Author: Chantale Couch (Page 2 of 2)

How will our interactive learning resource specifically ensure that the needs of all learners can be met?

As discussed in my previous post, my group’s project is to host a synchronous evening webinar on Zoom. Specifically, the focus will be placed on elementary-level teachers looking to expand their knowledge of the French language through the learning method of songs. With this webinar, our interactive learning resource is a sharable presentation on Canva, which will be used to guide learners during the webinar, while also providing supplementary resources such as quizzes, research articles, information pamphlets, and song playlists to use in the classroom and other language learning environments. Each of those resources will be organized in tabs, to be easy to access and faster to find the information needed. We know from the readings this week that there is such a diversity of learners and meeting their needs is crucial in designing. We will accomplish that by providing for various learners, for example, learners who may need interactivity in doing quizzes, having discussions, or asking questions will benefit from our resource. Additionally, visual learners so using colour coding and graphics, learners that thrive off reading articles and listening to discussions or learners who need to do something tangible and provide writing opportunities.

We also want to keep in mind that even though our learners are teachers who have already a range of skill sets, the material we are teaching them is most likely new “we can’t assume that just because someone knows their content or has developed a set of skills that they can share those skills or knowledge effectively with someone else.” (EDCI Inclusive Learning Design, 2022) Presenting our topic and using our interactive resource in a clear and organized way while presenting information that’s digestible and simple to benefit as many learners as we can. We understand that for some sitting at one spot during a Zoom meeting isn’t ideal, we hope that providing real-time experiential singing and then having discussions about what it is and how it’s beneficial can help keep engagement. Additionally, using the polls function on Zoom with check-in questions to see how learners feel during the webinar “providing multiple means of engagement means planning for a variety of pathways into the learning experience and supporting learner self-efficacy.” (EDCI Universal Design, 2022) Lastly, using the universal design approach, we hope to eliminate or minimize learning barriers in our design, so we can try to meet the needs of as many learners as we possibly can.

References

Foote, A. (2019, October 31). Discovering your learning style. The Pathway Compass. https://blog.pathwaynewsroom.org/2017/01/discovering-your-learning-style/

University of Victoria. EDCI 335. (October 23, 2022). Inclusive Learning Design. https://edtechuvic.ca/edci335/inclusive-learning-design/

University of Victoria. EDCI 335. (October 23, 2022). Universal Design. https://edtechuvic.ca/edci335/universal-design/

In chapter 11: Trends in open education, in the textbook “Teaching in a Digital Age: Guidelines for designing teaching and learning” the approach of open pedagogy is explored and defined as “the practice of engaging with students as creators of information rather than simply consumers of it.” This definition is from the University of Texas Arlington Libraries, unlike the other definitions the author provides, I agree with them this is best. It not only focuses more on the student perspective rather than the theoretical one but points out the truth that in educational environments most of the time students are only in classrooms to consume. It further states “The product of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community.” I think that is extremely powerful and overall beneficial for everyone. Open pedagogy opens the door to more learners by using open educational practices (OEP) to gain open educational resources (OER) and break down barriers so everyone has access to learning. Allowing education to be more accessible through textbook resources and be free, giving support material, interactive websites and much more. Generating these kinds of resources to be more accessible will additionally help students’ engagement and encourage learning. Along with the definition, open pedagogy has eight attributes (shown in the image above) and described below:

1. Participatory technologies
   • Using various resources like blogs, social media and other resources that can be used for sharing.
2. People, openness, and trust
   • Include elements that make the learning environment a safe space so interactions and participation can flourish.
3. Innovation and creativity
   • Developing new models through technology for better sharing of knowledge and resources goes far beyond OER.
4. Sharing ideas and resources
   • For open pedagogy to be successful, there needs to be a willingness to share, trust and connect with others.
5. Connected community
   • Using the technology resources to build community through a common interest.
6. Learner-generated
   • Encourage learners to be confident in taking on roles of leadership, problem-solving and teamwork to create discussions of knowledge.
7. Reflective practice
   • Teachers and students work together to facilitate more profound pedagogical reflections.
8. Peer review
   • Students use tools to interact with other students to critique and give constructive feedback to grow their learning experiences.

I believe with the framework of the eight attributes and open pedagogy at its essence go hand and hand with the topic chosen by my group for the learning design blueprint. Our plan consists of teaching future French educators the psychology of music/singing when teaching a new language, which based on our research shows innovation and creativity. Our lesson implements technology as it is an online workshop/webinar style and provides resources which fit in sharing ideas and resources, and participatory technologies. Additionally, all resources and the workshop itself would be accessible online and hosted during the evening for those with busy schedules. Lastly, our topic correspondence to the connected community, learner-generated and people, openness, and trust attributes, as our workshop is geared to the community of French educators willing to acquire more tools to add to their toolbox and interact with other educators through shared experiences.

Reference for post and photo:

Bates, T. (2019). Chapter 11. In Teaching in a Digital age: Guidelines for designing teaching and learning. essay, SFU Document Solutions, Simon Fraser University.

Share a story about how you overcame a learning challenge. Why was it a challenge? What strategies did you use?  Use the language you learned in this unit.

My relationship with learning has consistently been a journey of peaks and valleys; I faced the majority of my valleys during the elementary to middle school years of my education journey. In parent-teacher meetings, my teachers would say that I was an excellent student, yet I had difficulties understanding and learning the material. I loved being in the classroom and learning new things, though when it came to writing or testing the knowledge I learned, my mind went blank. Similar to what is discussed in the Why is Learning Hard? Post. By the time I reached grade seven, I had worked with teaching assistants, gotten extra time for homework, and got tested for various learning disabilities, but all came back with no answer as to why I was having a hard time learning. It wasn’t until that year of grade seven that it all clicked when I finally had a teacher’s aide that understood what I was going through. The teacher introduced strategies that reflect a cognitivist way of learning since I was listening to the information being taught, but I was not absorbing it. Note-taking, colour coding, organization, visuals, and memorization strategies were components of this learning epiphany and helped me succeed in the classroom for the first time.

Fast forward to today, as a university student, I still use similar learning strategies, as they have been beneficial to how I psychologically process information. Although, I’ve noticed that by taking courses and pursuing a degree that aligns with my interests, I’ve experienced fewer challenges than when I was in public school. Through post-secondary, I have developed a self-determination way of intrinsic motivation to learn and continue learning as it genuinely piques my interest while steering me into a career I wish to have, which is teaching. I still find myself having challenges when learning new things and not being as quick to grasp them compared to others in academia. Nevertheless, I don’t let that get me down because by taking courses like EDCI 335 that break down theories and the psychology of learning, I know now everyone faces challenges and has unique ways of learning.

References:

Adventure & Company. (n.d.). Peaks and Valleys Art Print. Society 6. Retrieved from https://society6.com/product/peaks-and-valleys1085449_print.