Month: December 2020

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.