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Author: mikaylaolesen

Feedback

My learning pod met once a week to go over the content for that week. We always had an open discussion about the theories and bounced ideas off of each other to incorporate into our blogs. We also wrote some feedback on a blog once a week, which I have included below

How We Learn: Key Theories

Hi Rianne,
Thanks for this post! I liked how you incorporated a slide and critiqued how it could of been improved to help your learning. I think sometimes we forget how useful a successful powerpoint can be to our learning. Therefore, when we as students and teachers use power points we need to make sure they are contributing and not hurting the content we are teaching.

Blog Post #3- Creating Multimedia Learning Artifacts: Infographics

Hi Emily,
I really like the poster that you included! It offers a concise and visually appealing way to get your message across. I liked how you tailored this piece to a specific age group by using big texts and soft colours because sometimes when we are working with young students they don’t understand the message that we are trying to get across!!

Multimedia design for learning

Hi Julia,
Thanks for sharing this post! I liked how you included an example video. This one definitely resonates with me as I remember watching tutorial videos such as this one to allow me to visual all the steps I was being told when trying to learn how to tie my shoes. I agree that they are very helpful, as it was a video like this one that allowed me to finally learn!

Strategies For Using Multimedia Technology Within Teaching and Learning

Hi Julia, thanks for sharing this post! I completely agree that technology has made school a lot more efficient. I think we often forget about how much technology is integrated throughout our learning. For instance, bright spaces allows us to hand in papers without having to attend class to hand in a physical copy and we are able to complete quizzes and get immediate feedback and marks. Like you said, technology is a great way to get immediate feedback that is only improving learning. I am excited to see what the future of technology has in store for teachers and students!!

Blog Post #6

Thanks for sharing this Emily! I have found with a lot of my teachers and professors over the years think that students like watching videos so much in class that they can kind of just show anything. I then often find that the videos are so disconnected from the material that i have completely mentally checked out of the class. I think its so important to ensure that videos being used are helping to explain a difficult concept or to enhance ones understanding of a topic, and not to act as an extra source of confusion!

Active and Passive Learning: Game-Based Learning

Hi Julia! thanks for sharing, that was a very informative post! I remember playing jeopardy in high school for review sessions in my chemistry class. I always looked forward to those classes because it gave me a good indication on how prepared I was for the test and what areas needed more focus. As someone who wants to go into teaching I will definitely be using game-based and gamification for my teaching as I think it engages the learners and makes for a fun class for everyone!

Principles of Learning and Augmented Reality

Hi Rianne! I really like how you explained how you would use augmented reality in your own classroom one day. I think it really shows the benefits a tool like this can have on students in a classroom. I think your ideas will create a super engaging class that students will love and thrive in! Thanks for sharing 

Assessment

Hi Rianne, thanks for sharing this post! I completely agree with your thoughts on assessments and improving student learning. I think that assessments are a great way of understanding in what areas students are struggling in and how you can reflect on this and change your teaching approach to help with student development.

Assignment 4 Multimedia Project

By: Mikayla Olesen, Rianne Yuen, Julia Celinski, Emily Glass

For our project, we designed a cooking lesson for children named Easy Eats. We first made a lesson plan (attached below) that mapped out our learning objectives and how we wanted to design the class, including the pre-class and in-class activity and how the students would be assessed.

Lesson_Plan_-3Download

We created our lesson plan to deliver instructions for a new recipe being taught to a class, but the same format could be used to teach a different hobby, such as a craft. When creating this lesson plan, we ensured that it included many multimedia learning components to engage students with the material actively. We created a TikTok tutorial video, PowerPoint, and a poster using this course’s theories and multimedia learning artifacts. 

The TikTok tutorial is our most beneficial method to reach the learning outcome. The video demonstrates step-by-step directions of the instructor completing the learning goal. In this multimedia tool, we focused on Mayer’s (2014) Cognitive Theory. The Cognitive Theory of multimedia learning involves the use of pictures and words to deliver the information. Ultimately, this encouraged us to edit the demonstration video and add written text. While the video shows the instructor adding the ingredients, a written text appears explaining the step. For example, the second scene of our video has written text indicating “Step 1: ½ cup of sugar” while the demonstrator is measuring out the sugar. In addition, we show steps and ingredients as these are the key words. The signalling principle elaborates on the importance of highlighting key words (Mayer, 2014). These words will stand out from other words, allowing the students to notice keywords faster. One area of the project that we felt that we could have improved was the speed of the TikTok. Due to the formatting of TikTok, we were unable to slow down the video to allow students more time to follow and understand the instructions of our recipe. 

https://docs.google.com/presentation/d/1eQ2OlQvfMHuSYx1GBpoel1UStPXd0DSDp0m0bwrrr-o/edit?usp=sharing

Furthermore, the PowerPoint that we created also encompassed multiple learning theories, including the Cognitive Theory of multimedia learning, the Cognitive Load Theory, and the Dual Coding Theory.

When designing our Powerpoint, we wanted to make sure that it encompassed Mayer’s (2014) Cognitive Theory of multimedia learning. He states that multimedia learning should be designed to reflect how the human mind works as this will allow learners to engage in a more meaningful way with the content being presented. For our PowerPoint, we focussed on the personalization principle. The main idea behind this concept is promoting a cognitive learning environment that uses a conversational style instead of a formal means of receiving information to increase learner engagement. Therefore, we included statements in our narration such as “Wow, time flies!” and “These cookies were a top contender with my family” to ensure that the information being presented reflected a positive and more personal learning environment.

To continue, the Cognitive Load Theory (CLT) argues that individuals have a limited capacity for their working memory, so if the information presented to them exceeds this, then information overload occurs (Swerdloff, 2016). To ensure that information overload didn’t happen for the learner, we focused on having one idea per slide and ensuring that the information we presented on those slides was minimal. Last, we also used the Dual Coding Theory (Mayer, 2014), which argues that the presentation of both visual and verbal information aids one’s ability to process and remember information. To do this, we kept the written information on the PowerPoint to a minimum and instead focused on using images and narration to explain our lesson. This also reflects the redundancy principle (McMillan, 2009), which argues that redundant materials, such as having a teacher read the exact wording from a slide, interfere with one’s ability to process and learn the information. Moreover, by leaving minimal information on our slide and creating a conversational style narration, we could facilitate a more engaging and productive learning environment. 

The poster we created follows the multimedia principle and is a beneficial method to reach the learning outcomes. The purpose of the poster is to provide students with simple step-by-step instructions that are easily accessible to them while making the cookies. By doing so, they demonstrate that they can successfully follow instructions, which is one of the learning outcomes described in our lesson plan. The Multimedia Principle explained by McCues (2020) describes how people learn better when words are accompanied by relevant pictures rather than words presented alone. The poster we created encompasses this principle as the related image accompanies each written step. For example, the first step illustrated on our poster involves mixing all ingredients, and it is supplemented with a picture of a mixing bowl.

All in all, our PowerPoint, poster, and TikTok tutorial act as tools that help students understand the steps involved in the creation of No-Bake Chocolate Oat Cookies and successfully achieve the finished product. By creating learning artifacts that demonstrate the values of the key multimedia theories and principles such as the Cognitive Theory of multimedia learning, the Cognitive Load Theory, the Multimedia Principle, Redundancy Principle, and the Dual Coding Theory, students are able to successfully reach the learning outcomes in our class. 

References

Health Link BC. (2021). Healthing Eating & Physical Activity. HealthlinkBC.

https://www.healthlinkbc.ca/

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

McCue, R. (2021). EDCI 337—Selected Multimedia Creation Tools. [MP3].

McMillan, D. (2009). Life After Death by Powerpoint (Corporate Comedy Video) [Mp4].https://www.youtube.com/watch?v=KbSPPFYxx3o

McMillan, D.  Life After Death by Powerpoint (Corporate Comedy Video) [Mp4]. https://www.youtube.com/watch?v=KbSPPFYxx3o

Swerdloff, Mathew. (2016). Chapter 8- Online Learning, Multimedia, and Emotions. 

Emotions, Technology, and Learning, Academic Press. P. 155-175,ISBN 9780128006498, https://doi.org/10.1016/B978-0-12-800649-8.00009-2.

Assessment

What is the difference between formative and summative assessments? I have included an info-graph below to show the similarities and differences between the two forms of assessments.

Universal Design for Learning in Online Education - OER: Assessment Planning

According to Carnegie Mellon University (n.d.), formative assessment works with students to monitor their abilities and challenges and looks to provide ongoing feedback on these areas. In contrast, summative assessment is used to evaluate students abilities in comparison to a set standard expected of them by the end of a chapter or unit (Carnegie Melon University, n.d.). I think in order to create a successful learning environment its important to include both formative and summative forms of assessment. For instance, if students are asked to write a final paper for their class then teachers should also include a paper proposal that isn’t for marks or if it is, then for few marks. Allowing students the ability to submit a paper proposal allows teachers to catch areas where students are struggling and provide feedback so that they can do better on the final paper. Moving away from traditional teaching styles and learning can allow for the incorporation of techniques such as formative assessment. With every child’s development at different stages, formative assessment is an effective way for teachers to be able to understand areas that each of their students are excelling or struggling in. Having knowledge in this areas will allow for the growth of all students abilities and developments. I have included a video on the importance of formative assessment below!

References:

Carnegie Mellon University (n.d.). Formative vs summative assessment . Formative vs Summative Assessment – Eberly Center – Carnegie Mellon University. Retrieved November 26, 2021, from https://www.cmu.edu/teaching/assessment/basics/formative-summative.html.

Every Child Shines: Using Formative Assessment. (2021). YouTube. Retrieved November 26, 2021, from https://www.youtube.com/watch?v=5Q3DFs4hrpU&t=47s

Principles of Learning & Augmented Reality

Augmented reality is an enhanced version of a real-world environment in which the learning environment is made interactive through technology. For instance, it uses computer generated tools to enhance how we see the world. I have inserted a quick 60 second crash course video on augmented reality because I think it gives some relevant examples that help explain this topic.

So now that we know what augmented reality is, how does this benefit learning? After looking at the principles of learning developed by educational psychologists I noticed that augmented reality being implemented in teaching can greatly enhance a student’s engagement with material (Principles of Learning, n.d). For instance, the principle of intensity states that students are more likely to retain information when the lesson is an exciting learning experience (Principles of Learning, n.d.). Augmented reality offers a new and therefore, exciting way of teaching that caters to children’s curiosity. In other words, augmented reality creates new learning possibilities that interest children because they challenge the conventional learning process that restricts one’s creativity. Additionally, the learning principle of effect argues that students develop motivation based on their emotional reaction to the learning experience (Principles of Learning, n.d). Thus, if the learning activity looks fun and exciting a student is more likely to want to engage in the lesson. Therefore, because augmented reality offers students the ability to access subject matter that they would not traditionally be able to explore, it creates a lot of new excitement among children. I have included a youtube video below that shows how students are engaging with augmented reality lessons in a classroom environment

References:

Principles of learning. Psychology Wiki. (n.d.). Retrieved November 11, 2021, from https://psychology.fandom.com/wiki/Principles_of_learning.

What is Augmented Reality in 60 Seconds. (2021). YouTube. Retrieved November 26, 2021, from https://www.youtube.com/watch?v=XPNUmcEOYW0&t=1s.

Using 3D Augmented Reality to Increase Student Engagement. (2021). YouTube. Retrieved November 26, 2021, from https://www.youtube.com/watch?v=ygTeTdzcrbk

Assignment 3 Core Multimedia Skills

The multimedia object that I decided to improve was my sketch note that I created back in week 6. I made a sketch note for my nutrition class to highlight some of the issues that are being seen with health and its correlation to the Canadian diet. The sketch note did a good job at incorporating written words with a visual text, which according to the study conducted by Fernades and colleagues (2018) students were able to retain more information for recall when visual images were associated with written text (as cited in McCue, 2018). However, after the last few weeks my knowledge surrounding multimedia has grown significantly, and although I think sketch notes is a great way to take notes, I think I can improve it by converting this sketch note into a screen cast. Below I have inserted my original sketch note.

Recording-2

I have found that my biggest struggle when listening to a lecture or studying is to be able to sift through information that is important, and extra information that is not relevant to the instructional goal. Therefore, when I was redesigning my multimedia, I decided that I wanted to focus on the five principles for reducing extraneous processing to ensure that my multimedia focuses on information that will be productive for studying.

According to Mayer and Fiorella (2014), there are five multimedia design methods that reduce extraneous overload; coherence, signalling, redundancy, spatial contiguity, and temporal contiguity principles. First, I looked at Coherence, which is the deletion of extra words, sounds or graphs. When looking at my sketch note I found that I had included too many arrows that lacked connection and made following the organization of information confusing. Thus, by using a screen cast I was able to explain how things were organized and how different ideas connected to one another. Next, I looked a signalling, which is highlighting essential words. I decided to highlight definitions and important concepts in bold and coloured text so that readers are able to distinguish them from other words on the page. Additionally, the redundancy principle states that students learn better when text on screen is short, so I made sure that when I did include text that it was concise. Furthermore, I looked at the spatial contiguity principle, which argues that pictures that are associated with words should be placed near words. Thus, when designing my screen cast I ensured that the pictures I used were next to words, and that the images I used were relative to the text I was using. Last, I looked at the temporal contiguity principle, which states that people learn better when narration and text, or images, are presented simultaneously. This principle is what made me decide to add narration to my sketch note. I thought the narration, as well as the addition of pictures to words, made it easier to understand how different ideas connected with one another.

References:

Mayer, R., & Fiorella, L. (2014). Principles for Reducing Extraneous Processing in Multimedia Learning: Coherence, Signaling, Redundancy, Spatial Contiguity, and Temporal Contiguity Principles. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 279-315). Cambridge: Cambridge University Press.

 McCue, R. (2022). Sketchnoting Workshop Introduction for EDCI 337 Lab. Youtube. Retrieved from https://www.youtube.com/watch?v=xxySeAj_GJs.

Active & Passive Learning: Game Based Learning

Active learning is a learner-center approach in which students are engaging in course material through means such as discussion posts, debates, breaking up into small groups to talk about ideas, and learning based games. Active learning acts in contrast to the traditional view of learning in which teachers lecture to students as this listen and take notes. Two methods of active learning that have become popular means of teaching are game-based learning and gamification.  Game-based learning is an educational method that uses games to instruct students about a specific topic or to reach a particular learning outcome. An example of game-based learning would jeopardy. Below I have included a video on how game-based learning can foster the success of student engagement in course material.

In my grade 11 chemistry class, my teacher would do a jeopardy review session of before each test. The game allowed us to collaborate and work with classmates through problem solving questions. Additionally, playing games like jeopardy increases learner engagement, while at the same time improving critical thinking skills. On the other hand, gamification uses aspects of game like elements but in a non-game context. For instance, an example of gamification would be a class point system. This class wide motivation system allows students to work together and allows them to earn points, which later leads to a class prize, for their good behaviour. Gamification motivates students to actively engage in the material and creates an opportunity for positive reinforcement, which significantly improves the likelihood of the positive behaviour to occur again.

References:

Moodley, M., Mandy Moodley / About Author More posts by Mandy Moodley, & Moodley, M. posts by M. (2020, June 1). Gamification & Game-Based Learning. Game2Change. Retrieved November 3, 2021, from http://www.game2change.co.za/gamification-game-based-learning/.

Using game-based learning in the classroom to … – youtube. (n.d.). Retrieved November 3, 2021, from https://www.youtube.com/watch?v=0WlP8NNo4CU.

Models for Media Selection & Working with Video

For this blog Post I decided to look at a multimedia tool that my teachers have I used throughout my education and evaluate its effectiveness through the SECTIONS model. The multimedia tool I decided to look at was PowerPoint presentations in my University courses, and I used the video I have inserted below to help me analyze the multimedia.

First, S(tudents) looks at the student demographics and access. I think power point presentations meet the S requirement, because if they are both shown in lecture and posted to bright spaces then students are able to access them at their convenience.

E(ase of use), PowerPoint presentations are very easy to put together, with most sites offering premade templates, all teachers really have to do is fill in the information. For the students, the technology is very easy to use and follow as it is laid out in sections that keep the content organized.

C(osts) PowerPoints are both free of use for the teacher and the students which makes it a great multimedia choose for teaching.

I(nteraction) PowerPoint lectures don’t directly provide the opportunity for learners to interact with the learning material, however, teachers could integrate interactive learning by including a slide with discussion questions that encourage students to get into groups and answer these ideas.

O(rganizational Issues) PowerPoint is easy to use and share with students and is supported by any electronic device, including phones

N(etworking) PowerPoints do not provide an opportunity to engage with other learners or instructors, which is one of its greatest downfalls as a multimedia source

S(ecurity and Privacy) It is a safe instructional method as you don’t need to sign up or disclose any personal information.

Overall, after using the SECTIONS model, one can see that PowerPoints do not meet all the criteria, however, by assessing PowerPoint with this model one can evaluate the strengths and weaknesses of the multimedia in order to determine if it will be effective for the learning objectives.

References:

Sections model – youtube. (n.d.). Retrieved November 3, 2021, from https://www.youtube.com/watch?v=0zgx9eonXGI.

Strategies for using Multimedia Technology within Teaching and Learning

Above I have included a picture of a sketch note I made for my nutrition class this year. Normally I find it very helpful to make a one page “study guide” where I put all the important information, graphs, and equations that I need to know for the exam. When i make this study guide I always use colours and make sure that my information flows from one topic to the next. However, after doing this weeks readings, I think the next time I make a study guide for a class I will include pictures. When i was working on this sketchnote I realized that the pictures helped me remember facts better because I could visual my sketches that represented the words I needed to remember.

The Dual Code theory explains how using pictures and words simultaneously can improve students ability to retain information better over time. The theory was proposed by Allen Paivio, who argues that the formation of images when studying can aide ones ability to learn and retain written information. He states that visual images and words are processed differently, which provides two different representations of the information, and it can be argued that students tend to learn better when teaching combines multiple different learning approaches.

Below I have included a quick crash course video that further explains the Dual Code theory

Kaster, A. (2019). Dual Coding theory. Retrieved from https://www.youtube.com/watch?v=wixEGpznyG8

Multimedia Design for Learning

One of my favourite ways to learn and recall information is by watching screen casting videos. For instance, in high school I was someone who struggled with mathematics. I found that my teaching lecturing on material and quickly doing examples on an overhead projector did not give me the opportunity to be able to comprehend the material. The website Khan academy helped me so much throughout my high school math classes as it allowed me to be able to visualize the material at my own pace. The ability to watch a step-by-step process that I could pause and re watch created an engaging source of learning, that sometimes a classroom wasn’t able to offer.

In this post I have included an example of a Khan academy video to show how screen casting works, notice how in the video he uses the signaling principle. Moreover, he highlights and colour coats important concepts, which according to this principle creates more efficient and better learning opportunities.

I also included an info-graph that provides some statistics on how children learn and the benefits they receive when they learn through more than one sense of learning

References:

Khan Academy (2015). Introduction to increasing, decreasing, positive, or

negative intervals.

(2021). Benefits of Multi-sensory Learning. Retrieved from https://learningabledkids.com/multi_sensory_training/page05-multisensory_work_q.htm

Creating Multimedia Learning Artifacts; Info-graphs

Info-graphs are used to present a message through a visually appealing and easy to understand design. They offer a quick and easy way to convey important information to a wide audience, thus creating a greater awareness of the subject matter. The video by Rich McCue, mentioned how info-graphs allow students to use the self-explanation principle. He argues that info-graphs, offer students the ability to sift through information in order to understand what is considered to be important for the reader and what can be deemed unnecessary or extra information. For instance, when I study for an exam I always make a one-page sheet that is a condensed version of all the important terms and information that I need to know. The paper offers a visual and concise way to organize and highlight the most important information that I need to know.

Above I have attached a picture of the info-graph I created for the annual Run for the Cure fundraiser that reflects some important tips to creating a successful info-graph. For instance, I choose colours that correlate with the topic, so in this case pink represents breast cancer awareness and therefore, wouldn’t distract the reader from the information being presented. Additionally, I picked a very simple and eligible font so that it is easy for readers to understand the information I am trying to convey. Furthermore, a choice simple and minimalistic sentences to ensure I was able to capture a large audience of different literacy abilities. Last, by breaking up my content into sections, I was able to create an organized and effective way of getting my message across.  

References:

McCue, R. (2021). Introduction to Infographics with Canva & Related Multimedia Learning Principles. Retrieved from https://www.youtube.com/watch?v=K1k3deWbw2c&t=1s

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