Month: November 2020

Peer Review: technology addiction in a highschool classroom

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

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

 

Comment for Post #2

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.