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"When one teaches, two learn" - Robert Heinlein

Category: edci337-blog

The Feedback Principle Remix – Feat. Natalie and Carly

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On June 22, 2020

In edci337-blog, edci337-remix

Our learning pod decided to remix Chapter 19 from The Cambridge Handbook of Multimedia Learning : “The Feedback Principle in Multimedia Learning” (Mayer, 2014). The authors, Johnson and Priest, suggest that “students learn better with explanatory feedback than with corrective feedback alone” (2014. p. 449). Explanatory feedback can be described as a “principle-based explanation of why [the] answer is correct or incorrect” (Johnson, Priest. 2014. p. 450). Opposingly, corrective feedback refers to feedback that only informs the learner on the correctness of their answer. The article includes various research studies and there is significant data that supports the theory that explanatory feedback offers students a more enriched learning experience. Continuing on, feedback needs to be presented in accordance with the other Multimedia Principles in order for it to be effective. We all were interested to learn about the potential drawbacks of excessive explanatory feedback. The authors share that although explanatory feedback is more beneficial for novice students, sometimes advanced students will benefit from corrective feedback.  

The feedback principle is based on the Cognitive Theory of Multimedia Learning (CTML) (Johnson, Priest. 2014. p. 450). In the CTML there are three assumptions made on how learners process information. Two of which closely overlap with the dual coding theory. The assumptions are: there are separate channels for verbal and visual information processing and each processing channel is limited in the amount of information it can receive (Johnson, Priest. 2014. p. 450). These concepts are explained almost identically in Mahon’s Vimeo on dual coding theory. However, Mahon goes into further detail and explains that when similar information is stored in both verbal and visual channels, the information recall is much better than if it were stored in only one channel. This occurs because when similar information is received in two forms it “reduce[s] any cognitive load” therefore, limiting the amount of stress on the working memory (Johns. 2019).

Retrieved from: https://sciencetltoolkit.wordpress.com/2019/03/11/20-ideas-strategies-for-student-led-dual-coding/ by Tom Johns

Another key aspect of the feedback principle is that it should “prompt active processing” (Johnson, Priest. 2014. p. 455). According to the CTML there are three types of processing which occur during learning: generative processing, essential processing, and extraneous processing. When feedback is effective it allows the student to engage in generative processing which is a form of processing that is “aimed at making sense of the essential material” (Johnson, Priest. 2014. p. 451). When feedback is given poorly, it can send the learner into extraneous processing. Extraneous processing is defined as a type of cognitive processing “that occurs as a result of poor instructional design that does not serve the educational goal” (Johnson, Priest. 2014. p. 450). This form of processing can overwhelm the learner as they “must figure out why the answer was wrong” (Johnson, Priest. 2014. p. 451). Lowered learning outcomes can be a result of extraneous learning as it limits learners’ cognitive resources. (Johnson, Priest. 2014. p. 451). Emphasizing the importance of quality feedback that encourages generative processing.

When one is delivering feedback, it can be given in one of two forms, explanatory or corrective. As stated before, both forms inform the learner whether their responses were correct or incorrect; however corrective feedback simply states whether the answer given was right or wrong while explanatory feedback offers the learner a reasoning behind why their response was considered correct or incorrect (Johnson, Priest. 2014. p. 450). Having the opportunity to deliver explanatory feedback allows learners to engage in generative processing. When questions are delivered to students to measure their understanding, they are generally aimed toward understanding essential information. If explanatory feedback is given following these questions, students receive further reasoning behind the outcome of the response and may develop more clarity of the essential information needed to understand the concept being learned. As explanatory feedback aims to provide clarity and understanding of information, it relates closely to the signalling principle presented in Mayer’s Principles of Multimedia Learning. 

The signaling principle suggests that students are able to develop a deeper understanding of information delivered within a multimedia presentation when “cues are added that guide attention to the relevant elements of the material or highlight the organization of the essential material (van Gog. 2014. p.263.)” Explanatory feedback can be used to highlight the essential information and help students further understand the key elements of a concept; therefore, it fulfills the criteria presented by the signaling principle. As explanatory feedback is given, it enables learners to select the appropriate and relevant information needed and furthermore, “allow[s] the learner to repair their knowledge at that moment (Johnson, Priest. 2014. p. 451.)”

Ultimately, explanatory and corrective feedback can be related to both types of assessment: summative and formative. Explanatory feedback encourages students to expand their learning and focus on the process; just like formative assessment does. However,  when students are being assessed on the terms of right or wrong, they are likely to rush through in order just to get the correct answer. Unfortunately this means they are missing out on the importance of problem solving and falling into a pattern of rote learning; similarly, this can be seen when using summative assessment such as standardized testing. Ultimately, it is up to educators to choose whether explanatory or corrective feedback will create a classroom that values the learning process over the final product. 

We created a Kahoot to demonstrate what corrective feedback looks like. When playing the game, students will receive a quick yes or no in response to their answer. This can be very challenging for students when they are trying to solidify facts and knowledge. With that being said, corrective feedback can be helpful in certain scenarios and Kahoot is definitely a fun way to engage students!  

Kahoot!

We concluded that FreshGrade is the best platform to support students through active and constant feedback. Explanatory feedback is taken to the next level when FreshGrade is brought into the picture because it involves students, parents and the educator. Take a look at how Fresh  Grade is currently being used in British Columbian classrooms!

 

McFadzien states that “effective feedback” should be “specific, descriptive, [and] time appropriate” (2015, p.16). Additionally, we know that feedback is crucial in terms of the development of our students. Furthermore, instead of only providing students with feedback twice a year on their report card, FreshGrade continuously allows students to see what they are doing well, where they need improvement and the best part is that it is all in one place so the students’ progress is extremely evident.

In conclusion, after reading the feedback principle chapter we were better able to understand how it relates to all of the multimedia principles from Mayer’s textbook. Finally, we all took a chance to reflect on our teaching practices and reconsidered how we will provide students with feedback in our future classrooms. 

 

Kate, Carly, and Natalie

 

References:

FreshGrade. (2018, April 2). FreshGrade: Coquitlam School District’s Story. Youtube. Retrieved from: https://www.youtube.com/watch?time_continue=148&v=73GjK71JEhY&feature=emb_logo

Johns, Tom. (2019, March 11.) 20 ideas & strategies for Student Led Dual Coding. Teaching and Learning Toolbox for Student Led Dual Coding. Retrieved from: https://sciencetltoolkit.wordpress.com/2019/03/11/20-ideas-strategies-for-student-led-dual-coding/

Johnson, C., & Priest, H. (2014). The Feedback Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 449-463). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.023

Mayor, R. E. (August, 2014). The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.

McFadzien, N. (2015) Why is effective feedback so critical in teaching and learning? Journal of Initial Teacher Inquiry, (pp. 469-481). Retrieved from: https://pdfs.semanticscholar.org/989f/ad2627f5f7b0269c5db249baa96b5bd5e8ef.pdf

Van Gog, T. (2014). The Signaling (or Cueing) Principle in Multimedia Learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 263-278). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.014

Kahoot!. Retrieved from: https://create.kahoot.it/share/types-of-animals/b39ecab7-fc34-4b4f-969a-828a96d938ec

 

Group Vote for Evaluation of a Multimedia Application

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On June 19, 2020

In edci337-app, edci337-blog

We chose…

GoNoodle!

 

@GoNoodle on Twitter

After some quick discussion, our learning pod decided to go with the application GoNoodle for our group evaluation.

  GoNoodle is a free application for educators to use within their everyday classroom. This program revolves around the use of videos to promote healthy activity and mental wellness in young students. The videos provide engaging narration and pictures to grab the attention of students and lead them through different exercises. There are many different channels and categories to choose videos from and there is something for almost every focus. Educators can choose videos based on what they need for their class whether it be for relaxation, to cover academic subjects, for brain breaks, or to practice mental and emotional well-being.

 The choice to evaluate this application was an easy decision for our group. After reviewing each other’s individual application evaluations, we quickly decided to go with GoNoodle. Each of us have had our own experiences using GoNoodle in various settings and all have been positive. We have had the chance to observe students of various ages participating and engaging in the active videos during field experience opportunities, classroom volunteering, or even our own classes. From what we have observed, these active videos have been received positively by the students and educators. However; we want to explore this program further. To what extent does this program benefit students physically? Mentally? Academically? How secure is it in terms of privacy and security? How accessible is it for use in varied settings?

 We see GoNoodle as a positive and engaging educational tool that can be beneficial to the physical and personal well-being of students as it promotes active movement and healthy thinking. We are looking forward to looking at this application more in depth and discovering how effective it is for students’ growth and how much it benefits their development and learning.

Retrieved from: www.tes.com

 

Individual Evaluation of GoNoodle

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On June 16, 2020

In edci337-app, edci337-blog

Personal Experience

When it was time for me to begin this project, I wasn’t quite sure which EdTech Application to evaluate. Fortunately, as I was scrolling through lists of various educational applications, I came across one of my favourite programs GoNoodle. I have used this application frequently while teaching various programs but I never quite connected it to multimedia. But now, knowing what I know about multimedia from our previous topics, I can see how it would classified as social media.

GoNoodle provides videos which include demonstrations, pictures, narration, and text to engage students of many ages in physical activity and promote the importance of mental and emotional well-being. I use this program often in my dance classes or summer camps with young students when they are need of a change in pace or need some structured relaxation. I am looking forward to learning more and I hope to explore this program more through this assignment.

 

How it works

GoNoodle is an educational program that provides short interactive videos for various types of classrooms and is geared towards students in Kindergarten and Grades 1 through 5. Physical Activity and personal wellness are promoted through engaging videos provided by multiple channels. Videos are organized based by channel (who the videos were created by) or by categories such as academic subject, areas of mindfulness, various physical skills, or types of movement. These videos can be used by teachers throughout the day for any reason including action breaks, breathing break, or regrouping. I find this to be a great source of engaging physical activity especially when time or space is limited within the classroom and there is a need to get students moving.

 

Accessibility/ Design

 This education application is free for all educators and is available to parents and students in their own home which makes it very accessible for everyone. However, some technical elements are required to engage in this program such as a computer, a large screen to view, or internet. This may make it less accessible to those who do not have access to these items.

This program was largely designed to promote healthy activity and mindfulness in young children. The goal of each video provided is to focus attention, benefit the brain and exercise the body. The program is also design for long term engagement. To provide motivation for completing more active videos, the classes are able to choose a virtual character and levels up as points are earned and videos are watched. It is also possible for Educators to set up more than one class under their account so each class can measure their own progress.

 

Privacy

In regards to the privacy of this application this app appears safe to use. Educators are asked to create an account with minimal personal information being collected. The program asks for a name, email, a school name, and name to ensure that you are of age to register. Students are not able to create accounts or access the services themselves and there is no collection of students’ personal data (GoNoodle, 2020).

Watch this video to find out more.

 

Connection to Multimedia Learning Principles

I think that this program has the potential to fit every multimedia principle. As every video is created differently, depending on which video is selected, the multimedia principles within the media may be different. Saying this, most videos (but not all) follow the modality principle in which narration is used with video and picture rather than text as well as the spatial and temporal contiguity principles as images and words are presented simultaneously and close to each other (Mayer, 2014).

 

Evaluation

 

Image Modified from Original by Lefflerd’s on Wikimedia Commons. Retrieved from:https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Based on my reading regarding the SAMR model for evaluating and integrating EdTech, I believe GoNoodle falls under the category of Augmentation. In this model, augmentation means that a technological tool acts as a substitute for a traditional style of learning but their is improvement in students learning and productivity (L., 2017). GoNoodle fits this description as the active videos may substitute traditional command style learning or physical education but they allow students to work on and improve their mental and physical wellness.

 

References:

GoNoodle. (2015, September 1). GoNoodle 101. Youtube. Retrieved from:https://www.youtube.com/watch?v=pgY9nzm1hpk

GoNoodle. (2020, June 12). About GoNoodle. GoNoodle. Retrieved from: https://support.gonoodle.com/article/241-what-is-gonoodle

L, H. (2017, October 30). SAMR Model: A Practical Guide for EdTech Integration. Retrieved June 16, 2020, from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning. The Cambridge Handbook of Multimedia Learning. doi:10.1017/cbo9781139547369

Blog Post #2: Sketchnote, Multimedia Learning Principles and H5P

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On June 13, 2020

In edci337-blog

SketchNote

I really love the idea of Sketch-noting as a way to capture and retain key information while learning. It allows learners a way to make their learning their own as they utilize their creativity and make note taking fun. Sketchnote incorporates art and text notes which rightfully follows the Multimedia Principles words and pictures are used simultaneously to build a deeper understanding of key concepts and ideas.

Here are the sketch notes I made while watching the video (What is Multimedia Learning? What is Multimedia? – Dr. Ray Pastore)  provided for topic 3.

 

Which multimedia learning (MML) principles did Dr. Ray Pastore now follow in his video about MML principles? Why might an expert not be able to follow all the principles when creating a multimedia learning object?

In his video, Dr. Ray Pastore did follow the redundancy Principle, the embodiment principle, or the modality Principle.

The redundancy principle states that “presenting the same information two times increases cognitive load and interferes with learning (Pastore, 2018).” This could be the delivery of any two types of media that interfere with each other such as a text along with narration.  As the same information is being delivered simultaneously in two verbal forms int becomes redundant and it can overwhelm learners. Pastore did not follow the criteria of this principle as he daily provided text along with narration without a non-verbal format in his video.

The embodiment principle states that some learners may not necessarily learn better with the speaker’s image appearing on the screen. Pastore did not follow this principle as his image was present throughout the video.

The modality principle is described as learners being able to learn better while words (narration) and pictures are better than words (text) and pictures. This allows learners to study and take in the information from an image while listening to the coinciding concept. Pastore did not follow this principle has he mainly provided only text and narration throughout the video (Pastore, 2018).

An expert may not be able to follow all the principles while creating a multimedia learning object as many of the principles can contradict each other. the principles are all dependent on what works best for the learner. Some learners may learn better from text along with pictures rather than narration and pictures which contradicts the modality principle. Some Learners may learn better when the speaker is in view which contradicts the embodiment principle. An expert could try to appease all the principles by providing click options, etc. but the principles may not all be satisfied at once as they contradict each other and it all depends on what works better for the learners that they are providing for.

Other thoughts or reflections on interactive and multimedia learning from any of these topics videos, readings, and H5P lab?

I was unable to attend the class lab which focused on H5P but as I made my way through the content of topic 3, I was able to navigate through the hands-on activity on my own. I think that H5P could be really useful to the creation of multimedia learning object as  various tools are provided which allows something to benefit every kind of learner. Looking at the Interactive video tool, I began to think about how useful this could be for learners as they can reflect on and solidify what they are learning throughout the video or in a conclusion summary quiz at the end. Further, by incorporating  questions throughout the video, it can help highlight what information may be important to retain.

Please enjoy my interactive video. In this video I experimented with interactive tools by inserting a text at the beginning and a reflective question at the end.

References:

Pastore, R. (Director). (2018). What is Multimedia Learning? What is Multimedia? [Video file]. Retrieved 2020, from https://www.youtube.com/watch?v=g-sknUVq1mk&feature=emb_title

Totorello, J. Westwoon, A. (TED-Ed). (2016). The Origins of Ballet – Jennifer Tortorello and Adrienne Westwood. [Video File]. Retrieved from: https://www.youtube.com/watch?v=OEekFTj5PvU

Blog #1 – Interactive and Multimedia

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On June 7, 2020

In edci337-blog

I am looking forward to this class. I am hoping that this class will help me develop new ways to deliver instruction and supplement effective learning in the classroom as well as develop new skill sets for future instructional opportunities. I am unsure of being able to keep track of all web platforms but I hope I will feel be able to navigate each one proficiently by the end of this course.

Before I started this course and dived into the new material, I thought I had a clear understanding of what the term ‘multimedia’ meant. The term resonated with me as a distinct technological term only describing the use of various digital media platforms to convey information and ideas. However, I was shocked when I realized that multimedia learning could refer to anything in which pictures and words were provided simultaneously in order to achieve a deeper understanding. This could include videos that display pictures along with narration, web games that deliver instruction while showing what it looks like on a screen, or even a book that links illustrations to meaning.

Multimedia instruction and learning gives teachers and students the chance to find new ways to build mental connections and understanding. As information and ideas are delivered in more than one format (words and pictures), students are able to experience two modes of an explanation at once, meaning they could get twice the information as they would from just words or just pictures. Further, the dual delivery allows students to make deeper connections and further understanding as they link visual cues with verbal cues. This could allow them to solidify their learning and retain their knowledge as they build new connections between the forms (Mayer, 2014).

 

What is Multimedia? – Natalie Craig

 

I was also unaware of the extent in which multimedia learning could relate to interactive learning. I believe that interactive learning is essential to a child’s development and growth. It is important that they are able to take part in what they are learning about and apply their understanding in a real-world setting. As stated by The SHARE Team in their article Interactive Teaching Styles Used in the Classroom, “without practical application, students often fail to comprehend the depths of the study material (The SHARE Team, 2017)” and “telling is not teaching and listening is not learning (The SHARE Team, 2017).” Learning goes beyond verbal delivery and the effective listening. Students must be able to practice and connect concepts to real-life situations in order to effectively understand the material learned.

The use of multimedia can be very helpful in practicing interactive learning. Through the use of multiple modes of pictures and words students can immerse themselves and make connections so they can then take part in what they are learning. A good example of this, is the web game used by Rich’s son in his introductory video. Having access to a game where the learner can participate in the inner workings of a concept can help further understanding. Just as Rich’s son was able to learn more about how a virus can easily spread as he was able to follow along and participate in the game (McCue, 2020). This multimedia web game further shows an example of interactive learning as it connects to a learner’s life and current events.

 

References:

Mayor, R. E. (2014). The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.

The SHARE Team. (2017). Interactive Teaching Styles Used in the Classroom. Resilient Educator. Retrieved from: https://resilienteducator.com/classroom-resources/5-interactive-teaching-styles-2/.

McCue, R. (2020). EDCI 337 Topic 1 – Introduction to Interactive and Multimedia Learning. EDCI 337: Interactive and Multimedia Learning. Retrieved from: https://edtechuvic.ca/edci337/2020/06/04/topic-1-what-is-multimedia-and-interactive-learning/

Craig, N. (Oct 5, 2016). What is Multimedia. Youtube. Retrieved From: https://www.youtube.com/watch?v=xS4go60EJEI&feature=emb_logo

 

 

 

 

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