Category: edci335

1.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)?

This video is about the development of Chinese characters. It talks about oracle bones and the first Emperor of China, Qin Shi Huang, who was first inscribed on the seal during the Qin Dynasty. Then the author of the video tells the story of Chinese farmers in the modern real events of emperor Qin Shi Huang ，terracotta warriors was discovered for the first time, I think see here, the students will be attracted to China’s historical sites, the students to respond to the most common way is probably to search online material, but more conditional students I think they will choose a trip to the field directly for sightseeing, This will play a positive role in promoting students’ Chinese learning in the future.

2.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?

At the end of the course, students will be required to give a group presentation and a quiz, which is made by using the “MIKe form”, a software that can see the answers submitted by the respondents in the background. I can see not only the overall score of the students, but also the specific question. This has a positive effect on how I give feedback to students.

3. 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?

First of all, I don’t think I have much work to do. What I need to do is to make handouts for each class. Secondly, I need to keep in touch with my students after class and give feedback to their questions according to their needs. The last thing I need to do is to evaluate their overall learning in this semester according to their final presentation and quiz. Also, I will adjust my lecture progress and flow in real time according to students’ feedback in class to ensure that they can follow the course progress.

4. How could the video have been designed to generate more or better activity from viewers or students?

I think the first thing for a video to attract viewers is that the name of the video must be brief enough, so that the audience can understand the main body of the video after seeing the title. Secondly, some animations should be properly added in the video, so that students will not feel boring. In addition, there should be a comment section to make the viewer feel involved.

First of all, for interactive learning resources, I think the most important thing is to communicate with my learners. Just like the topic we discussed last time, spoon-feeding teaching has been abandoned in modern education, and teachers need to devise more methods to help students understand what they learn more vividly.

So I will take the way of real-time teaching, if there is a spread of sex is extremely strong, like the COVID – 19 pandemic and necessity of online teaching, I will try my best to take the way of fixed video lectures a week, considering that may be some students cannot have stability of the Internet to support their real-time online interaction, I will also take every course content to record the screen, In this way, it is not only convenient for students who cannot use the Internet smoothly to learn, but also convenient for students with language barriers (such as non-Native English, certain communication barriers between language and independent living) to watch and learn repeatedly.

In my blueprint, my teaching content includes letting students watch relevant learning videos on apps like YouTube. The reason for choosing this method is that YouTube has the function of translating subtitles, so that students can choose their mother tongue for reference and understanding. The app is available on both mobile phones and computers, with students without computers in mind.

Given the current network teaching environment in which to learn, I will stick to in a fixed time every week to create a Office hour to real-time online to solve the problem of the classmate, considering the students can’t enter the live real-time, I will also set up a discussion thread, the discussion here allows everyone to see, and it also avoids the if I did not reply in a timely manner to the questioner.

In the end, there will be a speech and a quiz to test students’ learning results of this class. I can see the answers submitted by all students in the background of the quiz, which enables me to collect the questions with a large error rate and make more detailed explanations in the later teaching.

The teaching method THAT I strongly disagree with is spoon-feeding teaching. First of all, this method does not take into account the feelings of students at all. It just forces students to learn the knowledge they need, which is a very stupid teaching method.

Each student to learn the new knowledge learning speed is not the same, because everyone has their part, are they not good at the part of the school at this time if the teacher take crammers, we do not rule out some students can quickly accept new knowledge, perhaps because they have learned in advance, but can not be ignored is the other part of the students, They may first to accept new knowledge, this lesson they can digest absorb things only to understand the concept of knowledge, but when the teacher for knowledge, they are afraid of later can’t keep up with, so can’t timely put forward questions and the teacher, only the problem of don’t understand or couldn’t keep up with the progress of the class accumulate more like a snowball.

To sum up, I agree with the method of thinking and learning at the same time. When teaching, teachers can let students adopt the interactive mode of group discussion, in which students will use their own association to think about the teaching content from multiple perspectives, because each student in the school group will put forward his or her own opinion on new knowledge. This avoids students’ answers focusing on only one related aspect (but at the structural understanding stage). Students in the group not only put forward different opinions, but also give full play to their own advantages and help each other to solve some basic problems, which also avoids students to put forward some simple and vague knowledge points.

In addition, I want to share my learning methods, I’ll before class preview course content first, here I also recommend so the teacher can put each class PPT ahead early learning website), because my native language is not English, so is inevitable in the process of studying in Canada I will meet some of the words I don’t know, So I can make sure that I can understand what I’m listening to. Secondly, I will also use the method of associating familiar content to take notes to help myself to remember new knowledge points more quickly. At the end of the class, I would actively communicate with my classmates in groups. In addition to communicating with the teacher, I think communicating with team members is another way to solve problems.

During this period of study, I learned constructivism, behaviorism and cognitivism. Mastering these three learning methods is very necessary for us to learn new knowledge.

Learnists believe that learning is a link between stimulus and response. Their basic assumption is that behavior is the learner’s response to environmental stimuli. Teachers need to master ways to shape and correct student behavior and create an environment for students to eliminate inappropriate behavior as best they can.

Cognitivists believe that human cognition is the result of the interaction between external stimuli and internal psychological processes of cognitive subjects. The task of teachers is not only to instill knowledge to students, but to stimulate students’ interest in learning and learning motivation. Students are the subjects who take the initiative to selectively process the information provided by external stimuli.

In addition, the constructivists’ view includes two parts. One is the view of knowledge. According to objectivism, things exist objectively and knowledge is the representation of things. The second is the view of students. Every student is an individual, and their understanding of each problem is different. Therefore, the differences of each learner constitute a new and valuable learning resource.

As for me, I think constructivism has been more widely applied in modern education. Nowadays, teachers tend to group students into groups. In group learning, middle school students can listen to other students’ opinions and ideas, which also cultivates their divergent thinking. It is also a good help to students’ creativity.

This is our group (Group 2) Interactive learning link: https://kylin.opened.ca/wp-admin/post.php?post=201&action=edit

I think this is a good topic, because contemporary college students should not only face the pressure of entering a higher school, but also face various pressures from the society, such as the pressure of finding a job and the economic cost of living in the society after graduation. Under great pressure, many students will face different degrees of psychological problems. At this time, the course of psychological counseling will be very important. At the same time, the producer also took into account the language environment of different prophets and tried youtube, a video playback platform. In addition, the author also arranged a test to detect learners’ phased learning, which will be a very good consolidation method.