seen in my UVic campus node, the amount of two-way physical connections is significantly lesser than in my laptop node. I believe that more two-way connections would result if I were in in-person courses.

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

With all my courses being online, I think that the majority are connected. In many of my EDCI courses, the amount of collaboration for coursework is equal in the form of discussions and blog posts. In comparison with in-person learning, I feel the interconnected nature is less in collaboration and interaction but more focused on active discussion of lecture material. Ultimately, the connectivity of courses depends on the environment in which the courses are placed and what kind of collaboration is applied.

Reflection

I chose this activity because it was interesting to visualize my week using data. As a person who wants to get into data analysis and data science, this activity aligns with my learning and career goals. In my research of learning maps, I have found some exciting benefits regarding network mapping. Network mapping is an effective way to measure what matters; for example, in this activity, I was able to measure my activity regarding my coursework. If I had mapped my entire interactions for the week, it would be difficult to analyze and form connections between different nodes.
Additionally, by condensing my interaction map to only my learning interactions, I can analyze my interactions based on frequency and relationship types. With these quantifications, I can track what I need to work on to improve my learning experience further. Ultimately, network mapping is a simple and effective way to visualize and analyze data and improve spatial thinking.

Week 6 : Instructional Design and Lesson Planning

The Use of Merrill’s Principles of Instruction in the Teaching/Learning Process

David Merrill’s five instructional design principles are principles that promote learning when implemented in instruction. Each of the following principles plays a significant role in the teaching/learning process and is utilized to gradually build knowledge and experience in a learning environment (Pappas, 2021).

Problem/ Task-focused

Problem/task-focused environments are essential for learning experiences and producing productivity. When a problem-centred learning design is implemented, students experience real-life issues, creating a path for a learner-centred approach leading to an application of their knowledge to develop solutions. The value and experience gained from such experiences place students in a favourable position for learning.

Activation

Activation is essentially a method to produce new knowledge from existing knowledge. Activation is significant in the learning process as it allows learners to create connections from previous learnings and form and understand incoming knowledge. Using prior knowledge is critical in recalling information which contributes to the learning process.

Demonstration

Demonstration is the process of demonstrating new information to learners so Demonstration is the process of demonstrating new information to learners to absorb and utilize the demonstration to implement new learning. This is vital in learning concepts that may be unclear to understand. From my personal experience, demonstration has helped me understand information more clearly as it helps connect the dots in many concepts. Additionally, using demonstration from different perspectives also plays a significant role in learning.

Application

Application is the process of applying learned knowledge in the context of a real-world problem. Merrill firmly believes that memorization is not sufficient to demonstrate application for a learner. Instead, application principles such as retrieval of learned material are more appropriate to exercise retrieval. Ultimately, application through various exercises is an effective strategy to implement in the learning process as it contributes to the active use of learned knowledge.

Integration

Integration is the final step in Merrill’s five principles. Integration is the process of transferring knowledge into their life. Integration allows learners to define their knowledge through exercises such as personal reflection of new knowledge, teaching someone else of the new knowledge, and collaborating with others to solve other problems using the knowledge they learned (Learning Science Made Easy: Merrill’s Principles of Instruction | WBT Systems, n.d.). Ultimately this principle is effective in learning design as it enables learners to define the knowledge they have learned.

Principles of Instructional Design

Constructive Alignment and Backward Design

The use of constructive alignment and backward design has been utilized in many of my University courses. Constructive alignment and backward design are specifically apparent in the labs I have taken during university. In many of my labs, the described learning outcomes were mentioned at the beginning of the lab, and the learning activities were supplied to deliver the learning outcomes. An assessment task is administered at the end, which students were graded on. Compared with regular lectures, I believe that specific lessons would benefit from using constructive alignment and backward design, especially courses that require the utilization of information.

Constructive Curriculum approach (Constructive Alignment & Backward Design)

Lesson Design for Recycling

Big Idea   Learning Outcome(s)Evidence of LearningAssessmentsLearning Activities
Proper Recycling strategies reduce the extraction of resources which can contribute to damaging water and air pollution towards the environment. By the end of this lesson you will be able to:Recognize the damaging effects of pollution and appreciate the work that goes into protecting the ecosystem. Recognize and identify which items belong in specific categories of recycling and garbage. Accurate identification of recyclable materials that belong to their own respective category.An identification test which consists of different materials will be administered to students. Students must then identify and group the recyclable materials to their respective categories and provide insight on why it belongs to that category. Watch videos on the dangers of recycling and the process of recycling and how it reduces impact on pollution. Complete a writing activity demonstrating the key concepts from recycling/pollution videos
Lesson Design for Recycling

References

Learning Science Made Easy: Merrill’s Principles of Instruction | WBT Systems. (n.d.). Retrieved October 16, 2022, from https://www.wbtsystems.com/learning-hub/blogs/merrills-principles-of-instruction

Pappas, C. (2021, May 12). Merrill’s Principles Of Instruction: The Definitive Guide. eLearning Industry. Retrieved October 15, 2022, from https://elearningindustry.com/merrills-principles-instruction-definitive-guide

Blog #2: Project-Based Learning & Learning Design

Project-Based Learning

Project-based learning (PBL) is an instructional method which makes learning interactive and engaging. In a PBL environment, students actively explore and investigate complex questions, problems, or challenges over an extended period (What Is PBL? n.d.). The result of a PBL environment assists in developing essential skills such as critical thinking, communication, and collaboration. Most importantly, PBL allows for maximum creativity, which is vital in encouraging participation.

Standards for a PBL approach

PBL compared with common Projects

Compared with other learning approaches in terms of projects, PBL has distinguishable characteristics that set it apart from project-based approaches. In typical project-based approaches, a project is fun and creative. However, some limitations disallow the student to achieve maximum participation fully. Regular projects allow for little collaboration and are essentially a recollection of ideas learned from a teacher. Compared with Project Based Learning, the unit that is taught is not delivered in a formal instructional method but instead has instruction integrated into the project. PBL focuses heavily on collaboration and allows students to visualize their impact on projects which results in an impactful experience and deeply engages students ((“Doing a Project” Vs. Project Based Learning, n.d.).

Project vs Project Based Learning

Project Based Learning and the Topic of Parkinson’s Disease

Since project-based learning is primarily project-oriented, it is challenging to implement a project-based learning approach with Parkinson’s Disease. Although PBL is not entirely compatible with concept-based teaching, the engaging nature of PBL can achieve the capability to demonstrate what is learned. However, without applying what is learned in PBL, the application of PBL is ineffective with Parkinson’s Disease. Topics highly compatible with PBL would be app development, blog posts sharing learning outcomes, and interactive infographics. PBL is essential in teaching effective communication, collaboration, and critical thinking, which are beneficial components in social learning and interaction. As for the concept of Parkinson’s disease, a direct instructional method would be highly effective for teaching it as a topic.

References

“Doing a Project” vs. Project Based Learning. (n.d.). PBLWorks. Retrieved October 9, 2022, from https://www.pblworks.org/doing-project-vs-project-based-learning

What is PBL? (n.d.). PBLWorks. Retrieved October 8, 2022, from https://www.pblworks.org/what-is-pbl

Week 3: Accessibility and Equity

Universal Design for Learning and Multimedia

Universal Design for Learning (UDL) guidelines are tools to implement the UDL framework. The UDL framework is utilized to improve teaching and enable accessible learning based on how humans learn (UDL: The UDL Guidelines, 2022). The role of media and multimedia in learning environments with UDL guidelines compliments the UDL framework and contributes heavily to accessible learning. In a learning environment with UDL guidelines, accessibility is provided for all types of learners. The role of media/multimedia in these learning environments is utilized as a bridge to provide accessibility within a classroom. For example, video presentations are heavily used in an online learning environment. Accommodating students with an auditory impairment requires using captions on videos to achieve inclusivity within UDL guidelines. Additionally, multimedia tools such as Text-To-Speech (TTS) complement students with reading impairments and help achieve representation in a UDL-endorsed learning environment. Ultimately, media and multimedia ensure that the UDL framework is deliverable for all students with different learning styles and disabilities.

Short video on the implementation of UDL on a global scale to deliver accessible learning for all students

Wave Accessibility Report

The WAVE web accessibility tool is a set of evaluation tools that web authors utilize to deliver accessible content to individuals with disabilities (WAVE Web Accessibility Evaluation Tool, n.d.). This evaluation tool is essential in improving accessibility and equity for websites and is an impactful tool for web design etiquette. In my experience using this tool, I decided to put the web address of my first blog: Week 1: Introduction to Interactive and Multimedia Learning. The results from the report indicate that I had seven alerts. I expected to have more alerts as I had thought my blog post was one-dimensional regarding the presentation. What surprised me the most about using this tool was the in-depth nature of the device and all the recommendations it had for my website. To improve accessibility within my web pages, I will ensure the embedded videos have closed captioning and that my heading and font sizes are more prominent. Other than that, the other recommendations are minuscule and do not affect readability and accessibility.

Text To Speech (TTS) Tools

Text To Speech (TTS) Tools are popular assistive tools that assist students struggling with decoding and having reading disabilities. As a student whose first language was not English, I relied a lot on TTS tools to help me focus on the meaning of words and learn English. Since TTS tools have relatively gained popularity over the last decade, I couldn’t experience TTS tools with different voices and accents. However, if I had the option to choose accents or different voices, I think I would stick with a voice that pronounces words accurately rather than selecting a voice with an accent from where I emigrated. From a learning perspective, it would help me pronounce words accurately and contribute to learning the English language perfectly.

Benefits of Text-to-Speech in the classroom

Reflection

As a student who emigrated from the Philippines, inclusive design is significant to me. When I first started elementary school, anxiety was at an all-time high due to the communication barriers I experienced. Thankfully, the BC curriculum supported immigrants and provided English as a second language (ESL) programs to support learning. Without these programs, it would have been way more challenging to learn English at a young age. Ultimately, inclusive design should be universal in all learning environments. The freedom to learn should be and always be accessible and equitable.

References

UDL: The UDL Guidelines. (2022, September 2). Retrieved September 28, 2022, from https://udlguidelines.cast.org/

WAVE Web Accessibility Evaluation Tool. (n.d.). Retrieved September 28, 2022, from https://wave.webaim.org/

Module 1: Theories of Learning

Introduction

As a student who has witnessed different learning styles and environments, I have had a fair share of experiences regarding other learning theories. I decided to focus on this specific module as it encapsulates many essential learning strategies I applied during my studies. By diversifying my learning process with the application of different theories, I have been able to improve my learning habits and study habits efficiently. Regardless of when I first learned and started applying the following learning theories to my education, freshening up on the readings has refined my understanding of learning theories and contributed significantly to my learning goals.

Behaviourism

Behaviourism during my studies is one of the more common forms of learning theories applied in different environments. I was first exposed to behaviourism during my elementary years. For example, in fourth grade when there was a school-wide litter collecting program introduced. The premise of this program was that students would collect five pieces of litter each week and, if successful, would be rewarded with candy. This program encouraged good recycling habits and awarded students for positive contributions. I believe this example fits the definition of behaviourism as a rewarding driver is being applied to teach students about recycling which encourages positive contributions.

Cognitivism

Cognitivism is a learning theory that is one of the essential strategies for improving critical and analytical thinking. This approach is incredibly efficient and has developed my approach to learning. I was exposed to cognitivism during my later years of high school and all my university years. In my degree in Health Information Science, cognitivism spans all courses. Each lecture has a discussion period at the end where students are encouraged to elaborate and justify their thinking on the topics mentioned. Cognitive approaches are perfect for expanding what is taught to solidify information retention. Open discussions are an ideal example of cognitivism as it increases our understanding and allows us to process and manage information.

Constructivism

Constructivism was a learning strategy that I have just recently been introduced to. The idea of a constructivist approach categorizes knowledge as subjective, and the things we learn are created from our perception of the topic. Constructivism focuses heavily on the application of new knowledge. Constructivism was the most apparent in my computer science courses. For example, during one of my classes in introductory Python, my instructor would present code that is simple to solve using a specific solution. However, the students were barred from using this solution and were tasked with developing an alternative solution. This constructivist approach encouraged using previously taught concepts to deliver a solution. This is an effective method of constructivism as it encourages students to construct new solutions from knowledge previously learned.

Connectivism

Connectivism was most apparent during the online era of my time at university. As connectivism is digitally centred with a student-centred approach, there is some controversy surrounding the learning theory. The controversy stems from knowledge networks not being regulated, resulting in a chaotic environment. Personally, I have experienced connectivism in my learning through different computer science forums, as it is a great way to collaborate and learn from others. I believe that connectivism has the potential to be effective. However, the context in which it is being applied must be professional in that there are objective conclusions to specific ideas. Topics such as Math or Computer Science thrive with connectivism as both are highly objective. Whereas other topics where subjective opinions come into play can result in chaotic knowledge networks.

Week 2: Multimedia Design for Learning

Multimedia in Learning

Multimedia is various media (video, audio, pictures, games, etc.). The topic of multimedia learning encompasses the combination of various modes of media to deliver a better learning experience. Kevin Alexanders’ podcast covers the effectiveness of multimedia and how we can utilize it for our benefit and the benefit of others, primarily our students. Using non-verbal and verbal modes of intaking information expands our capabilities to understand and learn effectively. However, it is also important to note that overloading these channels can result in what is called an increase in intrinsic cognitive load. Effectively preventing a build-up will require principles which contribute to managing intrinsic load.

Cognitive Theory of Multimedia Learning by Richard Mayer

Managing Cognitive Load

The management of intrinsic load is adamant when learning as it is identified as the level of difficulty when learning for a learner. To learn effectively, it is essential to have a balance of intrinsic load to increase the value each time we learn. The three principles effective in preventing cognitive load are as follows:

Segmenting

The segmenting principle is an effective method in multimedia learning as it presents a learning pace that suits the learner rather than a continuous unit. Segmenting can be especially effective for learners who are not fast-paced and prefer to take information in slowly (Mayer, 2009). Segmenting allows for effective analysis when learning material as it breaks concepts down thoroughly.

Pretraining

The pretraining principle uses terminology the learner is familiar with to apply a more profound sense of learning. Pretraining is seen to be effective in narrated animations as it visualizes and familiarizes the learner with where certain parts are. Pretraining effectively allows learners to visualize and construct what they are learning.

Modality

The modality principle is the power of narration for a particular object rather than words printed under an associated object. This principle effectively offloads intrinsic load as there are two channels of learning intake. Modality allows for processing in auditory channels and visual channels.

Reflection

When I listened to the Soundcloud podcast by Alex, I felt more focused as the slow pace was easier to follow. When reading articles and other material, I tend to read too fast and lose track of what I am reading. In contrast, one clear auditory channel with a slow pace minimizes the overload of the auditory channel.

References

Mayer, R. (2009). Modality Principle. In Multimedia Learning (pp. 200-220). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511811678.015

Blog #1: Learning, Motivation, and Theory

Learning Theories and Utilization

Learning theories are effective strategies that can be utilized in different contexts and environments. As someone who constantly seeks new strategies to learn, I have utilized specific learning theories and applied each method to its respective approach.

Finding a good study habit was one of my most difficult challenges when learning. As someone who was easily distracted, I needed to create effective habits that required positive reinforcement so that I could be motivated to study. To overcome this challenge, I developed a behavioural learning strategy with a reward system for every positive outcome during my study sessions. I started by narrowing down the different rewards I could give myself for each positive outcome. As a student who spent a lot of time in front of a screen, I decided that my reward would be a certain value of screen time (TV episode, YouTube video, etc…). To effectively initiate this behavioural strategy, I asked my parents to be involved in observing my study habits and make sure that I am free from any distractions. My final behavioural strategy was that I would reward myself with screentime currency for every good studying outcome. Once the screentime currency was used up, I would have to earn it all back by studying again. This strategy is still effective to this day due to its behavioural approach.

Learning Experiences

My learning experiences in high school and university have been a mix of both great and not-so-great. There were classes that I enjoyed but were ruined by teaching approaches, but there were also classes that I despised and ended up enjoying. My most positive learning experience would have to be when I was taught Calculus I in my first year of university. I was not too fond of Calculus or math in general, but my professor made the course engaging by constantly reassuring me that students can succeed. This positive outlook throughout the course made Calculus enjoyable and motivated me to learn. My professor also utilized a constructivist approach and encouraged group learning during class, leading to a more concise understanding of information learned and increased retention of learned knowledge. Ultimately the positive reassurance led to an increase in self-confidence which was a major factor for success in the course.

Week 1: Introduction to Interactive and Multimedia Learning

Cognitive Load Theory

Cognitive Load Theory refers to the amount of working memory applied in learning and storing new knowledge. Working memory can be used when playing games with required rules, such as soccer. Working memory is limited, and when it is overloaded, it reduces the amount of information for our long-term memory, which increases cognitive load. Applying the cognitive load theory requires reducing extraneous load, which leaves more room in working memory, making it easier to retain information. The process of applying Cognitive Load Theory requires coherence, signalling, redundancy, spatial contiguity, and temporal contiguity.

Principles of Multimedia Learning

The principles of multimedia learning are principles researched and compiled by Richard Mayer. Mayer’s principles are meant as a guide to structuring multimedia materials effectively to maximize learning (Davis, 2020). Mayer refers to the list of 12 principles of learning under the “cognitive theory of multimedia learning.” This theory is an effective instrument to facilitate productive teaching through multimedia resources. The cognitive theory of multimedia learning is formed by three assumptions: dual channel, limited capacity, and active processing. These three assumptions make up how the human mind processes information.

Assumptions about how the human mind works in multimedia learning.

The following video by Mike Tyler introduces the Multimedia Learning Principles in a short succinct video.

A short informative video on the explanation of the 12 principles.

Reflection Questions

  • I decided to take this course as an elective for my degree but also took the course to learn the positive effects of multimedia learning which I can apply in my studies and education. My goal this term is to learn new teaching and learning techniques that I will use in my future studies and career.
  • Below are examples of the types of Media
Interactive Media – examples include Video Games

Video games are a great example of interactive multimedia as it depends on user input to produce media output.

Multimedia – media that is used as a vehicle fo communication, eg. Television, Radio, Computer system

Basic forms of media such as Television and Radio communication are perfect examples of multimedia as it is a form of digital expression to let the user interact and commmunicate.

Interactive Multimedia – Social Media

Interactive multimedia allows users to control and manipulate multiple media types to integrate and create new mediums of media.

Although the following are categorized accordingly with examples for each type of Although the following are categorized accordingly with examples for each type of media, the categorization of the different modes of media can fall into similar categories. For example, social media is interactive and can combine multiple forms of media to make up interactive multimedia. However, social media can fall under interactive media if the content is not manipulated and created for other measures. The fine line for categorization is up to the user and how the user utilizes the given media source.

For me, I find interactive multimedia the most exciting and engaging as it combines different media concepts to create new media forms. Interactive applications are still relatively new, and the freedom to manipulate and create new media mediums can diversify the definition of interactive multimedia.

References

Davis, G. (2020, January 31). Principles of Multimedia Learning. Center for Teaching and Learning | Wiley Education Services. Retrieved September 18, 2022, from https://ctl.wiley.com/principles-of-multimedia-learning/

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