Category: Edci335

From this week’s materials, I learned that integrating technology into education is complex and multifaceted, requiring a careful balance to optimize learning outcomes. Interaction, whether between students, teachers, or content, is a critical component of effective learning environments. The materials highlight the evolution of educational technology, from early tools like teaching machines to modern platforms like social media and generative AI, illustrating both their potential benefits and challenges.Key insights include the importance of active learning, supported by frameworks such as the SAMR model and Anderson’s equivalency theorem, which guide educators in making informed technology choices. Ethical considerations, such as data privacy and algorithmic bias, are paramount when implementing tools like Turnitin and Proctorio. The use of social media in education offers opportunities for global engagement and collaboration but also poses risks related to privacy and content quality.Universal Design for Learning (UDL) principles are emphasized to ensure technology meets the diverse needs of all learners, promoting accessibility and inclusivity. Overall, the materials underscore the need for a thoughtful, well-informed approach to educational technology, balancing its potential to enhance learning with the necessity of addressing its limitations and ethical implications.

I chose a YouTube video about our topic “The Importance of Motivation in Learning.” You can watch it here . Vedio The video offers valuable insights into how motivation can significantly impact both teaching practices and student learning outcomes.

1. What kind of interaction would the video require from your students?

The video requires students to engage actively by watching and listening to the explanations and examples provided about motivation in education. It inherently pushes students to think about their own experiences and reflect on how motivation has affected their learning or teaching practices.

2. In what way are they likely to respond to the video on their own?

Students are likely to respond by taking notes on key points, pausing to reflect on personal experiences related to motivation, and perhaps jotting down questions or insights to discuss later. They might also consider how the concepts presented could be applied in their own teaching or learning environments.

3. What activity could you suggest that they do after they have watched the video?

After watching the video, I would suggest an activity where students create a short reflection essay or blog post about how motivation has played a role in their educational journey. They could also develop a mini lesson plan or teaching strategy that incorporates motivational techniques discussed in the video. This activity would help develop their reflective and practical application skills.

4. How would students get feedback on the activity that you set?

Students could submit their reflection essays or lesson plans via our learning management system, where peers and I could provide feedback. Additionally, we could use an online discussion forum where students share their insights and receive comments and suggestions from their classmates. This peer feedback process promotes a collaborative learning environment and helps students refine their ideas.

5. How much work for you would that activity cause?

The activity would require a moderate amount of work, mainly in reviewing and providing constructive feedback on each student’s submission. However, incorporating peer reviews can distribute the workload and provide diverse perspectives for students. This method is manageable and worthwhile, as it fosters active engagement and deeper understanding of the topic.

6. How could the video have been designed to generate more or better activity from viewers or students?

The video could include interactive elements such as embedded questions or prompts that require immediate responses, encouraging active participation throughout the viewing. Additionally, providing case studies or real-life examples where viewers can pause and discuss in groups would enhance engagement and understanding.

Comment link :

EDCI 335 BLOG #4

From this week’s materials, I learned the importance of designing inclusive learning environments that cater to diverse needs by identifying and removing barriers rather than focusing on individual limitations. Using technology to facilitate different types of learner interactions—learner/learner, learner/material, learner/instructor, and learner/self—can significantly enhance engagement and learning outcomes. Effective assessment of these interactions requires alignment with learning outcomes and thoughtful design to ensure meaningful and equitable evaluation. Tools like collaborative platforms, online dashboards, and reflective prompts can help track and support learner progress. Overall, embracing Universal Design for Learning (UDL) principles and providing multiple means of representation, action, expression, and engagement can create a more inclusive, supportive, and effective educational experience.

Blog Prompt: Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

Let’s focus on this learning activity from my blueprint : “Case study analysis: Examine real-world educational scenarios and identify the types of motivation at play.”

Potential barriers to student success for this activity might include:

1. Lack of real-world experience: Some students may struggle to relate to or understand complex educational scenarios if they have limited exposure to diverse learning environments.
2. Difficulty in identifying subtle motivational factors: Students might find it challenging to distinguish between different types of motivation, especially in nuanced real-world situations.
3. Varying levels of prior knowledge: Students may have different levels of understanding about motivation theories, which could impact their ability to analyze the case studies effectively.
4. Time constraints: Depending on the complexity of the case studies, students might feel rushed or overwhelmed if not given sufficient time to analyze and reflect.

To adjust the current plan and reduce these barriers, consider the following modifications:

1. Provide context and background: Before presenting the case studies, offer a brief overview of common educational settings and challenges. This can help students with limited real-world experience better understand the scenarios.
2. Scaffolding the analysis process: Create a structured worksheet or guide that walks students through the process of identifying motivational factors. This could include prompts or questions that help them focus on key elements of motivation.
3. Pre-assessment and differentiation: Conduct a quick pre-assessment to gauge students’ understanding of motivation theories. Based on the results, you could provide additional resources or simplified case studies for those who need extra support, while offering more complex scenarios for advanced learners.
4. Collaborative analysis: Implement a think-pair-share approach where students first analyze the case study individually, then discuss their findings with a partner, and finally share with the larger group. This allows for peer learning and support.
5. Extended time and multi-session approach: Consider breaking the case study analysis into multiple sessions. In the first session, introduce the case and allow time for initial analysis. In subsequent sessions, dive deeper into the motivational factors and discuss potential strategies to address the situations presented.
6. Real-world connections: Encourage students to relate the case studies to their own experiences or observations. This can make the activity more relevant and engaging.
7. Provide a diverse range of case studies: Ensure that the scenarios represent a wide variety of educational contexts and motivational challenges to cater to diverse student experiences and interests.

Here is my comment for KALE and Const.

EDCI 335 Blog#3

BLOG POST#3

Overview of Open Pedagogies

Open pedagogy refers to educational practices that involve engaging students in the creation of learning materials, often with an emphasis on sharing and collaboration. This approach leverages open educational resources (OER) and fosters a participatory, student-centered learning environment. Key characteristics of open pedagogy include:

• Collaboration: Encourages learners to work together, sharing knowledge and resources.
• Creation: Students actively create content, contributing to the learning materials used by others.
• Transparency: Learning processes and outcomes are open and accessible to all participants.
• Flexibility: Adaptable resources and activities that can be customized to fit diverse learning needs.
• Empowerment: Students take ownership of their learning, making decisions about how to approach tasks and projects.

Constructivism and Open Pedagogies

• Constructivism posits that learners construct knowledge through experiences and interactions with the world around them. It emphasizes active learning, where students engage in problem-solving, critical thinking, and applying knowledge in meaningful contexts. Key elements of constructivism include:
• Active Learning: Engaging students in hands-on, experiential learning activities.
• Social Interaction: Learning through collaboration and discussion with peers.
• Contextual Learning: Connecting new information to prior knowledge and real-world contexts.
• Reflective Thinking: Encouraging learners to reflect on their experiences and thought processes.

Open pedagogies align well with constructivist principles in several ways:

• Collaboration and Social Interaction: Both approaches emphasize the importance of learners working together, discussing ideas, and building knowledge collectively. Open pedagogies naturally incorporate group projects, peer feedback, and collaborative content creation, which are essential in a constructivist framework.
• Creation and Active Learning: Open pedagogies encourage students to create learning materials, which involves active engagement and application of knowledge. This aligns with constructivist ideas that learning is most effective when students are actively involved in the learning process.
• Transparency and Reflective Thinking: By making learning processes transparent, open pedagogy promotes reflection. Students can see how their contributions fit into the broader context, reflect on their learning journey, and adjust their understanding based on feedback and self-assessment.
• Flexibility and Contextual Learning: Open pedagogy’s adaptability allows for the incorporation of diverse perspectives and real-world contexts, which is crucial for constructivist learning. Students can connect new information to their existing knowledge and apply it in various scenarios.

Application to my Topic: Motivation and Its Importance in Teaching and Learning

• Collaboration: Students could work together to explore different theories of motivation, share their findings, and create a comprehensive guide on motivational strategies for educators. They could also collaborate on case studies, analyzing real-world examples of effective motivational techniques in classrooms.
• Creation: Learners might develop various resources such as videos, infographics, and blog posts explaining different motivational theories (like Maslow’s hierarchy of needs or Deci and Ryan’s self-determination theory) and practical ways to apply these theories in teaching.
• Transparency: The process of researching, creating, and refining these resources can be documented and shared openly. This allows for continuous feedback from peers and instructors, fostering a community of practice where everyone learns from each other.
• Flexibility: The project can be tailored to include different motivational challenges and solutions from various educational contexts, making the learning more relevant and contextual for the students. For instance, they could explore motivation in online learning environments, in STEM education, or in diverse cultural settings.

By aligning the teaching approach with constructivist principles through open pedagogy, students not only learn about the importance of motivation in teaching and learning but also develop essential skills in collaboration, critical thinking, and content creation. This method empowers them to take ownership of their learning and apply motivational strategies in real-world educational settings.

Here is the comment link for BLOG#2 from Kale

EDCI335 Blog Post #2 About Experiential Learning and Open Pedagogies(Comments link at the bottom)

Assessment Strategies Used:

Formative Assessment:

• Blog Posts: Students are required to write multiple blog posts throughout the course (e.g., Blog Post #1: Learning, Motivation, and Theory/Assessment; Blog Post #2: Learning Design). This ongoing task allows for continuous reflection and feedback, which aligns with formative assessment principles.
• Peer Reviews: The course includes a peer review of the Interactive Learning Resource draft. Peer assessment is a powerful formative strategy, encouraging students to engage critically with each other’s work and learn from their peers.

Summative Assessment:

• Learning Design Blueprint: This is a significant submission due in Week 3 that likely carries considerable weight in the overall course grading.
• Final Interactive Learning Resource: The final version of this resource, due in Week 6, serves as a comprehensive summative assessment of students’ ability to apply the principles and strategies learned throughout the course.

Authentic Assessment:

• Interactive Learning Resource: Developing an interactive learning environment is an authentic task that simulates real-world applications of learning design principles, aligning with the strategy of using tasks that mirror professional practice.

Reflective Assessment:

• Blog Posts and Reflective Exercises: These tasks encourage students to reflect on their learning experiences, connect theory to practice, and engage in metacognitive activities.

Assessment Strategies Not Used:

1. Service Learning:
   • The course does not include a component where students engage in community-based projects or service learning, which is a notable authentic assessment strategy mentioned in the readings.
2. Portfolios:
   • While students develop an Interactive Learning Resource, there is no mention of compiling a comprehensive portfolio of their work over the course. A portfolio could provide a broader picture of their learning journey.
3. Exams or Quizzes:
   • The course outline does not indicate the use of traditional exams or quizzes as part of the assessment strategy.

Connection to Learning Theories:

1. Constructivism:
   • The emphasis on blog posts, reflective exercises, and the development of an interactive learning resource aligns with constructivist theories. These activities require students to construct their own understanding and knowledge through active engagement and reflection.
2. Social Constructivism:
   • The peer review process and collaborative nature of some tasks reflect social constructivist principles, highlighting the importance of interaction and collaboration in the learning process.
3. Behaviorism:
   • The course appears to have minimal reliance on behaviorist strategies, such as traditional exams or quizzes that reinforce learning through repetition and reinforcement.

Comparison to Other Courses:

Similarities:

• Reflective and Formative Assessments: Many courses incorporate reflective assignments and formative assessments, similar to the blog posts and peer reviews in EDCI335. This approach is consistent with promoting deeper learning and continuous improvement.

Differences:

• Authentic Assessment Focus: places a strong emphasis on authentic assessment through the creation of an Interactive Learning Resource, which is less common in traditional lecture-based courses that might rely more heavily on exams and quizzes.
• Absence of Traditional Exams: Unlike many other courses that use midterms and finals, this course does not include traditional exams, reflecting a shift towards more practical, real-world assessments.

Specific Examples and Theories:

• Use of Blog Posts and Peer Reviews:
  • Example: In Week 2, students write a blog post about learning theories and assessment, then receive feedback.
  • Theory Connection: This strategy aligns with constructivist theories by encouraging students to actively engage with and reflect on course content. It also incorporates social constructivist elements by including peer feedback.
• Interactive Learning Resource Development:
  • Example: Students design and develop an interactive learning environment as their final project.
  • Theory Connection: This task is grounded in authentic assessment principles and connects to constructivist theories by requiring students to apply their knowledge in a practical, meaningful way.

Here is the comment link for the BLOG#1 from Kale.

EDCI335 Blog Post #1

What is your preferred mode of remote communication? Email or mattermost

What are your communication strengths?  peace

What are your communication weaknesses? Where would you like to grow?  short of creative . Be more active

Do you consider yourself an introvert or extrovert? introvert

What time zone are you in? Pacific time zone

What time of day do you prefer doing academic work?  after 8 PM

When you are upset do you tend to share this with others or keep it to yourself?  keep it myself.

What do you like about group work?  efficient

What don’t you like about group work?  fairness

What else would you like your team to know? Nope.