Hi Yiran, I think the content of your blog is very useful for me. In our work and our studies, we all have to use presentations to communicate with people. But it is very difficult to make a successful presentation, and often we need to comment or give advice to others, so it is very important to learn how to be a good listener. I think it is very important to attract the attention of the audience, only if the audience is interested in what you say they will listen carefully to your speech. First of all, we need to divide the content of the presentation into key points, both the speaker and the audience can find the keywords, to ensure that the people listening to the speech can catch the focus. It is also very important to discuss the speech with the audience after the speech. The audience will have questions about your content or want to discuss with you, so after the speech and the audience discuss their problems in listening to your speech can also know their presentations are not enough to facilitate the next improvement.

On June 18, 2021 by ainijiang With 0 Comments – Uncategorised

This is a link to the interactive learning resources for Pod 3:
http://smartphotography.online/

Thanks for your group creating a website on how to learn photography. The site was easy to understand, I felt it was almost like the brightspace we use to study now, the categories were very clear and concise and when I first entered the site I could get an idea of what you wanted to teach in the course.

First of all, your navigation bar summarizes the weekly knowledge points, so I know how to allocate my study time each week in a concise description, and you have corresponding assignments in each topic, which I think is a very practical way for you to let students consolidate and review what they have learned by doing the assignments, which can make them better grasp what they have learned.

The second point is that you use a flipped-classroom approach, where students are asked to study in advance at home by reading articles and videos, and then bring questions to class to ask and practice. I think this is a very effective way to learn. Not only does it help students learn, but it also allows them to ask questions of the teacher to understand what they haven’t fully grasped. With the teacher’s answers, they can have a more complete grasp of what they didn’t fully grasp when they flipped their learning at home. The flipped classroom approach allows students to learn in their own way and at their own pace, and the flipped classroom approach allows students the freedom to schedule their study time, which is much freer for them.

The third thing that I think is great is that this course is an introductory course and uses direct instruction to teach the basics of photography to language students and intermediate and advanced users. The use of captioned media in your approach allows language students to better understand the course content through video. For language students, many media videos without captions may take too much time for them to understand the language and thus take more time to master the course.

The last point is that I think the structure of your entire subject is very clear. Students can clearly understand what they need to do at certain times, for example, they can do the first assignment during the first topic to consolidate their knowledge. You also provide a lot of space for discussion in the study outline, so students can ask questions to the teacher and evaluate the course in the discussion forum. This is very effective for both teachers and students. This collaborative learning approach allows teachers to have a clearer understanding of students’ learning status and allows students to seek feedback from the teacher whenever they have questions, and teachers can effectively understand students’ problems. But one question I have is, how long does this course take to complete?
Finally, I think the design of your course is very clear and interesting. It is a great interactive learning resource. Your clear logic and layout made it very clear for me to learn how to make a good teaching outline

Students are not forced to interact or otherwise respond in this video. Such videos are primarily used to transfer knowledge in a direct instructional manner, where the learner simply watches the video and does not need to respond.

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

According to this video, learners will respond by taking notes. The main message in the video is to illustrate how to improve speaking, the different ways and steps, and the different examples provided to convey accordingly. One of the very good examples given inside the video teaches you how to practice your spoken pronunciation, mere imitation is not a good way to practice pronunciation, where it is given that the really effective way is to try to convey what you hear in your own words after listening to a speech and a conversation in English, then this way of teaching will make the learners who watch this video practice it immediately, do some activity about this video, use their own words to explain the content of this video. In addition, this video gives learners the opportunity to think for themselves whether there are other similar ways to practice speaking.

• What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

After they have watched the videos, I think they can do some online video conversation activities that will help them to improve their own personal awareness and communication skills. This activity can be done through online software such as Zoom and Collaborate, where students are provided with several lecture videos for different students to watch and interact with each other in small groups, giving short summaries of the videos in their own words. This improved their speaking skills as well as their knowledge of self-learning and communication skills with others.

• How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

I think that students can give feedback through online platforms or emails, such as facebook, youtube, or Twitter, which are very interactive and effective. On these platforms, learners can give advice to others by posting their own feedback, and others can give students their own feedback through these platforms. This allows students to freely share and discuss the content of the activity, while also ensuring that they have the opportunity to talk and interact with others.

• How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

The main workload involved in this activity was the provision of the presentation video and the grouping of the students. To ensure that the students could interact with others and share their ideas without any obstacles, the number of groups assigned should not be too large. After the event, collecting feedback from the students and summarizing what needed to be done to improve the event were the tasks required to design the event. The activity can be scaled for large numbers of students, and we can do this through The activity can be scaled for large numbers of students, and we can do through Zoom or Collaborate, which allows the number of group members to be freely distributed and multiple people to participate at the same time without any increase in workload due to the increase in numbers.


Reference：
engfluentvids. (2014, October 25). How to improve your English speaking skills (by yourself). YouTube. https://www.youtube.com/watch?v=CAU2zx2Ri_M&ab_channel=EngFluent.

Hi, Julia，I think the approach you have developed for interactive learning resources is very useful. For students with hearing impairments, captioning is very important in the learning process. To ensure that they can grasp what they are learning in class as accurately as normal students, accurate captioning can help them keep up with the pace of the class. Sign language interpreters can also help them understand other group members’ ideas more accurately during group discussions. For color-blind students, a small number of color pages or PowerPoint presentations can reduce the difficulty of chunking knowledge. For normal students, color categorization can clearly delineate areas of knowledge, but for students with color blindness, concise categorization can make it clearer which areas are the focus of knowledge. Both of your suggestions can be very helpful for students with learning disabilities.

Hi Emily, I couldn’t agree more with your point of view. In this particular learning environment nowadays, students with learning disabilities will encounter more difficulties than normal students, both in learning and in life. For us normal students, we should actively cooperate with teachers to help these students with learning disabilities. Inclusive learning is only a small improvement or change in the way we learn for normal students, but it can be a great encouragement for students with learning disabilities. An open and inclusive approach to education not only allows students with learning disabilities to feel loved and cared for by everyone but also gives them the confidence to get through this difficult time.

In this article, I will talk about what I think about the inclusion of people with disabilities in learning during covid-19.
During covid-19, many schools changed their teaching methods from face to face to online, and after getting used to learning in school, online teaching methods will make students feel confused. This is an issue that needs to be discussed. I believe that teachers can help students learn by offering self-advocacy in the classroom. It is also important for students to find the right approach to self-advocacy, which, in my opinion, has four points.
1) Adhere to the learning goals, which is conducive to persistence in learning
2) Make a learning plan according to the learning goal and strictly follow the learning plan to carry out the learning.
3) Regular self-examination and reflection to find out the shortcomings in independent learning and correct them.
4) Pay attention to the atmosphere and environment of learning, for example, you can carry out discussions about learning with your classmates and friends so that the learning environment is active and can accept each other’s opinions.
While the first three points can be used individually for self-directed learning, the fourth point needs to be accomplished in a fully inclusive classroom. While students with learning disabilities are capable of self-advocacy and know better than anyone else what type of learning is appropriate for them, they will always need to be able to communicate with regular students and teachers in the classroom. This is why it is so important to create an inclusive classroom for students with learning disabilities.
Below, I will offer two suggestions for creating more inclusive classrooms.
First, I think teachers can record every lesson. They can also add English subtitles for students with hearing impairment and actively answer students’ questions. This would allow students to do independent learning after the lesson if they are unable to keep up with the lesson or if they have questions.
Second, teachers can have students work in groups. For students with hearing impairments, grouping ensures that everyone can communicate by typing. This allows each student to have the same learning experience in the same lesson. And we can also know what is on the minds of the students with learning disabilities and what they are suggesting.
Just because covid-19 has led to changes in our learning environment, lifestyle, and health, it does not mean that students with learning disabilities are somehow behind us. We should protect their health, safety, and dignity more than usual. We can bring them up to speed through inclusive learning. As Canada’s Minister of Disability Inclusion says, “Everyone has equal rights and opportunities,” and people with disabilities are the same as we are when it comes to learning. We should make a difference for them, not give up on them.


Reference：

HRSDCanada. (2020, May 31). National AccessAbility Week – May 31 to June 6, 2020. YouTube. https://www.youtube.com/watch?v=3BOiWe4kBEU&ab_channel=EmploymentandSocialDevelopmentCanada.

Hello Stefan, I am glad to see the blog you shared. I think the example you gave is very useful for me to understand these three learning doctrines. You used vivid examples to explain the actual methods of these three learning methods in our learning process. Behaviorism lies in the memory of the body. Exercise over and over again will make the muscles remember this way so that we are deeply impressed and hard to forget. But behaviorism maybe like your example, it is more suitable for physical and muscle exercises. It may be more practical to use cognitivism in learning knowledge. Cognitivism is used for theoretical knowledge, and in terms of learning knowledge, cognitivism is a way of using theory to teach you to learn. Finally, constructionism is to use oneself to learn in the context. Although these three methods have different places, they all let us learn in different ways.