Category: edci337-blog

Applying SECTIONS to the use of video in EDCI 337

The SECTIONS Model is a framework that educators can utilize to evaluate the effectiveness of particular technology in teaching. Implementing the SECTIONS model is essential as it is an effective decision-making tool for different technologies. Additionally, the SECTIONS model will assist educators in evaluating which technology is most applicable to their teaching.

Applying the SECTIONS model to the use of video in EDCI 337 requires an examination of the eight areas of the SECTIONS model: Students, Ease of use, Costs, Teaching & Media, Interactivity, Organizational issues, Networking and Security & Privacy. To effectively evaluate the SECTIONS model to use video in this course, an examination of each area will be required.

Students

With the use of video in the course, access to video recordings is convenient and easily accessible with essential resources. Barriers that might affect the implementation of video may come in the form of corrupted video files; however, mitigating this issue is accessible as a simple re-upload is simple to fix.

Ease of Use

Videos are easy to use for both the instructor and students. Videos are extremely reliable and require no training or special skills to use. Navigating videos requires very little digital literacy skills and is simple to navigate for both the student and the teacher.

Cost

The cost of implementing videos is affordable and readily available. It all depends on the video recording platform, but nowadays, video recording platforms are easily accessible and cost-effective for long-term maintenance. Video recording software is also available in current EdTech applications, and various substitute video recording software exists.

Teaching

Videos support good teaching in many different ways. One of the main strengths of videos is that they deliver ease of use for students who may be sick on certain days, and the skills and equipment to use this medium are attainable. Overall, video use in this course effectively delivers the content as it is productive in demonstrating various multimedia content.

Interaction

The interactivity of videos is enabled by both the teacher and students. Students engage with videos created by the teacher, who posts weekly recordings in weekly topic posts. The students engage by watching/re-watching the videos. The interactivity is based on how much the student engages in video recordings and if it contributes to their understanding of weekly readings and objectives.

Organization

The support to maintain video and media technology at the University of Victoria is apparent with an abundance of help desk resources in the Library and around campus. In terms of policies, privacy policies and academic integrity policies must be followed when creating videos.

Networking

Using video is a great way to widen networks and create new connections. Video conferencing can be used for presentations, group collaboration, and synchronous sessions. Students can also use video conferencing to connect with various professionals outside the course. The students must review privacy through external connections before they proceed.

Security

Videos and video conferencing are secure methods for student privacy. In video conferencing, the teacher may record sessions, and these sessions are only to be used for educational purposes and distribution. As for one-on-one conferencing where personal information is referenced, privacy must be maintained for the comfort of the student.

In terms of the use of video in this course, the application meets the requirements of the SECTIONS model. However, many decisions about implementing different technologies may play a key role. Roles such as preference and commitments can hinder the utilization of the SECTIONS framework. On the evaluation of the use of video, I would choose to use video because of the ease of use and impact of using video.

Below is a video demonstration of the SECTIONS model, retrieved from (The SECTIONS Model – Team 5, 2015)

References

The SECTIONS Model – Team 5. (2015, October 4). YouTube. https://www.youtube.com/watch?v=cwmo2NLBbkU&feature=youtu.be

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.

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.

Lesson Design for Recycling

Big Idea	Learning Outcome(s)	Evidence of Learning	Assessments	Learning 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

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

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.

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.

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/

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.

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

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.

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

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

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

Various Examples of Multimedia You Need to Know

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 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/