Session 1-individual task1
Here are three pieces of multimedia learning materials:
 |
| (1) The e-learning poster of HKU project |
The second multimedia learning material is a video about learning English for children.
https://www.youtube.com/watch?v=97wFth-uHVY
The third multimedia learning material is an app for English practice.
https://www.liulishuo.com/liulishuo.html
Session 1-individual task 2:
I choose the third one.
1.the background color is comfortable and academic.
2. The description is clear and esay to read.
3. It has images and pictures for us to know how it weighs.
4. The picture of squid is Comfortable, but not scared.
5. Structure design is proper for audiences.
Session 1-individual task 3:
Description:
1. The color and design of this PPT make the introduction interesting and full of technological sense because my teaching targets are adults. It doesn't make sense if using cartoons or bright color as a picture to show what is typhoon and the background color.
2. As for the arrangement of this PPT, in the first part, I added an explicit description of the storm, but owing to the time limitation, I didn't make it better although I wanted to. I think this introduction is too academic. My teaching targets probably have some trouble in the understanding typhoon. So, I will make it better in the next design.
In the second part, I added the influence by a typhoon to make my audiences to know how they can feel if hurricane appears their life. In this way, readers can make sense better about the typhoon. Besides, I added some precautions about typhoon for advising people how to protect themselves from harm of typhoon.
I think this learning objective meets six effective statements, and the specific explanations are as follows:
1. Are general enough to capture important learning, but clear and specific enough to be measurable.
Explain:
It is conducive to help students capture important learning from multimedia resources, then they can use what they learn to practice in a specific way.
2. Students-central
Explain:
This learning objective belongs to the criteria 4 student-central because activities should be suitable and interesting enough for students' learning.
3. Focus on aspects of learning that will develop and endure but that can be assessed in some form now.
Explain:
Students can learn how to make proper learning activities, and these activities can be evaluated in some methods.
4. Focus on the learning resulting from an activity, or course, or program.
Explain:
Of course this LO focus on learning results because teachers can know it from their work.
5. Reflect the institution’s mission and the values it represents
Explain:
Students' work clearly reflect the institution's mission and values.
2. Explain the cognitive and pedagogical theories that underpin the instructional design.
People: those who have interests in Japanese or Japanese culture
1. cognitive characteristics: people who are in a middle level and duration of attention. They have normal ability of thinking and learning.
2. Physical characteristics: they are in different ages( most in 12-30 years old ) without disabilities.
3. Motivations: they like Japanese, or Japan or Japanese culture
4. Experience & Expectation: some of them touch Japanese through Japanese anime, music or movie, etc. These part of people just want to reach a middle level of Japanese, and it is enough for them to be able to speak, write, listen to some Japanese; but some people are the university students majoring in Japanese, they need to pass the test of Japanese to accomplish their university study for job hunting after graduation.
5. Language: Japanese
6. Infrequent vs. frequent users: since these people who want to learn Japanese are not native speakers, therefore, they are infrequent users. They need the help of this website to improve and to let them make progress day by day.
Activities:
1. Goals: help learners to improve Japanese through ICT
2. Tasks: online learning; provide online learning resources about Japanese and online classes(need to pay); teachers use ICT( PPT, audio, video, simultaneous sharing knowledge and etc.) They can choose what they like in the extents of this website, and they are supposed to finish their assignments from teachers. ( remember the pronunciation of Japanese from learning an video.)
3. Regularity of activity: every few days is best
4. The response time from this system: this website is not free. so if learners want to learn Japanese from this website, they need to pay. Once learners have paid for their class, they have right to watch and use the learning resources from this website. So the response time from this system is fast.
5. individual work
Contexts: Online learning
1. Physical environment: almost in the home of learners( high speed of Internet access, quiet and comfortable learning environment)
2. Social environment: use laptop, tablet or mobile phone to learn online classes( different teachers choose different softwares to provide)
3. Circumstances: usually start on the evening (7:30 p.m) everyday
4. Support: some tuition, and devices to learn
Technologies:
The softwares created by Hujiang itself or mobile app.
2. As for the arrangement of this PPT, in the first part, I added an explicit description of the storm, but owing to the time limitation, I didn't make it better although I wanted to. I think this introduction is too academic. My teaching targets probably have some trouble in the understanding typhoon. So, I will make it better in the next design.
In the second part, I added the influence by a typhoon to make my audiences to know how they can feel if hurricane appears their life. In this way, readers can make sense better about the typhoon. Besides, I added some precautions about typhoon for advising people how to protect themselves from harm of typhoon.
Session 2-individual task
Session 3-individual task 1
LO: Design appropriate learning activities to use multimedia resources.I think this learning objective meets six effective statements, and the specific explanations are as follows:
1. Are general enough to capture important learning, but clear and specific enough to be measurable.
Explain:
It is conducive to help students capture important learning from multimedia resources, then they can use what they learn to practice in a specific way.
2. Students-central
Explain:
This learning objective belongs to the criteria 4 student-central because activities should be suitable and interesting enough for students' learning.
3. Focus on aspects of learning that will develop and endure but that can be assessed in some form now.
Explain:
Students can learn how to make proper learning activities, and these activities can be evaluated in some methods.
4. Focus on the learning resulting from an activity, or course, or program.
Explain:
Of course this LO focus on learning results because teachers can know it from their work.
5. Reflect the institution’s mission and the values it represents
Explain:
Students' work clearly reflect the institution's mission and values.
Session 3-individual task 2:
Examine the learning objectives：
1. Design multimedia teaching and learning resources.
Skill or behavior:
Students use IT to support teaching, learning, assessment, and administration.
Conditions:
multimedia teaching
multimedia learning resources
Criteria:
Design a prototype of multimedia teaching and learning resource for supporting learning.
2. Explain the cognitive and pedagogical theories that underpin the instructional design.
Skill or behavior:
Students use technology environments and tools to support a variety of pedagogical approaches.
Condition:
illustrate cognitive and pedagogical theories
Criteria:
in-and after-class weekly tasks assignments&reflection
Write down two examples of each of the domain we discussed.
According to Bloom's Digital taxonomy:
The first example: design a prototype by using technology in pedagogy.
The first example: design a prototype by using technology in pedagogy.
The second example: explain and analyze the advantages and problems in other group work presentation.
Session 4 Online Course-individual task 1
This video show me a clear explanation about B. F. Skinning's Behaviorism Theory and some application based on behaviorism theory to improve teaching.
According to multimedia learning principles, my evaluations are as follows:
1. This video meets very well in coherence principle because all the words, pictures and sounds are relevant, which dose not influence the understanding and distraction of Behaviorism.
2. In this video, the video-maker intendedly highlights the keywords(signaling principle) to help audiences have a better recognition about Behaviorism, and it is conducive to audiences to think based on their previous experience.
3. After introducing the definition of Behaviorism, the video-maker believes the definition is too complicated to let audience comprehend, so the video-maker adds a mixture of graphics and narration like this,
which makes people learn better the meaning of this part. That shows the redundancy principle, which means it doesn't need to add "what does it mean?"(on-screen text) in this video.
4. When the video-maker gives specific examples of Behaviorism, he puts all the cases closely near the pictures. It is pretty beneficial for people to learn. (spatial contiguity principle) Also, the way presenting the corresponding words and pictures (as a whole in blue boxes and the word "application"&picture) simultaneously is conducive to help people concentrate on the contents in this video. (temporal principle)
5. In the application part in this video, the video-maker use segment principle to show the behaviors and reinforcements respectively into two parts. We can hear the words "First" and "Next." That exactly guides the cognitive development of audiences.
6. At the beginning of this video, the video-maker puts a real problem to guide audiences to think the relationship between this issue and theory. And the video-maker refers to the name of and accurate explanations of the concept, which tries to help people learn something at the pre-training part so that people can gradually comprehend Behaviorism better. However, it seems not that suitable for those people never touching this level. I think if adding some real situation as examples at the introduction part, the learning effect will be better.(pre-training principle)
7. Although this resource is a video, it still arranges all the knowledge as layouts of graphics and narrations with highlighting the keywords in on-screen text, which analyzes the Behaviorism clearly and logically.(modality principle)
8. The video-maker combines pictures and words in an appropriate way, and it does not use words alone to teach. (multimedia principle)
9. The video-maker personalizes his video at the aspects of words, pictures, and formats to present the concept of Behaviorism, which will not make audience feel weary.(personalization principle)
10. This video is narrated by a natural human voice, which makes people hear comfortably.( voice principle)
11. This video-maker puts two images of people. One is the speaker- the man in a black T-shirt; Another is the teacher facing some class management problems. This video uses their images to interpret the Behaviorism Theory, which contributes to a better concentration for audiences and makes the video like a conversation between teachers and students.
Session 4 Online Course-individual task 2:
Session 4 Online Course-individual task 3:
Session 5-individual task :
People: those who have interests in Japanese or Japanese culture
1. cognitive characteristics: people who are in a middle level and duration of attention. They have normal ability of thinking and learning.
2. Physical characteristics: they are in different ages( most in 12-30 years old ) without disabilities.
3. Motivations: they like Japanese, or Japan or Japanese culture
4. Experience & Expectation: some of them touch Japanese through Japanese anime, music or movie, etc. These part of people just want to reach a middle level of Japanese, and it is enough for them to be able to speak, write, listen to some Japanese; but some people are the university students majoring in Japanese, they need to pass the test of Japanese to accomplish their university study for job hunting after graduation.
5. Language: Japanese
6. Infrequent vs. frequent users: since these people who want to learn Japanese are not native speakers, therefore, they are infrequent users. They need the help of this website to improve and to let them make progress day by day.
Activities:
1. Goals: help learners to improve Japanese through ICT
2. Tasks: online learning; provide online learning resources about Japanese and online classes(need to pay); teachers use ICT( PPT, audio, video, simultaneous sharing knowledge and etc.) They can choose what they like in the extents of this website, and they are supposed to finish their assignments from teachers. ( remember the pronunciation of Japanese from learning an video.)
3. Regularity of activity: every few days is best
4. The response time from this system: this website is not free. so if learners want to learn Japanese from this website, they need to pay. Once learners have paid for their class, they have right to watch and use the learning resources from this website. So the response time from this system is fast.
5. individual work
Contexts: Online learning
1. Physical environment: almost in the home of learners( high speed of Internet access, quiet and comfortable learning environment)
2. Social environment: use laptop, tablet or mobile phone to learn online classes( different teachers choose different softwares to provide)
3. Circumstances: usually start on the evening (7:30 p.m) everyday
4. Support: some tuition, and devices to learn
Technologies:
The softwares created by Hujiang itself or mobile app.
Session 7-individual task 1:
Here are two websites I like and dislike
https://www.bilibili.com
I like this website because its design is quite lovely and practical. In this website, I can find videoes I want to watch because it has a clear classification for audiences to find the videoes they want to watch. And in this website, audiences can communicate with each other in the comment area.
Also, this website update videoes very often, and some people even upload interesting videoes from youtube. And in some special festivals, like New Years Day, this designer of this website make special live for audiences. The designer will invite famous ups to their lives.
http://kissanime.ru
I dislike this website mainly because of its disordered design, which makes it unpractical. The designer of this website also does not divide videoes into different classes for people to search conveniently. What's worse, there are many needless ads on this website. When I click the video to watch, it will check whether I am a robot or not and jump to another website, which is very troublesome.
https://www.bilibili.com
I like this website because its design is quite lovely and practical. In this website, I can find videoes I want to watch because it has a clear classification for audiences to find the videoes they want to watch. And in this website, audiences can communicate with each other in the comment area.
Also, this website update videoes very often, and some people even upload interesting videoes from youtube. And in some special festivals, like New Years Day, this designer of this website make special live for audiences. The designer will invite famous ups to their lives.
http://kissanime.ru
I dislike this website mainly because of its disordered design, which makes it unpractical. The designer of this website also does not divide videoes into different classes for people to search conveniently. What's worse, there are many needless ads on this website. When I click the video to watch, it will check whether I am a robot or not and jump to another website, which is very troublesome.
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Session 8-individual task 2:
Session 7-individual task 2:
Do you have any more suggestions?
I think if this design can use more animated design to show the idea like this will be more clear.
This one shows the ideas very clear, and use of the picture of smile and the explanation makes everyone coming from different countries understand immediately.
Session 7-individual task 3:
design features:
Using a picture of a mature lady who rouging the lip to attract people's attention, which makes people accept their products. It will enhance people's emotional acceptance to this product. When you use this, you can become more attracting like this lady on the poster.
The other poster shows their product only. It focuses more on the products' feature itself as an introduction for this products with less emotional intake.
Why two posters?
One for attracting people and grabbing their eyes to make more people know this products; another for making more people know more about the products's features and functions.
Session 7-individual task 4:
This one contains many softwares and apps to engage people into this program. After seeing this poster, people can think how they use these multimedia softwares to improve their learning. Also, this design gives people a sense of technology because we are in 21st century. We can use more effective way to learn. And technology connects everyone together closely.
Session 8-individual task 1:
Facebook：
1. Facebook is a functional app for people to communicate and it can also be used as an educational tool because teachers can give classes in the form of Live with the permission of Wifi connection.
2. Facebook is also reliable because it protects private information, and people can share their lives with other people.
3. Facebook has great user interface for users, which makes it easy to use.
4. Facebook is also attractive and popular among people because it provides many interesting information.
5. Facebook also has valuable content as a social communication app.
Session 8-individual task 2:
Evaluations:
First Item: Typedrawing
This is an app for people to create their thoughts in a novel way of expression.
1. Motivation: this item has a strong magic to grab artists' eyes and it stimulates people to do some creation by using this app.
2. Reusability: this item allows people to create something in the varying contexts even they have different backgrounds.
3. Standard Compliance: this item is consistent with people's cognitive development under international standards. There are no misunderstandings when different people use it to integrate and organize their thoughts.
4. Presentation Design: this app has great visual design style for people to process their thinking.
5. Accessibility: this app is just for iPad users, and it is not available for other formats, like mobile and laptop.
Second Item: WebQuest
This is a web, based on an inquiry-oriented format for learners to gain information.
1. Content Quality: this item provides adequate and accurate information to satisfy people's different demands for learning. And it has appropriate level for college educated people. They can understand it according to their knowledge.
2. Presentation Design: I think this item is not consistent with a great visual and auditory information design for people to learn.
3. Motivation: people may not get motivation from using this item to learn.
4. Interaction Usability: it is easy to navigate for people to find something, but the user interface is not really attractive and user-friendly.
5. Reusability: this item can only be used by English users, but not for people from different backgrounds.
Third Item: "ideal language learning and the psychological resources problem."
This is a video for people to know more about language.
1. Content Quality: this item provides useful language courses for learners.
2. Learning Goal Alignment: this item does not mention its learning objectives.
3. Motivation: I do not agree that this item stimulates people to learn language from its design.
Session 8-individual task 3
Re-choose the poster of squid.
I would choose the third poster for following reasons:
1. The information on the poster is presented in short texts rather than words, which makes audiences learn better.
2. There are many images for comparing and know the specific size and living environment of squids, helping audiences learn better.
3. In terms of emotional design, audiences can have a good feeling of observing this poster because this image of squid does not frighten audiences, and this poster has an academic feeling to audiences.
4. Also, the color use in this poster is quite comfortable for audience.
5. The contents of this poster is much better than others because this one is more informative and practical.
Session 8-individual task 3
I would choose the third poster for following reasons:
1. The information on the poster is presented in short texts rather than words, which makes audiences learn better.
2. There are many images for comparing and know the specific size and living environment of squids, helping audiences learn better.
3. In terms of emotional design, audiences can have a good feeling of observing this poster because this image of squid does not frighten audiences, and this poster has an academic feeling to audiences.
4. Also, the color use in this poster is quite comfortable for audience.
5. The contents of this poster is much better than others because this one is more informative and practical.
Re-design the PPT of typhoon.
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