sharidynEDCI

Group 2: Sam, BingChun, Cassis, Devin, Munashe, Sharidyn 

Reviewing: Group 4 – Biases 

First impressions: 

The first impression of the “Implicit Bias and Stereotype Learning Module” is very good. The module begins with a resonant question, “Have you ever caught yourself making snap judgments?”, which immediately caught our attention and encouraged us to engage in personal reflection. This opening sets an engaging tone for the entire learning experience. 

The module has a clear and well-organized structure that guides learners from conceptual understanding to practical activities and final assessment. Its layout is easy to follow, helping learners clearly understand the learning path and goals.

We appreciated diverse interactive elements, such as watching “A Class Divided”, completing the Implicit Association Test (IAT), and using Padlet for discussion. These elements enhance engagement and encourage self-reflection and emotional investment.  In addition, the module’s focus on inclusiveness and accessibility is also impressive, as it provides multiple forms of expression (text, voice, images), using videos with captions and transcriptions, allowing anonymous participation, and so on. This respect for diverse learner needs.

In brief, we believe this is a well-structured, rich, and strong interactive resource that can effectively stimulate interest and critical thinking. 

Structure and Organization:

• Group 4’s interactive learning module is clearly structured and organized, that makes it easy for users to navigate and engage with the material. It begins with an introduction that invites reflection and personal connection to the topic of bias, which is an effective way to draw the learners in. Those headings like “Why should you care?”, “What will you learn?”, and “How will you learn?” provide a clear overview of the purpose, goals, and activities included in the module. Then also having a quiz at the end to make the information stick. These effective subheadings not only break up the content for readability but also ensure that the learning objectives and outcomes are communicated right off the bat.

• The flow of activities is logical and builds upon each step: starting with a warm-up reflection, moving into a self-awareness exercise through the IAT, and then applying learning to real-life scenarios. The integration of Padlet for discussion, along with accessible tools like the IAT and a tip sheet, adds interactivity and variety to the module. Including the direct Padlet link ensures usability for all participants. One minor suggestion would be to use formatting tools like bolding or bullet points to make the sub headings pop out a bit more because I think those are a real selling point. Besides that the module’s structure is like really learner-centered, engaging, and easy to follow

Resource Clarity and Alignment with Learning Outcomes:

Learning module purpose:

• The purpose of the learning module is clear and effectively introduced through a relatable opening question about snap judgments. It immediately draws the learner in by making the topic personally relevant and socially important. The explanation of why we should care about implicit bias strengthens the resource’s clarity and provides motivation. Still, could this sense of purpose be made even stronger by briefly summarizing the main goals or takeaways right at the start?

Learning outcomes: 

• The learning outcomes are generally easy to infer, though they aren’t formally stated. Learners are expected to define terms such as implicit bias and stereotype, discover their own biases through tools like the Implicit Association Test (IAT), and identify examples of bias in real-world situations, and also encouraged to apply strategies to reduce bias and reflect on personal changes, which are all well done. Would explicitly listing these learning outcomes help learners stay focused and better understand how each part of the module contributes to their progress?

Module structure:

• The structure of the module supports the outcomes well. Starting with a warm-up and the “A Class Divided” video introduces learners to the concept of bias in a memorable way. The IAT adds an important self-awareness component that aligns directly with the outcome of uncovering unconscious associations. Could you consider adding a short reflection question here to help learners process their test results before moving on?

Activities:

• Activities such as analyzing real-life scenarios and participating in Padlet discussions support critical thinking and promote engagement with peers. These align well with the outcome of identifying and addressing bias. However, are learners given enough direction in the Padlet activity to connect their responses clearly back to the learning goals? Maybe adding specific guiding questions could strengthen that connection.

Tip sheet:

• The tip sheet offers solid strategies for reducing bias, and asking learners to choose and share which ones they’d use helps make the content personally meaningful. Would it be valuable to encourage learners to set a short-term goal or action plan using one of the strategies, to further bridge the gap between learning and real-life application?

Post-module quiz:

• The post-module quiz is straightforward and does a solid job assessing factual understanding. Still, most of the questions focus on knowledge recall. Could the quiz include a scenario-based or short-answer question to better assess whether learners can apply what they’ve learned in context? The bonus reflection is a strong close, but could it be expanded slightly to ask learners how they’ll use what they learned in the future, reinforcing the module’s long-term relevance?

Interactivity and Learner Engagement: 

• I really like how this learning tool is self-directed with an asynchronous, online, interactive component. Learners are engaging based on their own needs and can pace themselves, engaging with certain components more than others, or take more time on certain things if they so choose. The structure of the lesson overall and the activities (quiz, sharing on Padlet etc.) encourage meaningful engagement and introspection. The quiz factor likely encourages students to be more active in watching the video and engaging in the content because they know there are questions coming up about it.

• My only critique concerning learner engagement and interactivity is that the entire activity depends on the learner to motivate themselves. I can see this working with most groups of students, though. I can see maybe having some troubles with engagement for students who require a bit more structure and guidance, but you’ve designed this lesson to be extremely intuitive and engaging. I find the use of Padlet a great way to get students to bounce ideas off of one another and feel encouraged to engage more with the content.

Connection to Course Topics: 

• I would say that this resource does a great job of incorporating themes from class into the final lesson. I would consider this to be accessible, user-friendly, easily adaptable, and focused on a few different styles of learning. Overall, group 4 included themes from all of our lessons in the course so far to create a well-rounded learning resource, which provides the learner with feedback, connection, and opportunities to think introspectively while also collaborating with peers.

Technology Use: 

Padlet: 

• Padlet is a great choice to generate learner discussion. I really like how it allows for anonymous participation, so every learner feels comfortable contributing. 
• I wonder if a quick guide on how to use the platform would help for learner accessibility (i.e., made by your group or a link to a pre-made quick reference guide)? As someone who has never used the platform, this would make me feel more confident contributing to the discussion.
• I also appreciate that your group included the QR code as well as a link because learners may not have access to a second device to scan the QR code or may just prefer to do it on their current device. One suggestion:
  • Current: Provided QR code and then says, “if the QR code is not working, follow this link.” 
  • Suggestion: Provide the QR code and link right away (not just as a second option), this may make it feel more accessible overall

A Class Divided: 

• I was not able to find a link to this resource, so I looked online for what I thought it may be and from what I was able to find onlin,e I am sure this is another great resource! 
• The addition of a hyperlink for this resource (where it is first mentioned on the home page) may improve accessibility for learners. 

Harvard’s IAT: 

• What a great resource, I took some time to complete a module or two and it was super insightful. I think having this resource will really help learners self-reflect and then hopefully go over to the Padlet discussion to engage with others in the class, great connection! 
• Having a hyperlink to this test, instead of just the name, may improve accessibility for learners. 
• I also really like your note on its purpose and that it is private. This may help users feel more inclined to follow through with this portion of your module as they are not being tested or analyzed. 

Quiz PDF: 

• I really like how clear and straightforward the quiz is. It is a great way to wrap up the module, especially the bonus reflection. 
• Having it as a PDF makes it a great resource for downloads (i.e., a teacher could easily download and print the quiz for their class). Another idea I had was to put it in a real-time interactive form. For example, a Google form. This would allow students to continue engaging online while completing the quiz (and you can set the setting to reveal results right away for them). Either format is great; it just depends on what your intended outcome is for where this is being used and how you want users to engage! 

Final Suggestions/Comments: 

Overall, group 4 has created a highly engaging, inclusive, and accessible learning module that introduces the concept of implicit bias to many while also allowing deeper exploration into its subtleties. Together, the combination of personal reflection, multimedia elements, and peer interaction aligns with the Universal Design for Learning principles, yielding greater engagement and learning. 

Below we have listed a few final suggestions to strengthen the module even further:

1. Peer feedback: Consider incorporating brief peer-to-peer comment or reply components to your module, allowing for more of a collective learning experience to the Padlet discussion. 

2. Mobile accessibility: Many learners choose to complete modules via their mobile device. Ensuring your resources work well on mobile devices could improve overall accessibility. 

3. Icebreaker? The content provided may be uncomfortable for some; therefore, the addition of a playful yet informative icebreaker may spark curiosity and lead to greater engagement. 

4. Resources for more advanced/curious learners: Consider linking further, optional resources for learners who want to go deeper into this topic. 

In conclusion, this module does a great job promoting empathy, awareness, and critical thinking. 

With a few small tweaks, this module could become even more intuitive, interactive, and adaptable to be accessible to a greater range of learners.

We all know about how unexpected events can affect a learning environment. If there’s anything particularly good that came from the global pandemic, I would argue that it’s that we could adapt and overcome the barriers of not being able to participate in things as a society face-to-face. As someone who was in high school during the peak years of the COVID-19 pandemic, I was able to see firsthand some of the adaptations that teachers were making to ensure our education was still being delivered in a way that set us up for success. When it comes to making my lesson more accessible and adapted to something unexpected, I draw on some of these ideas. 

To make sure students would still be able to learn successfully, I would start by setting up an online collaborative platform for our class. Google Classroom was the first one that popped to my mind, but anything within that realm of cloud-based software would be my choice. In creating this, the students get the sense of a “classroom” remotely, where they can come together to collaborate and access resources. Keeping everything in one location is ideal in reducing stress and task management, especially in a situation where a teacher isn’t physically present at the learning location. 

I would adapt this specific lesson into an online interactive slideshow. This makes the activity self-paced, which allows learners to absorb the information at the pace that works best for them. I would set target timelines for the tasks to keep them on track, and schedule times to join video meetings with peers and the class as a whole to discuss the topics that they’re learning about. Breaking the students out into smaller groups virtually allows them to still get some connection and build friendships, while having a target task to work on. 

I would also assign each student to a specific breakout group within the virtual classroom, with collaborative resources so they can work on tasks as a team. The whiteboard feature is ideal for this, but Google Drive as a whole is an excellent resource for collaborative work. Having set times for the entire class to meet up online for questions and lectures is another way that I would adapt this lesson. I would also be available throughout the self-paced learning for students to reach out with questions or concerns. I think the whole idea behind this new adapted version of my lesson focuses a lot on the learner’s needs and supporting them in making decisions for themselves, while providing structure and direction where needed.

I hope you enjoyed reading my thoughts about adapting my lesson for a virtual class! Cheers,

– Sharidyn

Blog Post 2: Learning Design 1 & 2

Hey Cassis! Thanks for sharing what you learned about direct instruction, and providing some personal insight into what it means and how it relates to our project. It was really helpful to be able to see what the potential benefits and drawbacks of using it to teach students about cyberbullying and mental health. The main points surrounding the tensions that can arise between structure and flexibility were particularly interesting to me, which I would say are important things to note when it comes to discussing an emotionally charged topic like cyberbullying. 

I agree with the idea that the highly structured nature of direct instruction could be helpful when introducing the core concepts of cyberbullying. I think being clear about what it is and having rigid structures surrounding the main ideas is crucial in ensuring that students are all exposed to the most important foundational information. I also agree with what you had to say about the drawbacks though. Direct instruction does leave little room for emotional processing and reflection, and that can cause problems with a topic like cyberbullying that depends on students to connect with themselves on an emotional level. 

Personally, I think a blended approach would be ideal when it comes to teaching a lesson on cyberbullying. Direct instruction would be a great way to introduce the students to some of the more foundation-level information that’s required for them to be able to perform more reflective activities surrounding the topic. While it may not be ideal as the entire structure of the lesson, it could provide a great start or component within the teaching style.

Post 1: A constructivist, cognitivist and behaviourist approach to tennis coaching

Thanks for sharing your reflection for blog 1, Devin. I think that tennis coaching is a perfect example to use for this reflection, and I appreciate your ability to be so introspective about it. I think the way that you were able to articulate the progression from constructivist/behaviourist approaches with beginners to using a cognitivist approach with advanced players shows a great understanding of the different types of learning. It demonstrates that you have a clear understanding of how different instructional methods can be tailored to the varying skill levels of theplayers you coach.

The emphasis you put on using modified constraints was something that stood out to me. Smaller courts, slower balls, etc, that help players learn the game and gain confidence and control in the sport. It goes to show the positive effects that reducing cognitive overload in the early stages of learning can set the foundation for better learning outcomes in the long run. 

As a coach myself, I agree that it isn’t a “one-size-fits-all” practice. It requires different types of instruction for different players. You take a great approach when it comes to helping players of varying levels build skills to move forward from where they are. Thanks again for sharing! I really enjoyed reading about the connections to learning styles you were able to make.

Sharidyn

Hey everyone! Today, I’m going to discuss cooperative learning, what it means, and how it aligns with our approach to a learning environment, particularly with our lesson on cyberbullying. 

So I bet you’re wondering what cooperative learning even is… Fear not! I’ve identified some key characteristics of it and how it might be implemented in the classroom. One of the main ideas when it comes to cooperative learning is shared success and interdependence. There’s a focus on students relying on one another for combined success. Another key factor is accountability. The students learn to be held accountable for their portion of the work in cooperative learning environments. One of the other benefits of cooperative learning is the opportunity for students to develop interpersonal and group work skills. 

I feel like cooperative learning aligns well with our team’s lesson plan and style. The interactive simulation will likely prompt students to discuss their experiences with one another and promote interactions with one another. The guided discussion portion is also a great way to foster cooperative learning in the classroom. The action plan brainstorming activity we have planned would also provide the students with the opportunity to bounce ideas off of eachothher and learn from their peers. Brainstorming as a group to come to a consensus is an ideal form of cooperative learning. 

I think that cooperative learning is one of the best ways to get students on a common wavelength and keep their ideas flowing. It’s always good to be able to observe how they learn from one another and keep those strategies in mind for when we are designing our own lesson plans.

Hello folks! Welcome to my first blog post.

I’m brand new at this, so you might have to bear with me as I develop my voice in these and learn my unique blogging style. Today, I’d like to discuss several examples of learning experiences concerning the three main types of learning outlined in the Ertmer text. I’m going to go ahead and assume that anyone reading this has likely already done the readings for this class, so I’ll try not to go too deep into the details of formally defining them. I will, however, delve a bit into what each of them means to me personally and provide examples of how that style of learning has made its way into my life. 

I’ll start off by discussing an example of behaviourism in my life. The word I would associate most closely to behaviourism is conditioning. I find myself learning through conditioning quite often actually, the most relevant example that I can think of being kicking a conversion in rugby. For me, this was no small feat. It took hours and hours of kicking, running back and forth, trial and error, and patience to put together the blocks for getting that ball through the uprights. If it wasn’t for my coach telling me what I was doing wrong and right in the situation, I wouldn’t have ever figured it out. 

When it comes to cognitivism, the most relevant example from my life is learning the roads of Victoria. I am what some consider to be directionally challenged, which is something I agree with. By focusing on my google maps directions and actually picturing what businesses and crossroads I will pass on my route, I’m able to develop a better understanding of the roads here in Victoria. By actively mapping and logging the directions in my brain, I learn the routes and am able to navigate sans GPS.

Constructivism is a bit of a tricky one for me to put my finger on, but I’m going to go ahead and relate it to my experience living with roommates. At first, I struggles with communication and expressing my needs as a roommate, but as time went on and I lived with more people, I felt like I really started to understand the duties and responsibilities of a good roommate, and how to navigate living with people.

Those are all of my insights from this week, but I look forward to hearing from you all and sharing my ideas.

Ciao!

Sharidyn