Month: October 2021

My primary consideration for introducing this video into the learning design is that it actively covers the interactive modes of learner-learner, learner-instructor, and learner-self. First, the video vividly demonstrates the value of time management, which is conducive to engaging learners. Secondly, instead of presenting sleepy and dull content, this video is clear and persuasive to train learners to think actively. Compared with passive studying, active thinking can effectively enhance the degree of response between individual learners and between teachers and learners in the teaching process. In other words, the video requires students to stay on top of their instructor’s thoughts, which forces them to respond proactively.

Maheshwari’s video is engaging, providing the basis for a variety of forms of response. In my opinion, learners can use various forms of interaction to respond, including summarization of knowledge points, extraction of key issues and outline after thinking about the topic, forming a team to discuss, etc.

It is necessary to design students’ activities after watching videos reasonably to consolidate the learning effect. For me, I will first ask students to do active thinking while watching the video. Following that, I will request a reflective summary based on their notes on the draft points after watching the video and give them a grade. This aims to strengthen Learner-self interaction and improve students’ reflective ability and knowledge association ability. Then I asked them to discuss in groups and report the results. In my opinion, the ability to reflect and collaborate is crucial to the development of this activity. Students can use the medium of VOIP, video, picture presentation, and online conferencing to conduct the learning interaction I have designed.

Although this learning and design activity will bring me a lot of work, its process is easy to manage. Because the reflective steps I have designed give students time to deliberate, they are more likely to participate in the interaction. Students who completed the reflection were less likely to worry about the awkward situation of not knowing what to talk about during the interaction. The benefits of the reflection step are difficult to achieve in face-to-face learning interactions, which lack sufficient reflection time.

This activity helps to broaden the scope of student participation. As a learning designer, if I can guide students to complete the interactive involvement and give them a sense of achievement by setting reasonable incentives, students will be more willing to participate.

Videos I chose for learners:

Maheshwari, S. (2016, July 1). Smart Work & Time Management – By Sandeep Maheshwari I Hindi. Www.youtube.com. https://www.youtube.com/watch?v=HeAcRFIrKFY

Cooperate learning refers to a set of teaching and learning principles and strategies that encourage the interactions between the learners. Some characteristics of this learning approach include “positive interdependence, individual accountability, promotive interactions, appropriate use of social skills, and group processing”, as explained by Johnson and Johnson (2009, p. 366). More specifically, the learners using this approach will be interdependent on each other to achieve success. Besides, all of them are accountable for the learning outcomes of the whole team. Moreover, all members need to work and interact in ways that could promote the learning of others. They should also be equipped with, or learn interpersonal skills about how to work as a cooperative group in this process. Furthermore, the group should monitor their working process so as to make improvements.

This approach aligns with the topic that our team has chosen, health inequity. More specifically, using this learning approach, all learners will be clearly aware of their own accountability and the tasks that they should complete to make this project a success. Besides, they will be independent, which means that they will seek and provide help for each other so as to help each other succeed in learning about this topic. For instance, they might explain to each other some theories and concepts that they fail to clearly understand, and search for new information for all the other learners to learn more. In this process, these learners might apply the interpersonal skills that they have already mastered to collaborate with each other. They will also be asked to monitor their own learning process and identify areas to make improvements, which could help them learn about other topics more efficiently in the future.

References

Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365–379. Retrieved from JSTOR.