Miss G's Blog

My Education Journey

#EDCI339 Assignment 3: Digital ePortfolio

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On July 28, 2020

In edci339 ~ assignment #3

Part 1: Completion of and Reflection About 4 Different Optional Course Activities 

Optional Activity #1: Webinar with Dr. Barbara Brown

I was inspired to join the webinar by Dr. Barbara Brown as my first optional topic because I was unfamiliar with how teachers could foster relationships in an online setting. Prior to this presentation, I did not believe that this was possible, however, Dr. Brown exemplified numerous ways to support student relationships which has completely changed my perspective of online learning.

I created a mindmap that summarizes the key points of Dr. Barbara Brown’s seminar.

Optional Activity #2: Padlet Discussion Board

I have created this infographic to summarize my experience using Padlet for my second optional activity. I asked the question: How might we support students who have learning designations in an online setting who may not be able to work independently in an online setting? What are some tools that teachers have used to work with those students, especially throughout the pandemic?

Created using Canva.

Optional Activity #3: Slack Conversation

Please watch the YouTube video below which summarizes my experience using Slack to communicate with classmates. To read my initial post on slack, look at the picture below! I wanted to participate in this conversation as I was curious about what my peer’s responses would be like!

My first post on our #EDCI339 class discussion board.

Optional Activity #4: #EDCI339 Twitter Chat 

I chose to take part in the EDCI 339 Twitter Chat as I had never used Twitter before, and I was curious as to how a social media platform could support meaningful discourse in an academic setting. I was pleasantly surprised by how quick, efficient, and inspiring it was to connect with my fellow classmates and discuss relevant topics and gain their perspectives.

Sketchnote of class twitter chat from July 23rd, 2020.

Part 2: Updated and Revised Blog Post #3

Click on the links below to access my three original blog posts!

  1. Blog Post #1
  2. Blog Post #2
  3. Blog Post #3

I decided to revise my third blog post for the final assignment. Click here to view evidence of the updated blog and the edits I made to it. 

Topic #3 Blog Post

As educators, it is our responsibility to provide equal opportunities for all students and do our best to meet their needs despite social, cultural, or economic backgrounds. Challenges often arise when moving to an online setting as discussed in topic 2, the importance of fostering relationships. This week’s readings provide key examples of how to reach out and support all students in meaningful and relevant contexts.

Photo by NeONBRAND on Unsplash

In chapter 43 of the “Handbook of Research on K-12 Blended Learning Second Edition”, Bashman et al. (2018) discuss the framework of Universal Design for Learning (UDL) which was initially developed as “an approach for ensuring the effective inclusion of students with disabilities and diverse learning needs” but now applies to all learners (p.477). One of the main objectives of UDL is “harnessing technology and instructional practices to remove barriers in curricula and across
 learning environments”(Bashman et al., 2018, p.480). The UDL guidelines have been broken down into 3 main principles: why, what, and how of learning. 

  1. Multiple means of engagement refers to the “ways to support the affective state and motivational connection to learning”(Bashman et al., 2018, p.483). This may look like giving students autonomy, agency, and motivation with tasks or assignments around the classroom. 
  2. Multiple means of representation refers to the“ways that we sense and perceive information “recognition” networks that occupy the posterior regions of the brain”(Bashman et al., 2018, p.483). An example of this might be adding subtitles to videos so that students who are learning English can read along. 
  3. Multiple means of expression and action refers to the “ways that we organize and execute strategies and actions through executive and motor cortices that occupy the frontal lobes”(Bashman et al., 2018, p.483). A teacher can allow students to represent their learning in a different format such as a video instead of an essay. 

Please watch this quick video that explains the UDL Guidelines and how they benefit all types of learners!

In the second reading, Kral and Schwab (2012) discuss the eight design principles taken into consideration when designing a learning environment. The focus of this article is on Indigenous youth in Australia and their “access to resources and a space that is conducive to the enactment of literacy practices” (Kral & Schwab, 2012, p.59). I think this is a critical aspect that Canadian educators must consider as there is a large population of Indigenous students who need a safe place to create, explore, and learn with access to proper resources and supportive teachers. These concepts are also supported by O’Shea et al (2013) who state that “educational disparities between Indigenous and non-Indigenous are manifold and similarly reflect a range of social, cultural, and economic imperatives” (p. 394). In this article, the authors reflect upon the AIME program (Australian Indigenous Mentoring Experience), where mentors  “encourage continued participation in education and to consider university as a viable life goal” (p.392).  I think that Indigenous students in Canada could utilize a program such as AIME to further their education. Many rural cities in Canada may not have subject area experts and I think having a digital mentorship program where students could connect over their passions with experts could be very successful.

Here is a list of the eight design principles for Indigenous learning spaces and some of the key takeaways I gathered from the reading.

The third website looks at how online learning has impacted classrooms during the current Covid-19 pandemic. Selwyn (2020) discusses some of the problems that have arisen over the past several months with a quick adjustment to online learning. He highlights how emotionally challenging online learning can be and how “the limitless and abundant nature of digital technologies, teachers and students are finding that remote online schooling requires clear boundaries in order to be manageable” (Selwyn, 2020). It is easy to be overwhelmed by the capabilities of the internet, but in order to deliver authentic learning experiences, teachers must prioritize the emotional well-being of their students. Selwyn further comments on the concept of mental health and the toll it has taken on both staff and students. Taylor and Graham (2020) look at the COVID 19 pandemic and how teletherapy “offer[s] the advantage of providing relatively easy access to services typically at lower cost compared to traditional face-to-face” (p.1155). Teachers must remember that students are also humans with fears and worries and while we are not mental health professionals, we can be the contact person to connect them to resources. I am curious to learn more about the impact of the pandemic on students and how the return to class progress will affect everyone.  

That concludes my assignment three “Digital ePortfolio”. Please watch the video below as I reflect on my experience in EDCI 339 and my personal connections to Topic 3!

– Ms. G 🙂

Resources for Optional Activities and Blog #3 Re-Write

[AHEAD]. (2017, November 2). What is Universal Design for Learning (UDL)? [Video]. YouTube. https://www.youtube.com/watch?v=AGQ_7K35ysA

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.

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

Gagnon, K., [Tedx Talks]. (2012, October 17). Learning to listen: Karyn Gagnon at TEDxWinnipeg [Video]. YouTube. https://www.youtube.com/watch?v=xJRmuC6ba1c

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

Martin, J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom: Practical Tools for the Online Instructor. Journal of Educators Online, 16(1), n1.

O’Shea, S., Harwood, V., Kervin, L., & Humphry, N. (2013). Connection, challenge, and change: The narratives of university students mentoring young indigenous australians. Mentoring & Tutoring: Partnership in Learning, 21(4), 392-411. doi:10.1080/13611267.2013.855863

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

Smeda, N., Dakich, E., & Sharda, N. (2012). Digital Storytelling with Web 2.0 Tools for Collaborative Learning. In Okada, A., Connolly, T., & Scott, P. J. (Ed.), Collaborative Learning 2.0: Open Educational Resources (pp. 145-163). IGI Global. http://doi:10.4018/978-1-4666-0300-4.ch008

Taylor, C. B., Fitzsimmons‐Craft, E. E., & Graham, A. K. (2020). Digital technology can revolutionize mental health services delivery: The COVID‐19 crisis as a catalyst for change. The International Journal of Eating Disorders, 53(7), 1155-1157. doi:10.1002/eat.23300

Topic #3 ~ Blog Post

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On July 19, 2020

In edci339 ~ blogs

As educators, it is our responsibility to provide equal opportunities for all students and do our best to meet the needs of all students despite social, cultural, or economic backgrounds. This may seem like an evident part of teaching, but challenges may arise when moving to an online setting as we discussed in topic 2 the importance of fostering relationships. This week’s readings provide key examples of how to reach out to students and support all in meaningful and relevant contexts.

In chapter 43 of the “Handbook of Research on K-12 Blended Learning Second Edition”, Bashman et al. (2018) discuss the framework of Universal Design for Learning (UDL) which was initially developed as “an approach for ensuring the effective inclusion of students with disabilities and diverse learning needs” but now applies to all learners (p.477). One of the main focus points of UDL is “harnessing technology and instructional practices to remove barriers in curricula and across
 learning environments”(Bashman et al., 2018, p.480). The UDL guidelines have been broken down into 3 main principles which help to understand the why, what, and how of learning. 

  1. Multiple means of engagement refers to the “ways to support the affective state and motivational connection to learning”(Bashman et al., 2018, p.483). This may look like giving students autonomy, agency, and motivation with tasks or assignments around the classroom. 
  2. Multiple means of representation refers to the“ways that we sense and perceive information “recognition” networks that occupy the posterior regions of the brain”(Bashman et al., 2018, p.483). An example of this might be adding subtitles to videos so that students who are learning English can read along. 
  3. Multiple means of expression and action refers to the “ways that we organize and execute strategies and actions through executive and motor cortices that occupy the frontal lobes”(Bashman et al., 2018, p.483). A teacher can allow students to represent their learning in a different format such as a video instead of an essay. 

Check out this quick video that elaborates on some of the key components of UDL!

In the second reading, Kral and Schwab (2012) discuss the eight design principles taken into consideration when designing a learning environment. The focus of this article is on Indigenous youth in Australia and their “access to resources and a space that is conducive to the enactment of literacy practices” (Kral & Schwab, 2012, p.59). I think this is a critical aspect that Canadian educators must consider as there is a large population of Indigenous students who need a safe place to create, explore, and learn with access to proper resources and supportive teachers. This will ensure equity amongst students as designing an inclusive space can promote collaboration and connection.

Photo by NeONBRAND on Unsplash

The third website looks at how online learning has impacted classrooms during the current Covid-19 pandemic. Slewyn (2020) discusses some of the problems that have arisen over the past several months with a quick adjustment to online learning. He highlights how emotionally challenging online learning can be and how “the limitless and abundant nature of digital technologies, teachers and students are finding that remote online schooling requires clear boundaries in order to be manageable” (Slewyn, 2020). It is easy to be overwhelmed by the capabilities of the internet, but in order to deliver authentic learning experiences, teachers must prioritize the emotional well-being of their students. I hope to learn more about how to teachers find a balance between synchronous and asynchronous learning opportunities in a distributed or open learning environment.

– Ms. G 🙂

Resources

[AHEAD]. (2017, November 2). What is Universal Design for Learning (UDL)? [Video]. YouTube. https://www.youtube.com/watch?v=AGQ_7K35ysA

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

Topic #2 Blog Post

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On July 14, 2020

In edci339 ~ blogs

The evolution of the various theoretical trends in the educational system across the past decade has shaped the way in which we approach teaching and learning today.  Prior to this topic, I had studied some of the theories presented by historians, but now, I can see how their theories have changed, and apply to learners. Growing up as a student in BC, I had the opportunity to participate in some online learning, which allowed me to gain some insight into the possibilities of open education. 

In the first reading, Roberts et al. (2018) describe open educational practices as the “ability to enable educators and students to learn with and from each other through sharing and remixing the content they co-create” (p.527). The concept of distributed learning spurs from ideas proposed by historians such as John Dewey (1938) who believed “learning for all in democratic spaces and posited that it was the role of educational institutions to support and build learning experiences within these learning environments” (Roberts et al., 2018, p.528). Dewey wanted schools to be collaborative spaces for students to work, which is a critical aspect of open and distributed learning today. Moreover, the article defines open education practices as described by Butcher and Wilson-Strydom, as they highlight the 8 main principles:

  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. cost-effectiveness

                                (Roberts et al., 2018, p.529)

These principles demonstrate how open learning could be used to develop distance learning. Open learning allows students to excel beyond the traditional access in a classroom and explore resources not normally accessible. With the development of technology, our ability to connect, share and support other learners can go far beyond the classroom limits. The article also identifies the four levels of sharing in Open Education:

  • Macro – global level (Will I share openly?)
  • Meso – community/network level (Who will I share with?)
  • Micro – individual level (Who will I share as?)
  • Nano – interaction level (Will I share this?)

                          (Roberts et al., 2018, p.531-532)

I think it is important for each learner to consider these levels and how much they want to share with others in an open learning context. There is a concern in schools that open learning does not comply with the FIPPA guidelines and teachers must be considerate of that. In the second article, Barbour and Labonte (2018) discuss the importance of eLearning in Canada and how provincial “ministries develop their curriculum to respect the unique geography, history and culture of their regions”(p.601). I was surprised to hear that BC has almost 70,000 students registered in online courses (Barbour & Labonte, 2018, p.606). Online learning allows students from around the country to connect helps students have equal opportunities that may not have been possible due to barriers such as location.  

Photo by Headway on Unsplash

Furthermore, we learned about the four major learning theories: Behaviourism, Cognitivism, Constructivism, and Connectivism. According to Bates (2014), he states that behaviourism has an“emphasis on rewards and punishment as drivers of learning, and on pre-defined and measurable outcomes”(para 13). In regards to open and distributed learning, behaviourism does not support connectivity. The theory of cognitivism focuses on the understanding of student “thought, decision-making, emotions, and the ability to express ideas through social discourse” (Bates, 2014, para 16). This contrasts with the concept of constructivism which also values student emotions but suggests the learner “consciously strive for meaning to make sense of their environment in terms of past experience and their present state” (Bates, 2014, para 31). I would agree that one of the best forms of learning is having students reflect on their experiences and use that knowledge for the future. The final theory, connectivism, is a relatively new concept where the teacher’s role is to “provide the initial learning environment and context that brings learners together and to help learners construct their own personal learning environments” (Bates, 2014, para 40). I believe that this is the direction education is heading in, especially as educators start to value inquiry-based learning and have students be at the forefront of their learning journey. I am curious to learn more about Connectivism, and how we as educators can exemplify this type of educational system.

– Ms. G 🙂

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/.

Roberts, V. [Verena Roberts]. (2020, July 10). Topic 2 EDCIA04 [Video]. YouTube. https://www.youtube.com/watch?v=B3Nek-T4vFw&feature=emb_logo

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.

The Audiopedia [The Audiopedia]. (2018, March 20). What is OPEN LEARNING? What does OPEN LEARNING mean? OPEN LEARNING meaning & explanation [Video]. Youtube. https://www.youtube.com/watch?v=vFoFIegEx7c

Topic #1 Blog Post

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On July 9, 2020

In edci339 ~ blogs

According to Dr. Barbara Brown from the University of Calgary, the foundation of a positive classroom environment is built upon positive teacher-student relationships (Zoom, July 8, 2020). Prior to this topic, I was unaware of the possibilities of fostering relationships with students through a digital platform. My only experience with online learning took place in high school where, unfortunately, there was little interaction with the teachers and it was simply up to the students to complete the work with little guidance. Since the pandemic, I have had the opportunity to learn more about online communication with students through my aunt who is a grade 3 teacher. However, the two readings we analyzed this week provided an insight into how to effectively support students and maintain healthy relationships.

In the first article by Dikkers (2018), the author highlights the necessity of having a “social presence in an online learning environment as “social interactions within online learning environments [are] key to learning” (p.509). She discusses the three types of interactions “learner-learner, learner-instructor, learner-content” which was proposed by Moore in 1989 which focuses on higher learning environments but can be directly applied to all ages (Dickers, 2018, p.511). Understanding the types of relationships that form in the classroom allows teachers to adapt to the need of the students. The article further continues discussing the evolution of the “Social Presence Model” developed by Whiteside, Dikkers, and Lewis which outlines five aspects supporting online learning which include the following: “affective association, community cohesion, instructor involvement, interaction intensity, knowledge and experience” (p.513). By considering these five areas, teachers can provide students opportunities by fostering relationships and creating a safe digital community. 

In the second article by Regan and Jesse (2019), the authors look into the ethical concerns behind the use of data that is used to sort and track students. Before this article, I was completely unaware of how a computer can hold a bias against an individual and potentially discriminate against a student. The article states “there is a danger that passage of laws framed as protecting student privacy and addressing only some of the ethical concerns will give the public a false sense that there are no other ethical considerations” (Regan & Jesse, 2019, p.179). The six ethical concerns in this article are the following: “information privacy, anonymity, surveillance, autonomy, non-discrimination, and ownership of information” (Regan & Jesse, 2019, p.167). When using a digital platform, one must consider how a company uses this information. In BC schools, we must abide by FIPPA guidelines and ensure that whatever website or program we use meets the standards set out by the district. Furthermore, Regan and Jesse exemplify the importance of understanding how personalized learning is influenced by the information and data submitted by students (2019, p.168). The concerns date back to the 1950s where “student tracking
 resulted in classrooms that were often divided by race, ethnicity, gender and class” (Regan & Jesse, 2019, p.168). This continues to occur through online platforms as personal learning programs may not provide an equal opportunity or support for all students. 

After reflecting on this week, I hope to learn more about the ways in which we as educators can promote a positive social presence for primary students (K-3). 

– Ms. G 🙂

References 

Garrett Dickers, 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.

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 

EDCI 337: Group Evaluation of a Multimedia Application

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On June 26, 2020

In edci337-app

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

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On June 23, 2020

In edci337-remix

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 seen above is an example 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.

– Ms. B, Ms. G, Ms. L. McLean, Ms. A. McLean

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

Group Evaluation of a Multimedia App (Proposal)

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On June 18, 2020

In edci337-app

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. 

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

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/.

Individual Website Review: Canva

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On June 16, 2020

In edci337-app

Canva

For my individual app review, I have decided to explore the use of the web application “Canva”, a multimedia graphic design tool that allows users to create various designs using a combination of images, shapes, and words (Canva, n.d.). Canva comes pre-set with a variety of templates and free images that users can utilize to create digital projects such as posters, journals, cd covers, presentations, and infographics (Canva, n.d.). Over the past several years, I have relied on Canva to create an assortment of posters and projects to exemplify my understanding of topics. I find it is easy to and would be a perfect tool for students to use in the classroom. I love that they have pre-made templates already designed to the size of what you need. If I were an instructor, I would encourage students to possibly use the Instagram sized template and have them create a post on a subject. As a teacher, it is important to engage students and use technology that is relevant to the student.  

Created by Heather Gustavsson using Canva in Lab #4

Through this website, users can create their own multimedia design object as it includes many of the multimedia learning principles. These principles were developed by Richard E. Mayer, the author of the book “The Cambridge Handbook of Multimedia Learning”. The first one evident through Canva is the Multimedia Principle, where “learning with words and pictures is more effective than learning with words alone” (Butcher, 2014, p. 174). If a teacher wanted students to recall something in the future, they could use Canva to create a poster or brochure combining words and pictures together. This also ties into the Split Attention principle when creating a design object, one must  “avoid materials that require learners to split their attention between, and mentally integrate, multiple sources of information” (Ayres & Sweller, 2014, p. 206). It is more effective to create a design with the text and images combined as opposed to separate as it forces people to remember the information from another source and then apply that to the new source.  The next multimedia learning principle is Signaling. In chapter 11 of the handbook, Van Goh (2014), discusses how a design should explicitly indicate the key parts you want the learner to grasp (p. 206). An example could be highlighting, bolding, underlining, or change the font of a word to make it stand-out. On Canva, they utilize bolding by creating categories for people to find the templates, and when creating a design, you can alter the text size, colour, transparency, and font. Furthermore, this ties into the Spatial Contiguity principle as it suggests “words and pictures are presented near rather than far from each other on the page or screen” (Mayer & Fiorella, 2014, p. 280). Through Canva, you can easily re-configure both text and images on the same page to keep information concise and together. The final multimedia learning principle exhibited in Canva is Collaboration. The “share” features on Canva allows users to work on a design with one or more people, or simply share their creations with others. One thing to note is that in chapter 23 of the handbook, the collaboration principle is only effective if the task is cognitively challenging (Kirschner et al., 2014, p. 547). If a user considers all 5 of these principles when creating their graphic design, they will be creating a more effective design tool that supports cognitive development.  

Below, I used the University of Western Ontario’s education evaluation rubric to evaluate Canva as a multimedia design tool. Feel free to click on the rubric to see how I assessed the app in more specific categories. Overall, the app has a lot of positive aspects, however, the concern lies with the privacy of user’s information and where it is stored. I read through the privacy policy and they do store your information provided when registering for an account, so I believe more research is necessary before allowing use in the classroom. Other than privacy concerns, this application has a lot of positive benefits and could be an excellent resource for students in regard to multimedia design!  

https://drive.google.com/file/d/1O-BFNoeB_kZEeBMH1ffiiHPBzGBX46O3/view?usp=sharing 

 – Ms. G 🙂

Reference List 

Ayres, P., & Sweller, J. (2014). The Split-Attention Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 206-226). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.011 

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 

Canva. (n.d). Homepage. Canva. Retrieved June 15, 2020, from  https://www.canva.com/ 

Canva – Design Anything. (2019, December 9). Introducing Canva – Graphic Design Has Changed [Video]. https://youtube.com/watch?v=CE7KTszVCRU&feature=youtu.be

Kirschner, P., Kirschner, F., & Janssen, J. (2014). The Collaboration Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 547-575). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.027 

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369 

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. doi:10.1017/CBO9781139547369.015 

Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/

Van Gog, T. (2014). The Signaling (or Cueing) Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 263-278). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.014 

 

Blog Post #2 ~ Multimedia Principles and Design for Learning

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On June 14, 2020

In edci337-blog

Over the past week, I had the opportunity to delve into the key concepts of multimedia and how it may be implemented in an academic setting. With the introduction of topic 3, we first looked at what the multimedia learning principles are, and how they were developed. The 12 principles were first introduced by Richard E. Mayer, who wrote “The Cambridge Handbook of Multimedia Learning” and discussed various ways in which you can make multimedia learning more effective (Mayer, 2014). As stated during lab 3, Rich McCue brought up the fact that “a couple of these multimedia principles can be contradictory” (McCue, June 11, 2020) and those specific circumstances require different applications of these principles.

In Dr. Ray Pastore’s Youtube video, I found it interesting that he chose to present his understanding of multimedia learning, yet ignored many of the principles he said were important. He ignored three very critical principles:

  1. “Modality principle: People learn better from graphics and narration than from graphics and printed text.” (Pastore, August 18, 2020)

  2. “Redundancy principle: People learn better when the same information is not presented in more than one format.” (Pastore, August 18, 2020)
  3. “Embodiment Principle: People do not necessarily learn better when the speaker’s image is on the screen.” (Pastore, August 18, 2020)
I believe that the reason for Dr. Pastore or anyone attempting to create a multimedia design failure to support all of the principles is because it depends on the objective of that design. In his video, he chose to include more text than images but used his slides as brief notes which he then discussed in greater detail. While this contradicts the three principles above, he felt it was necessary for his presence to be seen on screen by viewers. When designing a multimedia learning object, you have to consider who is your audience, and what is the most effective way to teach them. In this video, Dr. Pastore chose to take a simple approach and emphasized the audio over the visual. This possibly could lead to an overload of the auditory channel (as discussed in the “Dual-Coding Theory”), but he used life experiences to engage the audience and brings makes it more realistic.

In topic 3, were we asked to watch the video above and incorporate Sketchnoting, where you combine words and images to take notes about a particular topic (McCue, June 9, 2020). This is a non-digital form of using a multimedia tool to benefit the learner and incorporates the following principles: “multimedia, modality/split attention, redundancy, signalling, spatial and temporal contiguity, signalling, and interactivity affect”. If you view the image below, you can see how I used images to support the terminology I needed to understand. I found that using sketch notes for this video allowed me to summarize the key parts of the video without writing down word-for-word what was being said. As someone who often writes notes word for word, this format is a time saver and will help me store the information in my memory better.

My first attempt at Sketchnoting.

Another example of a multimedia design we discussed was the use of HP5. I have shared the link to the video I created from the lab on Thursday. I had a bit of trouble originally working with HP5, but I think with more practice, this could be a very beneficial tool to use in the classroom!

– Ms. G 🙂

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369

McCue, R. (2020, June 9). EDCI 337 Lab: Sketchnoting [YouTube]. 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 [YouTube]. Retrieved from https://www.youtube.com/watch?v=y6D52JyrHAc&feature=youtu.be

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

Feedback Post ~ Sarah Bjelde

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On June 8, 2020

In edci337-feedback

Sarah Bjelde’s Blog

After reading your blog, I loved how detailed and thorough you were when reflecting on multimedia learning you have participated in/would like to learn more about. I also really like how you add definitions of some of the key terms from topic one. Something I am wondering after reading your post is how might we utilize new technology without overwhelming students. I know I am often overwhelmed by using new websites or apps that I am not familiar with, but without spending time discovering new resources, how can we determine better resources to support their learning? Furthermore, you discussed the idea of collaborative learning through brainstorming which I completely agree with! This concept tied in perfectly to the concepts in Topic 2. In the YouTube video “A brief history of Learning Theories” by Ariane Dumont, she touches on a relatively new term known as “Socio-Constructivism” which suggests one of the best forms of learning is first independent thought, then discussion with others (Dumont, 2017). Often times, I feel that students have such great ideas and can be inspired by their peers through conversation. In this new era of education, it is our job as educators to foster creativity and encourage students to think outside the box and create the impossible!

Photo by Austin Distel on Unsplash

– Ms. G 🙂

Polimi OpenKnowledge. (2017, September 13). A brief history of Learning Theories (Ariane Dumont) [Video]. YouTube. https://www.youtube.com/watch?time_continue=164&v=fgnd4rj2pT8&feature=emb_logo

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