I typed K-pop culture into the search bar of Tencent Video, and then I found a video that talked about how K-pop has taken the world by storm in a short time. This video describes the development of K-pop culture from the aspects of South Korean movies and TV dramas, music, clothes, food, and so on. After watching the video, students can respond to the video by leaving a comment below. There is a comment section at the bottom of the video where all viewers can leave their thoughts and opinions in the comments section. At the same time, it can also communicate with other viewers and video publishers. I suggest setting a voting area at the bottom of the video, allowing learners to vote on the reasons for the development of the Korean wave in their minds. In this way, the video publisher can get centralized feedback, so as to understand the learners’ thoughts and the purpose of interactive learning. This will apply to the design techniques of the web page to complete the voting area setup. At the same time, learners can also see the choices of others in the voting area, so as to get to know their thoughts in time. Both the designer and the learner will use the medium of the video site to set up and get feedback. As for how to design a video to allow the audience or students to participate in more or better activities, I think it is possible to put some questions at the end of the video that can make the audience think, and then let the audience post their thoughts in the comments section below the video. In this way, the audience will not only be thinking while watching the video so that they can better participate in the activity
Category: EDCI335
I think PowerPoint is a very good form of Interactive Learning Resource. When I read the document, I can understand the key points you emphasized in a very simple and direct way. It is also very interesting and a good start. Before introducing the interactive learning resources, you first provided some discussion for me to follow along with your ideas. That’s very good. Before I understand this resource, I can think about these questions, which will help me to understand this resource in a deeper way.
In the design of other contents, I think you have done a great job, not only the clear introduction of the text but also other resources such as pictures, which are enriched the interactive learning resources. In the technology use, you wrote about the universal design for learning which was all about supportive and inclusive practices in classrooms. And I thought maybe you could give some examples of what it means, and reconnect it with classroom inclusion so that it’s a little bit more clear to us as readers.
For your assessment plan, you designed it to make us think and our statements must be answerable with “yes”, “no”, or “I will try”. It’s a very good idea. But perhaps you might consider in the activity section: “Choose your bear request from each group member and have them read it out for the group to respond to.” You can design some parts that can be completed by a single person. Because of the current epidemic, we may have some problems in time and distance to contact our team members.
Overall I think the interactive learning resources in Pod 5 are very interesting. You have chosen an instructional approach that is very much in line with your topic, and you have used text and pictures, and videos to explain and analyze it. The assessment plan also revolves around the theme, so that readers can deepen their understanding and think about the theme through the evaluation plan.
Currently, the world is in the midst of a COVID-19 pandemic, and people have to be isolated from their homes for safety reasons. Many schools have switched from offline teaching to online teaching, including our school. For those people, emergency remote learning is the most convenient and needed way for them to learn the course. Emergent remote learning is an online, hybrid, remote, distributed or mobile learning environment designed by educators. It is very suitable for learners who, for some reason, cannot do face-to-face teaching. At the same time, online education can overcome the limitation of space, no matter how far away, as long as there is a network, classroom teaching can be carried out. Some teachers and students are not in the same city, or even in the same country, and they can still teach in the classroom. Overcoming this distance also saves parents the conflict of picking up and dropping off their children and commuting. During the epidemic, parents do not have to worry about the health and safety of their children who go to school alone. And online education can overcome the time limit. For students, especially primary school students, learning attention is limited, may be distracted in a few minutes when listening to the class, may just miss the important content. Online education can solve this problem very well, infinite playback, perfect solution.
Because this form of teaching is a special measure under special circumstances, there are still problems that need to be adjusted and constantly improved. For example: at the beginning, some teachers and students are not skilled in operation; Mobile company guarantee is not in place; The course arrangement is wrong, and the course content and presentation are rough. o solve these problems, there are some suggestions as follows: 1. Choose your learning platform carefully. 2. Online teaching should adopt different forms of organization and implementation according to the actual situation. The teaching content should refer to the school’s daily teaching situation and consider the development of students’ learning ability and character cultivation. It should also pay attention to students’ pre-learning, let students keep up with the pace of teachers’ teaching, use various ways to increase the interaction between teachers and students, and guide students to focus on independent learning. 3. Manage your study time scientifically.
Inquiry-based learning is based on the basic goal of “cultivating students with an attitude of never being satisfied and pursuing excellence, and cultivating students’ ability to discover, propose and solve problems”. Students from the study life and social life to obtain a variety of topics or project design, design and production of works as the basic carrier of learning; The basic content is the scientific research methods learned in the whole process of raising and solving problems, the rich and multi-faceted experience, and the scientific and cultural knowledge acquired; Under the guidance of teachers, the basic teaching form is to carry out research independently by students in the way of inquiry-based learning. Inquiry-based learning is different from comprehensive courses, although in many cases, it involves comprehensive knowledge, it is not a comprehensive course of several disciplines, nor is it equivalent to activity courses. Although it is an independent activity carried out by students, it is not a general activity, but a subject research activity based on scientific research. It is also not equivalent to problem courses. Although it also takes problem as the carrier, it is not receptive learning, but inquiry-based learning as the main way of learning. Inquiry-based learning is divided into three key points：
- Inquiry-based learning is a kind of practical education and teaching activity.
- Inquiry-based learning emphasizes the connection and application of knowledge.
- Inquiry-based learning can fully mobilize students’ interest and enthusiasm in learning.
The essence of inquiry-based learning is to let students experience the process of knowledge generation and formation. To enable students to learn to use their mental work independently. In the process of personal inquiry, students experience setbacks and failures, twists and turns, success and excitement. This learning experience is the basis for them to understand the nature and spirit of science. Inquiry-based learning guides students to acquire knowledge or information independently, which is of great significance to students’ learning, life-long learning, and sustainable development.
In this chapter, here are three theories to help us understand the science behind learning behavior: behaviorism, cognitivism, and constructivism.
Behaviorists work with reinforcement and feedback to develop habits in their learners. It focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement are more likely to recur in the future. Behaviorists think environmental conditions are most important. What the learner needs to do in this case is to make the desired response to the behaviorist goal stimulus. What the learning designer needs to do is to determine which cues can arouse the learner’s response and arrange the environment and conditions.
Cognitivism work with the learner to help them uncover and use appropriate learning strategies and make connections to prior understandings. It more focuses on the conceptualization of students’ learning processes and addresses the issues of how information is received, organized, stored, and retrieved by the mind. It tends to impart and guide learners’ understanding methods, while also emphasizing the role of environmental conditions in promoting income. Therefore, the designer’s main task is to make the new information be effectively absorbed in the learners’ cognition and get feedback, determine the most effective way to construct new information and make use of the learners’ previous abilities and knowledge.
Constructivists believe that learners make their own meaning and interpretations based on individual experiences and interactions. Constructivists think what we know of the world stems from our own interpretations of our experiences. They more focus on creating meaning not acquiring it. Both learner and environmental factors are important. Instead of teaching learners direct facts about teaching, learning designers will specify instructional methods and strategies, and then encourage learners to construct their own understanding.
All three are very effective methods for learning, and the methods and theories used vary according to the level of the learner. Because What might be most effective for novice learners encountering a complex body of knowledge for the first time, would not be effective, it is important to formulate different strategies and use different learning theories according to the experience of the learning designer and the level of the learning learner.