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• What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

Vince Opra’s Photoshop tutorial requires students to actively follow steps, apply the technology to their own projects in real-time, and experiment with the tools presented. This ensures that they interact directly with the content.

• In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Students can take notes, complete exercises using Photoshop, think about how they can apply these techniques to their own work, and participate in online forums to share progress and ask questions. These activities help them better understand and apply knowledge.

• What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After watching the video, students can use the techniques they learned to create composite images. This helps develop image processing and creative design skills. Students will use Adob e Photoshop and can share their work through an online portfolio or classroom submission platform.

• How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

Feedback can be provided through peer review sessions, where students can comment on each other’s work using tools such as online forums or Google Classroom, and teacher feedback can be provided through comments or video reviews in tools such as Loom. Digital platforms such as email or LMS can facilitate this process.

• How could the video have been designed to generate more or better activity from viewers or students?

To increase engagement, videos can include interactive elements such as quizzes and prompts, clear instructions with on-screen text and visual AIDS, and participation prompts to stay engaged.

• How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To ensure inclusivity, videos should have accessibility features such as captions and transcripts, allow students to control the speed of play, and provide supplemental materials such as written guides for those struggling with video-based learning.

UDL Universal Design for Learning (UDL) is a scientifically valid framework for guiding educational practice, whose key premise is student diversity, emphasizing the need to meet student needs by enhancing flexibility in instructional methods, instructional objectives, instructional materials, and instructional assessment. It consists of three main principles, providing diverse modes of participation, representation, behavior, and expression, with the main focus on why, what, and how students learn.UDL emphasizes taking into account the learning needs of all students when conducting curriculum design and giving every student the opportunity to learn. Therefore, the presentation of information, student feedback, and the use of learning materials should be taken into account when designing a course, rather than being modified and supplemented after the lesson to address issues that arise during student learning. When the curriculum is designed for all students, students with learning disabilities should naturally be included, not treated as “special”, so that students with learning disabilities can truly be integrated into general education and have more equitable access to educational opportunities. UDL, as a mature framework for personalized curriculum design, can provide effective theoretical guidance for designing personalized learning courses. Research-based on the UDL perspective has been widely used in most countries, and there have been teaching resource construction, online resource construction based on the Internet of Things, application in university courses, personalized learning curriculum design, and application in educational practice. If this theory is used in primary and secondary school classrooms, students can be personalized and equitably nurtured by using the methods, materials, and assessments that students like, and students can develop and stimulate their learning motivation together. development, stimulate students’ learning motivation, will students grow better.

In the ever-evolving field of instructional design, people seek to create effective, efficient, and engaging learning experiences. Regarding instructional design principles, Utah State University’s Prof. David Merrill’s “Principles of Primary Instruction” has been recommended by many experts and scholars.

Who is David Merrill?
A professor at Utah State University, David Merrill is a respected educational researcher and teacher who has spent more than 30 years researching various instructional design theories and models to identify common principles for each of them. In his research, Merrill has established five principles of instructional design that can be used in designing any course or practice to achieve effective and efficient instruction.

Principle 1:
Problem-Centered: learning is facilitated when learners are committed to solving real-world problems.
Instruction should be centered around real-world problems or tasks. When learners are engaged in solving meaningful problems, they are more motivated and learn more effectively.

Principle 2:
Activation: Learning is facilitated when existing knowledge is activated as a basis for new knowledge.
Effective instruction activates learners’ existing knowledge base and helps them connect new information to what they know. This principle encourages the use of activities that prompt learners to recall and reflect on their previous experiences.

Principle 3:
Demonstration: Learning is facilitated when new knowledge is demonstrated to learners.
Instruction should clearly demonstrate the skill or knowledge to be learned. Modeling and exemplifying concepts helps learners understand how to apply what they have learned in real-world situations.

Principle 4:
Application: Learning is facilitated when learners apply new knowledge.
Learners should be given opportunities to apply new knowledge or skills. Practice and feedback are key elements that enable learners to refine their abilities through repeated application and improvement.

Principle 5:
Integration: learning is facilitated when new knowledge is integrated into the learner’s world.
Finally, effective teaching encourages learners to integrate and apply new skills or knowledge in the real world. This principle supports the transfer of learning from the instructional setting to actual practice.

To summarize, Merrill’s teaching principles include stimulating students’ interest, focusing on individual differences, fostering students’ self-directed learning ability, focusing on practice and application, encouraging students to learn cooperatively, and providing timely feedback and evaluation. These principles have important guiding significance in teaching practice, which can help teachers improve teaching effectiveness and promote the overall development of students. Therefore, teachers should actively apply these principles to provide students with quality teaching and learning services.

Hello, everyone!

As we delve into learning theories and assessment strategies lessons, it is important to reflect on the methods used and how they relate to the theories underpinning our learning. This week, I explored a variety of assessment strategies and considered how they align with the principles of behaviorism, constructivism, and connectivism. Here, I will discuss which strategies were used in our course, and which were not, and how they relate to my previous learning experiences.

Assessment Strategies for this Course

From the course syllabus and initial activities, it is clear that our course utilizes several assessment strategies:

Formative Assessments: these come in the form of weekly blog posts and discussions. Formative assessments are designed to provide ongoing feedback that instructors can use to improve their teaching and students can use to improve their learning. This strategy is critical because it supports continuous learning and improvement rather than focusing solely on the result.

Peer Feedback: we encourage reading and commenting on peer blog posts. This strategy promotes a collaborative learning environment and allows us to engage in reflective practice that enhances our understanding through discussion and critique.

However, some strategies are not fully applied in this course:

Summative assessments: traditional summative assessments, such as final exams or large projects, seem to be less emphasized. While there may be a final project or larger assignment in the future, the focus seems to be on ongoing formative assessment methods.

Automated quizzes and tests: these are common in many online courses to quickly assess understanding of basic concepts, but they are not prominently featured in our current course syllabus.

The assessment strategies used in our program are closely related to several learning theories:

Constructivism: the emphasis on reflective assignments and peer feedback fits well with constructivist principles. Constructivism recognizes that learners construct knowledge through experience and reflection, and this course encourages us to build our understanding through ongoing interaction and reflection.

Connectivism: peer feedback and the use of blogs for discussion are prime examples of connectivist learning. Connectivism believes that learning occurs in connected networks and emphasizes the role of social and digital networks in the learning process. Our courses utilize these networks to facilitate learning.

Behaviorism: Behaviorist principles, while less prominent, are subtly reflected in the structured nature of the weekly tasks and feedback mechanisms. Behaviorism focuses on observable behavior and reinforcement, and the ongoing feedback we receive reinforces our learning behaviors.

Comparison with other courses
The assessment strategies in this course are more focused on formative and reflective practices than in other courses I have taken. For example, in previous psychology courses, the main assessments were summative, including a midterm and a final exam. These were designed to assess our knowledge at a specific point in time and were more consistent with behaviorist principles of reinforcement and measurable outcomes.

In contrast, another educational psychology course heavily utilized a constructivist approach similar to our current course. It includes weekly reflections, peer discussions, and practical applications of theory, which contribute to a deeper understanding and retention of the material.

Conclusion:
In summary, our program employs a range of assessment strategies aligned with constructivist and connectivist theories. The focus on formative assessment, peer feedback, and reflective practice creates an engaging and supportive learning environment. Highlights the diversity of assessment strategies compared to other courses and how they cater to different learning theories and outcomes.

By understanding these connections and reflecting on our experiences, we can better understand the rationale behind these strategies and use them to improve our learning journeys. As we continue with this course, I look forward to exploring these theories further and applying them to improve my learning and teaching practice.