Week 4
Week 3
Week 2
Week 1
Author: ctant59
- What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
The video would require cognitive engagement from the students. Even though the video does not need a direct response from the students, it requires of them to listen attentively to comprehend what it is about. The video seeks to develop comprehension and understanding of motivation as a concept, so if students do not pay critical attention or engage in a different thing than focusing solely on the video, such goal might not be achieved.
2. In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Students are likely to respond to the video on their own by taking notes. By this, students would have a book and pen by them as they engage with the video to create their own notes out of it so they could go over later. Students might also pause and repeat part of the video to make sure the grasp important points. Some students might also reflect on the two types of motivation. For example, a student might relate extrinsic motivation to a scenario at home where a sibling either tidy up the living room simply because their father promised the sibling a new shoe (the shoe becomes the external factor or reason for his action), or to an intrinsic motivation to a day he decided to wash daddy’s car for no reward but just for the fun aspect of it (he did not wash the car to drive it, but his action was purely the fun or joy in doing that for his dad).
3. How could the video have been designed to generate more or better activity from viewers or students?
I think the video should have been designed to include interactive activities or features such as integrated quizzes in-between, which would pause the video after the definition of the motivation and talking about the two types for students to answer a few questions based on what was covered before proceeding to talk about other things in the video. This I think will promote greater engagement from the students to stay focused and interested in completing the video. This should also go with prompt feedback on the quizzes for students to know their progress.
4. How will you address any potential barriers for your students in the use of this video to ensure an inclusive design?
To address any potential barriers for the learners in the use of this video, I will give transcripts and subtitles of the video to students with hearing difficulties and provide substitute text-based resources which cover the same topic to learners who might have difficulty in accessing the video content. I think taking and putting in place these measures and/or alternatives will ensure an inclusive design.
Conclusion
I will use this video’s in-depth content to assist the students to actively and interactively study and promote a deeper understanding of motivation as a concept, its types and relevance to learning by including it into a structured learning activity.
References
Means, B. et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies Washington, DC: US Department of Education
Assignment #1: Learning Design Blueprint (Group work), https://motivationsanditsimportancesofteachingandlearning.opened.ca/
YouTube Video on Motivation and Its Importance. Retrieved from https://www.youtube.com/watch?v=rc-WTgbjJ6c
From the week’s materials, I have learned about the importance of seeking out learning barriers to make learning environments more inclusive and accessible. Identifying barriers in learning design instead of labeling the struggles of the learner is the foundation of planning with Universal Design for Learning (UDL) in mind.
Learning Activities from Our Blueprint and How I Will Adjust Them to Meet the Needs of My Learners in An Unexpected Event, like a Pandemic, The Training They will Need, and How The Training Will Be Carried Out.
From our Blueprint, we enumerated learning activities like; comparison chart, role-playing scenarios, and group discussions, just to mention a few.
(A) i. Comparison Chart: With this activity, in the event of an unexpected circumstance like a pandemic, we will make use of collaborative tools like Google Docs where students can create and work on their charts. Allowing students to share their screens during a virtual class to discuss and comment on their charts.
ii. Training and How It will Be Done: I will introduce learners to how to use of collaborative tools and making tutorial videos available on that, or through a live session, and use a session or two to practice with them how to share their screens during a virtual class.
(B) i. Role-playing Scenarios: For this, I will make use of Zoom and put learners in breakout rooms for their role-playing activities to be done in small groups. These activities will be recorded for a subsequent class discussion and feedback.
ii. Training and How It will Be Done: I will train my learners on how to join a group in breakout rooms on Zoom, give them guidelines and tutorials on how to record their role-play, and take them through privacy issues and the appropriate ways of sharing their contents. Since I can not do this in-person because learners will be at home or various locations, I will make available to them tutorial video(s) demonstrating and explaining the steps on how to join a breakout room on Zoom and explain the process involved in recording.
(C) i. Group Discussion: For group discussion, I will make use of virtual meeting platforms like Zoom, Google Classroom, or Google Doc to facilitate discussions among learners by making use of discussion boards.
ii. Training and How It will Be Done: I will make use of virtual mediums of meeting platforms for synchronous discussions and discussion boards for that of asynchronous discussions. I will give them a guide and video tutorials on how to use discussion boards.
In general, I will have an orientation session for learners on how to use the platforms or online tools we have decided to use. I will do so by making available to my learners audio-visual recordings of relevant things and steps they should know and follow. I will create a communication channel for all of them to put their difficulties and/or ask questions as we do by using “Mattermost.” This will enable me to engage with them and continue to offer them support as in when it is needed or for a friend or peer to help (thereby promoting peer tutoring).
Group Discussion as A Learning Activity, Barriers to Student Success, and How to Reduce Those Barriers.
- One major barrier to student success when it comes to group discussions as my chosen learning activity is “technical issues”, which has to do with poor internet connectivity, some learners not being familiar with the chosen virtual platform(s), and other issues with their electronic gadgets. Besides these issues, some learners may not even have access to an electronic gadget due to family financial status and location, let alone internet connections.
To deal with these issues, I will talk to learners to always test their devices before hand and make use of Wi-Fi for internet connection as it is better than cellular networks, if it is available to them. For those due to financial constraints who may not have a device to use, I will encourage them to pair with classmates within the same community or neighborhood who have access to electronic devices.
2. Another important thing which will act as a barrier impeding student success is the difference in time-zone as there is a possibility of students not being in the same geographical location(s) for their group discussion. This is a typical example of what a student posted on “Mattermost.”
To reduce this barrier, I will make available different or numerous discussion hours/times or put learners within the same time zone in the same groups. Also, I will make contributions to discussions flexible so that learners can provide recorded feedback or responses.
Conclusion
We can establish a more inclusive and effective learning environment by taking proactive measures to remove these possible barriers. By applying the principles of UDL, we make sure that all learners can access our instructional materials which will promote motivation and enhance academic achievement.
References
Assignment #1: Learning Design Blueprint (Group work), https://myedci335portfolio.opened.ca/2024/07/21/motivation-and-its-importance-to-teaching-and-learning/
Right to Education – Inclusive Education. (2014). Retrieved from Inclusiveeducation.ca website: http://www.inclusiveeducation.ca/learn/right-to-education/
Cooperative Learning
Overview
Prior to World War II, social theorists such as Allport, Watson, Shaw, and Mead began establishing cooperative learning theory after finding that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone. However, it wasn’t until 1937 when researchers May and Doob found that people who cooperate and work together to achieve shared goals were more successful in attaining outcomes, than those who strived independently to complete the same goals. Furthermore, they found that independent achievers had a greater likelihood of displaying competitive behaviors.
Philosophers and psychologists in the 1930s and 1940s such John Dewey, Kurt Lewin, and Morton Deutsh also influenced the cooperative learning theory practiced today. Dewey believed it was important that students develop knowledge and social skills that could be used outside of the classroom, and in the democratic society. This theory portrayed students as active recipients of knowledge by discussing information and answers in groups, engaging in the learning process together rather than being passive receivers of information (e.g., teacher talking, students listening).
What is Cooperative Learning?
Cooperative learning is an educational and instructional approach that involves groups of students working together to achieve common academic goals. Cooperative learning methodology prioritizes communication, collaboration, and mutual support among students, thereby promoting both individual and group learning. To foster an environment of success, it is the responsibility of each group member to assist peers in learning in addition to absorbing the material being taught. Students learning cooperatively can capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). With this approach, everyone success when the group succeeds.
Positive interdependence, individual accountability/responsibility, face-to-face interaction, social skills, and group processing, are five important characteristics or elements essential for cooperative learning, published by Johnson & Johnson in 1994.
Cooperative learning as a concept has been shaped and developed by various educators and researchers over time. Some prominent personalities/brains behind cooperative learning are:
- David W. Johnson & Roger T. Johnson, the Johnsons are widely recognized for their extensive work, research and contributions to cooperative learning.
- Robert E. Slavin, Robert is another influential person who has conducted extensive research on cooperative learning and its impacts on student achievement. He has developed various cooperative learning techniques and has written great books and articles on the subject.
- Dr. Spencer Kagan, another significant figure in the development and popularization of cooperative learning is Spencer Kagan. His contributions have been influenced particularly in creating practical strategies and structures teachers can use in their classrooms known as Kagan’s Structures, designed to promote student engagement and cooperative learning. His structures provide clear, easy-to-implement approach for organizing student interactions, ensuring that all students are actively involved in the learning process. Some notable Kagan Structures are: Think-Pair-Share, RallyRobin, RoundRobin, and Numbered Heads Together.
How Cooperative Learning aligns with our BluePrint Topic
I think cooperative learning aligns with our topic, “Motivation and its importance in teaching and learning” as it is a strategy that reduces competition and racial conflict among students, increases their self-efficacy and autonomy, as well as increases enjoyment of the learning experiences (which relates or sits well with intrinsic motivation). It also aligns well with some of the learning activities, as students are put in small groups to discuss the two main types of motivation and share their thoughts with the class.
Conclusion
I will conclude that, cooperative learning improves behaviors, helps students to develop social skills, teamwork skills, communication skills, and practice leadership skills. Cooperative learning boost engagement and achievement, closes achievement gap, improves students’ relations, and creates a more kind and caring learning environment. It is a valuable learning strategy when implemented effectively, can yield major educational benefits, promoting both academic and social development among students.
References
Schunk, D. (2020). Learning theories: An educational perspective (8th Ed.). Pearson, ps. 343.
Johnson, D.W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning, Educational Researcher, 38(5), 365-379.
Kagan, S. (1994). Cooperative Learning. Kagan Publishing
- From what you’ve seen of the course so far, and in the course outline, which of the assessment strategies in your reading this week are being used in this course?
From what I have come across and seen in this course so far, and that of the course outline, I can say that a few effective assessment techniques which I have come across in the week’s readings, are being used.
Firstly, the objectives which the course seeks to accomplish are clearly and precisely enumerated at the beginning of the course outline, making we the students/learners know what is expected of us, and prepare and work towards achieving them. This, I think link to what Conrad and Openo (2018) said, “Learning outcomes serve as the roadmap to course content.”
Also, I have seen that the course outline demonstrates that we the learners are provided with different opportunities to submit drafts in the form of “blogs” before turning in our final work. This again also sits well with Conrad & Openo’s opinion that, “Assessment works best when it is ongoing,” that is to say, “Formative Assessment,” (2018). This type of assessment allows students to practice and apply the feedback they get to refine and build upon their work.
In addition, this course is making use of peer assessment, by allowing our colleagues or members of a Learning Pod/Group to engage with each other’s work, (not with the intention to criticize). By going through each other’s work (block reflection) and providing peer reviews, we are actively participating in our own assessment, which portrays self-assessment. According to Conrad & Openo, “Peer assessment encourages students to play a more active role in the assessment of their own learning,” (2018).
2. Which are not being used?
As I have stated earlier above, per my observations and understanding, this course is highly making use of formative assessment, an assessment that focuses on progress during a lesson, unit, or a course, and provides timely, specific, and constructive feedback for both instructors and students to adapt and improve teaching and learning, and NOT summative assessment, which turns to evaluate students’ learning or quality at the end of an instructional period or term by comparing it against a standard or a set benchmark.
Also, Conrad & Openo suggested the use of multiple types of assessments, but I seem to feel that this course/class/online session is only focusing on just one: the interactive learning resources. Service learning, where “Learners leave the classroom and engage in meaningful and authentic work in a community setting, as spoken about by Conrad & Openo, is not being used as well.
3. What Learning Theories (from week 1) do these connect to?
I can relate or connect these assessment strategies to the “Constructivist Learning Theory” from week 1, which emphasizes “Creating meaning from experience” (Ertmer & Newby, 2013). This course makes use of interactive activities, like designing an interactive resource, which makes it possible for students to construct knowledge. Also, reflective exercises and peer collaborations further support this approach by motivating students to actively engage with the material and apply their understanding. Collaborative work also aligns with the cognitivist learning theory as students require complex cognitive skills like “thinking” and “problem-solving,” (Ertmer & Newby, 2013)
4. How does it compare to other courses you’ve taken in your studies?
Comparing the EDCI 335 course to other courses I have already taken, the previous courses also had clear learning objectives/outcomes which gave me a clear understanding and idea of what I will be assessed on. There was collaboration through group discussions, and group work and group presentations, which at the end of each presentation, members present in class were asked to comment and share their thoughts on the presentations (peer assessment). They made use of the major learning theories, but we were mostly allowed to take control of our learning process. Key skills, like problem-solving, critical thinking, monitoring, adaptation among others which are crucial to this course were needed in my previous courses too.
References
Conrad, D., & Openo, J. (2018a). Assessment strategies for online learning: engagement and authenticity. In Assessment strategies for online learning (1st ed.). Athabasca University Press.
https://doi.org/10.15215/aupress/9781771992329.01
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71
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