I wonder if I put a few words here?
Hi Ramneet,
I loved what you had to say about incorporating game-based learning in the classroom and I strongly agree with what you had to say! The way you were able to incorporate personal experience into the subject made reading it so much more relatable and enjoyable to read.
Hi Tianna,
I strongly agree with what you had to say about Jeopardy as an educational tool in the classroom. I could really feel your passion for playing Jeopardy and can tell you have a lot of experience with it. One thing I have to wonder though is, if in addition to the text you provided, it would be helpful to add some images or media content to strengthen your point.
I believe that the potential for digital storytelling and screencasting is directly related to the progression of technology, where its adoption and use increases at the same rate that technology improves.
In terms of possibilities for how digital storytelling can be incorporated into education, I can see digital storytelling being used as a tool to help provide students with a visual and audible representation for the material they are learning. The use of digital storytelling in this manner would help to adhere to the dual coding theory and improve the amount of information that is retained. An example of this is an infographic designed to incorporate the key points of a topic handed out before an accompanying video which dives into further detail is played would help to solidify the main concepts.
As for possibilities for how screencasting can be used in education is through providing students with a quick reference for how to go about completing or beginning certain class activities. Another possibility is providing a platform for online students to be able to complete presentations where they can not only show what they have completed but also incorporate their own voice in their presentation.
For this assignment, I decided to create a screencast presentation to add on to my infographic which I had made for a previous blog post. The purpose of the screencast presentation in addition to the infographic was to provide both an audible and visual representation of the material that the viewer can digest to increase the amount of information that is retained. I chose to make the verbal component of the presentation slightly more in depth and when speaking on each section and only kept the relevant section of the infographic visible to help solidify each key point and to reduce extraneous information from being on the screen as I moved through the presentation.
I found that the principles I had overlooked when I developed this infographic for Blog Post #3 originally were the coherence and signaling principles for reducing extraneous load. I decided that in order to adhere to the coherence principle, I took out all extraneous information from the infographic and made sure to only keep the key information for getting the point across. Whereas, for the signaling principle, I highlighted the word “play” with quotations to emphasize its importance to the infographic which I had originally neglected to do for Blog Post #3.
I felt that with just the infographic alone, there were aspects of what I wanted to convey that may not have as much impact as I originally intended. So to ensure that the information is retained, I added narration in the screencast which covered the same key points as the infographic but added more detail to each section. By doing this, I reinforced the dual code theory because the infographic, while not being as detailed as the verbal presentation, still hits on the key points of what I am intending to provide, increasing the amount of information that is retained from viewing the screencast.
References:
Mead, S. (n.d.). How Do Children Learn Through Play? Whitby School. https://www.whitbyschool.org/passionforlearning/how-do-children-learn-through-play.
O’Leary, W. (2021, April 21). Play-Based Learning: What It Is and Why It Should Be a Part of Every Classroom. Edmentum Blog. https://blog.edmentum.com/play-based-learning-what-it-and-why-it-should-be-part-every-classroom.
Mayer, R. (2011, July 4). Cognitive Theory of Multimedia Learning. Cognitive Theory of Multimedia Learning – ETEC 510. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning.
Augmented reality has only recently been incorporated in education though its been around since the early 1990s. This is because educators have found that AR tools help to improve student engagement and learning outcomes (Scarlett, 2019). AR tools provide students with the opportunity to experience “Real-life” environments. Here they are encouraged to play leading to greater student interaction and engagement (Scarlett, 2019). The increased engagement has been found to positively influence students skills regarding numeracy, reading and content creation (Scarlett, 2019).
A great example of an AR tool that vastly improved engagement by promoting “play” was the introduction of Pokémon Go back in 2016. Pokémon Go unintentionally became the one of the largest tools for increasing physical activity in the world and has reached tens of millions of people worldwide ignoring the barriers of gender, age or weight that many of the other physical activity tools struggled with (Althoff, White, Horvitz, 2016.). It was found that Pokémon Go was able to inadvertently influence physical activity in a way that other health promotion tools couldn’t because it incorporated “play” to be part of its main functionality (Althoff, White, Horvitz, 2016.). This involved requiring users to move around in order to achieve goals and replenish their items which would help to advance them in game. Looking at Pokémon Go as an example, “play” should be incorporated into any AR education tool to help increase engagement and interaction with students’ overall learning.
References:
Scarlett. (2019, December 18). 6 Benefits and 5 Examples of Augmented Reality in Education. ViewSonic Library. https://www.viewsonic.com/library/education/6-benefits-and-5-examples-of-augmented-reality-in-education/.
Althoff, T., White, R. W., & Horvitz, E. (2016). Influence of Pokémon Go on Physical Activity: Study and Implications. Journal of Medical Internet Research, 18(12). https://doi.org/10.2196/jmir.6759
The Neuromyth that was surprising to learn was a misconception was the concept of left and right brained thinking. This thinking states that an individual is born with either a dominant left or right brain hemisphere and guides how a person interprets information and lives their lives (OECD, n.d.). The category of left brain thinking traditionally has been defined as the detail oriented area of the brain that is analytical and is able to logically understand information that is presented to it (OECD, n.d.). Whereas, the right hemisphere views information holistically and has a more emotional and imaginative approach to how the information is interpreted (OECD, n.d.).
This Neuromyth has been around for a long time and has been represented and taught through all manners of communication to all ages. From my experience, this concept was first introduced to me in Elementary school where the class was divided between left/right brained students based on how we answered the questions we were given. At the time, this information was interesting to learn because I answered as a left brain thinker and it made sense to me why I struggled in art classes but did well in math, while a friend who identified as right brained was the opposite. I only realized later that this concept was flawed and not necessarily the best thing to teach to younger demographics because it acted as an excuse that could stifle the potential that a child has (Briggs, 2016). An example of this is that a child who has a strong love for the arts may be found to be left brained and may lose confidence in what they love because they believe they are not fit to pursue it since their brain is not wired to think that way. But, since this Neuromyth has been found to be false, I believe that it benefits the learning of all ages and no longer discourages or limits potential.
References:
OECD. (n.d.). Neuromyth 6. OECD. https://www.oecd.org/education/ceri/neuromyth6.htm.
Briggs, S. (2016, November 10). How the right brain/left brain paradigm may harm early learning. Saga Briggs – ABC Education – http://education.abc.net.au/newsandarticles/blog/-/b/2424976/how-the-right-brainleft-brain-paradigm-may-harm-early-learning?null. https://education.abc.net.au/newsandarticles/blog/-/b/2424976/how-the-right-brainleft-brain-paradigm-may-harm-early-learning.
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