Zhaolong Tan’s Blog

https://candiceshang.opened.ca/blog-post-3/

Hi, Candice. Thanks for sharing your ideas for inclusive design. Considering different people is quite thoughtful, and this action will attract more participants. Your design considers English language learners and provides support such as subtitles. You also suggest other learners use Twitter and WordPress on the cellphone. During this Covid period,  using social media such as Twitter and websites for learning is a good platform to gain knowledge. Learners get a chance to overcome the timing and mandatory classroom issues. Learners will be more efficient and may have more interaction through the internet.

https://harleenparmar.opened.ca/2020/11/02/interaction/

Hi, Harleen. Thanks for sharing your ideas about interaction. Your video is about screen depression and light effects. I like your ideas about observation during the video clip. It’s not easy to watch the video and take notes together. Thus, concentrating on watching TED is a good form of learner-generated interaction. Writing journals for getting feedback from students is an efficient measure of interaction. I agreed that this activity can be scaled for a large number of students. Ted Talk video is quite useful to learners, and this video could have a great inclusive classroom.

https://soals.opened.ca/interaction-with-art/

Hi, Soals. I must say well done for your ideas on speed-painting tutorial and activities.  I like your ideas to let students being independent for the learning experience. As well, this exercise only contributes to student’s participation is so nice. Students should take this exercise as a fortune because it doesn’t have a penalty. You also provide optional choices to let students choose what they want to do based on video content, which is very open and friendly. The lesson is efficient and creative. I would like my children to take this kind of interactive art exercise in the future.

Based on Merriam-Webster’s definition of interaction we know if objects or events have mutual influence, then these things have interaction. Interaction is positive for the learner’s study. Because our group course is about mural painting, I found out an interactive painting video on YouTube. This video called “Josef Albers Interaction of Color – Op art and relative color”. When I first looked at the title, the word ‘color’ caught my attention because I’m doing the color theory activity for our group lesson. I understand the essence of color for painting. The application of the color wheel is the main process for color mixing. Thus, this video is quite useful and interactive. The You-Tuber introduces the op art and relative colors for painting. The purpose of this video is to improve learner’s painting skills. He introduces the teacher Josef Albers who devotes himself to teach of the interaction of color. Then he starts to use a paintbrush to provide a sample of the op art movement. This video type of learning material can generate interaction without intervention. This video is a mixture of inherent and user-generated interaction. The author uses his painting to test whether learners capture the main concept of op art and encourage to use their own colors to do a opt art painting. Learners will follow his movements unconsciously to perform an op-art painting. Students who love art or painting will willing to capture the op art ideas and show their own reflection voluntarily.

Learning painting mostly is about doing hands-on activities. Thus, I would suggest learners to use a drawing board, paintbrushes, and palette to do a color painting exercise based on op art theory. The traditional color theory will develop their painting colors. As well, trying to use white(labels) with different colors to present op arts. After the work is done, learners can hang their painting on the classroom wall and set up an online meeting (Zoom) for review and getting feedback. I would prefer using an internet app. for feedback due to efficiency and safety. Free-exercise should be interesting and manageable. The only thing learners should consider is mixing their colors. This exercise shouldn’t be the scale for more students because painting requires quality and imagination rather than quantity. The only barrier for this exercise is learners may not truly understand op art. Therefore, providing several op-art learning resources ( video, article) is necessary.

Our group will consider and have interacted with our learners for our mural painting course.

 

 

References:

https://www.merriam-webster.com/dictionary/interaction

 

(Video Resource)

https://youtu.be/ZIVCeeB7NIE

 

https://harleenparmar.opened.ca/2020/10/23/inclusive-learning/

Hi, Harleen. This is Zhaolong Tan, and I must say well done for your inclusion post. You mentioned the importance of inclusion for education, and I agree with your ideas. Next, the intelligence test is very helpful. This test helps each instructor to match the expectation for teaching, and the instructor will have a better chance to choose appropriate methods for student’s understanding. I appreciate your concern about the student’s feelings about learning your lesson. This action can help students to feel comfortable participating in your topic ‘addiction’. Also, sharing my own thoughts and experience matches the goal of inclusion. I might accept your inclusive idea for our group’s topic. I like your ideas for teaching English in different methods such as visual examples and hands-on activities. Realizing the uniqueness of individuals can let learners gain knowledge in different methods.

Thanks for sharing.

Recognizing the importance of learning design can help us to do better with our learning design. Inclusive learning also can ensure all different level learners meet ideal objectives. In our group blueprint assignments, we already set up different activities for children’s painting study. As well, our interactive course will provide specific descriptions such as the technology tools of our lesson to meet learner’s requirements. Inclusive design can let our learners pursue excellence. In order to achieve equity rather than ‘equality’, our lesson design is more toward disabled children who have limit human sensory( deaf, colorblindness). Attention and engagement variables are important considerations in your learning design. Designers focus on the limitations of their designs rather than any perceived limitations of their learners. Inclusive learning should encourage young learners to find out useful resources, and learners can improve their painting progress by modification.

Especially, our group has environmental potential barriers during this global Covid period. We can not do face to face activities due to social distance, and this action reduces cooperation and interaction with young learners. As well, mural painting relies on hand in activities for practice, but this Covid barrier stops our group from doing hand by hand teaching. However, we can let learners using an online drawing board application for painting guidelines and exercises. This strategy increases efficiency, and students can do their painting whether at home or outside. Although the online meeting is not enough to see what are students doing are correct them right away, our group can set up Zoom meetings for painting instruction. For example, one of our activities is the traditional color theory activity. We can introduce the color wheel, different levels of color, and color mixing information via online live meetings (Zoom). Furthermore, our lesson will let our learners create their own color wheels and share them on Google Doc profile. Let online applications being our ‘scaffold’ for teaching is necessary.

 

 

 

 

 

Interactive Learning Resource

By: Sinead Swan, Colton Van Camp, Harleen Parmar

https://docs.google.com/document/d/1tO1Ss3qvI0oJGFo53H_hD5BJ5VFl5RpUcqwHYKgtaCM/edit#

Hello! Pod 6

This is Zhaolong Tan’s peer review for the topic ‘ teaching technology addiction in a highschool classroom’. I must admit that your group did a great job on this interactive course. I really love this topic because I am addicted to using the internet in my life, and sometimes it wastes my time. This lesson can help me to be efficient in my daily work. As well, most students used different media to study during this Covid period, so knowing the effects of technology is precious.

Firstly, this lesson is well structured. It has an organized and logical structure. It provides a catalog to let learners follow the learning process step by step. The lesson starts with a great overview. It introduces the importance of technology for people’s studying and life experience. Then it points out the negative effects of technology addiction for people (especially high school students). The main point of this lesson is to find out the most effective learning methods for students, which is very clear. Next, this lesson starts with the main content. I will point out the strength and weaknesses of this lesson.

Strength of each lesson sections:

1. An appropriate choice for learning theory: Constructivism

From month to month

2. Considerable choices for learning design: direct and experimental learning
3. Good resources and quotations for activity.
4. Proper activities: Introducing the essence of a journal by watching YouTube, and students need to create their own type of journal for self-improvement.
5. Worthwhile tips to avoid screen time.
6. Thorough consideration for diverse learners to study.

The weakness of some lesson sections and things need to work on:

• Spelling and language: there are some spelling mistakes such as ‘ve1ry’. Also, the writing language is not that fluent in the description of the learning design part, and its content is not very clear.
• The goal and objective ideas are a little repetitive.
• Should mention or label the main technologies for this lesson clearly.
• Creativity: Should have a better form to present a technology addiction lesson. This form is similar to the blueprint assignment, so it lacks creativity. Although the lesson provides several video resources, it lacks performing elements such as images, audio, and embedded videos. A good and attractive course should consider diversity rather than wordiness. I suggest designing a website for better visual learning.
• Learning Context: I like the idea to ask questions about previous experience and instruction differentiation, but this part also needs to mention which aged group is your lesson’s main audience.
• Assessment rubric: The grading rubric is a little uneven or unbalanced. For example, the insightful reflection being a major part to mark, but this part is subjective, so it’s not easy to mark. The rubric should care more about student’s participation.
• Appendix: It is a little disjointed, it should closer to the relevant content.
• References: Should list all the resources together and make a reference page.

In general, technology addiction is a great interactive lesson. I hope my ideas and comments can help your group to modify this lesson and help your future study. Thanks for your hard work, and I really enjoy this interactive course.

 

https://candiceshang.opened.ca/blog-post-2-inquiry-based-learning-and-public-goods/

Hi, Candice. It’s good to review your post and share my ideas with you. Honestly, your post enlightens me on this post two writing. I also write about inquiry-based learning, and our group topic is mural painting for children. At first, you defined this learning and pointed out the three characteristics of this inquiry-based learning.

1. Student’s participation in entire research.
2. Special degree of value for the results.
3. Conducted independently.

Then, you connect this learning method with your group topic of public goods. You want learners to question public goods and explode this topic by themselves. I love your ideas about self-learning, which is a suitable learning mode. You also compare traditional learning with inquiry-based learning to show the advantages of inquiry-based learning. Furthermore, you provide a specific process for public goods learning through inquiry-based learning. I agree with you that inquiry-based- learning is good for beginners. It’s good to use this method for interactive learning design due to independent participation. I’m looking forward to seeing your group use inquiry-based learning for the public good (economy) course.

 

Inquiry-based learning is a learning method that emphasizes the student’s character in the learning process. This method is not a stereotype for learning. It encourages students to explore knowledge or the material, and it lets students ask questions and share their ideas. For example, students can assign to different small groups for discussion. The purpose of this method is to let students gain knowledge through exploration, discussion, and experience.

There are many benefits of inquiry-based learning, and this method may align with our topic of collaborative mural painting. As we know, visual art is related to creativity and different knowledge. Also, our group’s topic is going to aim to teach young children(grade 6-8) about mural painting. Thus, our group will more likely to teach this course through ‘hands-on’ activities. Similarly, the biggest benefit of inquiry-based learning is engagement. Students can explore the topic deeply and gain knowledge from their own hand’s experience. Young children are able to practice and experience outside of the textbooks. Therefore, we can use this learning method to teach young students effectively. Furthermore, our main objective for this course is to let young students use painting to express their feelings and shape their personalities. Inquiry-based learning provides self-directed learning opportunities for young students. This learning model can maximize the effect of learning mural painting and expression. Young students also can develop their cognition and interaction at an early age.

How?

 In general, how can we use inquiry-based learning for designing this course? We can start with the process by following the graph below:

1. Wondering( asking questions about mural)
2. Investigation
3. Recording
4. Discovering(self-learning)
5. Thinking
6. Trying(experience)
7. Reflection (conclusion and feedback)

Once we finished these 7 steps, our mural painting course can be finished perfectly.

On the other hand, our group will consider the use of inquiry-based learning for the final interactive learning design assignment. This method gives more ownership to young students for self-studying and interaction. Based on children’s experience and deeper understanding of mural painting, We can get great learning outcomes or feedback. Inquiry-based learning is flexible and high engagement, and it matches with art creation.

 

References:

1.https://www.opeduca.eu/Inquiry_Based_Learning.html

2.https://gradepowerlearning.com/what-is-inquiry-based-learning/#:~:text=Inquiry%2Dbased%20learning%20is%20an,ask%20questions%2C%20and%20share%20ideas.

 

 

 

 

Hi, Harleen.

(Blog Post One by Harleen Parmar) Continue reading Comment 2 for Post 1