Category: edci335

1. What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?
   
   This video would require students to proceed with two kinds of interactions, including the interaction with learning materials and student interaction. Students need to watch the video and post their feelings, observations, comments, and other related materials they have found on the student forum to discuss with others. Students wouldn’t be forced to respond to the video, which means they don’t need to finish the forum to go on to the next stage (Bates, 2019). However, the forum participation would be counted in the final grade.
   
2. In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
   
   Learner-generated interaction can be defined as “some media may not have explicit interaction built in, but end users may still voluntarily interact with the medium, either cognitively and/or through some physical response” (Bates, 2019). After watching the video, I myself was impulsed to find out more about the video, for example, the complete court video about the American missionary. I believe students would be motivated to dig out more about what the witnesses of the Nanjing Massacre have to say about Japanese violence and crimes.
   
3. 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 assigned activity after watching the video is to post a comment on the campus discussion website. More specifically, the students are supposed to express their feelings or opinions about the video itself, and then they need to share what they have found about the topic with their classmates (diverse forms in the video, academic article, and so on, but must be fact-based), and finally they will have to remark on the other students’ posts. Through the activity the students would learn how to search for related information concerning the learning content and with the sharing of information, they will have a deeper understanding of the Nanjing Massacre. The students would have to use some online websites such as Youtube to find related videos, or library to find academic articles, and most importantly, the campus website to post their comments.
   
4. 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?
   
   Students can get feedback from other students’ comments. The feedback from students can be one important approach to assessment, as we have learned, “Common learner-to-learner assessments include peer reviews, group reflective processes or group products with a self-evaluation component”. There would be no more technologies involved. The campus website is enough because the students keep complaining about a “confusing plethora of communication and instructional channels (Google Classroom, Zoom, YouTube, email, and various apps)” (Our Need to Interact – EDCI 335, n.d.).

References

Our Need to Interact – EDCI 335. (n.d.). Retrieved October 25, 2022, from https://edtechuvic.ca/edci335/our-need-to-interact/

Bates, A. W. (2019, October 10). 9.6 Interaction – Teaching in a Digital Age – Second Edition. Pressbooks. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

How will your interactive learning resource specifically ensure that the needs of all learners can be met? How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs?

Taking all students’ needs into consideration is of great significance since it keeps in line with inclusive learning design and universal design. Inclusive learning design implies that “every person is a learner, and every learner has the right to pursue excellence and achievement” (Inclusive Learning Design – EDCI 335, n.d.). The universal design indicates that “when a design includes improvements for some members of the population, there can be a benefit for other users as well”(Universal Design – EDCI 335, n.d.). Inspired by the two theories, I plan to factor in several potential obstacles to be faced by our students when designing the details of our course about the Nanjing Massacre.

To start with, the lecturing video, audio, and captions are all available, facilitating the understanding of course content for students with hearing or sight difficulties. With regard to international students, captions available for translations can improve their learning efficiency greatly. Besides, such an online teaching approach can be effectively immune to the effect of the frequent reoccurring of the pandemic.

Secondly, a variety of support will be in place to address students’ technical and academic issues. More specifically, we as teachers will provide office hours when students can approach us with any difficulty in understanding the learning content. VPN will be free to download for international students struggling to access the campus website. More importantly, there would be an online operation guiding video where students can learn step-by-step operations concerning how to access lecturing, assignment, and quizzes, and also how to make use of the library. If students are still confused they can turn to a technical team.

Thirdly, a syllabus (including a timetable) and assignment instructions would be posted beforehand. One downside of online teaching is the lack of supervision and constant interaction. Students can easily miss the deadlines with the assignments and requirements from different courses piling up. A syllabus enables them to schedule their tasks in advance. And without assignment instruction, students may be easily confused about where to start when facing a large number of learning materials. Such support can help students to be on the right track as soon as they can.

Fourthly, the final large project will be divided into small tasks to keep students focused and less pressured. According to the selective attention theory, students may be overwhelmed in face of a complicated and time-consuming assignment. Given this, our final project requiring students to give a community lecture about Nanjing Massacre will be divided into a course description, a course plan about content and form, an introduction video, a submission of teaching materials, and final a full video. I believe the division of tasks will be more manageable for students.

The four solutions aim to empower every student whether they have been stuck at home due to COVID or they have physical limitations. They can be relieved of both technical and academic pressure with such a learning design.

References

Inclusive Learning Design – EDCI 335. (n.d.). Retrieved October 19, 2022, from https://edtechuvic.ca/edci335/inclusive-learning-design/

Universal Design – EDCI 335. (n.d.). Retrieved October 19, 2022, from https://edtechuvic.ca/edci335/universal-design/

Project-based learning is to create a situation or propose a problem imitating what is in real life for students and students are required to proceed with a long-term exploration to solve the problem with all techniques or knowledge they have acquired. In this process, students will train their skills and learn new knowledge while solving the problem (Powerschool, 2021).

There are basic characteristics of project-based learning. Firstly, it is student-oriented. In traditional learning, the teachers are the central figure and the main deliverer of knowledge while the students have to follow the instructions of the teachers without much space for themselves to explore. However, project-based learning requires students to work independently with their classmates without specific directions from teachers. What they will learn and how much they will harvest depends on their own efforts and their interaction with classmates and the project (A Guide to Using Project-Based Learning in the Classroom, 2020).

Secondly, it is more demanding and meaningful. Project-based learning can not be handled by students cramming knowledge overnight to memorize specific answers. Instead, it requires sufficient knowledge basis to solve practical problems. In this context, it is more challenging. From another perspective, since such a project is intended for a real-life situation, students would be exposed to real challenges and provide solutions that will bring real changes to people’s lives. Thus, it is also meaningful (A Guide to Using Project-Based Learning in the Classroom, 2020).

Thirdly, project-based learning is interdisciplinary. In the traditional examination, students will only employ the knowledge they have learned in this subject. However, when it comes to a project, students would have to employ various skills from different disciplines (A Guide to Using Project-Based Learning in the Classroom, 2020).

Fourthly, project-based learning can cultivate students’ teamwork. To finish such a project, students will have to make a plan, search for relevant information, divide their tasks, go on field study and overcome different challenges.

I think such a learning approach matches our topic. Our topic is Nanjing Massacre, and the course content needs more interpretation and understanding rather than memorization. Besides, our course is intended to provide different perspectives. Project-based learning allows teamwork. A group of students, especially those from different cultural backgrounds would be more useful for students to be aware of different standpoints and perspectives. Students can also observe the distinction of official attitudes from different governments through the education of students from diverse backgrounds. In addition, project-based learning enables students to interact with people other than mere classmates so that they can be exposed to more people and more diverse opinions. They can find out the proportion of different opinions and also try to dig out the reasons behind such distinctions.

This approach can be used in our final interactive project. I have some proposals that can be used. For example, we can ask students to make a survey among students or local residents. The students can prepare some questions, for example, what they have known about Nanjing Massacre, who should be to blame for such huge violence, and also how they feel about the Japanese government’s attitude towards the event. After the survey, the students are required to submit a report including some statistics, analysis, and their own understanding or explanation. Apart from that, we can also assign an activity where the students are required to do research, prepare some materials, and deliver a speech to the local residents. In the process, they can not only deepen their own understanding but also observe other local citizens’ responses to this event, which is align with our course objective.

References

A Guide to Using Project-Based Learning in the Classroom. (2020, March 11). True Education Partnerships. Retrieved October 9, 2022, from https://www.trueeducationpartnerships.com/schools/a-guide-to-using-project-based-learning-in-the-classroom/

Powerschool. (2021, June 14). Project-Based Learning: Benefits, Examples, and Resources. https://www.powerschool.com/blog/project-based-learning-benefits-examples-and-resources/