EDCI 339: Assignment 3

Assignment 3 – Part 1: Evidence of Completion of Four Different Course Activities

Click here to see a Google Doc that holds links to all four activities along with explanations and connections to the course resources and learning outcomes.

Assignment 3 – Part 2: Updated and Revised Blog Post

Here are the links to my three blog posts from #EDCI339.

I have chosen to update and revise my third blog post. You can find the revisions to the old post as a Google Doc here. It includes visual evidence of changes to the post in green and connections to the course learning outcomes highlighted in red. Enjoy the newly revised Blog Post #3 below!

Upon reflection on this week’s readings and blog questions, I have created a Sketchnote that demonstrates my initial ideas and thoughts on the topic.

In his piece for Monash University, Selwyn discusses how online education is now more than ever “taking on a more prominent role” as school systems navigate education during a global pandemic (2020). This means that all students need to have equitable access to their learning and we as educators must know how to provide that for them. We must teach the whole child and take into account all of their previous learning experiences that make them unique. Making sure learners have resources that represent them (what they look like, what their family looks like, their gender identity, race, ethnicity, heritage, culture, etc.) is crucial to their comfort and psychological safety in the classroom. 

 

 

“Equity-oriented design in open education” by Kalir (2018) brings forward four design principles for educators to follow when creating and facilitating open “computer-supported collaborative learning” (CSCL) resources (p.4). This article connects with other readings this week in how it discusses ways for open learning to become more accessible for all educators and learners. I love how the article approaches these principles from an educator standpoint and shows ways for us to connect with each other. Check out the infographic that I created on Canva to summarize the proposed tactics.

 

 

Of the required readings this week, I particularly enjoyed “Design Principles for Indigenous Learning Spaces” by Kral & Schwab. This piece identifies eight design principles for “building or facilitating [Indigenous] learning spaces” (2012, p.58). Click here to listen to an audio file where I speak about these principles based on the sketchnote below. Here is the transcript for that audio file accompanied by citations and references.

Universal Design for Learning needs to be woven into all equitable systems of learning. In their article, Basham et al. reflect on UDL and how it can help all learners when implemented properly into online education. While UDL was initially created as a technique for including learners with diverse learning designations and special needs into the “typical” classroom, it is now being used as a way to include all students and their unique variabilities (Basham et al., 2018, p.477). 

The “three core principles” of UDL (multiple means of engagement, multiple means of action and expression, and multiple means of representing information) are used to “address the academic, social, and cultural distinctions that exist in today’s schools” (Basham et al., 2018, p.480). UDL aligns closely with the ideologies behind open and distributed learning because of its focus on “harnessing technology and instructional practices to remove barriers in curricula and across digital as well as physical learning environments” (Basham et al., 2018,p.480). Interestingly, the results of UDL in brick and mortar schools looks vastly different to that in open and distributed learning contexts. To learners with “disabilities, cultural impoverishment, and ELLs,” there are often “insurmountable barriers” present due to the “inaccessible rigidity of online learning materials and practices” (Basham et al., 2018, p.479). By making sure that online resources are personalized and student-centred, UDL guidelines can often be met (Basham et al., 2018, p.489). Every year, educators and school systems are becoming more and more “knowledgeable of the importance of addressing the diversity in today’s digital environments,” because of this, access and equity have also increased; however, we still have work to do (Basham et al., 2018, p.492).

While this article provides research-based evidence on UDL in open and distributed learning environments, I have a question for practicing educators today. What are some tried and true, effective methods of online instruction involving UDL that can be used to make the world of open and distributed learning more accessible and equitable for all learners? 

To conclude this blog post, I will be sharing an interview that I conducted with a local Educational Assistant here in Victoria, BC. Allie Szwender works with grade four and five students and helped her class transition into online learning this spring. I wanted to learn more about her thoughts on the subject of equitable access to authentic, meaningful, and relevant open learning environments both in the classroom and online. Click here to listen to the interview or enjoy the Sketchnote below to view the highlights of the conversation.

Bottom reads “Any question is allowed if you are willing to learn from it.”

References 

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Canva (2020). Design Anything. Retrieved from https://www.canva.com/

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Kalir, J.H. (2018), “Equity-oriented design in open education”, International Journal of Information and Learning Technology, Vol. 35 No. 5, pp. 357-367. https://doi.org/10.1108/IJILT-06-2018-0070

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from:   http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. [Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19

EDCI 339: Blog Post #3

While I believe ensuring “equitable access to authentic, meaningful and relevant learning environments for all learners in K-12 open and distributed learning contexts” needs to be an ongoing, lifelong process where educators gain more knowledge and experience every day, I have learned a lot on this subject from this week’s #EDCI339 readings. 

As discussed by Selwyn in his piece for Monash University, online education is now more than ever “taking on a more prominent role” as school systems navigate education during a global pandemic (2020). This means that all students need to have equitable access to their learning and we as educators must know how to provide that for them. We must teach the whole child and take into account all of the previous learning experiences that make them unique. Making sure learners have resources that represent them (what they look like, what their family looks like, their gender identity, race, ethnicity, heritage, culture, etc.) is crucial to their comfort and psychological safety in the classroom. This week, one reading that I particularly enjoyed was “Design Principles for Indigenous Learning Spaces” by Kral & Schwab. 

In their piece, Kral & Schwab identify eight design principles for “building or facilitating [Indigenous] learning spaces” (2012, p.58). Click here to listen to an audio file where I speak about these principles based on the sketchnote below. Here is the transcript for that audio file accompanied by citations and references.

Universal Design for Learning needs to be woven into all equitable systems of learning. In their article, Basham et al. reflect on UDL and how it can help all learners when implemented properly into online education. While UDL was initially created as a technique for including learners with diverse learning designations and special needs into the “typical” classroom, it is now being used as a way to include all students and their unique variabilities (Basham et al., 2018, p.477). 

The “three core principles” of UDL (multiple means of engagement, multiple means of action and expression, and multiple means of representing information) are used to “address the academic, social, and cultural distinctions that exist in today’s schools” (Basham et al., 2018, p.480). UDL aligns closely with the ideologies behind open and distributed learning because of its focus on “harnessing technology and instructional practices to remove barriers in curricula and across digital as well as physical learning environments” (Basham et al., 2018,p.480). Interestingly, the results of UDL in brick and mortar schools looks vastly different to that in open and distributed learning contexts. To learners with “disabilities, cultural impoverishment, and ELLs,” there are often “insurmountable barriers” present due to the “inaccessible rigidity of online learning materials and practices” (Basham et al., 2018, p.479). By making sure that online resources are personalized and student-centred, UDL guidelines can often be met (Basham et al., 2018, p.489). Every year, educators and school systems are becoming more and more “knowledgeable of the importance of addressing the diversity in today’s digital environments,” because of this, access and equity have also increased; however, we still have work to do (Basham et al., 2018, p.492). 

While this article provides research-based evidence on UDL in open and distributed learning environments, I have a question for practicing educators today. What are some tried and true, effective methods of online instruction involving UDL that can be used to make the world of open and distributed learning more accessible and equitable for all learners? 

References 

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from:   http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19. [Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19 

EDCI 339 Blog Post #2

How would you describe the historical and theoretical trends in k-12 open and distributed learning? 

After annotating the course readings this week and watching the video lecture, I have learned a lot about the historical and theoretical trends in k-12 open and distributed learning. In addition to the history of distributed and open learning, topic two has also helped solidify my understanding of what these terms themselves mean: 

  • Open Learning is described as a way to remove or weaken the barriers, thus opening up learning possibilities that previously were not possible (Roberts et al., 2018, p. 528). It is also an “intentional design” that builds up learning opportunities for ALL learners (Roberts, 2020). These opportunities transcend cultures and the walls of the classroom through “alternative modes of learning,” “collaboration,” “knowledge sharing,” and “networked participation” (Roberts, 2020). For example, open learning is more than just a field trip or making connections with students/their guardians: it means project-based learning, blogs, penpals, etc (Roberts, 2020).   
  • In British Columbia, Distributed Learning is described as a digital medium that allows for “an increase of student access, choice, and flexibility for study outside of classroom schedules” (Roberts, 2020). In BC, this definition relies heavily on the specific context of learning while also including e-learning and online learning (Roberts, 2020).

Topic Two has taught me that in Canada, while traditional schools are run by Provincial Ministries of Education and funding is provided by taxes, e-learning/distance education/online/blended learning often has its own unique set of rules depending on location (Barbour & Labonte, 2018, p.602). Both the first Canadian correspondence school and the first technology-supported e-learning system got their start in BC (Barbour & Labonte, 2018, p.602). Over time and thanks to growing digital educational technologies and the computer revolution, open learning has become a term to describe flexible learning or asynchronous learning. Over the years, BC has created many standards and policies to help manage the growing demand for both online and open learning. In BC, “COOL School” was a consortium formed between four school districts to share a learning management system; it later led to a BC/Yukon wide network “committed to supporting e-learning programs for both fully online and classroom-based blended learning” (Barbour & Labonte, 2018, p.608-609). BC has been a leader in Canada for its educational involvement in creating successful e-learning programs, as seen by its student enrollment rate (the highest in Canada proportionally) (Barbour & Labonte, 2018, p.603). To be successful, it has been found that e-learning programs need “initial investments in digital resources,” “instructional design for effective deployment of these resources,” “technological infrastructure for delivery,” and skilled teachers (Barbour & Labonte, 2018, p.609). 

Since there has been confusion about what constitutes open learning and what does not, the eight principles of open learning were created (Roberts et al, 2018, p.529). They are the following:

(1) learner-centeredness; 

(2) lifelong learning; 

(3) flexibility in learning; 

(4)removal of barriers to access;

(5) recognition of prior learning experiences and current competencies;

(6) learner support; 

(7) expectations of success; 

(8) and cost-effectiveness. p.529

Text erasing "Im" from "Impossible"

Changes to educational curriculums across the world have spurred “calls to develop digital fluency, and to become more personalized, flexible, and adaptable to individual learner’s needs” (Roberts et al., 2018, p.527). We as educators must learn how to keep meeting our learner’s needs despite changes within our communities from local to global. The article by Roberts et al. demonstrates the fact that many people see the term Open Education and only focus on new digital technologies; however, these people fail to see the importance of teaching with the learner-centered model that open education emphasizes. 

The opening up of learning is supported by many educational theorists such as Dewey, Vygotsky, Pacquette, and Friere who believed in the idea that knowledge should be free and open to use and re-use (Roberts et al., 2018, p. 528-530). Open pedagogy became more well known in Canada in the 1970s and was based on Paquette’s notion of the interrelatedness of “the physical layout of the classroom, the learning activities, and the teacher interventions” (Roberts et al., 2018, p.529). He and the other three aforementioned researchers “questioned the privilege, limited access and freedoms inherent within the status quo of the reigning educational system, and thereby sought liberty, choice and becoming a voice for change” (Roberts et al., 2018, p.529). By creating Open Education Resources, these ideas help to create collaborative learning cultures to “encourage the building and sharing of knowledge” (Roberts et al, 2018, p.531).

Here is a table I made based on what I learned from all three articles this week. It shows which learning theories align well with open and distributed learning (green) and which do not (red).

After reflecting on this week’s readings, I believe that while research on Open and Distributed Learning has led us in the right direction of opening up schools and curriculum, more research must be done. For now, it is up to educators to put the ideas of open and distributed learning to the test in the classroom and find out what works best for certain learners. 

References

Barbour, M & Labonte, R. (2018) An Overview of eLearning Organizations and Practices in Canada. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 600-616). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Bates, T. (2014). Learning Theories and Online Learning. [Blog post]. Retrieved from https://www.tonybates.ca/2014/07/29/learning-theories -and-online-learning/.

Flipped Learning Network. Definition of Flipped Learning. Retrieved from https://flippedlearning.org/definition-of-flipped-learning/

Roberts, V., Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Roberts, V. (2020). Topic 2 EDCIA04 [Video]. Retrieved from https://www.youtube.com/watch?v=B3Nek-T4vFw

EDCI 339 Blog Post #1

How can teachers effectively build relationships by encouraging safe communication and interactions in K-12 online & open learning spaces? 

Garrett Dikkers’ (2018) piece outlines different tactics and strategies that educators can utilize to build relationships and encourage safe, social communication in K-12 open learning spaces. She first reveals that the “foundational concept to interactions in online learning” is a community/“social presence” (p.512). Through having connections with others and working towards a common goal together, a learner’s motivation and satisfaction increases (Garrett Dikkers, 2018, p.512). Student motivation has been found to relate to the following: “communication, interaction, and social presence; Intrinsic and extrinsic motivators; and Learner-centered design” (Garrett Dikkers, 2018, p.514). Techniques for fostering communication and social presence such as “using humor, providing opportunities for students to hear the teacher’s voice and share content in their own voices, providing prompt and careful feedback that puts comments into perspective, interacting daily, using real-time communication as much as possible, and structuring assignments that discuss controversial issues and/or require students to communicate or collaborate with their peers” are suggested (Garrett Dikkers, p.514). Other key strategies that teachers can use to engage with their students include:

  • designing and organizing learning activities 
  • facilitating discourse with students, parents, and other teachers
  • providing students with one-on-one instruction
  • nurturing a safe and caring learning environment
  • motivating students to engage in learning activities
  • closely monitoring student behavior and learning 

(Garrett Dikkers, 2018, p. 514) 

These strategies can also be enhanced through community-building efforts such as “real-time web-conferencing tools” that use “chat, voice, webcam, and whiteboard technologies” (Garrett Dikkers, 2018, p. 515). 

All in all, I believe that if teachers can cultivate a learning community and environment that is based on friendship, communication, and respect, the social interactions in those spaces will be positive and will help to curate strong relationships.

Photo by NeONBRAND on Unsplash

What did you already know based on the course readings and activities?

After taking some classes that discuss child psychology and prosocial behaviour, I already knew the importance of building relationships in the classroom and how crucial it is to foster a safe and comfortable environment for all learners. I have learned that classrooms must be “learner-centered,” “goal-oriented,” have realistic and universally understood rules and assessment, and activities should typically be seen as “a team effort”; although I learned about these ideas, I never knew they were a part of “human-centered instruction” (Lead SV, 2018). I have also studied some of Vygotsky’s theories and have learned that the “construction of knowledge is social” (Garrett Dikkers, 2018, p.509). Another topic that my courses have touched on is how students learn best when they work in their “zone of proximal development” (Garret Dikkers, 2018, p.509).

Photo by Aleks Dorohovich on Unsplash

What do you know now based on the course readings and activities?

After engaging with the readings, the importance of fostering a peaceful classroom community is cemented in my mind. I have learned that all caring classroom environments (whether they be online or in-classroom) must use precautions and security measures when integrating digital tools and EdTech. Through the UVic Acceptable Use Policy, FIPPA, and Regan & Jesse’s 2019 piece on the ethics of EdTech, my understanding of online “safety” and “privacy” has grown. I have discovered that what leads to the demise of many educational technologies is concerns surrounding “privacy, parental consent and access to the aggregated data” that sometimes includes “sensitive information such as disability status, social security numbers, family relationships, reasons for enrollment changes, and disciplinary actions” (Regan & Jesse, 2019, p. 169). Despite how there are many aspects of EdTech that are possibly problematic from a policy standpoint, they often get grouped into collective “privacy” concerns which can lead to the media and the public not understanding the complexities of EdTech ethics (Regan & Jesse, 2019, p.168-170).  The policy documents have taught me that I need to understand and be able to teach my students the following: what constitutes personal information, why privacy and personal information must be consented by every individual (also by their guardians when applicable), where information is stored (USA vs Canada) and what that means, and finally, that these rules are the law that we must follow.

Photo by Tim Mossholder on Unsplash

What do you hope to learn?

I hope to learn ways to cultivate social learning and collaboration for all unique learners. I look forward to exploring digital tools and EdTech that are accessible and meet the needs of all different students. 

Photo by Nicole Wolf on Unsplash

References

Freedom of Information and Protection of Privacy Act. Government of BC. Retrieved from https://www.bclaws.ca/civix/document/id/complete/statreg/155_2012#section2 

Garrett Dikkers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press. 

Lead SV. 2018. What is Human Centred Instruction? Retrieved from https://www.leadsv.com/hcn

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

University of Victoria. Acceptable Use of Electronic Information Resources Policy. (2018). Retrieved from https://www.uvic.ca/universitysecretary/assets/docs/policies/IM7200_6030_.pdf

EDCI 337: Group Evaluation of a Multimedia App – PenPal Schools

PenPal Schools Evaluation

PenPal Schools is a web application that enables “creativity, collaboration, critical thinking, and discussion” through Project-Based Learning (PjBL) and an emphasis on global-citizenship (PenPal Schools, 2020). It is used by schools in over 150 countries and allows students (8 and older) to engage with other learners in “thoughtfully designed, collaborative projects” (Wilson, 2018). These projects are offered in many of the core subjects along with others such as Environmentalism, Social Justice, and Current Events (PenPal Schools, 2020). They involve “self-guided, differentiated and mixed media” lessons based on a chosen topic (Wilson, 2018). In the lessons, learners read and analyze texts, watch videos, share ideas in a forum space, and collaborate all while “[building] empathy, curiosity, and respect” (PenPal Schools, 2020). The team at PenPal Schools curates each lesson to align with different international educational standards in the areas of “reading, writing, digital citizenship, and social-emotional skills” (PenPal Schools, 2020). Teachers sign up for PenPal Schools and receive their first topic for free (more topics can be obtained through referrals, fees, or scholarships) (PenPal Schools, 2020). In regards to safety, students can only join through a teacher invitation and the only personal information required is the student’s first names, last initials, and country. Every post is moderated and student safety is the application’s number one concern. Click here to dive deeper into the key features, safety, and cost of this multimedia app. Through the integration of PjBL, global citizenship, and multimedia, PenPal Schools provides students with the ability to connect with similar aged children around the world thus enhancing their cross-cultural respect, sensitivities, tolerance, and worldview.

In 2015, President Barack Obama said PenPal Schools was one of the world’s leading social enterprises (Wilson, 2018)! The program also received a “Top Pick for Learning” award in 2018 from Common Sense Education (PenPal Schools, 2020).

Multimedia Principles

PenPal Schools expertly crafts a multimedia learning environment that fosters the growth of knowledge on a global scale. Since each topic includes videos and readings that incorporate a mix of visual and auditory components, the Multimedia Principle is present (Mayer, 2014, p.8). Each forum section provides potential information to be used in the writing prompts along with worked examples to help students create a resource on a given topic (Mayer, 2014, p.9). Helpful hints and worked examples guide students (Guided Discovery Principle) towards certain learning outcomes, allowing each topic to expand learners’ worldviews while teaching them critical literacy skills (Mayer, 2014, p.9). The website is designed for learners of varying abilities, evidenced by the different difficulty levels within each topic. These levelled resources establish the Coherence Principle as extraneous information and resources are left out of a students’ dashboard (Mayer, 2014, p.8). All of this creates a user-friendly learning platform that allows learners to feel confident enough to explore new topics and share their ideas with their penpal. Each pairing works through a topic at their own pace (Segmenting Principle): watching videos, doing readings, responding to prompts, and creating an end project (Mayer, 2014, p.8). PenPal Schools is a useful multimedia-based, learner-centred tool, that integrates technology organically and authentically.

Collaboration

PenPal Schools works to create a collaborative learning experience that is safe, interactive, and engaging. Through the lessons, students can “[build] on” their own existing knowledge by learning from the provided videos, readings, and experiences of their penpal (Van Den Bossche et al., 2006, p.494). Van Den Bossche et al. states that collaborative learning “
offers possibilities to learn from other viewpoints” by understanding that while another person’s views may differ from one’s own, those views are still legitimate and worthy (2006, p.496). PenPal Schools offers an opportunity to listen and share with friends across the globe and develop those conversations into collaborative projects involving both students’ new learning and their pre-existing viewpoints. A teacher, Jillian W., supports this by stating that “students [connect] globally on PenPal Schools to collaborate and learn together” (Common Sense Education, 2019).

Project-Based Learning

An important facet of PenPal Schools is its foundation in project-based learning (PjBL), a “type of inquiry-based learning” that emphasizes student choice, autonomy, and self-reliance (Kokotsaki et al., 2016, p.268-269). PjBL leads to meaningful learning experiences through its basis in the following constructivist ideas: “learning is context-specific,” “learners are involved actively in the learning process” and goals are achieved “through social interactions and the sharing of knowledge and understanding” (Kokotsaki et al., 2016, p.267-268). Key aspects of PjBL are “time management”, encouraging thoughtful learning, “establishing a culture that stresses student self-management”, connecting with community members, using technological resources effectively, and using varied assessment methods (Kokotsaki et al., 2016, p.273-274).

Tying digital multimedia tools into PjBL allows students to “comfortably engage with the process of designing and developing their project” and being able to easily share and document their creations in “a digital format” (Kokotsaki et al., 2016, p.272). For elementary ages, PjBL improves “experiential reasoning and comprehension of relations,” content knowledge and group work skills, motivation, positivity in the classroom, and literacy (Kokotsaki et al., 2016, p.269-270). PenPal Schools is an effective tool for the implementation of PjBL into any classroom.

Global Citizenship

PenPal Schools promotes global citizenship by connecting students around the world through the exploration of various topics that build a “global awareness
[and] interconnectedness with others” (Katzarska-Miller & Reysen, 2019, p.26). While traditional classrooms may overlook current or social justice events, PenPal Schools provides educators with opportunities to tackle global issues that “[are] simply too important to be dominated by other curricular imperatives” (Schweisfurth, 2006, p.47).

Learning about different countries around the world allows students to gain a better understanding of humanity and appreciate the similarities and differences between one another. The goal of globalized education, and PenPal Schools, is to form “a greater understanding of interconnectedness between self and world, skills and values” (Katzarska-Miller & Reysen, 2019, p.31). By connecting with other cultures, students can learn to empathize with others and work towards “sustainable development and peaceful societies” (Schweisfurth, 2006, p.42). PenPal Schools makes it easy for teachers to integrate global awareness into their classrooms by increasing their “global content,” “[supporting] the idea of student-perceived awareness,” and “[encouraging] student connections” (Katzarska-Miller & Reysen, 2019, p.28). While global citizenship may not be a concrete part of the BC Curriculum, teachers must integrate PenPal Schools or other similar multimedia technologies to work towards a more inclusive world.

Alicia M. from Saraland Elementary School says PenPal Schools “creates an understanding of culture differences!”

PenPal Schools provides opportunities to connect with other learners around the world, share experiences, and explore project-based learning collaboratively, all of which are “key to becoming an educated global and digital citizen” (Bjelde, 2020).

– Ms. Bjelde, Ms. L. McLean, Ms. A. McLean, Ms. Gustavsson

 

References

Katzarska-Miller, I., & Reysen, S. (2019). Educating for global citizenship: Lessons from psychology. Childhood Education, 95(6), 24-33. doi:10.1080/00094056.2019.1689055

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. doi:10.1177/1365480216659733

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

PenPal Schools. 2020. A Global Project Based Learning Community. (n.d.). Retrieved June 13, 2020, from https://www.penpalschools.com/index.html

Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in ontario schools. Educational Review: Global Citizenship Education, 58(1), 41-50. doi:10.1080/00131910500352648

Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments: Team Learning Beliefs and Behaviors. Small Group Research, 37(5), 490–521.

Wilson, L. (2018, May 03). Everything You Need To Know To Get Started With PenPal Schools. Retrieved June 13, 2020, from https://hundred.org/en/articles/everything-you-need-to-know-to-get-started-with-penpal-schools

EDCI 337: Group Remix a Multimedia Learning Principle Chapter

Chapter 7: The Multimedia Principle

 

Butcher describes the Multimedia Principle as the “finding that learning with words and pictures is more effective than learning with words alone” (p.174). This principle also provides justification and context for researching “when, how, why, and under what conditions” other multimedia principles may help or hinder one’s learning and it unveils the criteria for creating effective multimedia learning materials (Butcher, p.174-175). Originally, the principle was “focused on text combined with (static or animated) illustrations” while today, it refers to “learning supported by varied forms of visual and verbal content when presented in combination” such as narration with graphs, photographs, diagrams, and charts (Butcher, p.174-175). When choosing or creating an impactful multimedia tool, diagrams (abstract and/or concrete) have been found to, when supplemented by accompanying verbal content, “[facilitate] the development of accurate mental models, [enhance] knowledge integration, better knowledge application and [enable] superior [knowledge] transfer” (Butcher, p.181-183). 

Photo by Dennis Scherdt on Unsplash

The Multimedia Principle helps students understand difficult topics—a study by Clinton et al. found that when undergraduate students studying complex probability have access to resources with text accompanied by relevant visuals, they “develop a verbal mental model” through “deeper processing of the text” and a “visual mental model” that makes them “more likely to make connections among different ideas”  (p.579-581).

An aspect of cognitive learning that supports and helps explain the Multimedia Principle’s success is the Dual Coding Theory (Butcher, p.193). This theory demonstrates how the human brain stores audio and imagery information in two different “short-term channels” that work together to summarize concepts before transporting them to long term memory (MacMahon, 2013). In EDCI 337, both the Multimedia Principle and the Dual Coding Theory are present in our H5P Toolkit creations, annotations, Canva’s, and sketchnotes through their uses of verbal and visual content in tandem to engage, motivate and encourage knowledge recall and transfer.

Research

Many lab-based studies have been conducted on the effects of the Multimedia Principle. Mayer & Anderson (1992) found the combination of narration and animation to facilitate learning (Butcher, p.177). Mayer & Anderson’s ideas in multimedia led to the creation of modality, voice, and image principles (Mayer, 2014). In 1993, Hegarty & Just found students learn more thoroughly through the combination of diagrams and text: their findings emphasize the effectiveness of diagrams which was the first form of multimedia (The “Orbis Pictus”) that is also still used ubiquitously today (Comenius & Bardeen & Hoole, 1887). Cuevas, Fiore, & Oser supported this, with their own research on the use of diagrams for teaching the principles of flight (Butcher, p. 177).

Click here for a closer look at the Orbis Pictus annotation!

In 2004, Rieber, Tzeng, & Tribble found that incorporating interactive models into multimedia lessons supports learning (Butcher, p. 177). Models such as erosion displays, gravity examples, and DNA manipulatives allow students to experience abstract topics in a more tangible way. Videos like Crash Course, which teach a concept through animated scenes and moving diagrams, display this idea through supporting their lectures with animations and moving diagrams.

In these studies, the methods of testing remain uniform. Butcher reveals how research in multimedia assesses learning outcomes through “[memory/retention tests] for instructional materials” and “tests of deeper understanding” such as “transfer tests” and “mental models” of instructional materials (p. 179).  These tests have been found to prove how multimedia lessons create better outcomes in deeper understanding tests (short answer & inference) than memory tests (multiple-choice, matching, true/false) (Butcher, p.179). 

With ever-changing technologies, Butcher states technology’s role in multimedia instruction is under-researched. For this reason, teachers must make informed decisions on whether to use a technological multimedia tool. Alsadhan et al. maintain that the “successful delivery of e-learning” relies on the “design, development and implementation of high-quality multimedia content” (2014, p.26). When more multimedia technology research is conducted, educators can fine-tune their tools and techniques to create lessons supported by research.

 Photo by Eco Warrior Princess on Unsplash

Graphics and Visuals

Furthermore, Butcher discusses the effects of visuals on the learner, and how different learning objectives require different visual formats. Initially, the purpose of static illustrations is examined and it is found that “adding static diagrams or illustrations to a verbal (text or audio) presentation frequently facilitates a deeper understanding of the to-be-learned material” (Butcher, p.181). An article by Kari Jabbour (2012) supports this claim by investigating the types of graphics that foster deeper levels of learning. For example, decorative graphics are often “used to inspire instructional display by adding artistic appeal or humor, but [have] no real instructional target” (Kari Jabbour, p.13). When incorporating graphics in a lesson, it is critical to eliminate unnecessary information and have an equal balance of text and visuals.

Moreover, Butcher discusses the evolution of dynamic visuals, and how animations in particular influence learning objectives, “animation is better for task[s] that are complex, but if a diagram can be mentally animated, this is more beneficial for the learner” (Butcher, p.184-185). Butcher discusses how animations are useful when performing procedural tasks but are not necessarily useful when attempting to retain information (p.184). This implies that depending on the learning task, the type of graphic “serves a different purpose and is best aligned with specific instructional goal[s], stages of learning… and the learner’s knowledge level” (Kari Jabbour, p.15). The article then suggests that visuals created by the learner will support a deeper level of understanding as students must process the information and apply it to something (Butcher, p.188). 

The Canva and YouTube video as shown above are examples of static versus dynamic visuals. Depending on the type of learning, an educator needs to choose which visual style is better suited for an activity. Click here to get a closer look at the static visual.

Implications and Limitations of the Multimedia Principle

Butcher concludes the chapter by outlining the implications and limitations of Multimedia Instructional Design and the importance of understanding your unique learners. Shah & Khan (2015) support this idea by stating “multimedia [tools] provide a variety of learning styles at the same time to cater to the requirements of different students” (p.350). Butcher summarizes the findings of multimedia visual and auditory stimuli options through the following benefits: simplifying visuals using well organized semantic models, integrating verbal and visual information both abstractly and concretely; using necessary animations/cues/spotlights,  considering existing knowledge for connection making, and allowing students to create their own representations when possible (Butcher, p.194-195). Upon reflection on these findings, the implementation of multimedia in the classroom appears to be a viable option for student success. Through the use of multimedia tools, “learners become active participants in the teaching and learning process instead of being passive learners” (Shah & Khan, p.356).

Click here for a closer look at the Sketchnote!

While research on multimedia has provided great insight into helping students learn through verbal and visual means, there are some limitations to these studies. Educators must take into account the lab setting (which varies greatly from a real-life classroom), the fact that multimedia tools may need to be scaffolded, how effective self-directed online teaching is, and that multimedia in technology requires more research (Butcher, p. 195-197). As new technologies are developed, the Multimedia Principle continues to evolve. Despite its evolution, the idea that learners can benefit from more than one form of instruction (visual and verbal content in combination) remains a timeless and successful pedagogical truth.

References

Alsadhan, A. O., Alhomod, S., & Shafi, M. M. (2014). Multimedia based E-learning : Design and integration of multimedia content in E-learning. International Journal of Emerging Technologies in Learning (iJET), 9(3), 26-30. doi:10.3991/ijet.v9i3.3308

Butcher, K. (2014). The Multimedia Principle. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 174-205). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.010

Clinton, V., Alibali, M.W., & Nathan, M.J., (2016) Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help?, The Journal of Experimental Education, 84:3, 579-599, DOI: 10.1080/00220973.2015.1048847

Comenius, J. A., Bardeen, C. W., Hoole, C. (1887). The Orbis Pictus of John Amos Comenius. United States: C.W. Bardeen.

Kari Jabbour, K. (2012). Multimedia Principle in Teaching Lessons. Acta Didactica Napocensia, 5(4), 11-16.

MacMahon, C. (2013, January 15). Dual Coding Theory & Multimedia Learning. [Video file]. https://vimeo.com/57440483

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

Shah, I., & Khan, M. (2015). Impact of Multimedia-aided Teaching on Students’ Academic Achievement and Attitude at Elementary Level. US-China Education Review A, 5(5), 349-360. doi:10.17265/2161-623x/2015.05a.006

EDCI 337: Group Evaluation of a Multimedia App (Proposal)

Out of the four apps that each of our group members researched, “PenPal Schools” “Peekapak”, “Padlet”, and “Canva”, we have come to the consensus that for our final evaluation we will be diving deeper into PenPal Schools. As a group, we are all looking forward to learning more about the web application and how it incorporates many different Multimedia learning principles.

Photo by Kelsey Knight on Unsplash

“PenPal Schools is a website and Multimedia program that is used by thousands of educators in over 150 countries (PenPal Schools, 2020)… It allows students (8 and older) to connect with other similar aged learners from different countries and cultures through “thoughtfully designed, collaborative projects” on a variety of subjects including Literacy, Social Studies, English/Language Arts, Science, Math, Music, Art, Spanish, Environmentalism, Social Justice, Current Events, Cultures, Civilizations, Virtual Reality and much more (Wilson, 2018; PenPal Schools, 2020). The lessons that learners participate in are “self guided, differentiated and mixed media” which motivates [them] to stay engaged (Wilson, 2018).”  (Bjelde, 2020).

This app utilizes a variety of multimedia principles such as collaboration, modality, segmenting, personalization, and many more that will be further explained in our full evaluation.

Photo by Luis Cortes on Unsplash

One of our main concerns with the other three applications was how their information was stored and used. The privacy settings in Penpal Schools allows students to remain protected and relatively anonymous throughout their use of the webpage and application. Each student is linked to a class code (set up by their teacher) and their only personal information given is their first name, last initial, and country.  We had concerns with our other apps’ privacy policy because there were varying degrees of third-party data storage.

In addition to the fewer safety concerns, PenPal Schools feels relevant and authentic to 21st-century learners and modern-day global citizens. By fostering connections to others around the world, promoting digital literacy, and hearing different worldviews, students become more culturally-sensitive, aware, and understanding. With the plethora of learning opportunities present in this app, each of us found it to be a dynamic and inspiring multimedia application for students.

Photo by Chris Lawton on Unsplash

We can all definitely envision ourselves using this app in our own future classrooms as it can be used in many different ways for a number of different grades. The accessibility of the application and the excitement of having a pen pal creates a very engaging and motivating learning environment. 

References

 

Bjelde, S. 2020. EDCI 337: Evaluating an Interactive Multimedia Learning Web Application. Retrieved from https://sarahbjelde.opened.ca/2020/06/17/edci-337-evaluating-an-interactive-multimedia-learning-web-application/.

EDCI 337: Evaluating an Interactive Multimedia Learning Web Application

App Overview – PenPal Schools

Photo by Andrew Stutesman on Unsplash

PenPal Schools is a website and Multimedia application that is used by thousands of educators in over 150 countries (PenPal Schools, 2020). It is a tool that enables creativity, collaboration, critical thinking, and discussion through global-citizenship centred project-based learning (PenPal Schools, 2020). It allows students (8 and older) to connect with other similar aged learners from different countries and cultures through “thoughtfully designed, collaborative projects” on a variety of subjects including Literacy, Social Studies, English/Language Arts, Science, Math, Music, Art, Spanish, Environmentalism, Social Justice, Current Events, Cultures, Civilizations, Virtual Reality and much more (Wilson, 2018; PenPal Schools, 2020). In 2015, President Barack Obama said PenPal Schools was one of the world’s leading social enterprises (Wilson, 2018)!  The program also received a “Top Pick for Learning” award in 2018 from Common Sense Education (PenPal Schools, 2020). 

How It Works

Learners participate in “self-guided, differentiated and mixed media” lessons based on the topic of their or their teacher’s choosing which are “fun and dynamic” and motivate students to stay engaged (Wilson, 2018). Students are tasked with reading and analyzing non-fiction texts, watching videos, sharing ideas to an audience of peers, collaborating using technology, and building empathy, curiosity, and respect (PenPal Schools, 2020). This is motivating for students as there is an obvious and relevant meaning to all of the lessons on PenPal Schools: being able to connect with new people in different places and hear about their experiences/worldview is key to becoming an educated global and digital citizen. I really love the global citizenship emphasis of this web app. The lessons present opportunities for learning and practicing essential skills within the areas of reading, writing, digital citizenship, and social-emotional skills while aligning with “Common Core, TEKS and IB international standards” (PenPal Schools, 2020). While these are American standards, the personalizable nature of the BC Curriculum allows for many connections between the curriculum and the website content to be made.

Photo by Vladislav Klapin on Unsplash

Steps To Create A PenPal Schools Classroom (PenPal Schools, 2020)

  1. The teacher creates the online classroom on the PenPal Schools website.
  2. Students are invited through a unique classroom code.
  3. Students go to PenPal Schools website through that code to create a profile. 
  4. Students choose (or are guided by their teacher in choosing) a project topic and style. Styles include research, exploring careers, service projects, and connecting with community groups and businesses.
  5. After choosing their project topic, students collaborate with other penpals from around the world on module lessons that include a discussion question, a video, and informative text (all offered at beginner, intermediate, and advanced levels for different learners). They get to share ideas with a global audience. Students include evidence from lessons and from personal experience. There is always a “great answer” shown as an example so students know what an effective discussion post looks like.
  6. Next, students can read and respond to their penpals (all posts are in English unless the teacher sets a different language for the class). Students can provide feedback for other comments they like by giving badges such as “awesome answer,” “funny,” “inspiring,” “personal,” and many more. This gives them an opportunity to reflect on their own writing and practice digital citizenship skills like reviewing and reading opinions that may be different than their own. Answers with the most positive reviews rise to the top of the discussion board so more people will see them (motivating).
  7. There is also an option to create an “original project” that uses videos, visuals, and/or animations charts. Students can share these projects with peers around the world in Penpal Project Showcases. 
  8. Teachers can preview lessons from a student perspective to vet them, reset student passwords, monitor student progress, and provide private feedback. Reading, writing digital citizenship, social/emotional skills and more can be assessed on the website itself.

Photo by Thomas Russell on Unsplash

The App’s Connection to the Principles of Multimedia Learning (Mayer, 2005, p. 8-9)

  • Collaboration principle: People can learn better with collaborative online learning activities
    • Using PenPal Schools, students collaborate and share their own ideas with their peers across the world.
  • Modality principle: People learn better from graphics and narration than from graphics and printed text
    • The use of videos in the PenPal Schools program helps students learn from graphics and narration.
  • Segmenting principle:  People learn better when a multimedia message is presented in learner-paced segments rather than as a continuous unit
    • The lessons in PenPal Schools are learner-paced and self-guided as they are project-based.
  • Personalization principle: People learn better when the words of a multimedia presentation are in conversational style rather than formal style
    • Students discuss important topics in a conversational and anecdotal style; this helps anchor their learning to authentic experiences.
  • Guided discovery principle: People learn better when guidance is incorporated into discovery-based multimedia environments
    • Teachers can guide their students towards a project but then allow them to discover ideas within that topic.
  • Worked examples principle: People learn better when they receive worked examples in initial skill learning
    • Each discussion question is accompanied by an example of “excellent student work” to guide the learners. 
  • Self-explanation principle: People learn better when they are encouraged to generate self-explanations during learning
    • Students relate the topics to their own experiences while summarizing the topics in their own way.
  • Feedback principle: People learn better from multimedia lessons when they receive explanative feedback on their performance
    • Teachers are able to give feedback to their learners on each part of their project. Additionally, peers can provide each other with feedback.
  • Coherence principle: People learn better when extraneous material is excluded rather than included
    • Depending on the topic that a learner is guided to or chooses, any extraneous information will not be present. PenPal Schools lets them focus on the topic at hand.

Photo by Tatiana on Unsplash

Evaluation, Safety, and Cost

Click here to see my own annotated evaluation of PenPal Schools based on the University of Western Ontario Evaluation Rubric for an eLearning tool (Anstey & Watson, 2018). Serious concerns for PenPal Schools that are elaborated on in my rubric include “mobile access,” “mobile and desktop functionality differences,” and “offline access.”

Photo by Sergey Zolkin on Unsplash

PenPal Schools requires only the student’s first name and last initial and they must be invited by a teacher to join. No email address is needed and the location is never shared (other than the student’s country). The PenPal Schools team moderates every post sent in the community and parents can create an account to monitor all messages as well as the teacher. There are no private/direct messages and students can only see posts from peers within 2 years of their age. If personal or inappropriate information is shared, it is usually flagged by other students within minutes and then the teacher and PenPal Schools team can take it down. In addition to these safety measures, teachers are provided with the “21st Century Toolkit” lessons/training on “protecting personal information, cyberbullying, empathy and international mindedness, healthy discussion habits, safe searching skills, digital reputation management and more” to teach their students how to contribute to the community forum respectfully (PenPal Schools, 2020). 

Here is an infographic from PenPal Schools that explains their emphasis on safety. Despite these rigorous safety measures, the website is hosted in America so I do not know if/how much that changes the sharing rules and policies.

After reading a rundown on FIPPA from the University of Western Ontario, I believe PenPal Schools is FIPPA compliant (University of Western Ontario, 2006). However, if I were wanting to use this tool in my own classroom with real learners, I would definitely go to my admin or district tech coordinators as recommended by SD 61 District Vice-Principal Jon Hamlin and SD 79 District Instructional Technology Coordinator Lisa Read, for peace of mind in regards to FIPPA compliance and informed consent as I am not an expert in any legal matter (McCue, 2020a&b, June 10). 

Photo by Christine Roy on Unsplash

Finally, the cost. Any educator can join PenPal Schools for free and upon joining they receive some classroom credits which can be used to enroll their class in a topic (eg/ social justice, math, art). If you refer another teacher to PenPal Schools, you can receive more credits. In order to have unlimited access to the plethora of PenPal Schools topics, “schools can purchase annual site licenses to provide their teachers with unlimited access from $2900-$4900 per year depending on the size of the school, with discounts available for multi-year or multi-school licenses” (PenPal Schools, 2020). For lower-income communities or schools with greater needs, scholarships are available from the company upon successful application. 

References

Anstey, L. M. & Watson, G. P.L. Rubric for eLearning Tool Evaluation copyright 2018 Centre for Teaching and Learning, Western University http://creativecommons.org/licenses/by-nc-sa/4.0/

Mayer, R. E. (2005). Introduction to Multimedia Learning. In R. E. Mayer (Author), The Cambridge Handbook of Multimedia Learning (p. 8-9). New York, NY: University of Cambridge.

McCue, R. (2020a, June 10). Jon Hamlin SD 61: Evaluating Educational Technologies [Mp3]. https://soundcloud.com/rich-mccue/edci-337-jon-hamlin-sd-61-interview-v2

McCue, R. (2020b, June 10). Lisa Read SD 79: Evaluating Educational Technologies [Mp3]. https://soundcloud.com/rich-mccue/interview-with-lisa-read-district-instructional-technology-coordinator-sd-79

PenPal Schools. 2020. A Global Project Based Learning Community. (n.d.). Retrieved June 13, 2020, from https://www.penpalschools.com/index.html

Troyen, J. 2020. How much does PenPal Schools cost? Retrieved from https://support.penpalschools.com/en/articles/2143008-how-much-does-penpal-schools-cost

University of Western Ontario. (June 2006). FIPPA Basics, Reviewed November 2018. https://www.uwo.ca/univsec/privacy/fippa_basics.html

Wilson, L. (2018, May 03). Everything You Need To Know To Get Started With PenPal Schools. Retrieved June 13, 2020, from https://hundred.org/en/articles/everything-you-need-to-know-to-get-started-with-penpal-schools

EDCI 337 Blog Post #2: Multimedia Design for Learning & More!

Theory

Topics 2 and 3 of EDCI 337 covered the subjects “where and how do we learn in general and/or with Multimedia” and “Multimedia Design for Learning.” These topics were supplemented by labs on sketchnoting, annotating content using ‘TechSmith capture’, and creating original Multimedia tools through the H5P toolkit. Scroll to the bottom of my post to check out my creations!

Photo by My Life Journal on Unsplash

Multimedia Design for Learning

When using Multimedia (audio, video, interactivity, typography, text, and stories) in the classroom it needs to be effective; in other words, “supported by strong scientific research” from researchers such as Mayer (Alexander, n.d.). Learning outcomes can be described as the “transfer of knowledge” or alternatively asked as a question of how can you transfer information so that you can recall and construct new knowledge? (Alexander, n.d.). The Principle of Multimedia that words and pictures are better for learning than words alone relies on the reduction of distractions, the management of essential processing, and the increase of generative processes (Alexander, n.d.; Pastore, 2018). The effectiveness of this principle also depends on student motivation, accessibility to technology, varying student abilities (eg/ vision/hearing impairments), and preference/authenticity to the learners (Pastore, 2018). A summary of all of the Principles of Multimedia Learning can be found here.

Where and How We Learn

Alexander reveals that over time, many of history’s prominent educational theories have progressed into models and paradigms (Alexander, n.d.). The Cognitive Learning Paradigm is made up of different theories such as the Dual Coding Theory and the Cognitive Theory of Multimedia Learning. Behaviourism, Constructivism, and Socio-Constructivism also are key educational models/movements that have moulded today’s knowledge of classroom behaviours and learning processes (Alexander, n.d.). These theories and their relevance to education and Multimedia will be exposed and built upon below.

Dual Coding Theory explains how the human brain stores information in two different forms: audio and images (MacMahon, 2013). There are two “short term channels“—one for visual and one for verbal information—that work to summarize concepts before moving them to longterm memory (Dumont, 2017; MacMahon, 2013). This theory is strengthened by the following principles:

  • Modality: visuals and narration is better than visuals and text
  • Redundancy: use only two inputs for clarity (eg/ text and audio or images and audio)
  • Coherence: leave out unnecessary stimulation (eg/ music, flashing colours/words, etc.)
  • Personalization: speak in a conversational style to connect with an audience

(MacMahon, 2013)

Photo by Product School on Unsplash

The Cognitive Theory of Multimedia Learning (CTML) encourages learners to make sense of the content they are presented with and build a coherent mental representation to create new knowledge (Sorden, page 2). CTML is based on three assumptions: the dual-channel assumption (the brain has separate auditory and visual channels), the limited capacity assumption (there is a limited amount of information that the brain can hold at one time—The Cognitive Load Theory), and the active processing assumption (people must listen for relevant information, construct it in an organized fashion, and apply prior knowledge to it) (Dumont, 2017; Sorden, pages 2-3).

We have three kinds of memory: “sensory memory” which allows us to perceive new information (that stays in our mind for less than .25 of a second), “working memory” that processes information (these few pieces of material are held in our minds for less than 30 seconds), and “long-term memory” which holds all of our knowledge for an indefinite amount of time (Dumont, 2017; Sorden, page 3). 

This article defines meaningful learning as an “active” process where the knowledge that is constructed can be applied to new situations such as “problem-solving transfer” (Sorden, page 6).

Photo by Robina Weermeijer on Unsplash

To see my work that went beyond the word count and read more about the “Laws of Learning,” the concept of flow, and view examples of Multimedia that support these theories and principles, please read more!

Photo by Sincerely Media on Unsplash

Alexander discusses Thorndike’s three main Principles of Learning, also known as the “Laws of Learning”, that when present, make learning more successful (Alexander, n.d.). They are related to knowing your learners and their environment (Alexander, n.d.).  

    • Readiness: the learner is interested and in a state ready to learn. 
    • Exercise: the learner repeats what they have learned multiple times.
    • Effect: a learner is more likely to want to learn when they get a reward for learning rather than a punishment. Educators must make sure their students associate learning with a good feeling.

(Alexander, n.d.).  

How could we as educators use Multimedia tools to support the “Laws of Learning”? Leave a comment below!

Photo by Tim Mossholder on Unsplash

A final aspect of how we learn involves the Concept of Flow (Khare, 2018; Spencer, 2017). “Flow” is when you are “in the zone” and able to tune out all distractions and time and place because of how engaged in a task you are (Khare, 2018; Spencer, 2017). Educators have realized how important this feeling is for learning so research has shown five factors that allow the state of flow to be achieved:

  1. The task needs to be something you love! aka Intrinsically rewarding
  2. Clear goals need to be set along with a feeling of progress
  3. Feedback must be given continually, immediately, and clearly
  4. Learners must have agency over the task. Must be in the Zone of Proximal Development!
  5. There needs to be “intense focus on the present moment”

(Khare, 2018; Spencer, 2017)

In school, we can facilitate “flow” by harnessing the power of Multimedia tools and providing opportunities for games and the gamification of subjects, free and personal inquiry researching time, differentiated instruction, and studentcentred teaching (Khare, 2018; Spencer, 2017).

Photo by Avel Chuklanov on Unsplash

Multimedia Supported By These Theories and Principles

H5P Toolkit: 

H5P allows the creation of interactive videos, presentations, games, and more. It is an accessible tool because of its availability on any web browser. However, creating Multimedia learning objects with H5P does not always mean they will be congruent with the Multimedia learning principles; you must always keep them in mind so the new tools are effective for your learners (McCue, June 11, 2020). If used correctly, the following principles can be supported: the signalling principle, the spatial and temporal contiguity principle, and the feedback principle (McCue, June 11, 2020). I can see this being a really interesting tool to use with intermediate and middle years classes. By giving them the opportunity to go at their own pace (segmenting principle) and learn  Check out my first H5P below!

Annotating:

Annotating is a useful Multimedia skill for “video tutorials, photos, screenshots, help, itineraries, etc” as it allows for easy integration of the following principles: signaling, spatial contiguity, and segmenting (McCue, June 9, 2020). Here you can find an annotated photo of my notes that I used to write this blog post!

Sketchnoting

Sketchnoting is an excellent Multimedia tool that allows for the support of the following principles when used effectively:  multimedia, split attention, redundancy, signalling, spatial and temporal contiguity, and segmenting. For my first try, I used information from Alexander’s podcast, Pastore’s video, and the H5P Lab. I found it difficult to put enough images in relation to the text in order to make my sketchnote look aesthetically pleasing. Sketchnoting is a technique that definitely helps you remember the content more than just typing it on a Google Doc like I usually do however, it is much more time-consuming. Despite the increased time and effort needed to sketchnote, it’s benefits are astronomical and I would love to attempt it again.

Click here and here to get a closer look at my sketchnotes! Thanks for checking out my (very long) blog post! I found this topic to be very interesting!

References

Alexander, K. (n.d).  How We Learn – Learning Theories [Audio podcast]. https://soundcloud.com/user-433569679/how-we-learn-learning-theories.

Alexander, K. (n.d). Learning Theories For Multimedia [Audio podcast]. https://soundcloud.com/user-433569679/learning-theories-for-multimedia.

Alexander, K. (n.d). Multimedia Design For Learning – Overview [Audio podcast]. https://soundcloud.com/user-433569679/multimedia-design-for-learning-overview.

Alexander, K. (n.d). Principles of Learning [Audio podcast]. https://soundcloud.com/user-433569679/principles-of-learning

Dumont, A. [Polimi OpenKnowledge]. (2017, September 13). A brief history of Learning Theories (Ariane Dumont). [Video file]. https://www.youtube.com/watch?v=fgnd4rj2pT8&feature=emb_title

Khare, K. (2018, April 24). The State of Flow while Learning. Retrieved June 12, 2020, from https://medium.com/a-teachers-hat/the-state-of-flow-while-learning-d1d15f332fa0

MacMahon, C. (2013, January 15). Dual Coding Theory & Multimedia Learning. [Video file]. https://vimeo.com/57440483

McCue, Rich. (2020, June 9). EDCI 337 Lab: Screen Capture & Annotation [Video]. Retrieved from https://www.youtube.com/watch?v=_x9aU5eUfPc

McCue, R. (2020, June 9). EDCI 337 Lab: Sketchnoting [Video]. Retrieved from https://www.youtube.com/watch?v=xxySeAj_GJs

McCue, R. (2020, June 11). EDCI 337 Lab 3: H5P – Create interactive content, Interactive Videos, Games, Quizzes & more [Video]. Retrieved from https://www.youtube.com/watch?v=y6D52JyrHAc&feature=youtu.be

Pastore, R. (2018, August 16). What is Multimedia Learning? What is Multimedia? [Video file]. https://www.youtube.com/watch?v=g-sknUVq1mk

Spencer, J. (2017, December 3). What is Flow Theory? What does this mean for our students? [Video file]. https://www.youtube.com/watch?v=iUsOCR1KKms&feature=emb_title

Sorden, S. D. (n.d.). The Cognitive Theory of Multimedia Learning. Retrieved June 12, 2020, from http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf.

Feedback on Lauren’s Blog Post #1

Lauren, I thoroughly enjoyed reading this blog post!

I like how your high school history teacher incorporated multimedia into their traditionally run (tests, lectures, notes, textbooks, papers) course. I noticed that my thinking differs from your teacher in the timing of when they showed the “CrashCourse” videos. My high school science teachers would present “CrashCourse” videos of the topic we were about to study right before we started the unit. I enjoyed how it gave us a sense of what was to come in a fun and interesting way. We could always go back to the video throughout the unit to brush up on certain topics as needed which I found very helpful. I like how you explained that these videos can be viewed at home to solidify concepts from lectures.

Something I wonder after reading this is if elementary school teachers use “CrashCourse Kids” as much as high schools use “CrashCourse”? It looks to be a great resource, thanks for introducing it to me.

As much as I personally find it very difficult to do, I agree with the importance of how you were tasked with giving a PowerPoint presentation with just visuals. I like how you described it as “an interesting step away from [traditional presentations]”; it is a great tactic for me to keep in mind while designing future powerpoints.

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