Category: edci335

My group (Learning Pod 10) and I had the privilege of giving feedback to Pod 8’s learning resource. Below you will read the feedback given by myself and each one of my group mates.

Getting Started

Hi Amanda, Moe, Eliza, and Maddy,

Clearly your group has put an immense amount of time and effort into your resource and it is already looking complete! I am intrigued in the topic of understanding finances as I believe this is something that many people do not fully understand. I like the asynchronous approach as learners are able to complete your resource at their own speed and work through the units at their own pace. I also like the incorporation of assignments to test the learners and their understanding throughout the units. 

Taking advantage of websites such as WordPress are also great ideas for your topic and allow learners to have a central spot to read units, submit assignments, and reach out for instructor feedback. I think that starting off each unit with essential questions for the learners also internally tests them to understand not only their current understanding of the topic but also what is to come in the following material. I have a couple questions you may want to consider moving forward.

• Will learners need to follow the order of the units? They do not seem like they necessarily develop on each other. For example if i am most interested in credit cards i may want to start with unit 3 and then continue onto unit 2 about taxes associated with these credit cards. 
• There is also mention of using google sheets as a technology resource, is this resource purely access to the sheets or will templates such as budgeting guidelines be provided?

All in all your learning resource is a great framework to advance the understanding of finances in a learner friendly way! I would certainly be interested in following these units and completing your learning resource once it is complete. Great job guys. 

-Colby Holt

Hi Amanda, Moe, Eliza, and Maddy,

Great work on your interactive learning resource – it looks very complete and it is very easy to follow! The topic you chose is probably one that is popular among many demographics, as it is something that is not taught in school. 

I really like how the resource is split up into 5 units – I think it makes it easy to evaluate how much of the course is complete, and how much is left to do. The plethora of resources (youtube videos, articles, websites) within each unit is awesome as well, it gives the students a wide variety of options for whatever suits their learning style. The assignments seem very relevant and interactive with the students’ own lives, likely meaning that they will be more keen to engage and complete the course material and assignments. Lastly, the WordPress website is very straightforward, well-organized, and simplistic – this will allow people of all ages and abilities to access the valuable material you have put together!

I just have a couple questions:

• Could the general concept of loans (student loans, mortgages, lines of credit) be integrated into one of the units to give a general overview and to convey their importance?
• Perhaps there could be a discussion/collaboration component that could be added to the resource, such as group assignments, peer-to-peer discussions, etc.

Overall great learning resource – congratulations!

-Halla Kim

Dear Amanda, Moe, Eliza, and Maddy (Learning Pod 8):

I am truly impressed with the amount of effort and time that your learning pod has invested in teaching others on the basics of finances. I believe this is a very important subject, as it plays a major role in our everyday lives, yet our society is not very familiar with the basics of many finance essentials as it is not taught in high school. Having made the course semi-asynchronous allows for learners to engage themselves with the subject at their convenience which introduces a more diverse audience.

Your essential questions for each of your 5 units really personally targets the audience through relatable scenarios, drawing in their utmost attention. Having follow up assignments for each of your units allows the student(s) to really absorb the subject matter from each topic and apply this knowledge to their own financials. Your assignments seem to allow students to relate to their personal financial situation, which certainly increases their total focus and want to fully follow along on their Journey to Understanding Finances.

Feedback:

• I have nothing negative to say about any of your groups’ learning resource at all.

• For Unit 4: Saving and Investing, it could maybe be beneficial to introduce some saving and investing strategies? Potentially such as the stock market and the real estate market? Even just providing a brief introduction on these investment strategies will lead students who are truly interested and motivationally self-driven to learn more by themself and actually start to invest and save. (I only say this as some of your students may already be familiar with many of these subjects, so it could be helpful to include more advanced topics to allow for an even more diverse audience).

Thank you learning pod 8 for such a great interactive learning resource on helping students understand finances. Even just reviewing your draft gave me an excellent understanding on the basics of finances, and I’m excited to see the final course outline and complete your learning resource!

-Stefan Pienaar

Hi Amanda, Moe, Eliza and Maddy,

I really enjoyed the opportunity to review your interactive learning resource on understanding financials. I think that the target audience you suggested of high-school students in grades 11 and 12 is a really smart and interesting group to choose. As they are just about to enter adulthood, the topics you introduce to them are very important and will hopefully help set them up for financial success for the future.

After reviewing each unit, I think there is a high level of interactivity in each unit. Throughout your course, students are given the opportunity to reflect on their current situation and plan out their future in important topics, such as taxes, budgeting, credit cards and savings accounts. The activities that you provide at the end of each unit align well with the content of the units. I like the usage of tools that were used in this course, such as WordPress. In an asynchronous learning environment, this provides students with the opportunity to connect with each other. 

Some feedback on areas of the interactive learning resource that could be improved upon are the following:

• On the “Units” tab of your resource, I would recommend briefly introducing each unit, so that the learners get a preview on what they are about to learn. This also provides students with the opportunity to plan out their coursework by planning which units to do first. 
• I was reflecting on the “Understanding Taxes” unit of your learning resource. I think that this section could be improved upon if it was tailored to be applicable to a wider variety of users. Taxes are a complicated topic, and filing them is often a unique task for each individual. I think including a section in this unit that addresses the uniqueness of taxes, and how it can be unique to each person would be beneficial. This guarantees that the topic is more inclusive to represent the different ways that individuals need to file their taxes.

Thank you for giving me the opportunity to review your interactive learning resource. I think it is great, and that it has the potential to be a very important learning resource for young adults to learn more about finances.

-Ben Croyle

How to Perfect your Golf Swing- Blog Post #4

Ben, great insights into how the learner would respond and interact with the youtube video you mentioned on the mechanics of a golf swing. I really admire how you took time to dissect the most optimal way for learners to get feedback from their own golf swing practice.

Let’s get out soon and practice together!

Our goal is to create an engaging and interactive learning experience for our students learning the mechanics of a golf swing. I searched YouTube for a video on the mechanics of a golf swing and found an excellent tutorial by a professional golfer. This is how we would apply the principles of digital media in our teaching:

Interaction and Response:

The golf swing video inherently demands interaction from students. As they watch the tutorial, they will be encouraged to mimic the movements and practice the techniques shown. The video’s visual and auditory elements will prompt students to engage actively in the learning process.

Learner-Generated Response:

After watching the video, students are likely to respond by attempting to replicate the golf swing techniques that were shown in the video. They might also take notes and key points to remember the critical steps for improving their swing.

Designed Activity:

To further enhance their understanding and skills, we would design a post-video activity where students record themselves performing their golf swing techniques. They can use their smartphones or digital cameras to capture their practice. After recording, they should review the footage and compare it with the techniques demonstrated in the video.

Feedback Mechanism:

Students can upload their recorded videos to a shared online platform, such as a Facebook group, or a dedicated course website. Peers can provide feedback on each other’s swings through comments and constructive suggestions. As instructors, we will also review the videos and offer personalized feedback to help students identify areas for improvement.

Scalability:

While providing feedback to each student might be time-consuming, the activity is manageable for a smaller group of learners. To scale the activity for larger numbers of students, we would create smaller sub-groups or peer-review teams, and increase the amount of instructors to distribute the workload effectively.

Enhancing Video Design:

The video on the mechanics of a golf swing could be designed to generate more activity by incorporating interactive elements. For example, the video could include on-screen prompts asking viewers to pause and practice specific swing movements. Additionally, the instructor could provide practice drills and challenges at the end of the video to encourage further engagement.

Inquiry-Based Learning and Golf: EDCI 335 Blog Post #2

Your blog post on inquiry-based learning and its application to improving golf swings is well-articulated and insightful! I appreciate how you acknowledge the unique nature of golf as a hobby for most players and the importance of self-motivation in this context.

I agree with your point that using a variety of educational approaches, such as experiential learning, in combination with inquiry-based learning would provide a comprehensive learning experience. Golf is such a complex game and I am so glad you get to explore the best way to teach its mechanics and fundamentals!

In today’s blog post, I would like to explore the concept of universal design in engineering and its potential to inspire inclusive learning designs. Universal design aims to create products, environments, and systems that are accessible and usable by individuals that are all ages and abilities.

Apart from curb cuts, which are widely recognized examples of universal design, various other instances exist in engineering that exemplify this concept. For example, the development of touchless faucets in public restrooms showcases universal design precisely. Touchless faucets are engineered to detect the presence of hands and automatically initiate the water flow, eliminating the need for physical contact. This innovation benefits individuals with mobility challenges, parents with strollers, and anyone seeking a hygienic and convenient solution. Applying the principles of universal design from touchless faucets to learning environments can foster inclusivity and accessibility for all learners.

Like touchless faucets, learning designs can offer multiple pathways for acquiring knowledge and skills. By providing diverse learning resources such as text, videos, audio, and physical/interactive activities, learners can choose the format that best suits their preferences and needs. Learning designs can also incorporate multimedia elements to enhance accessibility. Integrating visual aids, audio narration, interactive simulations, and closed captions can cater to different learning styles and support individuals with visual or hearing impairments. Furthermore, touchless faucets are designed with user-friendly interfaces that require minimal effort. Thus, learning designs should prioritize intuitive user interfaces that are easy to navigate by way of clear instructions, well-organized content, and accessible design elements that can support learners with diverse backgrounds and abilities. Finally, universal design in the engineering world emphasizes adaptability to individual needs. In learning design, this can be achieved through personalized learning experiences. By taking advantage of our modern technology and adaptive learning platforms, learners can receive tailored content, pace their learning, and access customized feedback, enabling them to engage in a way that aligns with their unique learning styles and preferences.

By incorporating the principles of universal design from engineering into learning design, we can create inclusive and accessible learning environments that cater to the diverse needs of learners.

For Blog Post #2, I will be discussing the instructional approach of experiential learning and its alignment with our team’s chosen topic of improving the mechanics of a golf swing. Experiential learning is a learner-centered approach that emphasizes hands-on experiences and reflection throughout the learning process.

Experiential learning is characterized by active engagement, reflection, and real-world application of knowledge. It encourages learners to explore and experiment with concepts, enabling them to construct their own understanding through personal experiences. When it comes to enhancing golf swing mechanics, experiential learning brings forth several advantages.

Firstly, experiential learning enables golfers to actively engage with the golf swing. Instead of solely relying on online resources or books to learn about swing mechanics, learners can physically practice and experiment with different techniques. By personally swinging the golf clubs, learners can perceive the intricacies of each swing, identify areas for improvement, and develop a sense of which swing is suitable for different scenarios.

In addition to this, experiential learning fosters reflective thinking. Following their engagement with the golf swing, learners are encouraged to reflect on their experiences, analyze their performances, and identify strengths and areas that require further development. Through guided reflection, learners can deepen their understanding of the underlying mechanics and establish connections between their mind, body, and theoretical concepts.

Experiential also learning instills a sense of ownership and motivation in learners – by actively participating in the learning process, learners become more invested in their own improvement. Witnessing the direct impact of minor adjustments in technique on their golf swing, learners are likely to stay motivated and dedicated to practice. Experiential learning empowers learners to set goals, monitor progress, and take responsibility for their learning journey.

Lastly, engaging in hands-on experiences and reflective thinking allows golfers to develop an understanding of the underlying golf swing mechanics and make informed adjustments to their technique. Experiential learning recognizes that mastering golf swing mechanics goes beyond acquiring theoretical knowledge—it involves careful development of physical skills and muscle memory through repeated practice and feedback from others.

Experiential learning proves to be a valuable approach in enhancing golf swing mechanics. By embracing hands-on experiences and reflective thinking, golfers can deepen their understanding, refine their technique, and take charge of their own learning journey. Through experiential learning, the path to mastering golf swing mechanics becomes an engaging and meaningful process.

Blog Post 1 – Learning, Motivation and Theory Analysis

I agree with Colby’s feelings of only being motivated to learn when I am directly interested in the learning material. I also find that post-secondary undergraduate education (especially in engineering) has a very rigid framework and gives little freedom to students to choose what they want to learn. There is a distinct difference between the level of knowledge required to pass a class, and the level of knowledge required to fully understand and grasp all concepts from the class material. Thus, it is up to students and learners in general to take it upon themselves to invest in the learning that interests them and further their understanding of the topics. I also agree that I have performed much better in the courses for which I have a passion, and that staying motivated to study during other classes is a complete struggle.

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

Behaviorism:

I was taught using behaviorism in elementary school, where a token economy system was used to reinforce good behaviour such as achieving high marks on quizzes/assignments, helping fellow classmates out with tasks, and having a positive attitude. These tokens could then be exchanged for various rewards at the end of each month, further reinforcing the effects of good behaviour. Inappropriate behaviour such as late assignments, talking during class, or unkind acts would result in tokens being taken away from students. The students with the lowest number of tokens at the end of each month would have to conduct a form of community work for the class that would benefit everyone, such as cleaning the classroom or other classroom chores.

Cognitivism:

In high school, I remember studying for Biology classes and using acronyms and visual imagery to help me remember concepts, ideas, and key points from the class material. This was a tremendous help as I was able to remember and retain much more information by linking and associating body parts, organisms, chemicals, and processes to create a picture in my mind that I could visualize and repeat on the tests and quizzes. Furthermore, to this day I use my knuckles and the spaces in between my fingers to remember how many days are in each month. For example, I know January has 31 days as it is a ‘peak’, as well as March, June, etc.

Constructivism:

I have experienced constructivism while in an Escape Room, where a group of people must collaborate to solve puzzles and find clues to figure out how to escape the enclosure in a certain amount of time. This involves lots of problem-solving skills, communication, constructive criticism, decision making, and collaboration among people with various backgrounds, educations, experiences, and perspectives. Thus, it makes for a perfect case of constructivism where I learned how to escape the rooms by working together with my group to find the most optimal solution.