Category: edci 337

In Module 5, our assignment delved into the exploration of Generative Artificial Intelligence and Data Visualization. These topics resonate strongly with me, given that a substantial component of my degree revolves around the study of Technology and Society.

Generative AI Tools

In this module, I opted to delve into two generative AI tools: DALL-E2, an AI image application, and ChatGPT, a text-based AI application.

Module 5 significantly enhanced my understanding of AI through the Read/Watch activities. Over the past decade, technology has undergone remarkable advancements, particularly in the realms of Generative Artificial Intelligence and Data Visualization. Staying abreast of these technical progressions can be challenging, making this blog assignment particularly valuable. It affords me the opportunity to delve into the distinctions between traditional AI and Generative AI.

I learned that Traditional AI systems excel in recognizing patterns and making predictions, as exemplified by the instructor’s mention of the platform Spotify (Watt, 2023). In my daily life, I’ve observed the unmistakable influence of traditional AI, especially in social media. For instance, on platforms like TikTok, Instagram, and YouTube—the main ones I use—it’s evident that AI algorithms analyze user behavior, preferences, and engagement patterns to deliver personalized content recommendations.

These platforms strategically employ traditional AI to scrutinize user data, targeting ads based on demographics and historical user behavior (Ruckenstein & Granroth, 2020). This approach significantly enhances the effectiveness of advertising strategies.

Compared to traditional AI, which focuses on making predictions or classifications, generative AI encompasses a range of techniques where the primary goal is to generate new content or information that resembles existing, real-world data. (Watt, 2023). Generative AI often employs machine learning techniques to produce various forms of data, including text, images, music, videos, and more in response to text prompts (Watt, 2023). Complementing machine learning, generative AI encompasses a specific type of deep learning known as Generative Adversarial Networks (GAN). GAN is a deep learning architecture developed by Ian Goodfellow in 2014 (Olympia, 2021).

A Generative Adversarial Network consists of two neural networks: a generator and a discriminator (Watt, 2023). The generator is responsible for producing data indistinguishable from real data, while the discriminator evaluates the generated data (Watt, 2023). These two components collaborate, with the generator refining its ability to produce realistic, human-like output based on feedback received from the discriminator (Routley, 2023). This iterative process continues until the generator produces content that is indistinguishable from real data, while the discriminator is trained to become more adept at distinguishing real data as genuine and generated data as fake (Routley, 2023).

I found investigating generative artificial intelligence really interesting and strengthened my knowledge about these tools before proceeding with the exploration process on ChatGTP and DALL-E2. 

I am not very familiar with using DALL-E2, but I could see that for careers such as interior designing, it would be useful. I was curious if DALL-E2 could takeover interior designing careers so I inputted some prompts of house types and these were my results:

I was impressed with my results from DALL-E2. I believe interior designers could utilize this platform to enhance the efficiency of their work.

Reflection Questions:

Where do you think these tools will be in their evolution in 2-3 years’ time?

I envision this tool not as a replacement for human interior and graphic designers, but as an adjustment and support to their job descriptions. In my view, technology outshines humans in terms of time efficiency, and to some extent, accuracy, and productivity. For instance, when I prompted both a designer and DALL-E2 with the same query like “cabin kitchen,” DALL-E2 swiftly generated a response within seconds.

While I don’t foresee these tools or technology completely taking over from humans, especially not in the next 2-3 years, I recognize that humans and technology bring distinct qualities to this profession. DALL-E2, for instance, excels at generating ideas for colour palettes that individuals can incorporate into their homes. Consequently, DALL-E2 serves as an excellent option for those with tight financial budgets or who aren’t extremely particular about their home’s appearance. 

Nevertheless, I maintain the belief that creative designers will continue to be invaluable, drawing upon their accumulated knowledge to offer specific advice to clients. The human touch and personalized expertise that creative designers bring to their work remain unmatched by current technology. Unlike DALL-E2, humans can establish genuine human relationships with their clients, a preference that, despite being somewhat old-fashioned, I believe is the majority sentiment. The personal touch and nuanced understanding that human designers bring to their work extend beyond what technology can currently achieve.

During my experience using DALL-E2, I observed some gender bias. To be fair, I was curious about AI biases, so I intentionally inputted prompts that included phrases like “young boy” and “little girl.” The results for these prompts reflected stereotypical gender bias. For instance, when prompted with “little girl’s room,” the generated image featured an overall bright and light color palette dominated by pink and purple. Additionally, the response included “I <3 love” posters, numerous arts and crafts items, and a pink mesh tent decor. This observation relates to the reflection question: 

What ethical concerns do you have (or not have) about the use of some of these tools?

Despite AI being a powerful tool, it’s important to recognize the ethical concerns associated with its use. For instance, in today’s society, where efforts are being made to eliminate traditional gender bias, the results from these tools often reflect and perpetuate traditional stereotypes.

In addition to DALL-E2, other AI tools raise ethical considerations. Take ChatGPT, for example; it is widely used in education but carries the risk of being misused for academic dishonesty. AI provides students with the means to easily cheat, and learners might become overly reliant on these tools, potentially gathering information that is not always accurate. While AI has the potential to enhance education and careers, it must be used judiciously and for the right purposes. Establishing systems within institutions to prevent unethical behavior, such as taking advantage of these tools for cheating or cutting corners in education, is crucial. Instead, students should be prompted to use AI tools to support their educational experience responsibly.

I would argue that ChatGPT is currently the most commonly used AI tool in education. However, there are several other tools with beneficial qualities in education, such as deepfakes (DF). Although historical documentation is limited, DFs have the capacity to create realistic simulations, reanimate historical figures, and depict events, potentially enhancing students’ engagement, understanding of history, critical thinking, and analytical skills (De Ruiter, 2021).

I am highly intrigued by the AI tool DF; however, this tool raises numerous ethical concerns. Reputation damage, extortion, blackmail, and identity fraud are substantial ethical concerns associated with DF, and these issues can have profound consequences for both individuals and organizations.

Deepfakes (DF) significantly amplify the potential for harm, affecting political candidates throughout the electoral process, companies, and the general public. I have observed viral manipulated videos circulating on the internet, portraying candidates making sexist or racist remarks. This underscores the substantial impact on the politician’s reputation and future career success.

Industries reliant on professional reputation and trust, such as politics, journalism, law enforcement, and finance, become susceptible targets for the disruptive capabilities of DF (Nguyen et al., 2022). Public figures, organizations, and members of society must approach DF with a strong sense of responsibility, implementing precautionary measures to mitigate the risks of misuse, harm, security threats, and ethical concerns.

It is imperative for individuals and entities within these industries to proactively safeguard against the potential negative consequences associated with the use of deepfake technology. Taking proactive steps is crucial to maintaining integrity, trust, and ethical standards in the face of emerging multimedia challenges.

Deepfakes pose numerous risks to businesses, including the creation of counterfeit financial statements, invoices, or other documents (Nguyen et al., 2022). Such deceptive materials can be exploited for fraudulent activities or disseminating false information and propaganda. This potential sabotage targeted at the corporation, its leaders, or employees may result in substantial losses among clients, investors, stakeholders, and overall financial repercussions(Nguyen et al., 2022).

Another unethical application of DF involves extortion and blackmail. Perpetrators design fabricated footage to mimic representatives or organizations, coercively seeking access to funds, information, corporate systems, data, or financial resources (Nguyen et al., 2022). An additional ethical concern arising from the use of AI for DF is the potential for criminals to steal identities for monetary gain or information acquisition. This is particularly prevalent among cybercriminals, those in the workplace, and minors (Nguyen et al., 2022).

Criminals can exploit DF for identity manipulation verification, scams, and corporate fraud (Nguyen et al., 2022). The capability of DF to create real-time digital impersonations, especially of employees, CEOs, clients, or business partners, opens avenues for activities such as fraudulent money transfers, unauthorized access to corporate records, false declarations of bankruptcy, or baseless accusations of executive fraud. Conversely, minors may use DF to fabricate identities for the illicit purchase of substances (Nguyen et al., 2022).

Beyond the concerns surrounding DF, there are also notable benefits. DF, for instance, introduces greater flexibility into the filmmaking process. It offers novel and innovative approaches that can enhance artistic capabilities, boost productivity, and cut down costs in the film industry (De Ruiter, 2021). DF possesses the capacity to generate visual effects, employ digital doubles, seamlessly eliminate a character, integrate flashbacks, and mitigate the risks to actors during perilous stunts or in hazardous environments (De Ruiter, 2021).

My own thoughts

To expand on my point regarding the advantages of technology over humans in the workplace, calculators, beyond the tools I explored, serve as a prime example of how technology can function as a supportive tool for humans. Calculators deliver instant and accurate results when input correctly, a reliability that is not always guaranteed with humans. AI, in general, and technology are great tools for this reason.

Another AI tool that captures my interest is its implementation in the healthcare system. While I wouldn’t advocate for a robot doctor or surgeon, I believe AI has the capability to review medical records to identify viruses, diseases, or issues in DNA. This process should be followed up with confirmation and approval from doctors, ensuring a collaborative and reliable approach to healthcare.

During a recent visit to a chocolate factory, I couldn’t help but notice the significant reliance on technology alongside human supervision. These machines ensure precision in the chocolate-making process, efficiently transport chocolates throughout the factory, and flawlessly wrap each chocolate piece. Consequently, employees’ tasks are streamlined to primarily overseeing production and catching any potential mistakes. This approach allows employees to dedicate more time to customer interactions, ultimately enhancing customer satisfaction.

I find this integration of technology in the workplace highly beneficial. In my sociology courses, I have delved into discussions about how the work environment in factories can be detrimental to employees’ mental health, often involving long hours and repetitive tasks. In this context, I observe the stark comparison between humans and these machines: humans would require much more time to achieve the same level of production. Additionally, humans necessitate breaks for food and mental rest, which technology does not. Technology significantly accelerates production time for these products and relies less on human labour.

The chocolate factory provided me with a compelling demonstration of how technology can be effectively employed in the workplace for the betterment of both efficiency and employee well-being.

Have you used AI applications before? If you have, what have you used them for? What apps have you come across that are not in the Explore section that you’ve found useful?

Over the past year, I have frequently utilized ChatGPT, finding it to be a valuable tool in my education for grammar checking and summarizing extensive text. I vividly recall the day I first learned about ChatGPT, and the concept left me both shocked and intrigued. During a conversation with a classmate about our final assignment, he explained how ChatGPT was instrumental in guiding and enhancing his paper. The notion seemed surreal, but shortly after, ChatGPT gained widespread popularity, establishing a significant influence in today’s society.

The article titled English Teachers’ Concerns About The Ethical Use Of Chatgpt By University Students reveals the platform’s remarkable growth  (Stepanechko & Kozub, 2023). Within just five days of its launch in November 2022, ChatGPT amassed an impressive one million users (Stepanechko & Kozub, 2023). The platform’s ascent continued at a rapid pace, reaching 57 million active users within its first month and earning the distinction of being the fastest-growing tech platform (Stepanechko & Kozub, 2023).

I find OpenAI to be exceptionally fascinating. To delve deeper into OpenAI and ChatGPT, I posed inquiries about the platform to ChatGPT. Through this exploration, I discovered that OpenAI operates as a non-profit research lab, setting itself apart as an anti-Big Tech entity. Its commitment to prioritizing principles over profit distinguishes it in the technological landscape (OpenAI, 2023). Established in 2015 by Altman, Elon Musk, and a group of visionaries, OpenAI birthed ChatGPT, which stands for “Chat Generative Pre-trained Transformer” and is a language model developed by the organization (OpenAI, 2023).

To explore ChatGTP further than my regular purposes, I asked ChatGTP to create song lyrics, meal plans, workout plans and travel itinerary. These were my results:

Citations:

De Ruiter, A. (2021). The Distinct Wrong of Deepfakes. Philosophy & Technology, 34(4), 1311–1332. https://doi.org/10.1007/s13347-021-00459-2

Minna Ruckenstein & Julia Granroth (2020) “Algorithms, advertising and the intimacy of surveillance,” Journal of Cultural Economy, 13:1, 12-24

Nguyen, T. T., Nguyen, Q. V. H., Nguyen, D. T., Nguyen, D. T., Huynh-The, T., Nahavandi, S., Nguyen, T. T., Pham, Q.-V., & Nguyen, C. M. (2022). Deep learning for deepfakes creation and detection: A survey. Computer Vision and Image Understanding, 223, 103525–. https://doi.org/10.1016/j.cviu.2022.103525

Olympia A, Paul.”Deepfakes Generated by Generative Adversarial Networks” (2021). Honors College Theses. 671. https://digitalcommons.georgiasouthern.edu/honors-theses/671 

Stepanechko, O., & Kozub, L. (2023). English Teachers’ Concerns About The Ethical Use Of Chatgpt By University Students. Grail of Science, (25), 297-302.

Ruckenstein, M., & Granroth, J. (2020). Algorithms, advertising and the intimacy of surveillance. Journal of Cultural Economy, 13(1), 12-24.

Routley, Nick (2023), What is Generative AI? An AI Explains, World Economic Forum

In this module, I delved into the world of learning design principles and the dynamic realm of active learning. This learning journey provided me with the chance to create Interactive Videos, and Drag and Drop content with H5P on my WordPress Blog. H5P stands for “HTML5 Package,” and is “a free, versatile, open source authoring tool integrated with WordPress and many other platforms that allows you to quickly create, share and reuse a wide variety of interactive and engaging learning activities” (Mary, 2023). Through this module, I gained insights into active learning methodologies, developed a comprehensive lesson plan, and engaged in profound reflections on my educational experiences.

Overview: 

In this week’s module, I focused on creating a lesson about apples. Apples are a nutritional powerhouse, offering a myriad of health benefits. They are packed with antioxidants and essential nutrients, including dietary fiber, potassium, vitamin C, vitamin A, and various minerals (Bondonno., et al. 2017, p. 244).

The dietary fiber found in apples promotes healthy digestion and has a positive impact on various aspects of health, including healthy digestion, blood sugar regulation, hydration, skin health, cholesterol levels, blood pressure and managing a healthy weight. Additionally, they are known to reduce the risk of type 2 diabetes, heart disease, strokes, various chronic illnesses, tooth decay, cognitive decline, Alzheimer’s disease, and certain types of cancer (Bondonno., et al. 2017, p. 244).

Recognizing the significance of good nutrition, especially during childhood, is essential for achieving and maintaining optimal health throughout one’s life. Our health is intricately connected to the foods we consume, making it crucial to instill the principles of nutrition from an early age.

Children often have a preference for sweet foods, which can pose a risk to their overall diet. However, fruits, such as apples, provide a healthy, naturally sweet alternative that not only satisfies their cravings but also delivers essential nutrients. Apples are the second most popular fruit, primarily because they are readily available across various regions and throughout different seasons (Bondonno., et al. 2017, p. 243).

In Module 4, we delve into the concept of active learning, which fosters a more enriching educational environment for both teachers and students. Extensive research consistently demonstrates that a child’s diet significantly influences their cognitive abilities, concentration levels, and behavior in the classroom. Malnutrition can lead to disruptive behavior, reduced focus, and have long-term consequences on a child’s brain development (Benton & ILSI Europe a.i.s.b.l., 2008). Thus, prioritizing nutrition in educational institutions is of paramount importance for parents, teachers, and students.

The 2023 Canada Food Guide provides valuable recommendations for daily dietary intake, focusing on three primary food groups (Canada.ca, 2023). According to the guide, it is recommended that roughly half of your plate at each meal should be filled with fruits and vegetables, with a quarter dedicated to protein sources, and the remaining quarter to carbohydrates (Canada.ca, 2023). The category promoting healthy and active living within the Physical and Health Education curriculum underscores the importance of food in contributing to overall health (gov.bc.ca, 2023). This is a mandatory component of the British Columbia curriculum, beginning in kindergarten and progressing in complexity with each grade (gov.bc.ca, 2023).

The central theme driving my choice of the topic—apples—is the paramount significance of student health. The big idea of the lesson on apples is to educate learners about the critical role of nutrition, the various health benefits of apples, the different parts of apples, their origins, cultivation processes, and the diverse types of apples available. My intention is to educate children on the nutritional value of apples through the engaging methodology of active learning. This approach not only imparts knowledge about apples but also underscores the importance of instilling healthy food choices from a young age. 

In this lesson, students are actively encouraged to document any aspects that have sparked their curiosity, surprised them, piqued their interest, and/ or inspired them to delve deeper into the subject matter. This approach not only fosters engagement but also supports the principles of active learning, making the learning experience more dynamic and fulfilling for the students. 

In approaching this lesson, I utilized Constructive Alignment and Backward Design as guiding principles. These methodologies emphasize the importance of first identifying the lesson’s “big idea” and “learning objectives” before proceeding to devise assessment activities and create multimedia content. This approach ensures that the overall course ideas and outcomes are the driving forces behind the instructional design. It fosters a cohesive and effective learning experience, aligning all elements to meet the predefined learning objectives.

Lesson Objectives: 

By the end of this lesson learners will be able to: 

• Determine where apples come from 
• Understand the stages involved in growing apple trees
• Recognize the parts of apples 
• Identify National Apple day 
• Differentiate between various types of apples
• Understand the nutritional value of apples
• Intentionally include a greater amount of apples in their daily routines.

Read/ Watch:

• Apple Facts | Facts About Apples For Kids – (5 minutes) – A kid friendly overview video on facts about apples 
• https://kids.britannica.com/kids/article/apple/352769 – (5 minutes) – Online article titled “apple” by Britannica Kids 
• LEARN ABOUT APPLES | an apple a day keeps the doctor away – (3 minutes) – Health benefits of apples 
• The Amazing Superpowers of Apples | Discover the Fun and Healthy Benefits! – (2 minutes) – The nutrients in apples enhance the functionality of our bodies.

Content:

• Before the lesson, teachers should thoroughly prepare by enhancing their knowledge of apples. The effectiveness of instructors’ demonstrations significantly influences students’ ability to comprehend and acquire future materials and skills, aligning with the demonstration principle (Merrill, 2002). Consequently, it is imperative for instructors to attain a comprehensive understanding of the topics they are demonstrating. This ensures a more successful and impactful learning experience for their students.
• Here are some useful resources:
  • https://doi.org/10.1016/j.tifs.2017.04.012
  • https://doi.org/10.1007/s00394-008-3003-x
  • https://jackson.agrilife.org/files/2020/04/Apples-1.pdf
• The teachers will show all the different types of apples with pictures
• 
• The teacher will display visual diagrams of the origins of apples
  • Illustration of an apple tree: 
• Regions apple trees grow:
• The teacher will present a video on the nutritional value of apples:
• The Amazing Superpowers of Apples | Discover the Fun and Healthy Benefits! – (2 minutes) – The video highlights how the nutrients in apples enhance the functionality of our bodies.
  • Following the video, the teacher will expand on the relationship between nutrition and academic achievement. The utilization of this video, coupled with its real-world relevance, aligns with the activation principle (Merrill, 2002), fostering a more engaging and impactful learning experience for the students.

Application: 

• Teachers will instruct students to bring an apple from home into the classroom and share real-world details on the topic with their peers. Merrill suggests learning is promoted when new skills are combined with their everyday lives (Merrill, 2002).
  • Students will reveal the following questions about their apple:
    • What is the type of your apple? 
    • What colour is your apple? 
    • What does your apple taste like? 
    • Which country was your apple transported from? 
• By integrating real-world demonstrations, students will apply their new knowledge 
• When students apply new knowledge their learning improves according to the application principle (Merrill, 2002). 
• In this module, students will actively participate in three H5P learning activities carefully designed to assess their grasp of the course material. These activities encompass two interactive videos and one drag-and-drop task. These pre-configured interactions provide students with a platform to practice and apply their knowledge, enhancing their understanding in an engaging manner. The videos are equipped with embedded multiple-choice questions, and students’ accuracy of their responses in the drag-and-drop task will be evaluated allowing students to gauge their understanding actively. This evaluation process enables instructors to closely monitor students’ progress and deliver constructive, formative feedback to aid in their mastery of the learning concepts.

These learning activities are fully responsive, to ensure accessibility for students to access them virtually via mobile devices. By fostering a more versatile and accommodating learning environment underscores H5P’s commitment to inclusive learning.

Reflection: 

After completing this lesson, students are tasked with revisiting the comments and observations they recorded during the active learning activities. To wrap up the lesson, students will engage in group discussions consisting of 3-4 individuals to reflect upon the following questions: 

• What aspects of the lesson did you find particularly interesting?
• Were there any elements of the lesson that surprised you?
• Has this lesson sparked your curiosity to learn more about nutrition and health?
• Do you feel that this lesson will influence the amount of apples you consume in the future?
• What was your favourite part of this lesson? 
• What did you find to be the most challenging aspect of this lesson?

This reflective approach empowers students to not only absorb knowledge but also to contemplate their learning experience, promoting a deeper understanding of the subject matter and enhancing their ability to apply the principles of active learning.

To do this week: 

• Watch: Apple Facts | Facts About Apples For Kids 
• Watch: LEARN ABOUT APPLES | an apple a day keeps the doctor away 
• Watch: The Amazing Superpowers of Apples | Discover the Fun and Healthy Benefits! 
• Read: https://kids.britannica.com/kids/article/apple/352769 
• Read: https://doi.org/10.1007/s00394-008-3003-x
• Read: https://jackson.agrilife.org/files/2020/04/Apples-1.pdf
• Read: https://doi.org/10.1016/j.tifs.2017.04.012
• Read: https://doi-org.proxy.library.uu.nl/10.1007/BF02505024
• Complete H5P activity: interactive video 
• Complete H5P activity: interactive video 
• Complete H5P activity: drag and drop 
• Bring an apple to school 
• Reflect with 3-4 peers 

References: 

Benton, D., ILSI Europe a.i.s.b.l.. The influence of children’s diet on their cognition and behavior. Eur J Nutr 47 (Suppl 3), 25–37 (2008). https://doi.org/10.1007/s00394-008-3003-x

Bondonno, Nicola P., et al. “The cardiovascular health benefits of apples: Whole fruit vs. isolated compounds.” Trends in Food Science & Technology 69 (2017): 243-256.

Parts of an Apple Read Aloud | All About Apples. YouTube. Parts of an Apple Read Aloud | All About Apples

WHERE DO APPLES COME FROM? 🍏🍎 Educational Video for Kids | Lingokids. YouTube. https://www.youtube.com/watch?v=1FX8Z5_bhpk&t=3s

https://images.app.goo.gl/P2MLZGF1PtZQ4Gaz6

https://food-guide.canada.ca/en/food-guide-snapshot/

https://images.app.goo.gl/vzNeNjJHzgLPv5qXA

https://images.app.goo.gl/bhQyLRE8adP5aHU48

https://images.app.goo.gl/XmctDrTiJwjnE4PQ8

Kamas, Jim, and Monte Nesbitt& Larry Stein. “Apples.” Ed. A&M, Texas 7 (2010).

Kurt, S. “Instructional Design Models and Theories,” in Educational Technology, December 9, 2015. Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/ Dr. Serhat Kurt, Instructional Design Models and Theories. Sept 28, 2022. 

Merrill, M.D. First principles of instruction. ETR&D 50, 43–59 (2002). https://doi-org.proxy.library.uu.nl/10.1007/BF02505024

Reflection question: 

What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?

My experience with H5P was quite positive. My first H5P activity involved an interactive video combined with multiple-choice questions. Initially, I found it a bit confusing, but the instructional videos provided proved to be very useful. This interactive video activity effectively integrates both passive and active learning as students watch the video and then engage with multiple-choice questions.  

After completing two interactive videos, I was eager to create a drag and drop activity. In response to the H5P activities I would make most use of for teaching vary depending on the grade level. For example, when teaching preschoolers or early-grade levels, I would be inclined to use the H5P drag and drop activity. I believe this activity offers several benefits and is an excellent approach to integrating active learning into education, enhancing enthusiasm, excitement, and engagement. Reflecting on my elementary experience, I always loved challenging activities, including drag and drop activities. I notice a connection between the level of enjoyment, challenge, and excitement with the level of motivation in my learning. Drag and drop activities serve as a form of assessment to monitor knowledge progress, aligning with active learning outcomes that promote a better learning environment for both learners and instructors.

Another beneficial activity for teachers to include in the classroom, particularly for young children, is the word cross activity, as it enhances spelling and vocabulary. H5P offers a variety of excellent options for teachers to enrich their lessons and enhance the learning experience. Additional activities I would incorporate when teaching young students include memory games, course presentations, interactive videos, crosswords, collage, true or false, drag-the-word exercises, fill in the blanks, hotspot identification, and image pairing.

I anticipate that virtual tours and AR scavenger hunts would require the most resources to create. Developing these activities would be time-consuming and demand access to technology, as well as knowledge and experience with this technology to be fully effective. I would be cautious about assigning these activities unless students have demonstrated their readiness at an appropriate academic level. Assigning overly challenging activities can lead to student frustration and may not be an effective learning approach.

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/

Video:

Presentation2.pptx

In Module 1, our primary tasks involved delving into the Theories of Multimedia Learning, particularly Richard Mayer’s Principles, and then creating a video presentation to convey our key takeaways. My focus was on the topic of Universal Design for Learning (UDL). I aimed to provide an overview of the three main pillars of the UDL approach while drawing connections to Richard Mayer’s influential work in “Multimedia Learning” (2009). UDL had been a topic of significant interest to me in previous EDCI courses. However, juxtaposing the UDL principles with Mayer’s Principles of Multimedia Learning offered a fresh and insightful perspective. Mayer’s report served as a valuable resource that provided me with a solid foundation for structuring my screencast.

My Screencast tool: PowerPoint

For my screencast, I chose to use PowerPoint, motivated by Mayer’s (2009) assertion that “People learn better when a multimedia message is presented in user-paced segments rather than as a continuous unit” (p. 175). I aspired to create a visually appealing presentation and incorporate narrated audio. However, I encountered several challenges, including limited storage, issues with video rendering in PowerPoint resulting in black screens, and various frustrating technical difficulties. These obstacles compelled me to opt for an audio-based screencast, featuring minimal text and imagery, to ensure a distraction-free experience, all while adhering to Mayer’s (2009) principles. Mayer also underscores the effectiveness of combining images with audio in enhancing learners’ comprehension (p. 200).

Following the feedback received during our group meeting with Professor Mary Watts, I diligently addressed the technology challenges that had surfaced and worked towards enhancing the overall quality of my screencast.

In response to the feedback and to ensure a more inclusive experience for my audience, I retained the link to my original PowerPoint presentation. This allows viewers to opt for automated voice recordings if that better suits their preferences. Furthermore, to augment the quality of my screencast, I incorporated a screen recording that featured actual video footage of the presentation. This, however, presented certain technological challenges and necessitated additional devices, but the effort was well worth it.

I must admit that creating this screencast took me out of my comfort zone, especially because I’m not particularly comfortable recording myself. Nevertheless, I recognize the importance of honing this skill, and the experience has been a valuable step in that direction.

Reflection Questions:

Of all the principles of Cognitive Theory of Multimedia Learning we looked at in this module, which seem most intuitive to you? Which ones surprised you?

Among the principles of the Cognitive Theory of Multimedia Learning that we explored in this module, some struck me as particularly intuitive, while others surprised me.

Mayer (2009) introduces “The Pre-Training Principle,” asserting that “People learn more deeply from a multimedia message when they know the names and characteristics of the main concepts” (p. 189). I strongly resonate with this principle, as I have often found in readings and lectures that fundamental definitions or concepts are not introduced until later stages. This practice frequently leads to confusion and makes it challenging to follow the material. To mitigate this confusion, I have adopted the habit of reviewing course material before lectures, significantly enhancing my understanding. In fact, I find myself in agreement with most of the principles discussed. I believe that if these principles were integrated into education as mandatory practices, students’ success and motivation would substantially increase↑.

One principle that caught my attention was Mayer’s suggestion, “The Signaling Principle,” which recommends highlighting or signaling important information. I have struggled with missing key points in large volumes of text, and I used to perceive this as an intentional challenge set by educators, making it easy to miss important content within extensive reports. Mayer’s proposal could be a significant relief for me and greatly improve my understanding of course materials. During my high school years, it was not uncommon for me to enter an exam feeling confident about the material, only to realize that I had focused on a completely different area than what was actually being tested. This situation was a source of frustration and contributed to a decrease ↓ in my motivation to excel in school. Mayer’s assertion about the relationship between understanding information and motivation strongly resonates with my personal experiences.

Module 1 Self-Reflection:

In reflection on Module 1, I can confidently state that the course material and the associated activities have significantly advanced my understanding of core concepts within this course. Additionally, this module provided me with a different perspective on the UDL approach and introduced me to the concept of screencasting.

References:

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

“About UDL” from CAST http://udloncampus.cast.org/page/udl_about

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, England: Cambridge University Press.