Vyshu

Historia is a learning system that is based on gaming. It encourages active learning through group discussions, which guides students to research history on their own instead of relying on the instructor. This learning system satisfies both student-centred learning (UDL) and problem-based learning (Merrill’s First Principles of Instruction) systems, but it mainly focuses on student-centred learning, as students have reported positive experiences from this approach.

Although the scenes from the video show that students use books and computers to research history, it is unclear whether using a computer is the primary method of researching historical knowledge. One significant issue that requires further improvement is the organization of group members. Each student has a fill-in-blank handout for group discussion, but other group members may be unable to view written responses from each other.

The majority of the courses I have taken in the past have utilized passive learning methods. Nevertheless, after enrolling in EDCI337 this semester, I have realized that the teaching techniques employed in this class are primarily active learning. Each week, we are introduced to new software or strategies and are given the opportunity to explore how to use them on our own. I have found that this type of learning environment has allowed for a more profound and lasting retention of the course material.

To improve the group assembly process, multimedia tools that allow access to more than one person would be beneficial. For example, Mattermost could be used so that group members can discuss their opinions on the research topic and report their status. Planning the content for the project is also crucial, and multimedia tools for conceptual mapping could be used to facilitate this process. This would allow students to share their research information in a template, making it easier for group members to see and review.

I have also created a simple H5P Activity :

References:

[1] University of Victoria: Educational Technology. (2022, October 29.) W9: Active and Passive Learning. https://edtechuvic.ca/edci337/2022/10/29/w9-active-and-passive-learning/

In educational institutions, guidelines should be put in place that prioritize ethical considerations. Factors that should be considered include the potential impact of AI on students and teachers, the risks and benefits of using AI, and the need to ensure that AI is used in a way that is aligned with the institution’s values and mission.

The use of AI tools in education has the potential to create a more inclusive learning experience by providing personalized support to students with diverse learning needs. For example, AI-powered tools can offer recommendations based on students’ individual learning styles, preferences, and performance data. However, there is a risk that some students may be excluded if they do not have access to the technology or if the technology is not designed to accommodate their specific needs.

Ethical concerns with AI tools are data privacy, bias, transparency, and accountability. For example, there is a risk that AI algorithms may reinforce existing biases in the data, leading to discrimination and inequality. Therefore, it is essential to ensure that AI is designed and used in a way that is fair, and transparent, and that appropriate regulations and policies are put to safeguard students’ privacy and rights. I have tried using chatgpt for my sister to narrate a story:

During my recent learning, I have come to realize that storytelling is an incredibly effective method of teaching. It has the ability to engage learners and keep them focused on the subject matter. With this in mind, I intend to use this method to share my knowledge of film camera usage, which I have acquired throughout this semester. Presented below is my script:

Script for my storyboard: It is about creating an app which helps hikers or nature lovers do the easiest hike or the smallest hike they wanted. For using the app I’ve used a person called Jane as an example. The description is written below each picutre describing the scenarios.

References:

[1] UNESCO. (2019). Ethics Guidelines for Trustworthy AI. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000372938.

[2] Wang, Y., & Zhu, X. (2021). Ethical issues in artificial intelligence for education: A systematic review. Computers & Education, 166, 104162.

[3] Jones, K. M. L., & Salomon, E. (2019). The ethical implications of using artificial intelligence in education. Educational Technology & Society, 22(2), 1-11.

My experience with video game learning support is, it improved my engagement, motivation, and retention of information. Some commonly applied principles in in-game support include Mayer’s principles of multimedia learning, such as the use of relevant and meaningful graphics, narration, and interactive elements. Merrill’s principles of instructional design, such as providing real-world problems and encouraging active participation, are also commonly applied.

In terms of an authentic problem to design a lesson using Merrill’s principles, you could create a lesson on sustainable agriculture. The problem could be designing a sustainable farm that maximizes crop yield while minimizing environmental impact. To support this lesson, you could create multimedia elements such as interactive simulations of different farming practices, videos of successful sustainable farms, and infographics on the environmental impact of different farming practices(shown below).

To ensure that learners with visual impairments have access to the same information in an online setting:

• Use high-contrast colours: This will make it easier for learners with low vision to distinguish between different elements on the page and use clear fonts making it easier for learners with dyslexia or other reading difficulties to read the text
• .We can provide alternative text descriptions for images which will allow screen readers to describe the content of the images to visually impaired learners.
• We should also make sure that all content is accessible via keyboard for users who cannot use a mouse but can still navigate the site.
• Use captions and transcripts for videos: This will allow learners with hearing impairments to access the content.

References:

[1] Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons. 

[2] Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. [3] Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 K-12 edition. The New Media Consortium.

[3]Center for Teaching and Learning, University of Oregon. Making Online Learning Accessible. Available from: https://ctl.uoregon.edu/resources/making-online-learning-accessible/.

[4] Moz.com. 7 Factors of Website Accessibility for the Visually Impaired. Available from: https://moz.com/blog/7-factors-of-website-accessibility-for-the-visually-impaired.[5] Web Accessibility Initiative, World Wide Web Consortium. Web Content Accessibility Guidelines (WCAG) Overview. Available from: https://www.w3.org/WAI/standards-guidelines/wcag/.

Of the 12 principles of the cognitive theory of multimedia learning, the principle known as the “multimedia principle” seems the most intuitive. This principle states that people learn more deeply from words and pictures than from words alone. The principle of coherence also seems intuitive, which proposes that multimedia materials should present information in a clear, concise, and organized manner.

One surprising principle is the “redundancy principle”, which suggests that presenting the same information in multiple formats can lead to cognitive overload and interfere with learning. Another surprising principle is the “modality principle”, which proposes that presenting information in both visual and auditory formats can be more effective than just presenting it in one format alone.

When I was creating a screencast, the principles of coherence and signalling were kept in mind. Coherence was used to ensure that information was presented in a clear and organized manner, while signalling was used to draw attention to important information in the screencast. I have created some screencasts, and below is one of them.

The UDL guidelines, in media and multimedia, can play a significant role in a learning environment designed with UDL principles in mind. The UDL guidelines recommend offering information in multiple formats, such as text, images, video, and audio, to accommodate learners with varying abilities and preferences. Media and multimedia can help make information more accessible, engaging, and meaningful for all learners. 

In terms of promising practices for text, images, and video, many are in alignment with UDL guidelines. For text, the use of headings, bullet points, and clear and concise language can help learners navigate and comprehend information more easily. For images, providing alternative text descriptions and captions can help learners with visual impairments and provide context for all learners. For video, using closed captioning, providing transcripts, and incorporating interactive elements can help learners access and engage with the material more effectively.

Inclusive design, to me, means creating products, environments, and systems that are accessible and usable by everyone, regardless of their abilities or disabilities. Inclusive design aims to remove barriers and promote equal opportunities for all individuals, and it can be achieved by considering diverse needs and perspectives throughout the design process.

References:

[1] Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

[2] Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31-48). Cambridge University Press.

[3] Mayer, R. E. (2001). Multimedia learning. Psychology Press.

[4] Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

[5] CAST. (2018). UDL guidelines version 2.2. Retrieved from http://udlguidelines.cast.org/

[6] Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.