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Blog Post #5

November 11, 2024 /

My Thoughts Before Reading the Articles

Before reading the articles, I was familiar with the concept of learning styles and had often encountered them in educational settings. As a student and later as a summer school instructor, I was introduced to the idea that people have different learning preferences. The learning styles I was familiar with were visual, auditory, and kinesthetic. The idea that learning should be tailored to individual preferences made sense to me and I believed that offering personalized learning experiences based on students’ preferred learning styles would improve engagement and retention of material.

In practice, I would often design lessons and activities with these preferences in mind, thinking that if I provided visual aids for visual learners or hands-on activities for kinesthetic learners, students in my summer classes would benefit more. I also saw students taking learning style quizzes and felt this personalized approach was a simple and effective strategy to enhance learning.

Figure 1. Learning Styles. Adapted from Link3recruitment (2023).

What I Learned from the Articles

After reading the articles, my understanding of learning styles has changed. The research presented in the articles debunked the validity of the learning styles myth and demonstrated that there is little evidence to support the idea that adapting lesson plans to suit learning styles can support learning outcomes. Studies have found that while students may express preferences for certain types of activities, aligning instructional methods strictly with these preferences does not necessarily lead to better learning.

Reading the articles taught me the method of Universal Design for Learning (UDL), which focuses on reducing barriers to learning by offering multiple means of engagement, representation, and expression. Instead of attempting to target a specific learning style, the UDL framework suggests providing a variety of materials and activities to reach diverse learners. By adopting approaches based on research, I can design lesson plans that promote engagement and understanding across different types of learners.

Figure 2. Universal Design Learning. Adapted from Ellii (2023).

My Current Understanidng

This new information has made me realize that my previous beliefs about learning styles were oversimplified. I now understand that while students may have preferences for how they engage with information, these preferences are not fixed or necessarily associated with better learning outcomes. Instead, research shows that offering multiple forms of content, like hands on activities or discussion, is a much more effective method to support diverse learners.

I also see that focusing on design learning experiences that are flexible and inclusive, rather than trying to personalize learning based on a student’s supposed “style” means creating an environment where students can engage with material in various ways. Using this method, I can ensure that all learners, regardless of their learning references, have equal opportunities to succeed.

What I Will Do With This Information

Moving forward, I will adjust how I approach learning design. Instead of focusing on catering to specific learning styles, I will prioritize creating learning experiences with multiple forms of content. For example, I will continue to use visual aids and diagrams, but I will also include interactive discussions, real-world applications, and written explanations to ensure that all students have multiple pathways to engage with the content.

Additionally, I will encourage my colleagues and peers to adopt a more flexible, research-based approach to lesson planning. I will also encourage them to embrace Universal Design for Learning, which supports the diverse ways students access and engage with material. By embracing a more inclusive learning design, I can help create more equitable learning environments for all students.

Figure 3. Teaching. Adapted from Allvia (2023).

References

Allvia. (2023). Teaching [Image]. https://blog.allviaedu.com/wp-content/uploads/2023/09/Guide-To-Teaching-Large-Classes-Of-Children_AllviA_230926.jpg

Ellii. (2023) Universal Design Learning [Image]. https://esllibrary.s3.amazonaws.com/uploads/post/title_image/2414/Emily_A-Quick-Guide-to-Universal-Design-for-Learning_Banner.png

Link3recruitment. (2023). Learning Styles [Image]. https://www.link3recruitment.co.uk/wp-content/uploads/2023/10/VARK-Learning-Styles-768×480.jpg

Blog Post #4

November 3, 2024 /

For my Learning Design Topic, my team and I explored various strategies to help teens identify common causes of anxiety during adolescence and develop effective coping mechanisms. To help convey this messaging, I found a valuable video titled “What is Anxiety?”. This video provides a foundational overview of anxiety and its implications for adolescents. To incorporate this video into my learning design, I’ve considered various interactive elements to engage students and enhance their understanding.

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)?
After watching the video, I expect that students will take notes on key points, particularly those relating to the nature of anxiety and its effects. This initial engagement will encourage students to reflect on the causes of anxiety and how anxiety might personally affect their life. As they note their thoughts, students will start to form connections between the content and their own experiences.

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?
Following the video, students will participate in a group activity where they will discuss specific situations that may trigger anxiety, such as exams or social interactions. Afterwards, they will brainstorm and evaluate coping strategies relevant to these situations. This activity will help develop critical thinking and communication skills, allowing students to articulate their thoughts and share ideas. Students could use collaborative platforms like Google Docs to document their discussions, making the process interactive and accessible.

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?
The group activity is manageable and worthwhile, as it encourages peer interaction and shared learning. My role as the facilitator will involve minimal preparation as I will simply provide guidance and structure to the conversation. This activity can easily be adjusted to suite larger groups as students could be organized into smaller discussion teams. In these teams, each student would focus on different anxiety triggers, which can then be shared with the whole class.

How could the video have been designed to generate more or better activity from viewers or students?
While the video effectively highlights the positive aspects and causes of anxiety, it could be improved by including a segment on coping strategies. Adding practical tips or examples could better equip students with tools to manage their anxiety, encouraging a more comprehensive understanding of the topic.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?
To create an inclusive learning environment, I will ensure that the video includes subtitles for students with hearing impairments. Additionally, providing a transcript will support students who benefit from reading along. Offering various formats of supplementary resources will benefit diverse learning needs and preferences.

By thoughtfully integrating the video into the learning experience, I aim to create a more engaging and supportive environment for teens to understand anxiety in adolescence.

References:

Anxiety Canada. (2019, March 25) Fight Flight Freeze – Anxiety Explained For Teens [Video]. Youtube. https://www.youtube.com/watch?v=rpolpKTWrp4

Blog Post #3

October 29, 2024 /

Question 1: How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, if a pandemic arises, and many of students must now work from home – how will you ensure that they can still learn successfully? What training will they need, and how will you deliver it, knowing they must remain at home?) 

In the face of unexpected events like a pandemic, adapting planned learning activities is necessary to ensure student success. My learning Drawing from my course blueprint focused on adolescent mental health, I recognize the importance of flexibility and inclusivity in my approach.

One of my planned activities includes an interactive lecture covering adolescent psychological development and the challenges students face. While this format works well in a traditional classroom, transitioning to an online setting could present barriers, such as varying levels of technology access, differing home environments, and increased anxiety among students due to isolation or disruptions.

To effectively adjust my learning activities, I would implement the following strategies:

  1. Flexible Learning Formats: I would offer both synchronous and asynchronous lectures to help accommodate students’ various learning environments. This dual approach allows students to engage in real-time discussions or review recordings at their convenience.
  2. Interactive Online Tools: Utilizing platforms like Microsoft Teams for live polls and breakout discussions can help replicate the engagement of in-person lectures. These tools encourage participation and interaction, which can help foster a sense of community in a virtual space.
  3. Diverse Learning Materials: In alignment with Universal Design for Learning (UDL) principles, I would provide content in various formats, including videos, infographics, and interactive quizzes. This inclusion would cater to different learning styles and help ensure all students understand the material effectively.
  4. Regular Support Check-ins: Establishing a routine for regular check-ins through quick surveys or video calls would help me assess student well-being and understanding. This approach creates a supportive environment where students feel comfortable expressing their challenges.
  5. Training and Orientation for Technology: To help facilitate student understanding, I would conduct an online training session to familiarize students with the digital tools we would use in class. This training would cover accessing materials, participating in discussions, and seeking assistance, helping to reduce anxiety related to new technologies.

By utilizing these adjustments, students could adapt to new ways of accessing course content to continue their learning process in the face of unexpected circumstances.

Question 2: Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

One of the most prominent barriers to student success in my planned activity is the interactive lecture. While this approach could improve student understanding in person, this approach may not be as effective online due to potential distractions in students’ home environments and the challenges of maintaining attention in a virtual setting.

To reduce these barriers, I would make the following adjustments to my current plan:

  1. Content Break Down: Instead of one long lecture, I would break down course content into shorter, focused segments. This method would help students maintain attention and reduce cognitive overload.
  2. Incorporate Active Learning: I would integrate more active learning opportunities, such as polls, group discussions, and hands-on activities. This promotes engagement and allows students to apply concepts in real-time.
  3. Provide Clear Expectations and Resources: To support students in their learning, I would implement clear expectations and ensure that resources are readily available. This includes providing outlines of lecture topics, supplementary materials, and access to mental health resources. Online workspaces such as Microsoft Teams and Mattermost could help ensure clear communication with students and ensure that they are able to access course content. 

By proactively identifying and addressing these barriers, I aim to create a more inclusive and effective online learning environment. This not only aligns with best practices in educational design but also reinforces the importance of adaptability in fostering resilience and success in learners.

Link to Peer’s Posts

October 11, 2024 /

Comments: Blog Post #4

ECDI 335 Blog Post 4
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Comments: Blog #3

Blog post 3

Response: Thank you for sharing your thoughts! Your learning design effectively prioritizes accessibility, technology support, flexibility, and emotional well-being. These are key components for fostering success! Flexibility in pacing is crucial, especially for topics like anxiety, where external stressors may affect engagement. Integrating mental health resources and wellness check-ins demonstrates a thoughtful approach to supporting students’ emotional health, enhancing both their learning experience and overall well-being. Well done!

Post 3

Response: Your approach to designing an inclusive learning resource is very thoughtful! You have demonstrated many useful approaches to address the diverse needs of learners with different preferences and abilities. The focus on Universal Design for Learning (UDL) and cultural responsiveness further strengthens your resource by promoting equity and inclusivity. Breaking down content into manageable tasks will also help maintain engagement and prevent cognitive overload for many students. Overall, your strategies create a flexible, supportive environment that fosters success for all learners, regardless of their individual challenges or backgrounds! Thank you for sharing your thoughts.

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EDCI 335 – POST 1
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Blog Post #2

October 6, 2024 /

Experiential Learning

Studies have shown that individuals have unique methods of processing information, and different learning strategies can benefit various learners (Yang et al., 2013). Experiential learning emphasizes the role of experience in the learning process, which often includes active engagement, reflection, and application of learned concepts to real-world settings (Yardley et al., 2012). Experiential learning can benefit kinesthetic learners as this learning method incorporates hands-on experience when learning new information. 

My group project emphasizes the importance of helping teens understand their anxiety. Experiential learning methods can be applied to this lesson to help promote awareness and effective coping strategies among adolescents. Adolescents are often sensitive to environmental influences and emotional challenges (Yurgelun-Todd, 2007). Therefore, utilizing learning strategies that incorporate real-life experiences into the curriculum can be an effective method to promote deeper understanding (Yardley et al., 2012). 

Experiential learning is characterized by a few key factors. To begin, this learning method involves active engagement. Rather than passively receiving information, students actively take part in the learning process through hands-on activities (Yardley et al., 2012). In the context of my group project, this can include role-playing scenarios where students explore anxiety triggers and coping mechanisms.

 Experiential learning also involves reflective observation and reflection (Argento et al., 2024). After engaging in activities, students could spend time reflecting on their experiences and evaluating how these experiences relate to psychological concepts. This can help learners link their personal experiences to academic discussions and reflect on the coping strategies that work best for them. 

Finally, experiential learning involves hands-on experience. Activities that simulate real-life situations, such as group discussions or peer support exercises, allow students to confront anxiety-inducing situations in a supportive environment. By engaging in these activities, learners will be encouraged to analyze and discuss the impact of anxiety on daily life. This approach allows the students to apply their knowledge in meaningful ways, promoting a productive and collaborative learning environment.

To conclude, experiential learning can be applied to our group project to help encourage comprehensive knowledge of adolescent anxiety. By encouraging active participation and reflection, this approach enhances understanding and encourages support among peers. As my group develops our learning resource, I will prioritize activities that allow students to experience and reflect on their learning. These activities will help equip them with the necessary tools to navigate their mental health challenges.

References;

Argento, E., Petker, T., Vig, J., Robertson, C., Jaeger, A., Necyk, C., Thielking, P., & Walsh, Z. (2024). “This is you teaching you:” Exploring providers’ perspectives on experiential learning and enhancing patient safety and outcomes in ketamine-assisted therapy. PloS One, 19(8), https://doi.org/10.1371/journal.pone.0306381

Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: Transforming theory into practice. Medical Teacher, 34(2), 161–164. https://doi.org/10.3109/0142159X.2012.643264

Yurgelun-Todd, D. (2007). Emotional and cognitive changes during adolescence. Current Opinion in Neurobiology, 17(2), 251–257. https://doi.org/10.1016/j.conb.2007.03.009

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Blog Post #1

October 3, 2024 /

Prompt #1: How would learning be designed differently by a behaviorist, a cognitivist, and a constructivist? 

Scenario: A high school social study teacher is planning a class on climate change.

A high school social studies teacher might consider multiple approaches when teaching a class about climate change. Studies have shown that information processing varies between each individual, therefore, various instructional approaches could benefit diverse learners (Yang et al., 2013). Instructional approaches include behaviourist, cognitivist, and constructivist methods. Including these diverse learning methods within a course can help tailor educational approaches to support diverse learners.  

From a behaviourist perspective, learning would emphasize reinforcement and feedback. For example, the teacher might assign a series of quizzes to assess the students’ understanding of climate change concepts. After each quiz, students would receive immediate feedback, which would help students identify correct answers and areas for improvement. This approach would help students develop positive study habits in preparation for assessments, as they would learn to associate correct answers with positive reinforcement. 

Figure 1. Pencil icon. Adapted from ShareIcon (2016).
Figure 2. Concept map. Adapted from University of North Carolina at Chapel Hill (2019).

Alternatively, a cognitivist approach would emphasize understanding and strategy. The teacher could incorporate graphic designs to help students connect new information about climate change to their existing knowledge. For example, students might create concept maps to demonstrate how the relationship between greenhouse gases and human activity contributes to global warming. This method enhances memory retention as it encourages students to make meaningful connections. This will improve the students’ ability to organize and apply information.

Finally, a constructivist approach would encourage students to actively participate in the lesson plan and use their personal experiences to make connections. For example, the teacher could assign a project where students investigate the effects of climate change in their local neighbourhoods. For this project, students would gather data, interact with their community and develop a unique perspective through real-world observations. This hands-on approach to learning can allow the students to reflect on their findings and discuss real-world applications of the topics learned in class, which would further encourage their investment in course material.

Figure 3. Climate strike in Victoria. Adapted from CBC News (2019).

References: 

CBC News. (2019). Climate strike in Victoria [Photograph]. https://i.cbc.ca/1.5059057.1578332108!/fileImage/httpImage/climate-strike-victoria-2.jpg

ShareIcon. (2016). Pencil icon [Image]. https://www.shareicon.net/data/2016/11/16/854159_pencil_512x512.png

University of North Carolina at Chapel Hill. (2019). Concept map [Image]. https://learningcenter.unc.edu/wp-content/uploads/sites/330/2019/02/ConceptMaps4.png

Yang, T.C., Hwang, G.J., & Yang, S.J.H. (2013). Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles. Educational Technology & Society, 16(4), 185–200.

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