This is a beginner course of moon and its phases. The topic is about teaching the words related to the moon in unit 1; the definition and characteristics of phases of the moon in unit 2. The goal is to allow students have a better understanding of how the moon moves and gain a new perspective on star patterns.
Lesson Student Demographic
This course is intended for students who are interested in space and the changes of the moon and stars. The minimum age for this course would be recommended to Grade 4 students. Also, this course is also created for students who are English language learners.
Lesson Objectives
Students will know the definition, the process of phases of the moon, including its color and shape appears changes. And they will know its rule with regard to the month changes.
Methods of Instruction
There are a variety of multimedia methods and materials used in this course.
Customized Video Lesson
Google Form Short Essay Questions
YouTube Video
Online Discussion Form
Google Form Quiz
According to Mishra & Koehler (2006), TRACK models emphasize the importance of technology and knowledge. When we teach in the technology-enhanced assessments, students would tend to participate in the class more actively. In the lesson design, I include two discussion forum in both unit 1 and unit 2, since I consider the most effective feature of online learning is the online discussion forum in LMS. It is a communication tool for students from different social backgrounds to interact with each other. I set the discussions as asynchronous ones. Therefore, students have more time to search supportive examples and then organize their expressions appropriately. And I require students to reply at least one classmate. Then they can get inspired by others’ posts.
Section 2 Phases of the Moon Lecture
Pre-assessment
Students will take this pre-assessment about anything related to the moon. This counts to 10% to your grade. The purpose of doing this assessment is to inspire students with a brainstorming bubble for the word “Moon”.
When it comes to the layout design, according to McCue (2021), Canva is a popular tool to create info graphics. Therefore, I use this tool to create the lecture video to educate students on the words about the moon and the phases of the moon.
When I was working on this presentation, I paid more attention to its visual layout as well as background and font colors. According to Merrill’s the sixth design principle, white space is like the silence part in the musical composition. I added larger white space between each lines. The design of white space can make each information distinguished from each other. In addition, According to Merrill’s second principle, colors can be used to stand out the contents form the background. I alternately use black and white background colors. When I use the black background colors, I use bright yellow as titles; while I use the white background colors, I use black font colors. In this way, I can pop out the main ideas to make sure readers can see the information at first.
As for the content design, I am inspired by Bloom’s Taxonomy, which breaks students’ cognitive processes in six levels, respectively remembering, understanding, applying, analyzing, evaluating, and creating. As it is shown in the presentation, I organize the activities based on these steps.
I make use of gamification and apply the game “World of Warcraft” to the course about the Phases of the Moon. World of Warcraft can be a useful tool in teaching phases of the moon. The game’s day and night cycle can be used as a visual aid to demonstrate the different phases. For example, during a full moon in the game, the night sky is bright and the moon appears full. The application of game can boost active learning in the class.
Kurt, S. “Instructional Design Models and Theories,” in Educational Technology, December 9, 2015. Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/ Dr. Serhat Kurt, Instructional Design Models and Theories. February 17, 2021.
Merrill on Instructional Design – (5 min)- Merrill is one of the pioneers of modern instructional design thinking from a problem-centred perspective. He reflects here in particular on multimedia design and delivery.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
I am very impressed by your summary of active learning in useful ways, such as videos, interactive multimedia, podcasts, infographics and social media. Active learning ways can engage learning experiences and encourage students to actively participate in exploring the knowledge.
However, I did not think deep about the importance of scaffolding in teaching before. As you said, scaffolding can break complex tasks into smaller and more manageable steps. I totally agree with that especially for students of lower grades or ELLs . In my opinion, As the children’s level of comprehension and production increases, the adults move their output level slightly higher, just as construction workers build the scaffolding of a building higher and higher until the building is strong enough to stand alone. When it refers to teaching, it is the temporary assistance by which a teacher helps a learner to know how to do something, so that the learner will later be able to complete a similar task alone. For example, before the class, the teacher can show students a related video, and asked them warm-up questions. These scaffolding steps can arouse ELL’s interests in today’s class topics. And the scaffolding is very effective for teachers to support beginning ELLs.
In week 10, we mainly learn about some effective theories to evaluate multimedia and multimedia tools. Sometimes, teachers need to combine with several theories to determine if a specific multimedia is the most cost-effect.
Bates (2019) proposes SECTIONS, which refers to students, ease of use, costs, teaching functions, interaction, organizational issues, networking, and security and privacy. It is a rather comprehensive teaching system includes the technology and educational environment. Teachers would access the technology about its advantages or disadvantages before class. After accessing the technology, teachers would implement it to make the class most effective for students.
Mishra & Koehler (2006) illustrate TRACK model, which refers to technological, pedagogical and content, knowledge. It emphasizes on students’ understanding of knowledge and describes some effective pedagogical practice in technology-enhanced learning environments. This model is more likely related to formal K-12 classrooms.
From my perspective, both these two models enable teachers to identify suitable technological ways to evaluate multimedia. TRACK model lays more emphasis on teaching knowledge with appropriate technological and pedagogical methods, while SECTIONS is more like a checklist for teachers to access and implement the technology they used in the class.
In week 11, we mainly focus on how to use multimedia in the in-class activities to boost active learning. Active learning is an educational approach that encourages students to engage with and take responsibility for their own learning. Active learning can increase student engagement, motivation, and retention. I am very impressed by Bloom’s Taxonomy, which breaks students’ cognitive processes in six levels, respectively remembering, understanding, applying, analyzing, evaluating, and creating. It reminds me of the lesson plan draft. I actually follow these six levels to improve students’ active learning. Firstly, I ask students the meaning of the moon and how a star moves to check if they remember the vocabulary. Secondly, I ask students to define the vocabularies in their own words in order to check their understanding. Thirdly, I invite students to apply what they have learnt, such as finding examples and performing the scenes. Fourthly, I ask students to outline the features of the phases of the moon and make a brief chart, to practice their analyzing ability. Fifthly, I ask students what they would recommend for the contents to evaluate if they master the knowledge. Sixthly, I allow students design a creative vocabulary notebook in groups. I strongly believe that Bloom’s Taxonomy provides teachers with a guide for creating lesson plans that address different levels of thinking and learning, and helps students develop critical thinking skills.
In addition, I also access to some examples of multimedia to support active learning, such as Energy 3D, Pressbooks, Discord and so on. Among all of them, I am interested in H5P most. It is convenient for teachers to develop various media content, including quizzes, presentations, games and so on. Also, there are a range of templates and teachers can customize according to students’ level and interests. I tried to create one institutional image to guide students. However, when exploring H5P, I still have many questions. I wonder if it’s possible to just build a plain HTML page with the H5P functionality built in, then upload it as a standalone learning object within the LMS. In the future, I can spend more time studying the tool of H5P and try to make it a positive tool to promote active learning.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
I chose the video I created in EDCI 339 and upgrade it with the current understanding of multimedia learning principles in this course. The goal of this video is to instruct the definition of science fiction.
I have changed some elements based on multimedia principles and theories. Firstly, I changed the opening page. Mayer (2014) proposes in the multimedia principles that engaging visuals can increase the effectiveness of the video. I thought the previous one was not intriguing enough and did not outstand that this is my personal instructional video.
Secondly, I have changed the background and font colors for many times. In the end, I decide to change the purple and black background to white or black. The font colors are mainly the high-contrast colors, which can highlight the content. According to Merrill’s second principle, colors can be used to stand out the contents form the background, emphasizing the main ideas to make sure readers can see it at first glance.
When I was changing colors, I also left more negative space in the video to represent the contents. I try to use the high-contrast colors to experiment the visual effects to create a distinct visual form to engage viewers.
When it comes to the elements that I do not change, I decide not using the background music. Mayer (2014) proposes the coherence principle and argues that when teaching, teachers should not include too much non-related elements in the lesson plan, such as background music. Secondly, I did not upgrade the three parts in contents. According to Mayer (2014)’s Segmenting Principle, it is important to keep the video short. Shorter videos helps the audience to choose the topic and makes it easier for the audience to process the information and retain it. Therefore, I do not change the previous three parts, including H.G. Wells’ original descriptions about sci-fi, definition approaches, and popular definition from Professor Jon Paul Henry. Each part is still about 2 minutes.
In terms of accessibility and equity, I get inspired by the practical design choices in week 4. I use a simple and plain language to define science fiction. And I upload the revised video through Google Drive and choose the option that everyone can view and comment. Viewers can have full playback controls according to their pace.
Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 279-315). New York, NY: Cambridge University Press.
Merrill on Instructional Design – (5 min)- Merrill is one of the pioneers of modern instructional design thinking from a problem-centred perspective. He reflects here in particular on multimedia design and delivery.
I am very glad that you have explored these different AI tools and further created these pictures based on your personal preference. I am surprised by your creation about hamster in space domains. I still remember when I was young, I had to spend too much time in image matting, mixing with the favored elements and integrating in the background. But nowadays, AI tools have changed our previous process of creating pictures. Teachers can design visual teaching materials that are both effective and convenient. Even if those who have little or no experience in graphic design can easily create various learning materials. Overall, AI tools have transformed the way teachers create visual aids for learning materials. Also, they offer a range of customization options and are highly flexible for teachers.
After reading week eight’s reading materials, I realize that artificial intelligence (AI) is instrumental in creating a more inclusive learning environment by incorporating Universal Design for Learning (UDL) principles and reducing cognitive load.
When it comes to inclusive learning, AI contributes to support UDL implementation by providing individualized learning pathways, personalized content, and assessments. Through AI, teachers can cater to every student’s unique learning requirements and offer them customized educational experiences. What’s more, AI can improve inclusivity in education by removing cognitive overload. AI can reduce cognitive stress by providing streamlined educational material that is customized to the student’s performance level. Furthermore, AI can record student progress and uses that data to offer personalized feedback aimed at reducing cognitive overload. The use of AI within UDL is an important factor when attempting to create an inclusive learning environment that caters to each student’s unique needs and abilities.
In a word, AI is really beneficial for teachers to create an inclusive learning domain. But at the same time, we have to keep in mind that teachers and students have to co-create class guidelines regarding the use of AI in the classroom (Anselmo & Eaton, 2023). AI should be used to improve students’ learning experience, instead of reducing interaction in the class. When it comes to week 9, I have learnt some useful storytelling techniques to create a short story. For example, according to Mayer’s Segmenting Principle, it is important to keep the video short. Shorter videos helps the audience to choose the topic and makes it easier for the audience to process the information and retain it. Also, it is necessary to engage learners in the videos through posing questions or asking them to solve problems. It is in accord with Merrill’s first principles about problem-centered and application. With these theories in mind, I try to draft a storyboard about a teacher making friends with a student with Autism.
The Storyboard Draft
References
Anselmo, Lorelei & Eaton, Sarah Elaine (January 2023) Teaching and Learning with Artificial Intelligence Apps, Taylor Institute for Teaching and Learning
Effective educational videos | Center for Teaching | Vanderbilt University (15 min) – Applying Merrill’s and Mayer’s principles to creating effective video for learning.
I totally agree with you that incorporating video games into the multimedia class can really enhance students’ learning efficiency. Merrill illustrates the importance of problem-solving, task-centeredness, and authenticity in learning and Mayer also encourages to incorporate video games in learning. Games contain different elements, such as stories, rules, scenes and so on. When students believe that they are playing a game, they can easily shift themselves into the magic circle of imagination and have a sense of self efficiency. In this situation, they are learning and applying the knowledge talked in the class unconsciously. For example, games like “Halo” can encourage students to develop critical thinking ability. As for teachers, if we put the idea of incorporating games into curriculum design in a similar way, students would study and then meet different levels of questions and problems. Then they need to work together or independently to achieve a brand new barrier.
In addition, you have mentioned the lesson about reducing plastic waste in the school or community. I think you can use Merrill’s principles to create an infographic to arouse people’s attention in plastic reduction. When you make this poster, you would have a better understanding of these principles!
From week 5 and week 6, I have learnt certain useful and effective theories of media to help teachers approach interactive and multimedia teaching. It is important for them to use instructional design models to ensure the multimedia lessons go well.
There are certain obvious characteristics of instructional design models. For example, it is a must for teachers to design the class as learner-centered, goal-oriented, empirical elements with team effort (Kurt, 2015). Teachers should take these elements into consideration when they design a lesson. During the process of making multimedia lesson plan, teachers should also remember some rules of making PowerPoint. For example, we have to remember that we can never try to put more than two ideas or six objects in a slide, which actually relates to cognitive load theory. When teachers keep these in mind, they would improve students’ effective learning in the class.
What impressed my most is to create an infographic with Canva. Canva is a popular tool to create infographics (McCue, 2021). After practicing the activities based on the requirement, I created a poster as below.
My Poster about Characteristics of Instructional Design
When I was making this infographic, I paid more attention to its information source, visual layout as well as background and font colors.
Firstly, I added the information source under the title. It is basic to respect for the original and tell readers where the information is obtained. In this way, I can show readers that I have done related research by listing source and raise the reliability of the poster. Secondly, I added larger white space between each characteristics. According to Merrill’s the sixth design principle, white space is like the silence part in the musical composition. In the poster, the design of white space can make characteristics distinguished from each other. Thirdly, I have changed the background and font colors for many times. In the end, I decided to use red-like and white colors. According to Merrill’s eighth principle, bright colors can make certain elements or information pop. Also, I designed the title letters into white with colored background flames and used black font colors in text. According to Merrill’s second principle, colors can be used to stand out the contents form the background, emphasizing the main ideas to make sure readers can see it at first glance.
References
Kurt, S. “Instructional Design Models and Theories,” in Educational Technology, December 9, 2015. Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/ Dr. Serhat Kurt, Instructional Design Models and Theories. February 17, 2021.
Merrill on Instructional Design – (5 min)- Merrill is one of the pioneers of modern instructional design thinking from a problem-centred perspective. He reflects here in particular on multimedia design and delivery.
Same as you, I have used text to speech many times. I often use it as a learning tool to improve my listening skills. Especially before bed, I do not want to spend too much time reading with my eyes, I would use this tool and listen to the script. This is a way of learning and I can follow the scripts as shadow exercise.
In addition, I am very impressed by your explanation of the UDL guidelines. You clearly describes the three elements and support with your personal experience. I agree with you that representation allows students to control the speed of presentation according to their learning habits and absorption. As for me, I prefer to pause the online videos and take notes on some important knowledge. UDL guidelines are really effective for diverse learners. With the impact of the multimedia input knowledge, learners would unconsciously express their output through text, videos, images and other multimedia ways.
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