Learning Design

Month: June 2020

[prompt4]Using Videos in Interactive Learning Design

June 23, 2020 / / 0 Comments

For our Interactive Learning Design, I found a video on Youtube that can be used as a material in teaching Chinese Mandarin. The video is titled “Learn Chinese for Beginners | Beginner Chinese Lesson 1: Self-Introduction in Chinese Mandarin 1.1” and it provides tips and tricks on how one can introduce himself/herself in Chinese Mandarin. I find this video an effective material in teaching Chinese Mandarin because it is informative and it contains a quiz that will help the learners know the level of their knowledge on Chinese Mandarin. In addition to this video, I also find the howtosayinchinese.com an ideal source to learn Chinese Mandarin. Just like the video, this website also contains all the necessary information on Chinese Mandarin. To make these online materials interactive, additional activities will be given to students and Universal Design for Learning (UDL) will be observed.

The video and website cannot be considered as interactive material. For this reason, it would be important for teachers to provide additional activities in order to make these materials interactive. Before beginning the lesson, I will first ask the students to take the quiz in the description box of the video in order to assess their skills. After taking the quiz, I will explain to the students that if their quiz categorized them as beginners, then the lesson would be perfect for them. On the other hand, if they are categorized as intermediate learners, then they could refer to the lesson as a refresher. Subsequently, I will make the students choose between watching the video or reading the materials on the website. If a certain student learns best through reading, then it would be better for him/her to choose the website. When the students have chosen between the video and the website, I will instruct them to take-down important notes while doing their respective tasks. With this instruction, the students are expected to have a user-generated interaction with the material.

Once the students are done watching the video, I will instruct them to record a short video of their self-introduction in Chinese Mandarin and upload it in Google Drive. The students should refer to their notes while working on this task. Regarding the materials that the students could use, the students have various options on how they could record a video of their self-introduction. For instance, students can use a video camera, the camera of their smartphone, or the web camera of their laptop or computer. Moreover, in order to accommodate the learners with special needs and meet the different learning styles of learners, I will utilize the Universal Design for Learning (UDL) (Fidaldo and Thormaan, 2017). To observe UDL, I will give my students various options to make their self-introduction. For example, to those who are not capable of using a video, they have an option to write an essay instead. Once the students are done with their self-introduction outputs, I will ask them to upload their outputs in Google Drive.

After the students have uploaded their videos in Google Drive, I will start a discussion on Twitter or Reddit. In this forum, I will instruct the students to post the links of their outputs, check the work of their two classmates, and provide their feedback. In order to give the students my feedback, I will also comment on their posts just like their classmates. This way, there will be interactions among the learners and as a teacher, I also have the opportunity to connect with my student.

In my opinion, planning the lesson is a little bit challenging. This is because I must think of various strategies that I could use to make the student’s online learning experience as interactive as possible. In addition to this, I also have to consider the different needs of my students. As a teacher, I believe that a single teaching strategy cannot work in a group of learners with different needs. For this reason, the teachers should give their students various options to access information. In this regard, I would say that teachers should have access to various resources and tools available online. With enough tools and resources, the teachers will be able to plan their classes according to the course description and needs of the students.

 

 

References

ChineseFor.Us. (2017, April 17). Learn Chinese for beginners | Beginner Chinese lesson 1: Self-introduction in Chinese Mandarin 1.1 [Video]. Retrieved from https://youtu.be/McZW0iDsZns

Fidaldo, P., & Thormann, J. (2017). Reaching students in online courses using alternative formats. International Review of Research in Open Distributed Learning, 18(2), 1-23.

Miss Rui. (2020, April 2). Introduce yourself in Chinese with self-introduction essay [Video]. Retrieved from https://www.howtosayinchinese.com/introduce-yourself-in-chinese/

 

[prompt3]Learner-Centered Interactive Learning Resource

June 6, 2020 / / 0 Comments

The British Columbia Ministry of Education (2015) explained that educational reforms are happening on a global scale (cited in Moore, 2016). Currently, Ministries of Education are focusing on restructuring the educational curriculum. In this regard, I would like my interactive learning resource to different from traditional education through recognizing the unique needs and interests of the learners. This is to assure that my interactive learning resource can benefit the learners.

To ensure the needs of all the learners are met, my interactive learning resource will incorporate inclusive education. According to Moore (2016), inclusive education is no longer confined to special education. Inclusive education means ensuring that there is no “other” through making every learner “another.” In other words, my interactive learning resource will recognize diversity in teaching. In recognizing diversity, I will start with the strengths of the educators, learners, parents, and other people involved. As Leyton Schnellert stated, inclusive education relies on a learning community that promotes coexistence, tolerance, and interaction among learners (cited in Moore, 2016). In addition to inclusive education, the interactive learning resource will also utilize the Universal Design for Learning (UDL). Instead of focusing on the possible limitations of the learners, UDL focuses on the possible limitations of designs (Meyer, 2014). In order to apply UDL, I will think about the possible barriers that learners will encounter in the interactive learning resource I designed. For instance, one of the barriers that I could think of is that the user interface of the interactive learning resource would not be easy to navigate.

Focusing on the needs of the learners will assure that my interactive learning resource can be beneficial for the learners. In order to meet the needs of the learners, I will create a learning community that promotes coexistence, tolerance, and interactive learning through inclusive education. Lastly, I will also utilize Universal Design for Learning (UDL) so that I could anticipate the limitations of my learning interactive learning resource that might hinder the learning of the learners.

 

References

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

Moore, S. (2016, June 22). One Without the Other. Retrieved from https://blogsomemoore.com/2016/06/21/one-without-the-other/

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