rikitiki

Peer review for Pod 6

Today’s society is so often referred to as a stressful society, and many people are more or less stressed. Stress, especially in business and the workplace, can easily lead to mental and physical problems. Therefore, the topic chosen by your group is very much in line with today’s needs. It is also a good idea to teach a class on how to cope with stress.

Learning Outcomes:

I think that if you are going to teach stress management as a course, you should clearly state the Learning Outcomes. I understand from this draft that you want students to learn how to cope with stress, but I think it would be easier for them to understand if they are broken down and clearly stated as goals.

Course structure:

The way this course is structured is easy to understand, from the knowledge of stress to the experiences, and how to deal with it. However, I think a Google doc would be difficult to follow as a course and would directly affect student motivation. I think your group could use a tool such as Notion to summarize and make the class easy to understand which would increase student involvement.

Activitity:

It was great to see many types of activities and exercises to relieve stress and stress in emergency situations. It is also a good environment for learners to get feedback based on practical activities.

Learning theory:

The Learning theory for this course was not stated. It also did not specify the age range of the course audience. The age of the learners and the topic are important in choosing the learning theory.

Technology choice rational

I could not find any technology to utilize and why you chose it. I think you need some kind of technology tool to create a concept map, so please look for one, as there are many free ones available on the Internet.

Interactivity:

Your group’s assessment plan uses concept mapping as a type of interactive activity. The concept maps are a great way to make sure that students really understand what is being taught and fit in with the stress management topic. I think we could improve learner engagement if there were not only concept maps, but also student-student interactive using self-reflection blogs, gamification, and others.

Thank you very much for your draft. I liked the stress management topic and it is very helpful in my work. I look forward to seeing the final version of the interactive learning resources.

Link: https://docs.google.com/document/d/12Jmjg4VDZebLqOJsvlNYt_JfH41nrMMX2z6Qdl45yTc/edit

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

The interaction required of the student in watching the video above is interaction with the learning in the material. The video can be viewed on YouTube, so it is an instruction that utilizes media and technology. YouTube has a comment section and a like function, so depending on how it is used, it can design to be intractable (Bates, 2019).

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

There are several possible ways to react to the above video. The first is for the students themselves to take notes on the content of the video. Then, they can make a summary note to organize their knowledge. Also, since there are many human body terminologies, it is necessary to write them down. Then, to memorize the terms, they can make flashcards of all the terms that describe in the video.

3. 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, a quiz about Parkinson’s disease is suggested as an activity. Both quizzes are website quizzes, so they can be done with any device in an environment with an Internet connection. The quizzes are an effective way to help retain the terms and information that appear in the videos (R.I.C. Publications, 2016). Also, since all of the questions have answers and explanations, they can be instantly memorized while capturing the knowledge and explanations that students are missing.

Quiz 1:https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=40&ContentID=ParkinsonsDiseaseQuiz

Quiz 2:https://www.merckmanuals.com/professional/multimedia/quiz/parkinson-disease-pd

4. 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 work we do for that activity, as our learning providers do, is to send the URLs of those two sites to the students. We can scale it up for more students because they only need to have a computer or device to do that quiz. However, this activity does present a problem for student management. In this case, a third quiz can be created using Google Forms, which immediately reflects the results of the quiz as data. Therefore, it is possible to visualize and manage the number of questions students get wrong and their tendency.

References

Bates, A. W. (T. (2019, October 10). 9.6 interaction. Teaching in a Digital Age Second Edition. Retrieved November 5, 2022, from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/

R.I.C. Publications. (2016). The benefits of quizzes in the classroom. R.I.C. Publications. Retrieved November 5, 2022, from https://www.ricpublications.com.au/blog/post/the-benefits-of-quizzes-in-the-classroom/

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

The most essential perspective is whether children with and without disabilities can acquire knowledge while understanding the content of the class and feeling a sense of fulfillment and accomplishment from participating in the learning process. Learning providers, such as professors and teachers, are also responsible for designing learning activities that can be used by all. With these considerations in mind, one of the learning activities planned in the Blueprint, the oral exam, has many barriers to student success. This oral exam is planned to be conducted in an interactive format in which the student and instructor use Zoom.

Potential Barriers to the oral assessment

• Unable to set aside a specific time for the assessmnet.
• Hearing impairment
• Limited access to technology (Laptop, Zoom, wifi)
• Panic disorder caused by nervousness

However, this oral exam format has many obstacles and the current plan needs to be adjusted to reduce them. An alternative to the oral exam is a recorded exam. Tap the Start button to begin the recorded interview. The questions consisted of either a video recording or a written response which, allows students to chose either one. Once all questions have been answered, press the submit button to submit. It takes about 20 to 40 minutes to complete all the responses and can be redone several times. One advantage of the recording format is that busy people who do not have a device connected to an internship can borrow a laptop from the local library and submit their answers. It is also designed so that visually impaired people can use the text-to-speech feature to do so. As a result, all of the above barriers can be addressed. It is essential for universal design to design learning in such a way that the progress of all learners is not obstructed.

Inquiry-based learning

Inquiry-based learning differs from the traditional style and method of one-way teaching by a professor. Inquiry-based learning is a method of learning in which students ask and answer their own questions and share their knowledge (GradePower Learning, 2019). It is a method of learning that values inquiry, in which students ask their own questions and try to find the answers to them, rather than looking for the correct answers to questions set by the teacher. Therefore, the key point is how to draw out the students’ independence. For this reason, the teaching style often involves activities centered on small group discussions about the content and knowledge that students have researched.

As the following pictures show, Inquiry-based learning has four phases, and students are expected to inquiry-based learning as a series of steps in which students formulate their own questions, gather and analyze information, and summarize and present their findings. In order to promote inquiry-based learning, teachers must be appropriately involved in each of these phases. It is important on the part of teachers to provide facilitation to encourage students to explore and learn (Heick, 2022). What is needed is to encourage and encourage students to use and master them based on their knowledge.

How Inquiry-based learning aligns with our topic of Parkinson’s Disease.

Inquiry-based learning is not the best approach to teaching Parkinson’s disease as a topic. The main reason is that Parkinson’s disease is too difficult as a topic. Without some knowledge of the cranial nerves and the human body, students are limited in their independent learning style. It is also very difficult and time-consuming to assess students’ level of learning because the topic varies greatly in students’ understanding of Parkinson’s disease.

References

Heick, T. (2022, January 20). 4 phases of inquiry-based learning: A guide for teachers. TeachThought. Retrieved October 10, 2022, from https://www.teachthought.com/pedagogy/phases-inquiry-learning/

GradePower Learning. (2019, May 28). What is inquiry-based learning (and how is it effective)? Retrieved October 10, 2022, from https://gradepowerlearning.com/what-is-inquiry-based-learning/ 

Describe an example from your life of when you were taught using each method described in this article: behaviorism, cognitivism, and constructivism.

I am very interested in learning. My father used to say that people continue to change and grow throughout their lives and that each stage of life has its own challenges that people experience. He also used to say that these are necessary challenges at each stage of life and that it is important to overcome them.  Reading this course blog, I first learned that there are three different methods of Learning Theories: behaviorism, cognitivism, and constructivism. In my first blog, I will describe how I have used those three methods in my life.

Behaviorism：

It is the multiplication tables that I learned in my early elementary school days. In Japanese schools, multiplication tables are learned in the second grade of elementary school. The way I learned it varied, and I sang multiplication tables rhythmically to memorize them. My way of learning was to compete with the class like a fast-talking game to see how fast I could say it. I practiced over and over again until my body responded naturally.

Cognitivism：

My experience is that in college, I learn in a way that is similar to this method. Until high school, tests and final exams were simply a lot of memory work. Therefore, they ended with the action of memorizing. However, after entering the University of Victoria, I had to not only memorize the contents and terminology of my field of study but also explain them logically. A typical example of this is when I have to logically analyze my opinions and ideas and compare them with what I have learned in reports and other documents.

Constructivism：

I utilized this method most recently. I am an intern on a sales team, and the members of the team share their actual sales and communication skills and knowledge with each other. The most typical example of this is to do sales role-plays with multiple people. By giving each other feedback through role-plays, we improve our knowledge and skills. We are also able to share our active knowledge with others, which can be immediately put into practice in the actual workplace.