Author: sophielaurat

The video I chose was posted on CrashCourse Youtube, the account posts many different interactive educational videos for all ages.

1. There is reflective interaction from students, though post engagement needed is passive like watching and listening. There are constant facts provided with thought-provoking questions to help inspire viewers to reflect on the material provided. In relation to Chapter 9.6 these videos would follow user-generated interaction where voluntary action is needed. Such examples of this would be taking notes, personal research and creative projects such as artwork.

4. As mentioned in the reading feedback is a crucial element of interaction in the process of learning. After watching a video like the Crash Course one, students are given an opportunity to submit material either through a learning management system like Microsoft Teams or submit in person. Both these options give teachers the ability to mark and give feedback to students with the goal of prompting guided reflection.

5. Showing a video can be nice for teachers to have a break, however, you do not know if the student will actually retain the information or if they will instead use the time to doze off. So for that, a video can take the strain off a teachers voice for the time played, but I still think there should be a type of assignment ensuring knowledge was retained. For this, showing the educational video takes time but is manageable.

6. A number of steps should be taken to guarantee that the video and related activities are accessible. The transcriptions and subtitles for the clips can be added to improve availability for students with hearing difficulties. It is also essential to ensure that films and online platforms are compatible with a variety of devices, such as laptops, tablets, and cellphones. For subject sensitivity, it’s also critical to provide content warnings and assistance for kids who might find talks of poverty upsetting. Finally, accommodating a variety of learning styles is achieved by giving students the option to pick from a variety of response formats for their assignments, such as papers, multimedia lectures, or creative endeavors. All students can benefit from an inclusive and encouraging learning environment thanks to these actions.

Using the Universal Design for Learning (UDL) principles becomes essential when modifying scheduled learning activities to account for unforeseen circumstances, such as a pandemic that forces students to work from home. Regardless of the learning environment, UDL ensures accessibility and engagement through adaptive techniques that meet the needs of various learners. In order to enable effective remote learning, it is critical to evaluate students’ technology access and proficiency. By using platforms such as Zoom or Google Meet for training sessions, instructors can introduce students to online resources for communication, teamwork, and material access. Students can examine material at their own speed using the flexibility provided by recorded sessions on websites like Vimeo or YouTube.

Additionally, centralizing educational resources and assignments through the use of learning management systems like Brightspace can help to create structured and easily accessible learning environments. Incorporating both synchronous and asynchronous learning activities promotes participation and engagement by accommodating a variety of schedules and learning styles. Furthermore, distributing group projects via Google Drive or Microsoft Teams promotes peer learning and teamwork in online settings, building a feeling of community even in the face of physical distance.

Proactive planning and utilizing technology within a UDL framework are necessary for effective adaptation to unforeseen occurrences such as a pandemic. Through the adoption of flexible, accessible, and engaging educational conditions, educators may guarantee equal opportunity for all students to learn and achieve from home.

Within educational psychology, experiential learning—which stresses learning by experience—is a fundamental concept, as put forth by David Kolb. Given that it fits with children’s innate need to explore and interact with their surroundings, this strategy is very beneficial when applied to children and their development. According to Kolb’s theory, learning happens in a cycle that includes active exploration, abstract thinking, observational thinking, and physical experiences. This cycle encourages students to make the connection between theory and practice, which promotes deep learning.

Experiential learning has proven to be highly beneficial in promoting children’s motivation and engagement in the field of educational psychology. Research has indicated that this strategy increases students’ intrinsic motivation while simultaneously improving academic achievement (Kong, 2021). Children are more likely to find the subject interesting and pertinent when they engage fully in hands-on instruction, for instance, and this increases their enthusiasm to participate and continue in learning tasks.

In a particular study, Kong (2021) found that sixth-grade students’ problem-solving and mathematical inventiveness significantly improved when they learned geometry and arithmetic through experiential approaches. Relative to conventional teaching approaches, the students were able to understand and recall mathematical concepts better because of the practical exercises and examples. This study demonstrates how experiential learning can help children learn more effectively and meaningfully by addressing the disconnect across theoretical knowledge and real-world application.

Additionally, children’s emotional intelligence and social abilities are enhanced by experiential learning. Children learn how to communicate and develop empathy for their classmates through participating in group projects and cooperative activities. These abilities can greatly improve their capacity to function well in a variety of team environments and are essential to their development. Because experiential learning addresses the social, emotional, and cognitive aspects of child development, it is a valuable tool for promoting an integrated approach to education.

Experiential learning has many advantages, but there are drawbacks as well, such tight schedules, inflexible curriculum, and big class sizes. To properly include experiential learning principles, educators must modify their teaching strategies and evaluation procedures. In this way, they may establish a lively and participatory learning atmosphere that enhances academic results while equipping kids for obstacles they may face in the real world.

Finally, it should be noted that experiential learning is an effective teaching method that complies well with educational psychology theories. Its use in education has produced encouraging outcomes for kids, improving their skills and achievement. Increasing the amount of experiential learning opportunities available to students can support the development of more effective and stimulating classrooms as educational systems change.

Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771272

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?

Throughout our course, a range of assessment techniques are used. One that stands out to me is formative assessment, a crucial component that can deliver feedback repeatedly during the class. The chance to produce the best project is provided by getting helpful feedback on our initial assignments before moving on to the next. Summative assessments are utilized more toward the ending of the course, while this is used more at the start. Specifically, the final grade. But is not integral throughout the course.

Additionally, the course incorporates peer and self assessments, which support the student’s development of self-awareness in their work. We regularly publish blog entries, which are an excellent method to get feedback from both our instructor and fellow students. This may also prove advantageous in collaborative settings.

The well-defined course outline functions as a guide for the evaluation process. These include determining learning theories, contrasting design strategies, deciphering constituent parts, and creating materials. While not stated clearly, it is believed that feedback methods are important, with ongoing comments on projects and assignment drafts directing the progress of learners. This all-encompassing method of assessment encourages a culture of ongoing development, real-world application, and engaged student interaction.

Which strategies are not being used in this course? What is the comparison with other courses?

The Education and Curriculum courses differ significantly from traditional courses where assignments are assessed through definitive grades with limited feedback or revision opportunities where students work more independently. This type of strategy can be beneficial to a certain extent but it can be intimidating for a student who is not used to working in a community.

A few methods of instruction are either underrepresented or not used at all throughout the course. As I previously indicated, summative assessments are the primary tool used to determine the final grade at the end of the course. But instead of tests, quizzes, or final exams, the course focuses more on formative evaluations.

Additionally, the course does not make use of an array of examination approaches. As the primary output for evaluation, it mostly concentrates on the interactive learning resource. This course does not fully support Conrad and Openo’s (2018) recommendation that multiple assessment methods be used in order to accommodate varying learning styles and give a more thorough evaluation of students’ learning.

What learning theories (from Week 1) do these connect to?

The learning theories connect to the various learning theories behaviourism, cognitivism and constructivism. Peer evaluation and discussion throughout the course adheres to behaviourist principles, giving students marks from instructors, targeted comments, and encouragement that works to help them form productive study habits.

Coursework in the curriculum, such blog posts and documents, clearly demonstrate cognitivism. These projects give students controlled chances to put what they’ve learned into practice and encourage them in making connections between new and prior knowledge.

The course heavily incorporates constructivism, particularly in the creation of the Interactive Learning Resource and Blueprint. The constructivist idea that learners develop their personal knowledge via practice and interaction is supported by these exercises, which call on students to effectively participate with the material and integrate what they have learned.

Constructivist philosophy is mostly aligned with the course’s evaluation procedures, which emphasize making sense of experience. Learners are able to become involved with the subject through interactive, participatory exercises and collaborative assignments, which align with constructivist ideas.