Lauren McLean's Education Blog

Assignment 3-ePortfolio

by laurenmclean

On July 28, 2020

In EDCI 339-Blog Post

Past blogs:

Topic 1

Topic 2

Topic 3

Reworked blog Post

Evidence of editing.

How can you ensure equitable access to authentic, meaningful & relevant learning environments for all learners in K-12 open and distributed learning contexts? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?

The environment is integral for cultivating an equitable learning experience that allows for meaningful and relevant learning to occur. Whether it is in a distributed or open learning environment there are techniques like the Universal Design For Learning (UDL), ways to accommodate and promote learning in the Indigenous communities, and considerations for online learning to cultivate an equitable and impactful online experience.

UDL was developed by Cast 20 years ago and is a guide that helps educators be flexible in their presentation of information, how students demonstrate knowledge and are engaged as well as, break the stigma and barriers in accomodations to help students with disabilites and ELL learners (Basham et al., 2018, p.477-478). Through three principles of “Multiple means of engagement, multiple means of action and expression, and multiple means of representation” educators create an environment that allows any student to thrive with “variability being the norm rather than the exception” (Basham et al., 2018, p.480).

The UDL website has a chart that outlines the nine subsequent guidelines with examples to help guide teachers. UDL can be implemented in a face-to-face or an online environment as online can offer opprotunities to implemnent UDL, such as individualized education (Basham et al., 2018, p.477).

Some online or open learning tools go hand in hand with UDL. In “both blended and full-time virtual settings” it was found that UDL based practice “improved both learner satisfaction and learning outcomes” (Basham et al. 2018, p.489). There has been research on parts of UDL, but more must be done to prove its entirety.

In an article by Kral & Schwab (2012), the eight principles to create an effective learning space for Indigenous learners of every age are explored (p.58):

Space young people can control
A space for hangout out and mucking around
Space where learners learn
A space to grow into new roles and responsibilities
A space to practice oral and written language
A Space to express self and cultural identity through multimodal forms
A space to develop and engage in enterprise
A space to engage with the world.

Overall it expressed the need for open learning resources, safe spaces to learn like libraries or cultural centres, providing autonomy over learning, providing schedules ahead of time, guiding enterprise experiences, and bridging the gap between elders and the young through technology, and the arts, to maintain cultural identity, all while stepping into an often unwelcoming world. By acknowledging and implementing these ideas in an online and, especially, open learning environment, educators will better engage, support, and educate Indigenous communities.

Finally, Selwyn (2020) explains how in the Covid-19 world educators have to consider data privacy, nurture greater online relationships, cultivate different online setting for different learners, be flexible and asynchronous, have heightened empathy for students, and recognize how taxing online learning is and that it is a new learning experience for students too.

Sketch note answering question raised by Heather: Extra blog resource

I further hope to understand how to make sure student engagement is still high in a more asynchronous learning style?

Below is a Padlet explaining further connections.

Optional Activities Summaries:

Week 1 (Webinar)

Attached is a mind map outlining notes from the webinar, connections to sources and learning outcomes, as well as an audio file describing the connections. I chose to do the webinar because I wanted to connect to my classmates, hear more about human centred learning and privacy in online learning.

Webinar mind map

Week 2 (Padlet)

Attached is a Screencastify video explaining my experience with Padlet and how I connected it to the course. I chose to do Padlet because I liked the open learning nature of it and the ability to ask peers, instructors and outside educators questions. It felt like a true open education experience.

Week 3 (Slack Conversation)

Attached is a sketch note and Screencasitfy outlining my experience with Slack. I chose the Slack conversation because I liked the closed forum idea; it was like twitter but only conversing with peers. Having the ability to share ideas, connect with classmates and explore were just a few of the reasons I chose to explore Slack.

Slack sketch note

Week 4 (Twitter Chat)

Attached is a fictional podcast where I talk about Twitter and my experience. I chose to do the Twitter chat because I wanted to see what Twitter was like, how a hosted conversation worked and how other outside sources/people could be part of the thread

Sources for new blog post

Basham, J.D., Blackorby, J., Stahl, S. & Zhang, L. (2018) Universal Design for Learning Because Students are (the) Variable. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 477-507). Pittsburgh, PA: Carnegie Mellon University ETC Press.

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

First Nations Education Steering Committee (FNESC). (n.d.). Retrieved July 20, 2020, from http://www.fnesc.ca/

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012 Retrieved from: http://press-files.anu.edu.au/downloads/press/p197731/pdf/ch041.pdf

Selwyn. N. (2020). Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19.[Weblog]. Retrieved from: https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19

Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

Sources

Barbour, M & Labonte, R. (2018) An Overview of eLearning Organizations and Practices in Canada. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 600-616). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Brendtro, L., Freado, M., James, A., & Admin. (n.d.). Reclaiming Youth at Risk. Retrieved July 28, 2020, from https://reclaimingyouthatrisk.org/

First Nations Education Steering Committee (FNESC). (n.d.). Retrieved July 20, 2020, from http://www.fnesc.ca/

Garrett Dickers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Healthbleep.com.(2012, February 10). 1 15 The 3 As of motivation Alan McLean Learning and teaching

. YouTube. https://www.youtube.com/watch?v=hm66HF5Vz5I

Mularella. (2014, September 27). Using Padelt as a Formative Assessment Tool [Web log post]. Retrieved July 25, 2020, from https://spsedtech.wordpress.com/2014/09/27/padlet/#:~:text=Padlet%20(formerly%20known%20as%20Wallwisher,%2C%20photos%2C%20and%20even%20video!

Norman, S. (2018, March 12). 15 Ways To Use Twitter In Education (For Students And Teachers Alike). Retrieved July 27, 2020, from https://elearningindustry.com/15-ways-twitter-in-education-students-teachers

Principles of the Circle of Courage–Source: Used with permission. From Reclaiming Youth at Risk: Our Hope for the Future by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern (pgs. 137-138). Copyright 1990 and 2002 by Solution Tree (formerly National Educational Service), 304 West Kirkwood Avenue, Bloomington, IN 47404, 800-733-6786, www.solution-tree.com.

Roberts, V. , Blomgren, C. Ishmael, K. & Graham, L. (2018) Open Educational Practices in K-12 Online and Blended Learning Environments. In R. Ferdig & K.Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 527–544). Pittsburgh, PA: Carnegie Mellon University ETC Press.

Individual Blog Post #3

by laurenmclean

On July 20, 2020

In EDCI 339-Blog Post

UDL was developed by Cast 20 years ago and is a ”… framework for guiding educational practice that-(A) provides flexibility” in information presentation, “in the ways students respond or demonstrate knowledge and skills, and in the ways, students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students including students with disabilities” and ELL students (Basham et al., 2018, p.477-478). Through three principles of “Multiple means of engagement, multiple means of action and expression and multiple means of representation” educators create an environment that allows any student to thrive in their environment with “variability being the norm rather than the exception” (Basham et al., 2018, p.480). The UDL website has a chart that outlines the nine subsequent guidelines with examples to help guide teachers. UDL can be implemented in a face-to-face or an online environment as online “offers unique affordances for supporting and extending UDL aligned implementation practices” (Basham et al., 2018, p.477). Some tools allow for individualized education that goes hand in hand with online or open learning networks. In “both blended and full-time virtual settings” it was found that UDL based practice “improved both learner satisfaction and learning outcomes” (Basham et al. 2018, p.489). There has been research on parts of UDL, but more must be done to prove its entirety.

In an article by Kral & Schwab (2012), the eight principles to create an effective learning space for Indigenous learners of every age are explored (p.58):

Space young people can control
A space for hangout out and mucking around
Space where learners learn
A space to grow into new roles and responsibilities
A space to practice oral and written language
A Space to express self and cultural identity through multimodal forms
A space to develop and engage in enterprise
A space to engage with the world.

Overall it expressed the need for open learning resources, safe spaces to learn like libraries or cultural centers, providing autonomy over learning, providing schedules ahead of time, guiding enterprise experiences, and bridging the gap between elders and the young through technology and the arts to maintain cultural identity all while stepping into an often unwelcoming world. By acknowledging and implementing these ideas in an online and, especially, open learning environment, educators will better engage, support, and educate Indigenous communities.

I hope to understand how to make sure student engagement is still high in a more asynchronous learning style?

Resources

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Topic 2 Blog Post

by laurenmclean

On July 13, 2020

In EDCI 339-Blog Post

Q: How would you describe the historical and theoretical trends in k-12 open and distributed learning? What did you already know, what do you know now based on the course readings and activities, what do you hope to learn?

What did I already Know?

Before reading this week’s articles I was only familiar with open learning. I knew the 60s civil rights movement changed education to become more collaborative, to break down classroom walls, and there was a momentary shift that called for student led learning.

Photo by Edvin Johansson on Unsplash

This idea was supported by Roberts et. al when stating, “originally, OEP was known as opening learning, a movement based on the belief that learners have barriers imposed on them due to a closed learning environment” ( Roberts et. al., 2018, p.528).

What do I know now based on the readings?

Open education was first introduced in Canada by Paquette who fought for liberty, choice, and freedom in education and the role of the teacher to be the guide not the imparter of knowledge (Roberts et. al., 2018, p.529). He stated that the three key elements of open pedagogy are “the physical layout of the classroom, the learning activities, and the teacher intervention” (Roberts et. al., 2018, p.529). His ideas were supported by the likes of Dewey who emphasized the building of learning environments and learning “from and with eachother”; Vygotsky who “described learning as being shaped by sociocultural factors”; and Friere who spoke about informal learning and mutual meaning-making (Roberts et. al., 2018, p.528).

With the introduction of the computer in the 1980s, open learning stressed collaboration and freedom to “retain, reuse, revise, remix and redistribute” (the 5 Rs) in a digital space (Roberts et. al., 2018, p.528). Open learning “became a term to describe flexible learning or asynchronous learning” and paved

Photo by Matthew Mech on Unsplash

the way for other ways of technology-based teaching (Roberts et. al., 2018, p.529).

In 2008 the idea of open learning was further clarified through the eight principles of Open Learning ( Roberts et. al., 2018, p.529):

Learner-centerdness
lifelong learning
flexibility in learning
removal of barriers to access
recognition of prior learning experiences and current competencies
learner support
expectations of success
cost-effectiveness

Photo by NESA by Makers on Unsplash

Then in 2015 Hegarty defined OEP as a “process that occurs…when participants engage in open and collaborative networks, communities, and openly shared repositories of information in a structured way to create their own culture of learning” (Roberts et. al., 2018, p.530). Teachers and students, through the 5 Rs, build a community or “culture of learning” that is founded on continued learning, collaboration, and integration of technology. My main takeaway is that open education proponents believe that “every learner deserves access to learning choices regarding time, place, medium, and content”, pioneered the idea of a more collaborative environment between teacher and student, and this bled into technology-led learning when it came to the scene (Roberts et. al., 2018, p.530)

Through technology innovation and its adoption in education, other types of learning have come about, for instance, online learning or e-learning. In BC, many e-learning type ideas fall under the category of distributed learning. Many of these terms have multiple definitions, depending on the province that is being discussed, making it hard to nail down the true differences in these ways of teaching. Therefore, the history of distributed learning is quite convoluted and dense. Distributed learning seems to be a less extreme version of open learning as it encompasses different ways of utilizing technology that do not necessarily push privacy and copyright laws.

The first virtual school in Canada was the Avon Maitland Distance Education Centre in Ontario in 1994 with its first official class in 1997, with many following in its footsteps (Barbour, M & Labonte, R.,2018 p.603). Canda, having the highest per capita E-learning enrollments, and being the first country to use online learning, were pioneers in the field of online learning (Barbour & Labonte, 2018 p.603). Despite this, funding, undefined authority and lack of unification in the E-learning arena have stunted its growth (Barbour, M & Labonte, R., 2018 p.607-611).

What I want to know?

Can blended learning be done all in a brick-and-mortar school but half of the learning be done in-front of a teacher and half in-front of a computer?

Sources

Barbour, M & Labonte, R. (2018) An Overview of
eLearning Organizations and Practices in Canada. In
R. Ferdig & K. Kennedy (Eds.), Handbook of research
on K-12 online and blended learning (pp. 600-616).
Pittsburgh, PA: Carnegie Mellon University ETC Press.

Individual Blog Post #1

by laurenmclean

On July 8, 2020

In EDCI 339-Blog Post

As stated in the “Social Interactions in K-12 Learning” Chapter of The Handbook of research on K-12 online and blended learning by Garret Dikkers, “affective association (how students and teachers show emotion online), community cohesion (seeing the class as a community), instructor involvement (how the teacher shows involvement in student learning), interaction intensity (what ways and how often students interact), knowledge and experience (ways students share their prior knowledge and experiences with course content)” are the five aspects that guide meaning making in an open and online setting (p.513). Instructor involvement is stressed as the most important aspect that guides “meaning-making” (p. 512). As a student myself I have found this to be true. When I can have a connection with a teacher, feel comfortable asking questions, and feel understood and heard I am much more willing to take risks in my learning and to reach out for help. Having a teacher that is intimately involved with the learning that takes place transforms a learning experience, especially in an online setting. Providing opportunities for “connection to others in a learning space can contribute to satisfaction, enjoyment, and greater learning” (Garret Dikkers, 2018, p. 512). Collaborative experience help to stimulate learner-learner interactions and learner-instructor interactions, which help to create a sense of community when online.

Both Constructivism and Social Development Theory stress the importance of social interaction in learning and the benefits of collaboration (Garret Dikker, 2018, p.509). By creating discussion boards, web conferences, encouraging social networking, and providing curated, purposeful lessons, educators help to build relationships in an online setting (Garret Dikker, 2018, p. 515). It is important to note, in all of these examples, the “importance of mitigating risk, psychological safely, appropriate teacher-student interaction and protection of privacy” should always be considered (Garret Dikker, 2018, p. 516).

As an educator selecting the mediums that fit your pedagogy, staying within the FIPPA guidelines, and the acceptable use policy of your school are things that are of great importance. Online schooling does not have to mean a loss of student-teacher relationships or peer relationships. Pedagogy has to be adapted and be more purposeful to ensure that this integral part of meaning-making is not lost.

Before the readings, I was in the mindset that online schooling, as the only mode of learning, would not be able to provide the same standard of education, but the readings this week proved that it is possible through a more purposeful curation of resources and tools. My one outstanding question is, how can these ideas be adapted to younger students who are too young to be on social networks and require more hands-on help and guidance when using online tools?

Citations

Garrett Dikkers, A. (2018) Social Interaction in K-12 Online Learning. In R. Ferdig & K. Kennedy (Eds.), Handbook of research on K-12 online and blended learning (pp. 509-522 ). Pittsburgh, PA: Carnegie Mellon University ETC Press.

EDCI 337: Group Evaluation of a Multimedia App

by laurenmclean

On June 26, 2020

In edci337-app

PenPal Schools Evaluation

PenPal Schools is a web application that enables “creativity, collaboration, critical thinking, and discussion” through Project-Based Learning (PjBL) and an emphasis on global-citizenship (PenPal Schools, 2020). It is used by schools in over 150 countries and allows students (8 and older) to engage with other learners in “thoughtfully designed, collaborative projects” (Wilson, 2018). These projects are offered in many of the core subjects along with others such as Environmentalism, Social Justice, and Current Events (PenPal Schools, 2020). They involve “self-guided, differentiated and mixed media” lessons based on a chosen topic (Wilson, 2018). In the lessons, learners read and analyze texts, watch videos, share ideas in a forum space, and collaborate all while “[building] empathy, curiosity, and respect” (PenPal Schools, 2020). The team at PenPal Schools curates each lesson to align with different international educational standards in the areas of “reading, writing, digital citizenship, and social-emotional skills” (PenPal Schools, 2020). Teachers sign up for PenPal Schools and receive their first topic for free (more topics can be obtained through referrals, fees, or scholarships) (PenPal Schools, 2020). In regards to safety, students can only join through a teacher invitation and the only personal information required is the student’s first names, last initials, and country. Every post is moderated and student safety is the application’s number one concern. Click here to dive deeper into the key features, safety, and cost of this multimedia app. Through the integration of PjBL, global citizenship, and multimedia, PenPal Schools provides students with the ability to connect with similar aged children around the world thus enhancing their cross-cultural respect, sensitivities, tolerance, and worldview

In 2015, President Barack Obama said PenPal Schools was one of the world’s leading social enterprises (Wilson, 2018)! The program also received a “Top Pick for Learning” award in 2018 from Common Sense Education (PenPal Schools, 2020).

Multimedia Principles

PenPal Schools expertly crafts a multimedia learning environment that fosters the growth of knowledge on a global scale. Since each topic includes videos and readings that incorporate a mix of visual and auditory components, the Multimedia Principle is present (Mayer, 2014, p.8). Each forum section provides potential information to be used in the writing prompts along with worked examples to help students create a resource on a given topic (Mayer, 2014, p.9). Helpful hints and worked examples guide students (Guided Discovery Principle) towards certain learning outcomes, allowing each topic to expand learners’ worldviews while teaching them critical literacy skills(Mayer, 2014, p.9). The website is designed for learners of varying abilities, evidenced by the different difficulty levels within each topic. These levelled resources establish the Coherence Principle as extraneous information and resources are left out of a students’ dashboard (Mayer, 2014, p.8). All of this creates a user-friendly learning platform that allows learners to feel confident enough to explore new topics and share their ideas with their penpal. Each pairing works through a topic at their own pace (Segmenting Principle): watching videos, doing readings, responding to prompts, and creating an end project (Mayer, 2014, p.8). PenPal Schools is a useful multimedia-based, learner-centred tool, that integrates technology organically and authentically.

Collaboration

PenPal Schools works to create a collaborative learning experience that is safe, interactive, and engaging. Through the lessons, students can “[build] on” their own existing knowledge by learning from the provided videos, readings, and experiences of their penpal (Van Den Bossche et al., 2006, p.494). Van Den Bossche et al. states that collaborative learning “…offers possibilities to learn from other viewpoints” by understanding that while another person’s viewsmay differ from one’s own, those views are still legitimate and worthy (2006, p.496). PenPal Schools offers an opportunity to listen and share with friends across the globe and develop those conversations into collaborative projects involving both students’ new learning and their pre-existing viewpoints. A teacher, Jillian W., supports this by stating that “students [connect] globallyon PenPal Schools to collaborate and learn together” (Common Sense Education, 2019).

Project-Based Learning

An important facet of PenPal Schools is its foundation in project-based learning (PjBL), a “type of inquiry-based learning” that emphasizes student choice, autonomy, and self-reliance (Kokotsaki et al., 2016, p.268-269). PjBL leads to meaningful learning experiences through its basis in the following constructivist ideas: “learning is context-specific,” “learners are involved actively in the learning process” and goals are achieved “through social interactions and the sharing of knowledge and understanding” (Kokotsaki et al., 2016, p.267-268). Key aspects of PjBL are “time management”, encouraging thoughtful learning, “establishing a culture that stresses student self-management”, connecting with community members, using technological resources effectively, and using varied assessment methods (Kokotsaki et al., 2016, p.273-274).

Tying digital multimedia tools into PjBL allows students to “comfortably engage with the process of designing and developing their project” and being able to easily share and documenttheir creations in “a digital format” (Kokotsaki et al., 2016, p.272). For elementary ages, PjBL improves “experiential reasoning and comprehension of relations,” content knowledge and group work skills, motivation, positivity in the classroom, and literacy (Kokotsaki et al., 2016, p.269-270). PenPal Schools is an effective tool for the implementation of PjBL into any classroom.

Global Citizenship

PenPal Schools promotes global citizenship by connecting students around the world through the exploration of various topics that build a “global awareness…[and] interconnectedness with others” (Katzarska-Miller & Reysen, 2019, p.26). While traditional classrooms may overlook current or social justice events, PenPal Schools provides educators with opportunities to tackle global issues that “[are] simply too important to be dominated by other curricular imperatives” (Schweisfurth, 2006, p.47).

Learning about different countries around the world allows students to gain a better understanding of humanity and appreciate the similarities and differences between one another. The goal of globalized education, and PenPal Schools, is to form “a greater understanding of interconnectedness between self and world, skills and values” (Katzarska-Miller & Reysen, 2019, p.31). By connecting with other cultures, students can learn to empathize with others and work towards “sustainable development and peaceful societies” (Schweisfurth, 2006, p.42). PenPal Schools makes it easy for teachers to integrate global awareness into their classrooms by increasing their “global content,” “[supporting] the idea of student-perceived awareness,” and “[encouraging] student connections” (Katzarska-Miller & Reysen, 2019, p.28). While global citizenship may not be a concrete part of the BC Curriculum, teachers must integrate PenPal Schools or other similar multimedia technologies to work towards a more inclusive world.

Alicia M. from Saraland Elementary School says PenPal Schools “creates an understanding of culture differences!”

PenPal Schools provides opportunities to connect with other learners around the world, share experiences, and explore project-based learning collaboratively, all of which are “key to becoming an educated global and digital citizen” (Bjelde, 2020).

– Ms. Bjelde, Ms. L. McLean, Ms. A. McLean, Ms. Gustavsson

References

Katzarska-Miller, I., & Reysen, S. (2019). Educating for global citizenship: Lessons from psychology. Childhood Education, 95(6), 24-33. doi:10.1080/00094056.2019.1689055

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. doi:10.1177/1365480216659733

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning(2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

PenPal Schools. 2020. A Global Project Based Learning Community. (n.d.). Retrieved June 13, 2020, from https://www.penpalschools.com/index.html

Schweisfurth, M. (2006). Education for global citizenship: Teacher agency and curricular structure in ontario schools. Educational Review: Global Citizenship Education, 58(1), 41-50. doi:10.1080/00131910500352648

Van den Bossche, P., Gijselaers, W. H., Segers, M., & Kirschner, P. A. (2006). Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments: Team Learning Beliefs and Behaviors. Small Group Research, 37(5), 490–521.

Wilson, L. (2018, May 03). Everything You Need To Know To Get Started With PenPal Schools. Retrieved June 13, 2020, from https://hundred.org/en/articles/everything-you-need-to-know-to-get-started-with-penpal-schools

Group Remix a Multimedia Principle Chapter

by laurenmclean

On June 23, 2020

In edci337-remix, Uncategorised

Chapter 7: The Multimedia Principle

Butcher describes the Multimedia Principle as the “finding that learning with words and pictures is more effective than learning with words alone” (p.174). This principle also provides justification and context for researching “when, how, why, and under what conditions” other multimedia principles may help or hinder one’s learning and it unveils the criteria for creating effective multimedia learning materials (Butcher, p.174-175). Originally, the principle was “focused on text combined with (static or animated) illustrations” while today, it refers to “learning supported by varied forms of visual and verbal content when presented in combination” such as narration with graphs, photographs, diagrams, and charts (Butcher, p.174-175). When choosing or creating an impactful multimedia tool, diagrams (abstract and/or concrete) have been found to, when supplemented by accompanying verbal content, “[facilitate] the development of accurate mental models, [enhance] knowledge integration, better knowledge application and [enable] superior [knowledge] transfer” (Butcher, p.181-183).

Photo by Dennis Scherdt on Unsplash

The Multimedia Principle helps students understand difficult topics—a study by Clinton et al. found that when undergraduate students studying complex probability have access to resources with text accompanied by relevant visuals, they “develop a verbal mental model” through “deeper processing of the text” and a “visual mental model” that makes them “more likely to make connections among different ideas” (p.579-581).

An aspect of cognitive learning that supports and helps explain the Multimedia Principle’s success is the Dual Coding Theory (Butcher, p.193). This theory demonstrates how the human brain stores audio and imagery information in two different “short-term channels” that work together to summarize concepts before transporting them to long term memory (MacMahon, 2013). In EDCI 337, both the Multimedia Principle and the Dual Coding Theory are present in our H5P Toolkit creations, annotations, Canva’s, and sketchnotes through their uses of verbal and visual content in tandem to engage, motivate and encourage knowledge recall and transfer.

Research

Many lab-based studies have been conducted on the effects of the Multimedia Principle. Mayer & Anderson (1992) found the combination of narration and animation to facilitate learning (Butcher, p.177). Mayer & Anderson’s ideas in multimedia led to the creation of modality, voice, and image principles (Mayer, 2014). In 1993, Hegarty & Just found students learn more thoroughly through the combination of diagrams and text: their findings emphasize the effectiveness of diagrams which was the first form of multimedia (The “Orbis Pictus”) that is also still used ubiquitously today (Comenius & Bardeen & Hoole, 1887). Cuevas, Fiore, & Oser supported this, with their own research on the use of diagrams for teaching the principles of flight (Butcher, p. 177).

Click here for a closer look at the Orbis Pictus annotation!

In 2004, Rieber, Tzeng, & Tribble found that incorporating interactive models into multimedia lessons supports learning (Butcher, p. 177). Models such as erosion displays, gravity examples, and DNA manipulatives allow students to experience abstract topics in a more tangible way. Videos like Crash Course, which teach a concept through animated scenes and moving diagrams, display this idea through supporting their lectures with animations and moving diagrams.

In these studies, the methods of testing remain uniform. Butcher reveals how research in multimedia assesses learning outcomes through “[memory/retention tests] for instructional materials” and “tests of deeper understanding” such as “transfer tests” and “mental models” of instructional materials (p. 179). These tests have been found to prove how multimedia lessons create better outcomes in deeper understanding tests (short answer & inference) than memory tests(multiple-choice, matching, true/false) (Butcher, p.179).

With ever-changing technologies, Butcher states technology’s role in multimedia instruction is under-researched. For this reason, teachers must make informed decisions on whether to use a technological multimedia tool. Alsadhan et al. maintain that the “successful delivery of e-learning” relies on the “design, development and implementation of high-quality multimedia content” (2014, p.26). When more multimedia technology research is conducted, educators can fine-tune their tools and techniques to create lessons supported by research.

Photo by Eco Warrior Princess on Unsplash

Graphics and Visuals

Furthermore, Butcher discusses the effects of visuals on the learner, and how different learning objectives require different visual formats. Initially, the purpose of static illustrations is examined and it is found that “adding static diagrams or illustrations to a verbal (text or audio) presentation frequently facilitates a deeper understanding of the to-be-learned material” (Butcher, p.181). An article by Kari Jabbour (2012) supports this claim by investigating the types of graphics that foster deeper levels of learning. For example, decorative graphics are often “used to inspire instructional display by adding artistic appeal or humor, but [have] no real instructional target” (Kari Jabbour, p.13). When incorporating graphics in a lesson, it is critical to eliminate unnecessary information and have an equal balance of text and visuals.

Moreover, Butcher discusses the evolution of dynamic visuals, and how animations in particular influence learning objectives, “animation is better for task[s] that are complex, but if a diagram can be mentally animated, this is more beneficial for the learner” (Butcher, p.184-185). Butcher discusses how animations are useful when performing procedural tasks but are not necessarily useful when attempting to retain information (p.184). This implies that depending on the learning task, the type of graphic “serves a different purpose and is best aligned with specific instructional goal[s], stages of learning… and the learner’s knowledge level” (Kari Jabbour, p.15). The article then suggests thatvisuals created by the learner will support a deeper level of understanding as students must process the information and apply it to something (Butcher, p.188).

The Canva and YouTube video as shown above are examples of static versus dynamic visuals. Depending on the type of learning, an educator needs to choose which visual style is better suited for an activity. Click here to get a closer look at the static visual.

Implications and Limitations of the Multimedia Principle

Butcher concludes the chapter by outlining the implications and limitations of Multimedia Instructional Designand the importance of understanding your unique learners. Shah & Khan (2015) support this idea by stating “multimedia [tools] provide a variety of learning styles at the same time to cater to the requirements of different students” (p.350). Butcher summarizes the findings of multimedia visual and auditory stimuli options through the following benefits: simplifying visuals using well organized semantic models, integrating verbal and visual information both abstractly and concretely; using necessary animations/cues/spotlights, considering existing knowledge for connection making, and allowing students to create their own representations when possible (Butcher, p.194-195). Upon reflection on these findings, the implementation of multimedia in the classroom appears to be a viable option for student success. Through the use of multimedia tools, “learners become active participants in the teaching and learningprocess instead of being passive learners” (Shah & Khan, p.356).

Click here for a closer look at the Sketchnote!

While research on multimedia has provided great insight into helping students learn through verbal and visual means, there are some limitationsto these studies. Educators must take into account the lab setting (which varies greatly from a real-life classroom), the fact that multimedia tools may need to be scaffolded, how effective self-directed online teaching is, and that multimedia in technology requires more research (Butcher, p. 195-197). As new technologies are developed, the Multimedia Principle continues to evolve. Despite its evolution, the idea that learners can benefit from more than one form of instruction (visual and verbal content in combination) remains a timeless and successful pedagogical truth.

References

Alsadhan, A. O., Alhomod, S., & Shafi, M. M. (2014). Multimedia based E-learning : Design and integration of multimedia content in E-learning.International Journal of Emerging Technologies in Learning (iJET), 9(3), 26-30. doi:10.3991/ijet.v9i3.3308

Butcher, K. (2014). The Multimedia Principle. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 174-205). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.010

Clinton, V., Alibali, M.W., & Nathan, M.J., (2016) Learning About Posterior Probability: Do Diagrams and Elaborative Interrogation Help?, The Journal of Experimental Education, 84:3, 579-599, DOI: 10.1080/00220973.2015.1048847

Comenius, J. A., Bardeen, C. W., Hoole, C. (1887). The Orbis Pictus of John Amos Comenius. United States: C.W. Bardeen.

Kari Jabbour, K. (2012). Multimedia Principle in Teaching Lessons. Acta Didactica Napocensia, 5(4), 11-16.

MacMahon, C. (2013, January 15). Dual Coding Theory & Multimedia Learning. [Video file]. https://vimeo.com/57440483

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning(2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Shah, I., & Khan, M. (2015). Impact of Multimedia-aided Teaching on Students’ Academic Achievement and Attitude at Elementary Level. US-China Education Review A, 5(5), 349-360. doi:10.17265/2161-623x/2015.05a.006

Group Multimedia App Evaluation- Vote

by laurenmclean

On June 17, 2020

In edci337-app

Out of the four apps that each of our group members researched, “PenPal Schools” “Peekapak”, “Padlet”, and “Canva”, we have come to the consensus that for our final evaluation we will be diving deeper into PenPal Schools. As a group, we are all looking forward to learning more about the web application and how it incorporates many different Multimedia learning principles.

“PenPal Schools is a website and Multimedia program that is used by thousands of educators in over 150 countries (PenPal Schools, 2020)… It allows students (8 and older) to connect with other similar aged learners from different countries and cultures through “thoughtfully designed, collaborative projects” on a variety of subjects including Literacy, Social Studies, English/Language Arts, Science, Math, Music, Art, Spanish, Environmentalism, Social Justice, Current Events, Cultures, Civilizations, Virtual Reality and much more (Wilson, 2018; PenPal Schools, 2020). The lessons that learners participate in are “self guided, differentiated and mixed media” which motivates [them] to stay engaged (Wilson, 2018).” (Bjelde, 2020).

This app utilizes a variety of multimedia principles such as collaboration, modality, segmenting, personalization, and many more that will be further explained in our full evaluation.

One of our main concerns with the other three applications was how their information was stored and used. The privacy settings in Penpal Schools allows students to remain protected and relatively anonymous throughout their use of the webpage and application. Each student is linked to a class code (set up by their teacher) and their only personal information given is their first name, last initial, and country. We had concerns with our other apps’ privacy policy because there were varying degrees of third-party data storage.

In addition to the fewer safety concerns, PenPal Schools feels relevant and authentic to 21st-century learners and modern-day global citizens. By fostering connections to others around the world, promoting digital literacy, and hearing different worldviews, students become more culturally-sensitive, aware, and understanding. With the plethora of learning opportunities present in this app, each of us found it to be a dynamic and inspiring multimedia application for students.

We can all definitely envision ourselves using this app in our own future classrooms as it can be used in many different ways for a number of different grades. The accessibility of the application and the excitement of having a pen pal creates a very engaging and motivating learning environment.

References

Bjelde, S. 2020. EDCI 337: Evaluating an Interactive Multimedia Learning Web Application. Retrieved from https://sarahbjelde.opened.ca/2020/06/17/edci-337-evaluating-an-interactive-multimedia-learning-web-application/.

Peakaville Individual Evaluation

by laurenmclean

On June 16, 2020

In edci337-app

Peekapack is a website that has ready-made lesson plans full of activities, games, books and more for teachers that are interested in teaching Social and Emotional Learning. This app has won 5 stars on the Commonsense Media website with a 5-star rating from teachers as well (Rogowski, 2020). It has also been awarded the Smart Media Awards from Acdedemic Choice, 2019 Top Pick for Learning from Commonsense Media, and the 2017 Family Choice Award. These carefully curated lesson plans align with literacy standards, have “ demonstrated effectiveness in schools ” is accessible and easily modified, and promote diversity and inclusion (Peakapack.com). An additional resource tied to these lesson plans is an online world/ game called myPeakaville. Students create an avatar, assess their daily feelings, and play and learn within the Peakaville world.

The website has ten units (self-regulation, respect, gratitude, perseverance, empathy, teamwork, kindness, honesty, optimism, and courage) that all begin with a letter from Leo the Hedgehog and a read-aloud story that acts as the provocation for the unit. Each lesson plan is fully complete with the resources attached, the time needed, the material, the connections to curricular standards (the United states standards), the learning outcomes, the breakdown of the lesson, and the guide for educators to follow. One of the best parts is for each lesson you, as the educator, can choose between the lesson plan for in class or at home. Lessons can be sent home and done between guardians and children. These lessons can be lengthy so asking the Guardian to do it can be a big ask. As the lessons are clearly laid out it is easy to pick and choose which lessons or units one would want to implement in the classroom at all. It is quite a lengthy curriculum, and getting through the whole thing in one school year could potentially be hard.

Some interesting and potentially helpful aspects of the app are the curated parent and student email list on the main page, the reports page that shows a breakdown of the curriculum, mood boards that track students’ emotion reports that are given through the myPeakaville game and a district report.

myPeakaville is one of the more interesting parts of the site when looking at it from a multimedia lense. It is the online world where learners create an avatar and work through scenarios that align with the lessons that are being taught. They can track their easily identifiable feelings. There is an animation of a face displaying emotion and a word above it that says what it is. Additionally, one can hover the mouse over the picture, and it will say the emotion that is displayed. One can then click on a question mark near the face to learn more about the emotion as well. This is a great example of the multimedia principle as words and pictures are better than just words alone (Mayer, p. 8, 2016). It also supports the spatial contiguity principle as the word that is associated is right next to the picture (Mayer, p. 8, 2016). Before assessing emotions it prompts one to close their eyes and breath in and out five times. This is a great tool for helping students center themselves and tap into what they are feeling. myPeakaville engages learners in technology with the specific purpose of teaching students important lessons in SEL. Sensory modalities are used throughout the myPeakaville site as there is narration throughout, along with text and pictures (Mayer, p.8, 2016). It supports the segmenting principle as is a learner paced experience. Students can work through the led experiences at their own pace and learn through the process (Mayer, p. 8, 2016). The myPeakaville site is an example of the guided discovery principle. Students are led through activities that teach, test, and guide students through the self-discovery of emotions and the emotions of others- guided discovery principle (Mayer, p. 9, 2016).

The lesson plans are more teacher-led. Through developed lesson plans a timeline is set and activities are arranged purposefully. This leads to less autonomy for the students. The lesson plans that are provided begin with a story that immediately sets the tone for multimedia learning. Aj Juliani says in his article “The Importance of Teaching With Stories”, stories fully engage the learner and sync them to the storyteller. By beginning the lesson plans with a letter from Leo the Hedgehog and a story the learners are invested in Leo’s narrative and form a connection with the teacher. Through the text and pictures, the narration that is provided in the audio recording, or narration by the teacher, students are given worked examples of how-to and how not to handle certain situations (Mayer, p. 9, 2016). Each of the lessons builds upon the last, giving a well-rounded experience and understanding, specific for that grade level, in an SEL topic, thus supporting the prior knowledge principle (Mayer, p. 9, 2016).

Using the Rubric from the University of Western Ontario I was able to evaluate Peakapack. I found that overall it has many great aspects, some okay aspects, and only two alarming aspects. That being said, the main issues were the privacy settings and not being available offline. The lessons themselves can be taught, for the majority offline but the educator must first be able to access the lesson plan on the web-based site. Additionally, the site is “Free for a basic account. An individual Teacher Pro plan includes the entire curriculum for $149 per year for up to 20 students ($299 per year if adding the game). For schools, the curriculum price is $7.50 per student ($15 per student if adding the game and analytics)” (Rogowski, 2020). This can be a large expense for most teachers as the allotted budget is low. One can apply for grants, bid for PAC funding, or ask for money from the district. All of these things are circumstantial.

Overall this website is a great use of multimedia. It connects students virtually where they are visually seeing actions taken, hearing, and reading about what they are seeing, the multimedia principle (Mayer, p. 8, 2016). The picture books are also a great example of this. The actions and facial expressions related to certain emotions are depicted in the illustrations and the words in the book further identify what they are seeing. This web-based site provides opportunities for fun, meaningful and important learning to occur that provide teachers with a jumping-off point for teaching SEL topics that can be hard to approach (Sorden, p. 6, 2012). Beyond teaching students how to be good people it integrates multimedia learning seamlessly and purposefully.

Juliani, A. J. (2016, March 21). The Hidden Importance of Teaching With Stories. Retrieved June 5, 2020, from http://ajjuliani.com/hidden-importance-teaching-stories/

Mayer, R. (2014). Introduction to Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 1-24). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.002

Rogowski, M. (2020, April 22). Peekapak Review for Teachers. Retrieved June 16, 2020, from https://www.commonsense.org/education/website/peekapak

Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/

SOCIAL EMOTIONAL LEARNING CURRICULUM FOR PRE-K TO 5. (n.d.). Retrieved June 16, 2020, from https://www.peekapak.com/

Sorden, S. D. (2012). The cognitive theory of multimedia learning. Handbook of educational theories, 1, 3.

Blog Post #2

by laurenmclean

On June 11, 2020

In edci337-blog

The Podcast “Multimedia Design for Learning- Overview” by Kevin Alexander was a synthesized explanation of what Multimedia learning and instruction is, why it is important and how as a teacher you can use the principles to decide if a source is a good use of multimedia learning or how to successfully create your own. Alexander explained how Mayer used an alternative way to research that measured a student’s transfer of knowledge rather than their retention. This research, being the basis for multimedia in modern education, shows how education has shifted from the IQ based testing and standardized testing, emphasizing retention of information, to the now more popular lack of testing or inquiry-based learning experiences. The shift in modern education has emphasized students understanding a subject and being able to apply it to new situations and examples or as Mayer put it, the transfer of knowledge. Through his, Mayer’s, innovative research he was able to create principles of multimedia learning that help teachers create and select multimedia learning opportunities that are beneficial, successful, and innovative for their learners. Alexander also explained the extraneous, essential, and generative information aspect. This is one thing that many of my instructors have struggled with in their PowerPoint presentations. Being able to eliminate unnecessary info (extraneous), provide and impart the essential information, and being able to help make connections to previous learning.

The video “What is Multimedia Learning? What is Multimedia?” by Ray Pastore, in my option, did a great job of explaining the concepts, but did not put them into practice well. He had too much excess information, too much text, and narration overlap and did not apply the coherence principle (Mayer, 2014). One anecdote that he shared was an HR presentation that included different airplane pictures on each slide. Pastore explained how this was distracting. In his video, I found the same thing with the introduction of all the heart pictures, lots of text, him narrating, and being in the frame. It was all a bit much.

Finally, sketch noting. This is something that I explored a little bit in high school. I learned roman style outlined Cornell notes as my main form of note-taking and it is one that I used for a long time. Now I typically take bullet point style notes with arrows, abbreviations, indents, and sometimes drawings, graphs, or symbols mixed in. Sketch noting was introduced in my grade 10 history class and I tried using it on multiple chapters of the textbook. I found that, at least for me, it slowed me down way to much, lead to less retention of knowledge, and I ended up not including as much information as I should have just for lack of space. Through this process and trying it multiple other times I found that for short articles it can work or short videos, or as a way of synthesizing my written notes, but as my primary note-taking technique it does not work. It is a way for me to review my notes and actively make connections and create pictures that can jog my memory on a test or essay. This being said I do think it is a great alternative for some people who may think more creatively. Sketch noting can be beneficial for some to hone in on the important information.

Below is a picture of my Sketch notes that are a synthesized version of my written notes.

Alexander , K. (2017). Retrieved from https://soundcloud.com/user-433569679/multimedia-design-for-learning-overview

Pastore, Ray.(2018, August 16).What is Multimedia Learning? What is Multimedia? [Video]. YouTube.https://www.youtube.com/watch?v=g-sknUVq1mk&feature=emb_title

H5P Lab

by laurenmclean

On June 11, 2020

In edci337-blog

Through the exploration of the H5P plugin of WordPress I was able to create a YouTube video with annotations on it. Here it is!