Kayla

Intro to Sleep: The understanding of sleep and how to improve better sleep habits

Link to Dedicated Website —> https://edci337pod2.opened.ca/

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Learning outcomes

By the end of the material, the learner should be able to: 

• Understand the meaning of sleep 
• Gain a better understanding of sleeping habits/hygiene
• Improve sleep routine
• Know the tools available to help sleeping schedule and improve sleep

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Diagnostic Assessment – click here

• This multimedia object allows the teacher to assess the learner’s current situation. The learner can understand where the learner is struggling and where they do not need any extra attention. This also allows the learner to anticipate what is to be expected out of the lesson and what they should be focusing on. 
• Google Forms version (able to embed this into the site): (https://tinyurl.com/yjzkdbar)

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Infographic

• The infographic’s purpose was to provide the learner with a limited capacity of information. Humans can only process a limited amount of information and the infographic provides it in a digestible amount. The intrinsic load is also taken into consideration. The information is provided in chucks to allow for adequate processing. 

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What media object material was used

Multimedia learning provides many opportunities to gain knowledge throughout this learning content. Quizzes, infographics, PowerPoints (viewable on created website) were just some of the multimedia designs created in this learning content. The way the material is presented and laid out plays a crucial role in how the learner absorbs it. The multimedia provided have explanations of their use. 

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How is are media objects created

The learning has many different opportunities to view and engage with the given material. By providing different formats of multimedia objects, the learner can encounter many different ways to understand the information. Not only can the learner absorb the information, but they are also given many opportunities to apply it. The multimedia objects are created around the idea of incorporating multimedia learning. 

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Why does the media object allow for learning

The material presented has been arranged in a format that is digestible from a simple form. It is broken down in a way that does not overwhelm the learning but rather intrigues them to learn more. As mentioned previously, the media objects are created around the idea of multimedia learning, and this ensures the best learning theories are applied. We focused on facilitation understanding, not knowing facts. By applying the backward design process, we were able to identify the goal, determine the evidence required for students to learn, and plan for learning experiences (activities). 

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Summative assessment – Click here 

• Assessment of how efficiently sleep hygiene material was taught and how well the students retained the information presented. A short 10 question quiz to check their understanding of the materials. Student’s are able to retake the quiz as many times as needed until they receive a passing completion mark of 100%. 
• The quiz is not only an assessment, it can be viewed as a game. Instead of assigning plain questions for learners, this provides an easy, relaxing environment for students.  The questions selected are reasonable and easy to understand. 
• The quiz is an example of gamification, which involves using game-based elements such as point-scoring. Gamified quizzes can motivate students to participate in class, and it can also stimulate a more competitive environment in the classroom. Learners are encouraged to talk about the quiz with their peers and make reflections of improvements they can make for the next time.

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Hands-on activity 

• Sleep schedule on cell phones
  • iPhone 
  • Android
• Netflix 
• Sleeping aid mobile apps
  • Calm – Sleep & Meditation
  • Sleep Cycle – Sleep tracker 
  • Sleeptic – Sleep analysis 
• Sleep podcast
  • Spotify 

The goal of the hands-on activity was to allow the learner to develop their own personal experiences with the multimedia objects. Learners can interact with the material and content. These resources are applicable tools that can assist learners in obtaining the end goal of a more effective sleep regime and understanding the importance of sleep. 

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Make the Most out of Your Sleep

• This PowerPoint was developed with a variety of multimedia principles in mind. Cognitive load theory is a big component of effective PowerPoint presentations. Each slide accompanied this theory by only including one main idea and not including more than six objects on each. Too much slide information is a very ineffective way to transfer knowledge through a PowerPoint as viewers lose interest. Signalling principles were another component kept in mind for this presentation. Text size differentiating and bolding the main point of each slide allows for the viewer’s attention to naturally move through the information on each slide. This is important for ensuring that the viewer takes in the main point of each slide and then supporting information. A step-by-step list approach was also effective for breaking the topic down into smaller sections that can be easily understood.

Citation

Felson, S. (2020, October 16). Stages of sleep: Rem and Non-REM Sleep cycles. WebMD. Retrieved November 28, 2021, from https://www.webmd.com/sleep-disorders/sleep-101. 

Fry, A. (2020, September 11). Why do we need sleep? Sleep Foundation. Retrieved November 28, 2021, from https://www.sleepfoundation.org/how-sleep-works/why-do-we-need-sleep. 

Suni, E. (2021, March 10). How much sleep do we really need? Sleep Foundation. Retrieved November 23, 2021, from https://www.sleepfoundation.org/how-sleep-works/how-much-sleep-do-we-really-need#:~:text=National%20Sleep%20Foundation%20guidelines1,to%208%20hours%20per%20night

Watson, S., & Cherney, K. (2020, May 15). The Effects of Sleep Deprivation on Your Body. Healthline. Retrieved November 30, 2021, from https://www.healthline.com/health/sleep-deprivation/effects-on-bodyWhat is sleep & why is it important for health? American Sleep Association. (n.d.). Retrieved November 28, 2021, from https://www.sleepassociation.org/about-sleep/what-is-sleep/.

After further research, I was informed that there are more assessments than summative and formative. Two other common assessment types are diagnostic and benchmarks (O’Malley, 2015). Diagnostic testing assesses the student’s knowledge (O’Malley, 2015). This assessment is performed at the beginning of the material (O’Malley, 2015). The diagnostic assessment allows the instructor to know where the student stands before starting to give the material (O’Malley, 2015). Extra attention can be allocated to certain areas depending on the diagnostic testing (O’Malley, 2015). Benchmark assessment is used at certain points in the material (O’Malley, 2015). Instructors can see how well students are understanding the given material and if any areas require further attention (O’Malley, 2015). Contrary to diagnostic assessment, students have had the chance to learn and understand the given material (O’Malley, 2015).

The best outcome will occur when using all four of the assessment types; summative, formative, diagnostic, and benchmark (O’Malley, 2015). Instructors can get a full understanding of what their students need to understand the material. Each assessment can be given at a different time period throughout the learning journey (O’Malley, 2015). To add, the different assessments provide a different view of what the student requires. 

O’Malley, K. (2015, October 27). Noodle. Retrieved November 24, 2021, from https://www.noodle.com/articles/4-types-of-tests-teachers-give-and-why.

After reading, listening, and watching this week’s material, I gained a lot of knowledge regarding AR. I wanted to discuss the future of AR and the impact of AR application in multi-media teaching. To begin, AR has become a lot more attainable for the general population as it can be available on mobile devices. That being said, the use of mobile devices is still limited in today’s classroom. For instance, my generation, millennials, were frowned upon or even forbidden from using cellphones in the classroom. That being said, as we progress and grow more comfortable with technology, we realized we should use it to our benefit rather than punish it. For example, when TV was first introduced into the classroom, many were hesitant that it would take away from the student learning experience. Now, we have moved beyond that point of view and have progressed drastically. I am hopeful and optimistic that a similar change also occurring with cellphones. We will slowly begin to accept these devices as they are incorporated in so many different aspects of one’s daily life. To add, they provide many resources that are reachable at our fingertips, such as AR. 

AR also has many benefits in the classroom. AR allows the student to build their own experiences with the educational material as they are able to actually view it. AR provides a fun and integrative way for students to engage with the course material. Students can see the material right before their eyes, literally (Vlasova, 2020). Also, AR combines images and auditory material which helps students better retain the information (Vlasova, 2020). 

AR seems to shift the way education is being delivered. There is a lot of potential with this type of technology. As technology progress, AR will continue to evolve in all aspect of life, including education. 

Vlasova, H. (2020, September 12). The future of VR & AR in Education. Getting Smart. Retrieved November 20, 2021, from https://www.gettingsmart.com/2020/09/12/the-future-of-vr-ar-in-education/.

I am going to evaluate my Infographic from a previous senior course I took. To begin, what exactly is an infographic? An infographic is somewhat like a poster. It provides a visual representation of information or data supporting a particular topic (Sheikh, 2021). The goal is to inform individuals in a colourful, captivating, and visually appealing way (Sheikh, 2021). Infographics are a way to provide information in a digestible amount so that it is easier to understand (Sheikh, 2021).

I evaluated the context in which this infographic would be presented (Geuens, 2021). This infographic is better suited in a healthcare setting and the learner would be someone with existing knowledge of healthcare. As someone with experience in healthcare, I had realized that upon further review, some information may not be clear. I clarified the information, resulting in the infographic being now more generalizable to the learner. That means,  not just individuals with a healthcare background would gain something from the information.  I  also wanted the infographic to clearly define the role of the infographic. I eliminated and adjusted information to highlight the main goal (Geuens, 2021). There should be a clear path to an infographic of how one will lay out their information. I wanted information to be simple to more complex. The learner should have a good base prior to receiving more complex information. For that reason, I changed the layout of some of the information as it increased in complexity. 

I applied my knowledge from EDCI 337 and began modifying the multimedia object. I applied the cognitive load theory. I began by applying the intrinsic cognitive load theory. I wanted to focus on the core information and material of the multimedia object (“Cognitive load theory.” 2021). I ensured all information presented was clear to the audience. This included removing complex material and keeping the most important aspect. Next, I arranged the material from simple to more complex material as the learner moved along the infographic. I then began the evaluation of the extraneous cognitive load. Extraneous cognitive load is the way the information is presented (“Cognitive load theory.” 2021). I applied the coherence principle and tried to remove any unnecessary designs or figures while still making them appealing and interesting to the eye. 

After completing this assignment, I came to the realization that small changes can drastically improve your multimedia object. It is important to consider the context and learners as the main outcome and goal. Focusing on those two elements will help guide how you present your information. 

Sheikh, M. (2021, July 23). What is an infographic? (examples, tips and templates). Visme Blog. Retrieved October 31, 2021, from https://visme.co/blog/what-is-an-infographic/. 

Geuens, R. (2021, September 6). How to make an infographic in 30 minutes (2021 guide). Piktochart. Retrieved October 31, 2021, from https://piktochart.com/blog/how-to-create-an-infographic-and-other-visual-projects-in-5-minutes/. 

Cognitive load theory: Definition, types, and applications for learning [guest post]. Cognition Today. (2021, August 30). Retrieved November 3, 2021, from https://cognitiontoday.com/cognitive-load-theory-definition-types-and-applications-for-learning-guest-post/. 

https://www.youtube.com/watch?v=GE-LR3lS6-4

 

To begin let’s clarify what exactly Game Based Learning and Gamification are and how they differ from one another. Game Based Learning utilizes games to enhance students’ understanding of a topic (“Game based learning definition and meaning.” 2019). The goal is to increase students’ knowledge through playing while simultaneously promoting engagement and motivation within students (“Game based learning definition and meaning.” 2019). For instance, point systems, badges, and leaderboards are some components of this type of learning (“Game based learning definition and meaning.” 2019). 

“Game Based Learning is  where game characteristics and principles are embedded within learning activities” 

“Game based learning definition and meaning.” 2019

Gamification is using characteristics of a game in the hope to increase student excitement regarding what they are learning and provide a new approach to teaching (Gamification in education: What is it & how can you use it? 2020).

“Gamification in education is the use of game-desing elements and game principles in non-game context”

(“Gamification in education: What is it & how can you use it?” 2020)

To clearly distinguish the two, Gamification is taking ideas and concepts from a game and applying them to a non-gaming environment (“Game-based learning 1.1: Myths & mistakes.” 2020). Meanwhile, Game-Based Learning is taking the actual game and integrating it into the learning environment. This requires actually bringing the game into the classroom and using it to drive the lesson  (“Game-based learning 1.1: Myths & mistakes.” 2020).

Now that we have clearly defined what the two concepts are, let’s discuss why it is important to address certain misconceptions regarding Game-Based Learning and Gamification. By addressing these issues, one can be confident in their learning theory. For starters, a misconception is that games do not belong in the classroom. Kids are often rewarded or punished with games. Games are a way to extrinsically motivate children.  For instance, if a child performs poorly on an exam in school, parents will take away their PlayStation as a form of punishment. One might think that games do not have a place in the classroom. That is in fact, not the case. By addressing this misconception, one could see that Game-Based Learning and Gamification are a way to intrinsically motivate a child’s learning (“Game-based learning 1.1: Myths & mistakes.” 2020).  Game-Based Learning and Gamification allow learners to develop their own experience rather than refer to the teacher. 

Another misconception is that games are not appropriate for the classroom. One might be alarmed with games in the classroom as there is a lot of content online that is not appropriate for the classroom (“Game-based learning 1.1: Myths & mistakes.” 2020). For instance, there is a wide range of video games that include violence (“Game-based learning 1.1: Myths & mistakes.” 2020). That being said, monetizing and ensuring the games are appropriate for the classroom can avoid this. 

One might think that games are repetitive and could only provide so much learning experience (“Game-based learning 1.1: Myths & mistakes.” 2020). Although, this is not the case. Technology is growing at such a fast pace, with games and also evolving ever so quickly. Games allow for more player freedom. The games allow for the user to apply their skills and progress. On the other hand, one might agree that games do not require any attention or ‘thinking’ (“Game-based learning 1.1: Myths & mistakes.” 2020). That also can be argued with today’s technology. Modern games are more in-tune with the user (“Game-based learning 1.1: Myths & mistakes.” 2020). Games provide challenges that require critical thinking skills (“Game-based learning 1.1: Myths & mistakes.” 2020). Game-Based Learning and Gamification require the learner to experiment while actively applying their knowledge (“Game-based learning 1.1: Myths & mistakes.” 2020).  Game-Based Learning and Gamification allow for active learning.

Now, try it out yourself! Click

Game based learning definition and meaning. Top Hat. (2019, September 16). Retrieved October 29, 2021, from https://tophat.com/glossary/g/game-based-learning/#:~:text=Game%20based%20learning%20is%20also,thinking%20and%20problem%20solving%20skills. 

Game-based learning 1.1: Myths & mistakes. LearnJam. (2020, January 31). Retrieved October 30, 2021, from https://learnjam.com/game-based-learning-1-1/.

Gamification in education: What is it & how can you use it? True Education Partnerships. (2020, April 1). Retrieved October 29, 2021, from https://www.trueeducationpartnerships.com/schools/gamification-in-education/. 

This week I will evaluate how a previous teaching experience throughout my education implemented SAMR. Throughout my high school education, an online test-taking app was often used throughout my classes. This platform was called Kahoot (“Kahoot!” n.d). 

Kahoot is a technologically engaging app that allows students to answer questions (“Kahoot!” n.d). The user first begins with creating a learning game on Kahoot (“Kahoot!” n.d).

During class time, students were able to ask questions and answers were displayed on the screen (“Kahoot!” n.d).

After the Kahoot was completed, results were shared (“Kahoot!” n.d). 

When learning this week’s material, Kahoot stood out as an obvious SAMR. Kahoot simply adds a spin on the traditional quiz approach. EdTech is used as a direct substitute for the traditional practice (Bes, 2021).. Thus, it clearly satisfied the substitution stage of SAMR (Bes, 2021). Next, when considering the augmentation stage of SAMR, Kahoot does qualify for some aspects within this stage. The technology adds to the learning process. It allows for pictures and words (Best, 2021).. Students are also more engaged than in the traditional method (Best, 2021). The sharing aspect of Kahoot allows modification. Kahoot allows for an interactive and dynamic approach. Lastly, I found it hard to evaluate the redefinition stage of SAMR with Kahoot. I am not sure if this method redefines the original task.  That being said, this platform has a lot of potentials and provides a new way to deliver a traditional classroom task. 

Best, J. (2021, January 11). The SAMR model explained (with 15 practical examples). 3P Learning. Retrieved October 22, 2021, from https://www.3plearning.com/blog/connectingsamrmodel/. 

Kahoot! for schools: How it works: Feature overview. Kahoot! (2021, March 9). Retrieved October 22, 2021, from https://kahoot.com/schools/how-it-works/. 

https://youtu.be/IXHXBvlaQ88

After completing this week’s material, my curiosity regarding augmented reality grew. I was not confident of what exactly augmented reality was and what it entailed. My blog post this week will focus on the explanation of Augmented Reality and some examples of what it looks like in an educational setting.

Augmented reality (AR) allows users to view a real-life environment from a device (“What is augmented reality?” 2019). AR allows technology to be viewed in real life with computer-generated objects. A well-known example of AR is PokemonGo (“What is augmented reality?” 2019). Clothes and furniture stores also use AR. For instance, Ikea has an AR feature that allows customers to view what their furniture would look like in your house. Football games use AR to draw lines on the field which allows analyzing plays (“What is augmented reality?” 2019). AR is more commonly used than I initially thought. AR is increasing with popularity as technological advances increase. 

It is exciting when education embraces and uses technology. The way education is delivered should adapt to the changing ways. Society has drastically changed with the use of technology, we should not isolate education. Technology is a huge benefit and should be taken advantage of.  Some AR app that could be used in the classroom is listed below. The app will provide insight into how AR can be used in the classroom.

App	Description	Photo
Dinasour 4D+	Users can view 3D dinosaurs as well as the actions of the creatures (Sinha, 2021). Features of the app include rotation, zoom, and information regarding the different animals.
Element 4D	This app focuses on chemistry. Element 4D allows users to find atomic weights, chemical elements, reacting between two chemicals, and their names.
Google Expeditions	This app allows users to see 3D objects in the classroom. For instance, students can view volcanoes, storms, and DNA.

Citation

What is augmented reality? The Franklin Institute. (2019, December 18). Retrieved October 3, 2021, from https://www.fi.edu/what-is-augmented-reality. 

IKEA. (2017, September 12). Say hej to IKEA place. YouTube. Retrieved October 3, 2021, from https://www.youtube.com/watch?v=UudV1VdFtuQ. 

Sinha, S. (2021, May 12). Augmented reality in education: A staggering insight into the future. eLearning Industry. Retrieved October 3, 2021, from https://elearningindustry.com/augmented-reality-in-education-staggering-insight-into-future. Dinosaur 4D+ – apps on Google Play (n.d). Google. Retrieved October 3, 2021, from https://play.google.com/store/apps/details?id=com.OctagonStudio.ARDinoVR&hl=en&gl=US.

(Powerpoint 2003) 

After finishing this week’s reading and content, I found the PowerPoint information very interesting. As technology has evolved, so has PowerPoint. One should move away from the traditional PowerPoint ways and look at expanding their horizon.  Throughout my education, I have seen a fair share of PowerPoint. I have been able to gather a lot of feedback on the different types of PowerPoint presentations. I have been in lectures where PowerPoint has been amazing and other times where they just put me to sleep.

For my personal experience, I have noted some personal preferences I have when viewing a Powerpoint presentation. To begin, I found that having a simple design allows the student to grasp the given information. There is nothing more daunting than when the professor shows a slide with excessive text and you have to rush to write it down. You found yourself not even listening to the information being presented and focused just on getting it all down before the next slide would be presented. 

Citation

Lehner-Mittermaier, P. (2020, April 4). Complete history of PowerPoint & Versions (2021). SlideLizard. Retrieved September 27, 2021, from https://slidelizard.com/en/blog/powerpoint-history-and-versions.

Smith, E. (n.d.). NCSL. Tips for making effective powerpoint presentations. Retrieved September 27, 2021, from https://www.ncsl.org/legislators-staff/legislative-staff/legislative-staff-coordinating-committee/tips-for-making-effective-powerpoint-presentations.aspx.