Menoa's Blog

The draft that we have reviewed:

Interactive Learning Resource (Draft) ASSIGNMENT 2

Description of Topic and Learning Content

Strengths:

• Clearly explained why the topic is important and relevant; used sources to support ideas
• Clearly outlined how the needs of learners may be different depending on age and level of digital literacy
• An overview of all the Learning Activities helps the Learner understand the progression of the resource

Considerations:

• For the learning goals, we are wondering what specific skills learners will be able to use after completing the resource. For example, when learners can control their personal information, what will it look like? 

Learning Activity 1

Strengths:

• Accounted for different levels of digital literacy by including links to step-by-step tutorials for each step
• Took privacy concerns into account by outlining steps for changing settings

Considerations:

• How would you adapt this activity for somebody who wants to understand how Instagram works but does not want to make their account, even a private one?
• Is there a way to make the videos more interactive than just watching tutorials?

Learning Activity 2

Strengths: Encourages a comprehensive exploration of Instagram’s privacy settings, which helps learners understand the various aspects of content visibility, tagged content, and interaction controls.

Considerations:

• Some spelling errors
• Would all those steps be the same on any kind of device such as iPhone, Samsung, iPad, laptop, etc? If not, how would you include that in your learning resources?

Learning Activity 3

Strengths:

• Gave learners options for how they wanted to show their learning- the option to do a creative project

Considerations:

• How will you adapt this activity for Learners who are not comfortable making a public account?

Assessment Plan

Strengths:

• Quizzes give instant feedback and help learners determine their understanding of the content 
• The report will encourage learners to apply what they’ve learned in a real-world context.

Considerations:

• Should the privacy impact report be treated as an individual assessment? If it’s switched into a group assessment, we believe that it will provide learners with greater chances to exchange ideas and discuss their experiences with one another. 

General

Strengths:

• Your activities are very interactive as they require the learners to create posts using Instagram. 

Considerations:

• As you edit your draft, you may want to consider ways to divide your resource into clear sections, eg. using bigger headings, separate blog pages, spacing between sections, etc- it was a little bit challenging at times to go back and forth between different sections (hard to find where one section ended and another began)
• As said above ensure that you are using the bold font to clearly outline the bigger topics. Feels congested with all the bold text of the same size.

I recently discovered a video on YouTube titled “Learn to Speak English by Yourself: Imitation Technique” that offers a compelling approach for language learners. This technique revolves around learning to speak English through imitation, and it promises to improve various aspects of spoken English, including sentence structure, grammar, and vocabulary.

Interactive Engagement and Learner Response

The video encourages an active learning approach, where students must engage with the content by practicing speaking. This inherent interaction requires students to listen to conversations, stories, or speeches, and then attempt to deliver the same content in their own words. Such a technique forces them to process and produce language actively, enhancing their speaking skills without the need for a conversation partner.

Students will likely respond to this video by taking notes on key phrases and sentences and practicing them aloud. The method of imitation naturally leads to repeated practice, where learners try to match their speech to that of native speakers. This learner-generated response can significantly boost their confidence and fluency over time.

Suggested Post-Viewing Activity

After watching the video, I would suggest an activity called “Progressive Speech Imitation.” Here’s how it works:

1. Start Small: Begin by imitating short phrases and sentences from the video.
2. Build Up: Gradually move to longer sentences and groups of sentences.
3. Full Speech: Finally, attempt to deliver an entire speech or story in your own words.

This activity helps develop listening skills, pronunciation, and the ability to form coherent sentences. Students can use recording devices or language learning apps to record their attempts and track their progress over time.

Feedback and Technology

To provide feedback, students can share their recordings with peers or instructors via platforms like Google Classroom or dedicated language learning apps. Instructors can use these platforms to give constructive feedback on pronunciation, fluency, and accuracy. Peer reviews can also be facilitated, encouraging collaborative learning and further practice.

Manageability and Scalability

This activity is highly manageable for both instructors and students. The use of technology for recording and sharing allows for efficient feedback mechanisms. Group activities can be organized for larger classes where students practice and review each other’s recordings. This peer-to-peer interaction can scale effectively, ensuring that each student gets ample practice and feedback.

Enhancing the Video’s Design for Better Engagement

The video could be enhanced by incorporating interactive elements, such as embedded quizzes or prompts that pause the video and ask learners to practice specific sentences before proceeding. This would ensure active engagement throughout the viewing experience.

Addressing Potential Barriers

To ensure inclusivity, it’s important to provide subtitles and transcripts for the video. This aids learners who might have difficulty following spoken language alone. Additionally, offering downloadable resources or links to further tutorials can help students who may need extra practice or different forms of content delivery.

By integrating the imitation technique from this video into our language learning curriculum, we can create an engaging, effective, and scalable method for students to improve their speaking skills. The combination of active practice, progressive difficulty, and constructive feedback will foster a more interactive and successful learning environment.

Comment:

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Meet All Learners’ Needs

We incorporate inclusivity in catering to the different needs of all learners in our interactive learning resource. During teaching, there are a number of our applied teaching methods, such as auditory, visual, and kinesthetic, to meet the needs of students with varied learning styles. For auditory learners, ample audio material features native speakers rendering dialogues and pronunciation exercises. Subtitles, visual aids, and infographics support the spoken language and are useful for visual learners. Many interactive activities also involve kinesthetic learners, who need to use their verbal skills, such as role-plays and conversations in virtual settings. For example, in our lessons on ordering food at a restaurant, they read and listen to typical expressions, watch interactive videos, and participate in partner practices and role-plays. This integration therefore ensures all students are catered for, and none are left behind in the learning process.

Adapting to Unforeseen Circumstances

When faced with unforeseen issues—like a pandemic requiring students to work from home—the learning resource becomes very resilient and adaptive. We move seamlessly into an online platform that ensures no breaks in learning. We do this by providing training sessions on how to operate our online tools, so students and educators are comfortable using the technology. For example, our restaurant ordering lesson can be successfully delivered using online tools such as Zoom for group activities and Google Forms for pre-assessments and reflections. We also provide virtual office hours and discussion forums to keep up the interaction and support. These steps ensure that each learner will be provided with materials and support to continue the language learning process independently of any extraneous factors.

Breaking Barriers to Learning Success

Our latest design continues to consider usability and a supportive learning environment to reduce potential barriers. This includes ensuring all our materials are available in multiple formats: text, audio, and video for different individual preferences in learning. Furthermore, we inlay accessibility features such as closed captions, transcripts, and adjustable playback speeds. Further aiding the learners, we add instruction and clear navigation within our platform. For example, in our ordering at the restaurant lesson, students are presented with different activities to suit different styles of learning, and cheat sheets are provided for their practice sessions. By designing for potential problems, we open up more routes to learner success, and the challenge of obtaining a new language becomes possible for all.

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Blog Post 3

Direct Instruction

Direct instruction is a clear and structured way of teaching. The teacher leads the class, guiding students through lessons step by step. This method uses clear goals, organized lessons, frequent tests, and immediate feedback.

Teachers plan their lessons carefully, making sure everyone understands the basics before moving on. They present material clearly, often using a script to keep things consistent. Students practice what they learn repeatedly, with both guided and independent exercises. Regular tests help track progress and catch mistakes early.

Direct instruction is strong in some ways but weak in others when learning a new language. On the good side, its structured approach is great for teaching the basics of a new language such as grammar, vocabulary, pronunciation, and sentence structures. Teachers can systematically introduce new words and phrases, helping students build a strong foundation.

Frequent tests and quick feedback are also helpful. Speaking a new language needs lots of practice and correction. With direct instruction, teachers can give instant feedback, helping students fix mistakes and improve their speaking skills right away. This stops bad habits from forming because errors are corrected immediately.

However, there are some downsides. The controlled environment of direct instruction can limit chances for spontaneous language use, which is important for developing conversational skills. Real-life communication is unpredictable and needs adapting language to different situations—something a rigid, scripted approach might not fully support. Also, focusing too much on teacher-led instruction can make students less engaged and motivated, especially those who like interactive and hands-on learning.

Direct instruction can be mixed with interactive methods like role-playing, group discussions, and immersive experiences to overcome these issues. These activities let students practice speaking in different contexts, improving their conversational skills and cultural understanding.

In conclusion, while direct instruction is great for building a solid foundation in a new language, it’s important to balance it with interactive and spontaneous practice. This mix can provide a well-rounded language learning experience that meets different needs.

Comment:

Blog Post -#2

From what you’ve seen of the course so far and in the course outline, which of the assessment strategies in your reading this week are being used in this course?

I have observed three primary assessment strategies while evaluating the course outline and my own progress: peer evaluations, formative assessment, and authentic assessment. Firstly, the requirement to provide feedback and interact with other’s posts aligns with the community of inquiry framework (CoI). This approach fosters a deeper understanding of the material through interaction and constructive feedback. Next, formative assessment complements the CoI framework by focusing on the recipients of the feedback. This strategy provides feedback without assigning grades, which helps students progressively improve their understanding and writing skills. Finally, the group project component incorporates real-world relevance and collaborative learning. This approach aligns with authentic assessment, aiming to develop critical thinking and problem-solving skills.

Which are not being used?

The primary assessment strategy missing is summative evaluation, which involves measuring the quality of learning through grades or scores. While the principles and knowledge gained over the previous weeks are valuable, they may not be essential for our future blog posts. Furthermore, summative evaluation typically implies a final exam or assessment, which this course does not include.

What learning theories (from Week 1) do these connect to?

I want to mention this video that helped me understand the concepts besides the readings:

I would also like to preface this by acknowledging that while Behaviorism, Cognitivism, and Constructivism theories are integrated to varying extents in each assessment strategy, I will highlight the theory that aligns most closely with each type of assessment.

Peer Evaluations

Constructivism emphasizes active, social learning where knowledge is built through interaction. Peer evaluations align with this theory as they involve collaboration, reflection, and dialogue. Through evaluating each other’s blogs, students engage in discussions, share insights, and provide feedback, which helps them collectively construct understanding and deepen their knowledge.

Formative Assessment

Cognitivism focuses on feedback’s role in learning and modifying cognitive structures. Formative assessment aligns with this theory by providing continuous feedback, helping students adjust their understanding and strategies. Regular feedback on blogs helps students refine their cognitive processes and improve their writing and comprehension through an iterative learning process.

Authentic Assessment

Authentic assessments are rooted in constructivist theory, which emphasizes real-world tasks and active engagement. This type of assessment promotes deep learning through meaningful, practical experiences. Creating projects that simulate professional tasks helps students construct knowledge through real-world application, reflection, and collaboration, aligning with constructivist principles.

How does it compare to other courses you’ve taken in your studies? 

This course is different from my previous classes primarily in its assessment methods. Unlike most of my earlier courses, which primarily used summative assessments such as exams and final projects to gauge learning at specific points, this course uses ongoing feedback, peer evaluations, and practical assessments. These approaches encourage continuous learning and collaboration, allowing, hopefully for a deeper understanding of the material throughout the course rather than focusing solely on end-of-term evaluations.

My Comment:

Blog 1

What is your preferred mode of remote communication?

Instagram

What are your communication strengths?

Feedback

What are your communication weaknesses? Where would you like to grow?

Written Communication

Do you consider yourself an introvert or extrovert?

Extrovert

What time zone are you in?

Pacific Standard

What time of day do you prefer doing academic work?

After 8pm

When you are upset do you tend to share this with others or keep it to yourself?

Share with others

What do you like about group work?

Working with others

What don’t you like about group work?

Being unproductive

What else would you like your team to know?

Always get my work done on time