EDCI 335

Category: edci335

Post 3

February 28, 2025 / / 0 Comments

How will your interactive learning resource specifically ensure that the needs of all learners can be met?
Representation
AI concepts will be introduced through text, videos, and case studies, catering to visual, auditory, and hands-on learners. Labs Work will allow students to work with AI tools.


Engagement
Class discussions and reflection assignments (Reflection Assignment) will encourage students to review and adjust their learning strategies, enhancing self-regulation skills. Help students to explore AI applications in different fields independently and apply AI knowledge in real-world scenarios, improving their practical skills.

How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs?
If an unexpected event (such as a pandemic requiring online learning) occurs, I will make the following adjustments to ensure that students can continue learning effectively:


1)Online Courses & Virtual Labs
All course resources (documents, videos, interactive labs) will be transferred to an LMS (such as Brightspace, Moodle, or Canvas), ensuring that students can access content asynchronously.


2)Enhanced Remote Interaction & Real-Time Support
Real-time discussion groups (Mattermost/Zoom) will be used to maintain group collaboration and Q&A opportunities.

Identify any barriers to student success in one of your learning activities and suggest adjustments.
Potential Barriers in Presentation Activity
1)Language Barrier: Non-native English speakers may struggle with oral presentations.
2)Team Collaboration Issues: Differences in time zones and unstable internet connections may affect teamwork efficiency.


Increasing Language Support
Students will be allowed to prepare written scripts for their presentations or include text descriptions in their PowerPoint slides to improve comprehension.


Improving Team Collaboration Methods
Asynchronous collaboration tools (such as Google Slides, Miro Board) will be used to minimize the need for synchronous meetings.

Potential barriers in the learning environment and how to reduce them.
Potential Learning Barriers
Complex Question Logic: Students may struggle to frame effective AI queries and fail to make progress with overly complex question sets.

Providing Reference Answers
After each assignment, sample answers will be provided to illustrate basic question logic and clarify fundamental concepts.

Universal Design in Engineering & Its Application in Learning Design
For curb cut, Initially designed for wheelchair users, but later found to benefit parents with strollers, skateboarders, cyclists, and luggage users. Design should be inclusive from the beginning, rather than adding special accommodations later.

Universal Design for Learning (UDL) Principles
Ensuring accessible and customizable learning resources for all learners.

Post 1

January 27, 2025 /

After studying the materials and videos, I believe that all learning of experiences and skills comes from long-term attempts. I enjoy rock climbing, and like all beginners, I couldn’t attempt routes of normal difficulty when I first started. Without any coaching assistance, I believe I primarily employing constructivist strategies while incorporating some elements of cognitivism. For me, the challenges included being overweight, lacking technique, or insufficient strength—all of which require long-term improvement and a high level of proficiency. I learned how to find efficient and energy-saving positions, mastering techniques, and simply building strength. During this time, I also made many friends who helped me adjust my movements and suggested new approaches. When disagreements arose, confirmation bias could occur, but trying out the suggestions quickly resolved differences and led to consensus.

Based on my climbing experience, I have also taught this sport to beginners. Here are the answers I have during teaching:

  1. Attention: How will you engage and maintain the interest of your learners?
    Rock climbing is a sport that challenges oneself, so encouraging learners is very important. Providing positive feedback through photos and videos can help. It is crucial to avoid boasting about abilities, as this can create a competitive mindset, causing learners to gradually lose interest.
  2. Relevance: How can you make the learning experience personally relevant and meaningful?
    Externally, it can be linked to social media by sharing photos and videos, allowing learners’ friends to see their newly acquired skills. Internally, learners can challenge themselves; mastering difficult routes will provide self-satisfaction and a sense of accomplishment, which can become a driving force for them.
  3. Confidence: How can you build in learner autonomy and a sense of self-efficacy in your design?
    Learners should be encouraged to try new, more challenging routes so that reaching the top brings greater satisfaction. If they fail too many times, switching to relatively easier routes can help refresh their mood and reduce feelings of frustration.
  4. Satisfaction: How can you support your learners in achieving their goals and feeling accomplishment?
    I will provide continuous encouragement and offer timely tips during climbing to ensure learners perform as well as possible. Using a loud voice and sharing the learner’s climbing process with others can affirm their success.

In conclusion, I believe my teaching style leans more toward cognitivism, as I focus on providing mental guidance and offering encouragement to maintain learners’ interest.

University of Victoria
Photo by Flickr user serdarkaya under CC license: BY-NC-ND 2.0

Test Learning Design Post

May 2, 2020 /

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