Blog Post 4
- What kind of interaction would the video require from your students? Does it force them to respond in some way?
FroFrom the perspective of an educator designing a course for interaction, the goal is always to create the opportunity for students to connect the videoās content and to incorporate interactive elements to make the lesson engaging, informative, and reflective. Due to Odellās video, What Sex Ed Doesnāt Tell You About Your Brain, being a fact heavy video it is important to set some engagement prior to viewing the video. Engaging the students in class questions focusing on body and brain changes that might question how the brain changes during puberty. Taking a poll to better understand the baseline of studentsā knowledge on the subject can prep the class for the video and the discussion that follows. I believe it is important to keep engagement high during a video with new and intimidating information. As an instructor I would require notes to be taken and allow 2 showings of the video. During the viewing students will be provided with prompts such as, list 3 facts about the changes in the brain during puberty. What collection of brain regions are responsible for emotional behaviour? What is a myth this video debunked? What are 2 things you didnāt know before watch this video? These prompts will follow through into more group discussions and self reflections.
- In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?
Without suggested prompts or group discussions this video still exposes students to information they likely would not know prior. The video explains how hormones and chemicals in the brain kickstart puberty however it also discusses how experiences during adolescence may be just as influential in developing the brain. This can result in internal reflection.
- What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
The key to designing an effective lesson using this video is ensuring that the interaction is engaging and thought-provoking with a focus on deepening studentsā understanding of the brain during puberty. An activity for student to further engage with this material would be to create brain maps. Students would work in groups and help each other trace their profiles around the outline of a brain on a piece of paper or for online access, given a document, url or google drawing, with a simple brain lay out. Each student in the group will locate and give a definition to a significant area that experiences change during puberty, the hypothalamus, amygdala, limbic system, etc. They will be allowed time in the computer lab, or the video to locate and define their key areas of the brain. This activity is age appropriate, allowing fun and creativity when creating their ābrainsā. Students are able to express themselves by adding silly noses or wacky hair while still researching complex information.
- How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
Providing feedback on this activity is essential for reinforcing learning. If student are working digitally, they can upload their ābrainsā to their groups file in a shared classroom folder and if this activity in done in the classroom the papers can be stapled to classroom walls or cork boards to allow everyone to see each others work. This classroom peer feedback is purely for engagement and not summative assessment. The depth and understanding of these parts of the brain and their functions is the summative assessment of this activity and will be given digitally or when the assignment are given back to be taken home depending on the format of the classroom.
EDCI: Blog Post 2
Open pedagogy or OER, open educational resources, is a teaching methodology that reenvisions how a subject is being taught versus what. If we break down the terms used, open refers to educational resources as being public domain and openly licensed. This means that the tools for learning and not only assessable but downloadable. This also is applied to the learning outcomes. Instructor and student work alike are publicly viewable. Pedagogy is the practice of teaching academic subjects or concepts. It is the invitation to the student to become a part of the teaching process for more than just themselves but future students and even on a global scale. The access we have to each other these days with technology leaves the perfect platform for a new, didactic, learning method where students can participate in the co-creation of study.
This system of instruction is a reimagined design of learning that leaves room for open engagement with students, their instructors and the material. It creates flourishing academics that break down āfacilitatorā boundaries to further long-term goals rather than short-term memorization. By starting with mission statements to provide a motive for the course, and then utilizing open planning, open products, open-reflections and open process, educators engross students with the content and fertilize a healthier and more absorbed student body. Open Planning is the collaboration of content, lessons, tools, and teaching strategies with other educators via public access. Open Products refers to the publishing of students’ work, results and learning examples, for an audience larger than the teacher. This results in the understanding that the work is more important than just a grade and broadens the global conversation for learners. Open reflection is reflecting within a public document on what worked and what didnāt work to create communication with people possibly dealing with similar challenges. Open Process is exposing what resources such as software and tools were used and what learning hurdles came along with them. The significance of open communication is unpacking and collectively understanding what was successful and what was not for students and instructors. (UBC Program for Open Scholarship and Education, 2021)
Learning and teaching students to engage with material to reach long-term course goals is multidimensional and should taught as such. As Professor Schuwer claims, āOpen Pedagogy is an extension of and not a replacement for didactical approaches a teacher can useā (Professor R. Schuwer, 2015) This explains how open pedagogy learning as a method is an addition to other learning environments such as direct instruction, inquiry-based learning, cooperative learning, and experiential learning. This course is a perfect example of open pedagogy. We are creating systems of learning for each other and future students and involving ourselves with the understanding of how you teach. (E. Werth & K. Williams, 2022)
Using these learning techniques in partnership with each other creates informed and engaged learners who connect the outside world with their education process through networking. The goal is to encourage students to direct their learning by sharing ideas, reviewing with peers and increasing student motivation.
Kwantlen Polytechnic University (2023) Open Pedagogy, Kwantlen Polytechnic University. Available at: https://www.kpu.ca/open/pedagogy.
Schuwer, R. (2015) April Open Perspective: What Is Open Pedagogy?, Year of Open. Available at: https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/.
The University of British Columbia (2021) What is Open Pedagogy | Program for Open Scholarship and Education, Open.ubc.ca. Available at: https://pose.open.ubc.ca/open-education/open-pedagogy/defining-open-pedagogy/.
Werth, E. and Williams, K. (2022) The Why of Open Pedagogy a Value-First Conceptualization for Enhancing Instructor Praxis. Smart Learning Environments, 9, Article No. 10. – References – Scientific Research Publishing, Scirp.org. Available at: https://www.scirp.org/(S(czeh4tfqyw2orz553k1w0r45))/reference/referencespapers?referenceid=3634524.
What is Open Pedagogy? ā BCcampus OpenEd Resources (2021). Available at: https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/.
BlogĀ Posts Feedback
Hi Elizabeth!
Iāve really enjoyed reading your post! It presents an interesting and balanced view of direct instruction!Ā You did a great job of breaking down direct instruction and emphasizing how its effectiveness depends on the subject matter and learning objectives. I appreciate your creative example of the quadratic formula and how it might not need āstudents to tie in personal stories or feelings around a topicā. This really emphasizes the point about context shaping the teaching approach. Your post has me thinking about how modern tools might shape traditional teaching methods. How do you think advancements in technology such as online learning platforms and asynchronous courses might be influenced by the effectiveness or perception of direct instruction? Could this be a hinderance to engaging students from a far? Do you think thereās room for blending teaching styles even in topics traditionally suited to direct instruction? Thank you for sharing, Iād love to hear more about your perspective! I especially like how you tied in the concepts of our group project with Direct Instruction and its effectiveness (or not so much) to it šĀ
EDCI 335: Blog Post 3
Universal Design Learning or UDL, is a concept where designers focus on the limitations of their blueprints rather than how to assist learners if they are met with educational learning barriers. This is done by the framework of using three Universal Design principles as pillars, Multiple means of representation, multiple means of action or expression, and multiple means of engagement. These guidelines assist the already inclusive instructional design as a student-centred approach. Addressing barriers and making improvements such as speech-to-text features or online textbooks, while being essential for some learners also benefits the rest of the student body.
Adjusting learning environments during unexpected events, like a pandemic, requires adaptability, thoughtful planning, and utilizing technology. It is important to provide emotional and mental support through check-ins and mental health resources, as well as academic flexibility. When an event such as a global pandemic ensures the student will be required to do their learning from home, utilizing technology offers the only solution. Using tools such as Zoom, Microsoft Teams of Google Classroom, guarantees students and teachers access to the course online from home. These virtual lessons and assignments must also provide accessibility by using materials in various formats (PDFs, videos, and audio) for students with disabilities. Offering clear and accessible instructions for using these new platforms and tools that minimize confusion is a perfect example of providing proper scaffolds for a class. It is also important to recognize that some students may not have access to reliable internet, so offering offline materials such as printed packets or USB drives can offer kinesthetic learning material. To guarantee adaptability flexible scheduling is vital. It is important to recognize that students and families are being thrown from their routines in unexpected ways and not only may that cause mental strain, but studentsā home environments may not be conducive to strict schedules. Providing recorded lessons and asynchronous tasks can modify assignments to fit the class’s needs. To plan for these modifications proper and ongoing training is required from not only students but facially and parents/guardians. By creating tutorials on how to use online platforms, providing guidance on effective study practices for remote learning, and offering tech or materials sessions to help parents support their childrenās education, instructors can develop strong pillars for equitable learning.
EDCI 335: Blog Post 1
I grew up in Vancouver and had the luck of attending an International Baccalaureate high school. My art teacher encouraged me to enrol in the certificate program for art but it came as a surprise to me when my English studies teacher did the same. Art was always my passion and it seemed like a no-brainer but I didnāt feel like writing was my strong suit whatsoever. Iāve never liked poetry or been keen to read novels for fun until I enrolled in IB English with Mr. Dawson. That class changed my whole outlook on understanding media.
Learning and unpacking language from books and movies became a pastime for me. Suddenly I wanted to write stories and talk about literature all because of this class. I equate this shift in enjoyment to two things, but really just one, 1) the students I was surrounded by and 2) the way Dawson taught. For the first time, I was surrounded by students who volunteered to be there. This was an opportunity only passionate students signed up for. Everyone was there to discuss with each other and learn from one another. In my high school experience, this felt like the first time everyone around me had an enthusiasm for double entendres and Shakespearean sonnets. That excitement is contagious. At the end of the day, the only reason the student body was so enthralled in this class was because Dawson knew how to engage us. He knew that simply getting us to read chapters 13-24 and following it up with a quiz would never create a didactic ecosystem of eager learners. He would read aloud to the class and allow students to do the same. We would have open and loud debates about differing concepts and characters. We dressed up with suits and briefcases to reenact Arthur Millerās āDeath of a Salesmanā. Donāt even get me started on literary devices. We learned through the process of doing and not only did this engross us in the subject matter but it built a tight group of students who valued and challenged each other’s points of view. I am a better student for that class and simultaneously have become the most annoying person to watch a movie with.
Welcome!!
Hi all, I am Savannah! Welcome to my site!
I am in my third year at UVic in the Visual Arts program and planning on getting a minor in education. When I mention my major, nine times out of ten, people want to know what that entails. Basically, I had the most amazing art teacher in high school and with her encouragement and the luck of attending an International Baccalaureate secondary school I was able to explore the world of Art. Back then I focused most of my practice in painting, and don’t get me wrong I still do but, now I am trying to work outside my comfort zone and learn more about digital art. Who knows what will happen in the years to come but perhaps one day I can become an art teach just like mine to inspire a whole new generation of artists.
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