Author: jingjingjiang (Page 3 of 4)

This week we studied the TPACK model. What is TPACK? In a nutshell, it is a central part consisting of three parts: technological, pedagogical, and content knowledge. This model identifies the teacher knowledge required to integrate technology in a complex teaching environment effectively. The addition of technical expertise provides an effective filter for teachers to check their views on technology integration, even though the intersection of content knowledge and instructional knowledge is considered central to effective teaching. With the development of science and technology, teaching with science and technology is now indispensable. For example, some video editing software is used to make a course teaching. Teachers often use software to add features to their lectures. Now, of course, there are many technical tools available in all aspects of education, such as duplicate checking software to determine whether students are plagiarizing. It also provides teachers with an effective teaching tool to judge the quality of students’ work.

However, SAMR is made up of four components: substitution, Augmentation, Modification, and Redefinition. I think this model is a change from technology to Enhance to transformation. For example, students create their own knowledge points and content through materials provided by teachers. He was more concerned with the ways and means of knowledge composition. For example, we use the sketching notes in class to improve our understanding and summarize ideas. Use the power of technology to enhance and share your content. The overview of SAMR provides a reasonable basis for how educators can use it to assess multimedia. Therefore, TPACK focuses more on the improvement and application of technology to learning to detect and improve the quality of teaching.

The SECTION is set up for seven steps: Students, Ease of use, Costs, Teaching Functions, Interaction, Organizational, Networking, and Security and Privacy. In my opinion, it is more of a significant syllabus at the beginning of multimedia teaching. It is not more focused on teaching content production and technology. It is more focused on testing the feasibility and practical process of the course. For example, teachers need to consider and select the appropriate software or platform according to the background of the target population. And the hidden problems and consequences that extend. It’s a judgment from evaluation to testing and implementation.

I think the ultimate goal of these three models is to achieve a higher quality of learning. Because there will be very different learning choices in the current learning career, we need to choose other teaching models according to different situations. But now, more and more teachers are combining the three learning modes to provide students with more convenient and effective teaching.

Feel free to leave any comments. Thank you.

How can your foresee Sketchnoting being used within learning and teaching settings?

In our teaching environment, we read a lot of text and materials. Because the capacity of our brain is limited, how can we summarize what we read more quickly and easily? Sketching is a useful method to turn passive learning activities into active learning activities in our multidisciplinary study. According to the principle of our multimedia learning, I think sketching is a way to meet the principle and use pictures and pictures. The main thing is that sketching is a very primitive way of taking important notes with just a pen and a piece of paper.

I think learning how to make a sketch makes me better remember and understand an article or the content of the class. In the process of making a sketch, we can draw some small pictures to replace a paragraph. For example, in my class Pass151, because it is a course about modern Chinese history, there are a lot of connections between culture and internationalization and social influence that are difficult to be clarified by text understanding. But I use shorthand notes such as arrows and simple ICONS to help with text comprehension. For example, I drew a lot of small people as a group to represent the popular culture, so that I could clearly distinguish the popular culture from the mainstream culture, including their final purpose (the symbol of money).

All in all, I think sketching notes helps me use the process of drawing to help me remember the text. It’s also an auxiliary function that helps the brain remember things. If you have any questions, please leave a comment for me. Thank you.

How to study effectively? As we learn, we are often confronted with unfamiliar tools. When you first enter the university, each professor will probably have a learning platform that they are used to, like WordPress, Brightspace, Tophat, etc. Of course, these platforms all belong to multimedia learning. It includes many functions, such as submitting assignments and completing quizzes, or providing courses lectures. For example, I’m an economics student, and this semester I’m enrolled in ECON 203 and ECON 245. My Prof. prefers to use Tophat to complete this course.

However, since I have never used Tophat before, I will use YouTube to understand how to use Tophat and its functions quickly.

For this video, we can quickly capture the correct information and functionality. This video is a screenshot of each step of the operation through multimedia learning principles. Modality Principle and Signaling Principle are used in this video. According to the explanation, people learn better from spoken text graphics than from printed text graphics. When explaining something, vocal learning can help us understand it better, such as knowing what is essential by tone, intonation, or voice volume. On the other hand, this video also uses arrows to highlight which steps we should do, as I described in detail in my last post about this principle.

In our life, many software and platforms will give us how to use their functions. Because it takes a lot of time to do research just by ourselves, and we don’t see some of the critical points.

If you have any questions, please leave comments for me. Thank you.

What would the signaling principle that I showed in my PowerPoint presentations be?

Signaling principle is “people learn better when cues are added that highlight the key information and its organization”. In fact, this principle is very common in our daily life, whether in school, work meetings or life schedules. Why is this principle used so often? In this age of productivity, we don’t have enough time to read all the information into our brains. Through cognitive theory, we know that the human brain capacity is limited, and we want to grasp the key points more quickly and clearly. Of course, the purpose of not only the signal principle but also the multimedia learning principle is to better help people to catch the important parts and learn efficiently. Reducing the time cost of their learning greatly and improving the quality of learning. I also gave many examples of signaling principles in my presentation.

What are some non-digital multimedia and interactive experiences (classroom discussions, nature walks, brainstorming sessions, etc) have you experienced in the past? Were they interesting and engaging? If so what made the interesting and engaging? If not can you think of ways that they could have been changed to be more interesting and engaging for you at that time?

Non-digital media education was widespread when I was in primary school. There is a particular activity in Spring and autumn in China. All of the students are very anticipated this activity for us at that time. It is a spring and autumn trip in China. This course is not classroom learning, nor does it have too many behavioral restrictions similar to those in school classrooms. This course is an outdoor class activity. The school will choose some meaningful or exciting scenic spots or museums, and the teachers will lead the students to go on a trip together with the whole school. On this trip, students can make many friends and learn a lot of meaningful history and stories. Not only can you learn while playing, but you can also relax during the learning process. It is an entirely different curriculum from multimedia learning. At that time, I thought this course was exciting because I could get closer to teachers and classmates every time I went to play. Everyone is free to sit in a group and share the snacks they have brought. Teachers don’t seem to be as strict in class. The atmosphere was more relaxed and pleasant than in school. If I can think of a way to make him more interesting, I hope we can write a sentence to your favorite classmates or friends who have opinions before and have changed after getting along with each other after each trip. Otherwise, I hope students can exchange small gifts for group activities such as finding the correct item within a specified time.

Resource:

Mayer, R. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed., Cambridge Handbooks in Psychology). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369