Month: October 2023

Assignment 2: Crafting an Educational Video served as a valuable platform for me to apply and introspect upon the principles, techniques, and subject matter we’ve engaged with throughout Modules 1, 2, and 3. Being someone who derives great pleasure from expressing creativity through the culinary arts, I enthusiastically embraced this assignment. My chosen task was to create an instructional video elucidating the steps to prepare a simple yet delightful recipe for baked fries. As we ventured into the intricate concepts of storytelling and video production introduced in this week’s discussions, I found my inspiration ablaze. Over the course of time, I’ve unwaveringly believed that storytelling is a fundamental and versatile tool with applications extending far beyond the realm of education.

To execute this project, I decided to utilize the Wondershare Filmora platform for video assembly and editing, ultimately uploading the final product to YouTube. However, the export phase presented some technical challenges, which is somewhat characteristic of my experiences! To overcome these hurdles, I took the step of acquiring a subscription for the platform, ensuring a smooth video export. Concurrently, my screen recording software was plagued by persistent glitches.

In the end, I made a pragmatic choice to record my video using my iPad and subsequently uploaded it to YouTube. While this may not have been my initial preference, it certainly proved to be the most practical solution given the circumstances.

Link for my video:

https://youtu.be/81hVcAov72Q?si=aXVeHyk2M0dp9J2y

Reflection Questions:

What is the learning purpose of your video?

In my video, I aim to impart a valuable lesson on preparing baked fries, and it provides a unique opportunity for me to blend my passion for cooking with educational content. Cooking is a realm of activity that offers an abundance of freedom and creativity, but it can also be somewhat intimidating, especially for beginners. To address this, I’ve crafted a straightforward recipe that is easy to follow, demands minimal ingredients, and can be customized to cater to individual preferences.

I recognize that university students often grapple with the challenge of balancing their academic commitments, extracurricular activities, and the need to prepare meals. With this video, I intend to demonstrate how cooking can be a quick and hassle-free endeavor, helping students save time and enjoy delicious homemade meals without compromising on their other responsibilities.

Which of the Principles We’ve Covered This Term (e.g., Mayer/Universal Design for Learning/Cognitive Load Theory) Did You Incorporate Into Your Design and Why?

In designing my video, I carefully incorporated several principles we’ve explored this term to enhance its educational effectiveness.

Mayer’s Principles and Cognitive Load Theory:

In designing my video, I carefully incorporated several principles we’ve explored this term to enhance its educational effectiveness.

While we’ve provided a brief introduction to Merrill’s First Principles, it’s important to delve into Mayer’s Cognitive Theory of Multimedia Learning (CTML), which is rooted in three fundamental cognitive science principles:

Limited Capacity (Cognitive Load Theory): Mayer’s theory acknowledges the limited cognitive capacity of learners, considering the challenges presented by cognitive load (Mayer, 2012).

Dual Coding Theory: Mayer’s CTML recognizes the effectiveness of combining visual and verbal information, adhering to the principles of dual coding (Mayer, 2012).

Active Processing: Mayer emphasizes the concept of active processing, asserting that we construct coherent mental representations through the dynamic process of filtering, selecting, organizing, and integrating information (Mayer, 2012).

In this context, active processing involves engaging the audience’s cognitive faculties by posing questions or prompts. This active engagement encourages the audience to think deeply about the content of the speech while contemplating their responses, thereby enhancing their attention and understanding.

Extraneous Cognitive Load: To reduce extraneous cognitive load, I implemented various principles. This involved adhering to the coherence principle by eliminating unnecessary audio and video elements, structuring the video with clear headers to signify each step, and applying the contiguity principle by positioning text elements closely together to facilitate comprehension through proximity (Mayer, 2012). This careful design aimed to help learners grasp the content effectively. While videos offer an intuitive approach to introducing new material, it’s vital to consider that learners can effectively process only approximately seven pieces of fresh information before integrating them into long-term memory. Consequently, while videos can be a potent tool for delivering a substantial amount of new material, instructors must be cautious not to overwhelm learners and trigger cognitive overload.

Intrinsic Cognitive Load: In managing intrinsic cognitive load, I meticulously approached the task of segmenting my video into 14 manageable steps while maintaining text content with concise information. At the outset of the video, I thoughtfully provided a comprehensive list of all necessary ingredients, in alignment with the pre-training principle. Additionally, I harnessed the power of voice narration to guide and illustrate each step, a practice in accordance with the modality principle. By seamlessly integrating narration and video, I ensured adherence to the multimedia principle. The careful handling of intrinsic cognitive load, particularly in the realm of video production for higher education, stands as a pivotal consideration when striving to craft effective and captivating instructional materials.

Social Cues: I placed an emphasis on social cues, specifically through the application of the Personalization Principle. I consistently maintained a conversational tone throughout the video and employed polite and courteous language. Furthermore, I chose to use my own voice for narration, in line with the Voice Principle. This approach is aimed at reducing the psychological distance between the speaker and the audience, fostering a stronger sense of connection and empathy.

Germane Cognitive Load: I ensured that my video remains clear and free from unnecessary information to minimize germane cognitive load.

Six Promising Practices for Infographic Design: I thoughtfully applied the six fundamental practices for infographic design to my video, meticulously ensuring a consistent style with uniform font size, type, and colour choices to maintain a streamlined colour palette (Easel.ly, 2021). While it did take me a bit more time to get accustomed to the Wondershare Filmora platform in comparison to the already familiar iMovie, I found that Wondershare Filmora’s flexibility in font size selection was a significant advantage. This feature allowed me to maintain a consistent larger font size for my headers and a uniform smaller text size for my content. I also underscored the significance of establishing a clear hierarchy in my video, giving more prominence to the most critical messages (Easel.ly, 2021).

Universal Design for Learning: Ensuring inclusivity, I combined audio and text in my video and published it on YouTube, providing learners with the flexibility to pause, play, rewind, fast-forward, and adjust the playback speed, making it accessible to a broader audience.

What Was Challenging About Capturing Your Own Video?

This assignment presented both enjoyable and demanding aspects. One of the primary challenges I encountered was the initial preparation, involving scripting and detailing the steps, which demanded a considerable amount of time and meticulous effort. As I delved into video production, I couldn’t overlook the significance of intrinsic cognitive load, understanding its impact on how learners process and internalize the content presented. Moreover, the post-production phases, encompassing editing and exporting, turned out to be rather time-intensive. While striving to structure my video with subsections, I found myself intently searching for the most suitable platform. In retrospect, I realized that YouTube offered the desired features, and simplifying the editing process could have been achieved by opting for iMovie over Wondershare Filmora.

What Did You Find Easiest?

The simplest part of this assignment, for me, was the video recording process. I had carefully scripted each step and followed it methodically while presenting to my audience, which made the recording process efficient and straightforward.

How Would You Approach Capturing Video Differently Next Time?

In future assignments, I would aim to have access to a more suitable kitchen space. This would not only enhance the background for my audience but also provide me with better-equipped kitchen supplies, including measuring cups. I would also explore different video editing platforms to enhance the delivery of my video. Additionally, I would ensure there is sufficient space below me for audio captions and maintain consistent eye contact with the camera lens for a more engaging and impactful presentation.

Script/ Storyboard

Prior to commencing the filming process, I had already outlined the on-screen text, which essentially laid the foundation for my video. Storyboards can take on a spectrum of complexity, as they serve as a guiding tool for the production and editing phases of a video. Given my personal challenges with public speaking and recording myself, I found that keeping my script concise and to the point was the most effective approach for me. In essence, I leveraged the text displayed on the screen as my version of a storyboard, allowing my narration to flow more naturally compared to adhering to a rigid script.

Text on screen: Edci 337 Assignment 2: Lesson on My Simple Baked Fries Recipe

Nicole: Hello everybody my name is Nicole Campbell and for  today’s edci 337 assignment 2 video I am going to be teaching you how to make my recipe for  some simple flexible fries 

Nicole: one fact in the Netherlands fries are a traditional food served  with mayonnaise instead of ketchup 

Text on screen: Ingredient List:

1. Chili flakes
2. Cajun seasoning
3. Salt
4. Olive oil
5. Potato fries

Nicole: for this recipe you are going to need five ingredients 

Text on screen: Step 1: Preheat the Oven to 350°F

Nicole: so step one  is to preheat your oven to 350 

Text on screen:Step 2: Prepare the Baking Tray to Prevent Sticking

Nicole:step two is to grab a large pan and um if you have fragment paper line  the pan I don’t so I’m going to use some olive oil  and just make sure um the pan won’t stick to any  fries

Text on screen:Step 3: Place 1.5 to 2 cups of potato sticks onto the baking tray

Nicole: I have this package that is precut peeled and boiled fries um otherwise you can just do that  yourself but this just makes it a lot easier now time to place the fries on your Pan um this is how  much you want but I’m probably going to do around a cup and 1 half or 2 cups of fries 

Text on screen:Step 4: Drizzle 1 tablespoon of olive oil over the fries

Nicole: now take about  a tablespoon of olive oil and just put that on the fries 

Text on screen:Step 5: Season with salt to your taste

Nicole: next step is to add salt to taste um just  all over your fries 

Text on screen:Step 6: Add approximately 1 teaspoon of Cajun seasoning

Nicole: and then the next ingredient is Cajun seasoning and I would say probably  about a teaspoon of this all over your fries  

Text on screen: Step 7: Sprinkle about ¼ teaspoon of garlic seasoning

Nicole: next ingredient is the garlic powder and I would  say about 1/4 of a teaspoon of this 

Text on screen: Step 8: Add chili flakes according to your preferred level of spice

Nicole: all and the last ingredient is chili flakes and just do it to  your preference 

Text on screen: Step 9: Gently mix all the ingredients to ensure even distribution

Nicole: now that your fries has all the  ingredients mix them 

Text on screen: Step 10: Place the tray in the oven once it’s fully preheated

Nicole: once your oven is preheated  you can put these into the oven and wait until they are cooked to your desire

Text on screen: Step 11: At the 10-minute mark (halfway through), carefully remove the fries to flip them

Nicole: okay so it has been 10 minutes that the fries have been in the oven and just going to clip them to make sure that  they get evenly cooked um and then you want to place them back into the oven

Text on screen:  Step 12: After 20 minutes, the fries should have a golden-brown color, so carefully take them out of the oven

Nicole: after 20 minutes in  the oven the potato fries should be golden brown and ready to eat 

Text on screen: Step 13: Allow the fries to cool to a suitable temperature before enjoying

Nicole: just make sure you wait a couple  minutes before um eating so you don’t burn your  month 

Text on screen: Step 14: Bon appétit!

Nicole: and enjoy thank you for watching my assignment 2 video Lesson of a simple and easy baked fry recipe

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

Clark, J. & Paivio, A., Dual Coding Theory and Education, Educational Psychology Review, VoL 3, No. 3, 1991

Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 279-315). New York, NY: Cambridge University Press.

Easel.ly, Crash Course in Infographics Webinar, Accessed Sept 28, 2022

Inclusive Design (2018) Microsoft Design Principles 

Glonek, Katie L. & Paul E. King (2014) Listening to Narratives: An Experimental Examination of Storytelling in the Classroom, International Journal of Listening, 28:1, 32-46, DOI: 10.1080/10904018.2014.861302

During this module, I had the privilege of delving into the profound impact of storytelling in enriching the learning process. I wholeheartedly believe that storytelling is an inherent aspect of human nature. Its presence is unmistakable in our natural inclination towards literature, cinema, and the personal narratives shared within our families. This module allowed me to explore and implement storytelling techniques to convey a story with an educational purpose. My inspiration for sharing my exchange experience was deeply rooted in the enduring influence of my mother’s childhood story of relocating to Sweden, a narrative that has left an indelible mark on me.

Storytelling’s Cognitive Power:

Research has shown that storytelling or narrative presentations “increase memory retention of key information by a significant margin. This applies to both written stories and oral and visual presentations. Learners are not only more engaged and more likely to be motivated to change their behaviour, they’re also more likely to remember the information in the long term” (Glonek et al., 2014).

Twine

Twine, an interactive storytelling application, offers users the opportunity to craft narratives in a “choose your own advantage” style. After immersing myself in the course material to enhance my understanding of the Twine platform, I set out to brainstorm my script. In accordance with Mayer’s Segmenting Principle, I aimed to keep my script under 5 minutes. This required careful planning and preparation regarding the script’s content. Crafting the transcript felt natural to me, as it revolved around a significant period in my life. Preparing the script ensured that my Twine story maintained a logical flow and conveyed a clear message. Research has indicated that reducing length is associated with improved content retention. Drawing from Mayer’s Personalization Principle, I infused my narrative with a friendly, enthusiastic, and conversational tone.

Visual Highlights:

Here is a  screenshot of my Twine:

https://twinery.org/2/#/stories/deea472a-3534-4fd7-a5fd-4445a3c5c89a

My Twine Script: 

1. Introduction:

In my Twine story, I’ll take you on a journey through my exchange experience, starting from the University of Victoria and leading to Utrecht University.

2. Beginning:

It all commenced when I received an acceptance letter from Utrecht University in the Netherlands. The opportunity to study abroad was simply too enticing to resist.

3. Goodbye:

Bidding adieu to the summer I had spent in Vancouver with my family and friends proved to be no easy task. The tears shed at the Vancouver airport bore witness to the emotional farewell.

4. Hello:

After a 9-hour flight to Amsterdam followed by a 30-minute drive to Utrecht, I finally reached my new home in the heart of Utrecht, where I’d be spending the next four months.

5. Scenery:

Coming from Vancouver, where I was accustomed to the grandeur of a bustling city with towering skyscrapers, crowded streets, and the picturesque backdrop of the ocean and mountains, Utrecht offered a different kind of beauty. While it may not have provided the breathtaking mountain vistas that Vancouver did, it had a unique charm of its own. During my initial days in this novel city, I couldn’t help but admire the architectural blend of historical and contemporary styles. Strolling along the meandering canals that crisscrossed the city, I was captivated by the tall, narrow brick buildings, cobblestone streets, and the ubiquitous presence of bicycles.

6. Homesick:

About a week into my adventure, the culture shock hit me. While English is widely spoken in the Netherlands, Dutch remains their primary language. The constant presence of Dutch, from street signs to conversations, was disorienting and constituted a significant culture shock. I began to yearn for my family, friends, and the familiar tastes of home.

7. Welcome Week:

My host university offered a welcome week, meticulously designed to introduce us to new acquaintances, delve into Dutch culture, and acquaint ourselves with the city. This experience filled me with anticipation for the journey that lay ahead.

8. New Routines:

The canals became my favorite spots for unwinding and people-watching. I’d frequently find myself at one of the numerous waterfront cafes, savoring a cappuccino and relishing Dutch pastries.

9. School:

Shortly after my arrival, the academic semester commenced. Utrecht University operates on a 4-period system throughout the year, a departure from my usual academic routine.

10. Conclusion:

As my exchange journey progressed, I navigated the challenges of homesickness while embracing the excitement of exploring Dutch culture and academic life in this charming and historically rich city. Each day I love this city a bit more!

Reflection question: 

Describe a meaningful learning experience that started with a story that you heard. What made it impactful for you? What senses did it appeal to? Did you recognize any of the storytelling techniques reviewed this week?

• In light of the recent focus on historical Indigenous tragedies, I recall a significant learning experience that began with a story I heard. Conversations with my family revealed the stories of my parents, who grew up in Edmonton, Alberta, during that era. The lingering question of why the residential schools and the distressing events were not halted earlier had always intrigued me. These narratives provided insights into the traditional societal dynamics of the time, substantially enhancing my understanding of the historical context.
• These personal experiences underscore the profound impact of storytelling in the learning process. Storytelling possesses the remarkable ability to connect us with critical historical events and deepen our comprehension of the world around us.

This module has further strengthened my understanding of the power of storytelling and its influence on the learning process. It has illuminated the significance of crafting engaging narratives and has equipped me with valuable tools to create meaningful educational content.

Module Two, “Design Principles for Effective and Accessible Multimedia,” was a truly captivating experience that deeply engaged my interest. This module not only expanded upon my existing knowledge but also introduced me to new concepts, including the Universal Design for Learning approach, inclusive design, and the web accessibility evaluation tool WAVE.

Through the process of creating my infographic using Canva, I had the opportunity to apply and display these newfound principles and concepts. This hands-on experience allowed me to bring these principles to life and gain a more profound understanding of their practical implications.

Reflection questions:

What did you find when you ran the WAVE accessibility report on your blog post(s)? What did you expect and what was surprising? Is there anything you will do differently going forward?

This module led me to venture into the realm of web accessibility evaluation by plugging my WordPress URL into the WAVE tool. The result was a comprehensive summary report encompassing module 1 posts, errors, contrast issues, alerts, features, structural elements, and ARIA attributes. Interestingly, there were no errors found, but I did encounter 19 instances of contrast errors.

Despite having no errors, I did receive 19 contrast errors. This report shed light on a specific concern: certain colours within my website exhibited low contrast levels, especially in areas such as my tags section and the bottom section containing my archives, meta information, and attributions. This revelation from WAVE prompted a realization – I needed to adjust my site’s colour scheme to rectify these contrast issues. By addressing this concern, I aim to enhance the inclusivity of my website.

My exploration of the WAVE web evaluation tool was a truly enlightening experience. It underscored the significance of providing accessible resources and alternatives in the quest for universal inclusivity. As I progress in my educational technology journey, I am increasingly aware of the importance of making digital content accessible to all, and I’m committed to applying this knowledge to create a more inclusive digital environment.

What does inclusive design mean to you?

What does inclusive design mean to you? In my understanding, the essence of inclusive design is best encapsulated by two insightful quotes. Firstly, according to Microsoft Design Principles (2018), Inclusive Design is defined as “a methodology, born out of digital environments, that enables and draws on the full range of human diversity. Most importantly, this means including and learning from people with a range of perspectives”. Secondly, Kat Holmes states “At the heart of these design principles is the recognition that disability isn’t a lack of ability, it’s a mismatch between a person’s abilities and their environment” (Holmes, 2019).

Within the Interactive and Multimedia Learning course, the concept of inclusive design assumes a central role. Inclusive design represents an approach to designing products, tools, environments, experiences, and even lifestyles with the primary goal of ensuring accessibility and usability for a broad spectrum of individuals. This approach underscores the critical importance of consistently offering adaptations and modifications. These adjustments are integral in eliminating barriers, preventing exclusion, enhancing the efficiency of the learning process, and ultimately crafting solutions that cater to the diverse needs and preferences of all participants.

At its core, inclusive design is rooted in the principle of embracing and supporting every individual, regardless of their age, abilities, cultural background, or disabilities. It embodies the belief that diversity is an intrinsic element of the learning experience, and by embracing this diversity, we can cultivate a universally inclusive and enriching learning environment for all.

Have you used Text to Speech tools before? Did you find it useful? Did you try out some of the different voices? What impact did the different voices have on your ability to absorb information?

This module delves into the evolution of Text to Speech tools, tracing their origins back to the 1950s and highlighting the remarkable technological advancements that have brought them close to emulating natural speech. It emphasizes that Text to Speech is among the most commonly employed adaptive learning tools, a resource I frequently incorporate into my own learning journey.

This tool plays a pivotal role in promoting universal inclusivity for individuals with visual impairments. Although I do not have a visual impairment, I’ve always had reservations about extensive reading. However, this feature has significantly enhanced my engagement with course materials and personal literature. Moreover, as someone who experiences migraines triggered by prolonged screen exposure, Text to Speech offers me an alternative means of acquiring knowledge. Personally, I have observed that this tool has led me to engage with more content, particularly through platforms such as audiobooks. While the lifelike voices are intriguing, I do not frequently utilize them, primarily due to my apprehension regarding technology. Although exploring different accents can be entertaining, it tends to be more of a distraction than an effective way for me to absorb information.

Beyond its applications in learning, Text to Speech tools also serve as a safety feature. For instance, while driving, these tools provide a hands-free option to receive navigation directions aloud and to listen to and respond to messages, contributing to enhanced road safety.

Conversely, Speech to Text technology contributes to inclusivity for hearing-impaired individuals and offers valuable societal benefits. For instance, when watching lecture recordings or movies, subtitles provide clarity and improve my understanding of the content being discussed.

By enhancing accessibility and providing alternative means of consuming information, Text to Speech and Speech to Text tools prove to be invaluable assets for both learning and daily life. I recognize that these tools yield numerous benefits, including reducing the risk of migraines, enhancing information absorption, promoting road safety, and ensuring accessibility for all individuals, especially those with hearing and visual impairments. This aligns with Kat Holmes’ second principle in her inclusive design approach, as she aptly states, “Designing for people with disabilities actually results in designs that benefit people universally” (Holmes, 2019). Holmes’ approach comprises three principles: “Recognize Exclusion,” “Solve for One, Extend to Many,” and “Learn from Diversity” (2019).

Which design principles did you use to create your infographic in Canva? Which elements of a ‘good infographic’ were you able to incorporate? What other principles did you consider? What does the template make easier and what does it make harder when creating your infographic?

In the process of crafting my infographic using Canva, I conscientiously applied various design principles to ensure its effectiveness. To begin, I considered the feedback I received from my WAVE assessment, where one crucial aspect was to avoid the use of contrasting colours, which might pose accessibility challenges. This feedback informed my colour choices during the design process.

Furthermore, I embraced the six fundamental practices recommended for designing infographics (Easel.ly, 2021). A minimalist approach guided my design choices, encompassing colour usage, imagery selection, and font styles and sizes. This approach was pivotal in creating an infographic that was not only visually engaging but also easy to comprehend.

I argue that Canva’s template library played a significant role in shaping the creation process and the final outcome of my infographic. I mean this is not surprising considering  Canva offers 6,766 infographic templates which vary dramatically.

 In the video “How to Create an Infographic – Part 1: What Makes a Good Infographic?” covers 9 steps to make a good infographic (Visme, 2017). To align with this assignment’s objective, I opted for a simple yet aesthetically pleasing design. This aligns with step 7 of a good infographic with my focus of creating a visually appealing infographic (Visme, 2017).

 I did make some minor adjustments to the chosen template, including the addition of relevant images and the consistent use of font sizes and styles, in line with the six recommended practices (Easel.ly, 2021). 

In my specific assignment, my aim was to present factual information rather than construct a story. To achieve this, I closely followed the “good infrastructure model,” with particular attention to Step 5 (well-structured), Step 6 (conveying one key message about Utrecht), and Step 9 (keeping the text concise and to the point) (Visme, 2017).

In summary, the principles and practices I applied to create my infographic in Canva were geared toward making it accessible, visually appealing, and conducive to effectively delivering key information about Utrecht. Canva’s versatile template library allowed me to tailor my design to meet the specific requirements of my assignment.

Infographic References:

https://www.euronews.com/next/2023/06/20/these-are-the-top-10-bike-friendly-cities-in-the-world-and-9-of-them-are-in-europe

https://images.app.goo.gl/6C2cHhk9aCFnKWNs5

https://images.app.goo.gl/kxPqnuFyxZ3kSfok9

https://images.app.goo.gl/zbJ4hoEphMTWm3Gp6

https://images.app.goo.gl/QA5MsueXFoX9Ztfm8

https://images.app.goo.gl/oFoGNwL76CrUqnDT8

References: 

Holmes, K. (2020). Mismatch: How inclusion shapes design. MIT Press.

Inclusive Design (2018) Microsoft Design Principles 

Easel.ly, Crash Course in Infographics Webinar, Accessed Sept 28, 2022

Mayer’s 12 Principles of Multimedia Learning. (2023, June 2). Digital Learning Institute. https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning/