Toby's blog

EDCI 337

Assignment 4: Manners in Korea

Pin en Korean Lessons

For this project, I decided to base it off of game-based learning after a lecture to reinforce the information learned. I first started by creating a Powerpoint presentation to show the class and screen-casted it to show what the presentation would look like. Then I made a Kahoot game to give the learner a break from listening and writing, and to test their understanding of the subject: Manners in Korea. I used the slides in the Powerpoint to make one question and included true or false instead of only multiple answer as well. Then I screen-casted the video to show how the game would be played.

By the end of the Powerpoint, learners should be able to implement what they have learned in Korean culture. Itā€™s important that they can actually use what they have learned if they were to travel to Korea to ensure that their manners donā€™t come across as rude and to make sure that intentions are received properly. By the end of the lesson students should be able to: 

  • Understand social etiquette 
  • Understand simple dining etiquette
  • Understand unique rules to the Korean culture 
  • Be able to implement what they learned to better assimilate to Korean culture 

In this project, the Cognitive Load Theory was put into place by only putting one idea per slide, and making sure there were no more than six objects per slide, too. The more words and information on the slide, the more overwhelmed and distracted the learner is. That is why the slide is quite empty besides the main point and a photo for visual aid. By this slideshow, students should have gained knowledge on Korean basic manners, and be able to take the game/quiz without difficulty.

For the game, I recalled the ā€˜Best Practices From the University of Torontoā€™ from our game-based learning post, and made sure to follow what it said. For example, ā€œPlay games, but donā€™t let the mode overwhelm the content ā€“ It is important to balance the content of the game with the requirements of the game.ā€ The Kahoot game is quite simple, and how to play requires very little instruction. This way, students arenā€™t overwhelmed by trying to learn how to play the game, but instead can play the game with ease to further their understanding. The post also talked about, ā€œFrame the game so that students understand how the game supports learning goals.ā€ Every question was taken from the Powerpoint and included much of the same language, too. There were no questions meant to confuse the learner, or worded slightly differently so that the learner might be unsure if it had the same meaning as what they learned, too. 

My teachers used Kahoot a few times and I remember that it was always fun because we got to know the music and could recognize it right away. Teachers can know that students will most likely enjoy Kahoot because it also gives them a chance to use their electronic device, like a laptop or a phone. Since we are a technology-based society more and more, and students are now very tech-based, Kahoot is also a great way to break the barrier between generations and speak the language of students by letting them use their technology. 

I think that overall, a Kahoot game after a Powerpoint is a great way to quiz the studentā€™s understanding and give quick feedback to the teacher about how well their lecture went. I also think that a Kahoot could be a great icebreaker, and a way to start a lesson by quizzing students so that they can see how much they know already. Another way a class could use the Kahoot is by taking the quiz first to find out what they donā€™t know and then attend the lecture, and then take the quiz after the lecture to see how much they have learned. This isnā€™t how I intended the game to be played, but definitely could be an easy add-in to make the class more engaging. 

My main goal in this project was to help students better retain the knowledge learned, rather than keep them more engaged. I think that the game is quite engaging, but the Powerpoint, even though it follows the advice on how to create a good Powerpoint, is still a bit boring. There were definitely other ways to engage a learner better than using just a Powerpoint lecture, but since my main goal wasnā€™t to simply engage, but rather to help students retain the information, I didnā€™t focus as much on the Powerpoint as much as I did the game. Overall, I think that playing a game in a lesson is a great way to help with better retention of a lesson and an easy add-on to a lecture.

Blog Post 9: Different Types of Summative Testing

Formative Vs Summative : The User Testing Battle - Usability Geek

I think that summative assessment is what gives a lot of students stress. Itā€™s the big test at the end of the unit where students are cramming all they can and staying up all night to study, but in the end, what they learned may not be reflected in their test score. There are many different ways a student can be tested besides a written test. For example, giving a student an interview with a few questions at the end could be a good way to test a studentā€™s knowledge without making them study for hours and hours. It also gives them a way to show what they know, instead of simply circling a letter without being about to explain themselves.Ā 

Another way is for students to have a final presentation on the subject matter. Students could make a poster board, video, Powerpoint, etc, to show what they know and give them a chance to use the information in a new and more exciting way. Some students also suffer from test anxiety, which means their performance on a test is never good due to the high amount of stress they face. Letting students take hold of the reins a little bit and have some control over how they are tested might take away a lot of the testing anxiety they face. I believe that testing students in this way is much more effective, fun and engaging for the students.Ā 

Blog Post 8: How AR Allows For New Types of Lessons

SKT Jump AR Service enters North American app market - Korea IT Times

AR allows for a whole new type of lesson, and I think that it could be especially useful for science or communications classes where there may be some digital tools being used. One of the videos talked about seeing sound waves through AR, and I think thatā€™s just one great example of what AR could do for classroom learning. Being able to see the soundwaves helped students to literally see what was going on to help them better understand. I could see this being the same for chemistry where students may be able to actually see the experiment happening. I could also see this for communications classes where a lot of digital technology is being used. 

In one of my communications classes, we talked a lot about coding and 3d printing. I think that AR could be woven into 3D printing and students could design something using AR and print it off as their project. I also think AR would be really useful in the medical field/biology or human anatomy classes because it would allow students to see and explore things they wouldnā€™t be able to without AR technology. Overall, AR technology would be very beneficial in the classroom by giving students hands-on and visual experiences to learn and better grasp the learning topic.

Assignment 3: Improving Screencast for Students

Enhance the Learning Experience with Screencasting | Quality Matters

I made a short screencast video on how to make a Korean dish. The first time I made a screencast, I just did it quickly to see what things I would naturally overlook. The second screencast I made, I paid attention to the Coherence Principle and stated the necessary words, like the ingredients, amount, and what to do with it, and showed what I was doing as I did it for engagement and retention. 

Since this recipe video was done in an online tutorial way, I also made sure to put the ingredients on the screen in order and in the correct amount. I also gave time for the viewer to pause the video and write down the ingredients, and put it together so that if the viewer was watching the video again and skimming through, they could easily find the ingredients by finding the time when I show all of them. The first video also had a lot of empty silence, which might make the student/viewer bored quickly. This is why I added background music to the second one, to fill the silence in hopes to keep the viewer more engaged during the time I’m not speaking.  

Spinach Side Dish

Last of all, there were times when I was talking about something in the first screencast while not showing the same thing, which would make the viewer confused based off of the bad timing. To fix this, I made sure to show what I was talking about at the same time to engage the audience, and also help them to retain the information based off of the visual being shown while they learn about it. I showed my friend the video and had him follow both of the screencasts, different recipes, and he found that the second was easier to follow mainly because I was actually showing what to do, and not just talking about it. He also enjoyed the second one better due to the music, which made it more appealing and interesting to watch.

Bean Sprout Side Dish

Overall, taking the time to engage the viewer through many visuals, as well as the use of background sound, and make sure they are being shown what is being taught at the same time, helped the viewer (my friend) follow the video and learn the recipe easier, and faster.Ā 

[Image]:
https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/screencasting

Blog post 7: Why Game-Based Learning is a Great Choice to Help Students Learn

Active learning is using hands-on activities to help engage students in classwork rather than having them listen to more traditional teaching, like listening to lectures and watching videos. Game-Based Learning is great if a teacher wants to include active learning in their classroom. For example, a teacher can play a game with dice and have students actually rolling the dice. This might be great for counting practice in math with young students, so they could roll the dice and then count the number of dots on the dice. Another great thing about using games in learning is that the amount of difficulty/challenge level is easily changed, depending on how much the teacher prefers to challenge their students. Sometimes passive learning can be too broad, which may leave some students that are ahead of others less stimulated, and students who need more support, overwhelmed. This is why game-based learning would be great for a classroom with many different levels of students, because a game can be easily changed to make it more or less challenging in order to accommodate the studentsā€™ needs.

For example, ESL classrooms usually have many different learning levels, which means that passive learning may be overlooking studentsā€™ needs. A word matching game of some sort would be great for ESL students because the level can be easily changed by changing the difficulty of the vocab words. In this way, studentsā€™ needs can be met more precisely, and thatā€™s why game-based learning is great for different level students. 

[Professional advice]: Effective use of Game-based learning
https://www.youtube.com/watch?v=-X1m7tf9cRQ

[Image]:
https://sphero.com/blogs/news/how-to-teach-computational-thinking-in-classroom

Blog post 6: How Poor Video Quality Distracts Students From Learning

Have you ever been watching TV, and the signal is constantly interrupted? Itā€™s frustrating, and you try everything to get the signal more clear, banging on the remote, banging on the TV, turning it off and on again- basically anything because the glitching and lagging are driving you insane. For this reason, exactly, videos in the classroom need to run smoothly to ensure students are actually learning from them, instead of being distracted by the glitches, speech lagging, or poor jump cutsā€¦ etc. In some of my history classes, we would watch short news clips with updates on what was going on in the world. The videos however were always grainy, glitchy, and sometimes wouldnā€™t even work. If the video doesnā€™t work, first of all, itā€™s a waste of time and leaves students just sitting there. Second of all, the poor video quality made it impossible to pay attention to what the news reporter was even saying, and instead, we all just laughed at the funny glitches. 

If a teacher wants their students to actually pay attention to the videoā€™s contents, there should be limited issues and good resolution, so that there are no other distractions for the students to get sidetracked on. All I remember from my history class videos are the mistakes in the videos, and I barely remember any of the actual current event stories we watched. It was just a fun time for us to see the video but could have been a great way for us to learn about current events. If teachers ensure that their videos are to the point and of good quality, they can ensure their students are getting the most from them, too. 

ā˜… Tip: How to change the quality of a video
https://www.youtube.com/watch?v=ezjGJ_GTBlo

[Image]:
https://newyorkschooltalk.org/2020/09/straight-from-the-trenches-parents-report-what-really-happened-during-nycs-first-days-of-school/

Blog Post 6: Creating a video for learning

I think that giving students projects throughout the year is really important to help them not only use their critical thinking but also to help them collaborate with other students. Collaboration helps students engage with one another and be more creative with their learning. For example, if there was a section where students could lead their own learning, I think that making a video would be a great way for them to teach other students. I also remember that when I was taking Communications in middle school, we had to create a video tutorial about something. It could be as silly as how to cut an apple but had a list of things we needed to incorporate. That class remains one of my favorite classes to this day because it was such a stress-relief to be creative in the classroom, and I had so much fun with my classmates making a funny tutorial video. I think students might be reluctant at first because it may seem like a lot of work, but since students are much more tech-savvy these days than I was in middle school, Iā€™m sure making a video would be more fun than burdensome. It might also be a better way to get on their level and help them show what they have learned in a way they can better communicate, rather than through something like a slideshow. Overall, I think that students would greatly benefit from making videos if you can encourage them and show them that they can have fun while collaborating with their peers.

[Image]: https://www.facultyfocus.com/articles/effective-teaching-strategies/recoup-exam-points-creating-video-missed

Blog Post 5: Using Sketchnoting in the classroom

Often times when I watch an information video on Youtube, I see sketchnoting being virtually shown as the speaker is talking. I never really thought about the benefits of it, and how it could be actually applied in the classroom. Since visuals can help students retain information and engage them better, I think that sketchnoting is a great tool to use in the classroom. I think it would be difficult to use it for every class, since some classes may require faster note-taking and a visual sketch, even done afterwards, might be difficult to render, for example, English language class- how could someone sketch something besides an alphabet letter? I think that if the teacher uses sketchnoting rather than having students come up with it by themselves unless it is a mini project or way to engage the students, the teacher using sketchnoting would be more valuable. They could print out the notes, or use it on a slide and have students copy it, or also just see it for the visual aspect. I also think that it could be a good resource for having students look over their notes after class, and make sketches so they can retain the information and see it again in a different way. Overall I think sketchnoting could be a great resource for teachers to use either on their slides or maybe as printouts or after note-taking comprehension tasks to engage students and help them retain information learned with a visual queue. 

[Image]: https://www.sumcumo.com/en/sketchnotes-tips-and-tricks

Blog Post4: After working through Screencasting

I think that screencasting can be really useful in education, especially right now because of the pandemic. Students may need a recording of a lecture, or more explicit directions, which then screencasting would come in handy. I also think that in the classroom screencasting could be used for a number of things. One example is chemistry or something math-related where there is a formula involved. Students could download an example of the teacherā€™s work using the formula, and watch it over and over instead of having to take notes, copy everything down, but miss what was being taught. If students can watch the tutorial an unlimited amount of times, it may help them learn easier, and really understand the concept.

For example, when I was learning chemistry, it was confusing to watch the teacher speed through things on the board, try to take notes, and then try to do it by myself at the same time. I think if the teacher had provided a way for us, students, to see the lesson again at home while we were practicing chemistry by doing our homework, it could have helped us learn a lot easier and faster. A lot of the time I felt like I was just reading my textbook again and again, and in the end, teaching myself, when actually if the teacher had provided a recording of the lesson, I could have learned from the teacher directly as it should be. Screencasting could also be great for things like language learning. For example, being able to watch the instructor underline the word, while listening to it, or circle and object and connect it to the word, could be helpful. I think screencasting would be most beneficial for at-home learning and recalling information or studying for a test.

Here, I took a screencast of a video I made for cooking. I think this is a good example of what can be done and saved for students to look at again after the lesson.

[Image]:
https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/screencasting

Blog Post 3: How can digital design help students learn?

This week, I enjoyed designing the poster on Canva. It was both interesting, engaging, and made me think more creatively, too. I think that using tools like Canva can be a great way to help engage students, both by having them use Canva, and also using Canva in your own teaching. If students can use something like Canva to talk about what they learned, maybe like a presentation poster, they can better visualize their learning and use another part of their brain instead of just listening and writing, lecture style. Students have a lot of different learning styles, so what might work for one student, may not work as well for another. For example, physical movement can be really helpful for students who start to lose focus looking at slide after slide. On the other hand, lecture-style might work well for students who memorize things well. Since students learn so differently, itā€™s important to incorporate different ways to engage them, like using Canva for assignments.

Canva can also be a great tool to use for teachers because it can help students to stay more engaged by having a more interesting visual to look at. I thought about the PowerPoint slide and how too much information can be just overwhelming and distracting, and how using the proper background and visuals can help engage students and better their learning. For example, instead of just talking about what something looked like, using it in a poster to facilitate engagement and something for the eyes to look at, visualize, and memorize could be really helpful for a lot of students who learn by seeing things rather than just hearing about them.

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