kyuhochang's blog

Google Classroom is very important for my studies. It’s a useful place on the internet for all my books, assignments, and notes. It’s easy to use. I can sort my assignments by when they’re due, look at my grades anytime, and all my study materials are there. I can use it on my phone, tablet, or laptop, which is really good.

But there are some problems. For one, I don’t decide what’s posted and when that’s all up to my teachers. And because it’s all online, if my internet goes down or there’s a problem with the site, I can’t study. Also, it’s not the same as a real classroom. I miss seeing people in person.

Learning this way has good and bad sides. It’s nice that I can do lessons or turn in homework anytime. But being able to access schoolwork all the time can be too much. It feels like school is always there, even during my free time.

Google Classroom can really change how we learn. It lets us learn when we want and at our own speed. It could even make learning more personal. But it’s important not to give us too much work. We also need time to relax and not think about school.

Google Classroom can also change how students and teachers interact. It helps teachers keep an eye on how I’m doing and give me personal feedback. But, it can make the relationship less personal. It’s important to keep some in-person contact and not just depend on the internet.

In the end, I chose this activity because I used to use Google Classroom almost daily, so it’s relevant to my learning experience. Evaluating it critically has helped me appreciate its strengths while also acknowledging its limitations. This activity aligns with my goal to become more thoughtful and mindful in how I use digital tools. It’s not just about using technology, but also understanding how it can shape our experiences, for better or worse.

Module 4 Learning Activity: MOOCs

I took this JavaScript course on Codeacademy. It was broken down into easy-to-follow parts, each one teaching a different thing about JavaScript, like how to use variables or functions. The best part was getting immediate feedback on the tasks and quizzes. It was like having a helpful guide there with me.

When I compared this to a regular school experience, a few things stood out. Codecademy isn’t like a normal school, so some people might wonder if it’s just as good. But I found that the things I learned were really useful and easy to understand. I liked being able to learn at my own speed, but I did miss having other students and teachers around to talk to. There were online discussion boards, but it wasn’t the same.

There were no scary final exams in this course. Instead, I was graded on whether or not my code worked, which was less stressful and made more sense to me.

If I had to say what kind of online course this was, I would say it was a mix between an xMOOC and a cMOOC. It had a clear plan but also lots of chances to interact.

At first glance, it looked like anyone could take this course, which was great. But some of the more advanced stuff was locked unless you paid extra, which wasn’t so great.

In the end, taking this JavaScript course was really interesting. I’ve always wanted to learn how to code, and this course was perfect for that. Besides learning about JavaScript, I also learned about the ups and downs of online learning. While these online courses are super flexible and anyone can sign up, they’re not perfect. It can be lonely without other students around, and sometimes you have to pay more for extra content. But it was a good reminder that being disciplined is really important when learning online. Despite its flaws, I think it was worth it!

Module 5 Learning Activity: While we were sleeping

Schools and colleges need to think hard before jumping onto new tech stuff. First, they should ask “Is this tech safe for everyone?” No one wants their personal info getting into the wrong hands.

Next, they need to make sure the new tech can work well with what they already have. Imagine buying a toy that doesn’t fit with any of your other toys. That would be frustrating, right? And, of course, they should think about the cost. Is it worth it in the long run?

Also, it’s not just about getting the tech, but making sure everyone knows how to use it. Think of it like getting a new game but not knowing the rules.

For teachers, it’s a bit different. They need to know: “Is this new tool going to be hard to learn?” And “Will it make classes better or just add more work?” They also need to make sure every student can use it, no matter where they come from or what they can do.

Sometimes, the reasons schools want new tech aren’t that clear. Maybe they just want to look cool, or there’s some pressure from outside. But if we keep chasing the newest shiny thing, we might forget what learning is really about. And that’s a problem.

Thinking about all this made me realize why I wanted to learn more about tech in schools. It’s not just about the newest gadget. It’s about making sure we use tech the right way. We need to be smart and thoughtful about how we bring tech into our classrooms.

Chapter 6 of Weller’s “25 Years of Ed Tech” focuses on e-learning and its implications for distributed or networked learning. In this chapter, the author discusses the rise of e-learning in the late 1990s and its potential impact on higher education. By 1999, the necessary components for e-learning were in place, including web browsers, online tuition tools, pedagogical frameworks like constructivism, and collaboration tools such as wikis. The chapter explores the promises and challenges of e-learning during that time, highlighting both its success and missed opportunities.

The chapter references the concerns raised about e-learning’s implications for higher education, including the fear that commercial firms would become the ultimate providers of electronic curriculum, potentially overshadowing universities. This prediction, made by Noam in 1995, has proven prescient with the rise of Massive Open Online Courses (MOOCs) and publishers venturing into online course offerings. Criticisms of e-learning also centered on its potential to commercialize education and undermine the autonomy of academics. However, some of these criticisms neglected the social function and flexibility offered by distance, open, and flexible learning options.

The chapter looks into the evolution of the term “e-learning” and its diverse interpretations. Initially, e-learning encompassed a broad spectrum of electronic media applications in learning, but its definition gradually narrowed to focus primarily on online delivery. The term “blended learning” surfaced to describe the amalgamation of face-to-face and online instructional methods. The integration of conventional teaching with online delivery has witnessed substantial growth, enabling traditional universities to provide more flexible learning opportunities.

The author offers a personal reflection on their involvement in the development of the Open University’s inaugural fully online undergraduate course in 1999. The remarkable success of this course, attracting approximately 12,000 students, signaled a turning point for e-learning at the institution and solidified its potential for distance education. This reflection underscores the contrasting perspectives between students’ eagerness for online learning and the hesitancy exhibited by numerous academics during that era.

Moreover, the chapter looks into the financial considerations associated with e-learning. While the notion of reaching a wide student audience through online delivery garnered attention, it failed to fully acknowledge the distinction between fixed and variable costs in course production and delivery. The chapter emphasizes the significance of tutors and moderators in e-learning courses and how their inclusion constitutes a noteworthy variable cost component.

Overall, Chapter 6 provides valuable insights into the nascent phase of e-learning and its repercussions on higher education. It elucidates the promises, challenges, and debates surrounding e-learning during that period and its subsequent integration into mainstream educational practices. The chapter stimulates contemplation regarding the historical oversight often associated with educational technology and the persistent misconception of e-learning as a cost-effective panacea.

Weller’s “25 Years of Ed Tech” looks into the domain of e-learning and its effects on distributed or networked learning. The chapter outlines the emergence of e-learning in the late 1990s and its potential ramifications for higher education. By 1999, all the necessary elements for e-learning were already in place, including user-friendly web browsers, online tuition tools, constructivism-based pedagogies, and collaborative platforms like wikis. This chapter explores the triumphs and missed opportunities associated with e-learning during this period.

Weller’s “25 Years of Ed Tech” on e-learning caught my attention due to its relevance to my personal learning goals for this course. I intentionally selected this chapter to deepen my understanding of the impact of technology on distributed and networked learning. Exploring the historical development and implications of e-learning provided valuable insights into the evolution of educational practices. I also sought to reflect on the potential long-term effects of e-learning on online education. This activity allowed me to critically examine the challenges, debates, and achievements associated with incorporating e-learning in higher education. It encouraged me to analyze prevailing concerns and misconceptions while recognizing the transformative potential of e-learning. Consequently, I gained a broader perspective on the historical context of educational technology and initiated further contemplation on the future of online learning.

Module 2 Learning Activity: Connectivism in your Discipline

In module 2 of my e-Portfolio, I continued to explore learning theories, building upon the knowledge gained in module 1. This module focused on Connectivism, a learning theory that recognizes the interconnected nature of the Internet.

Connectivism offers a unique perspective on teaching and learning, which has implications within my discipline. Considering the prevailing teaching practices in my field, I contemplated how a Connectivist approach could reshape knowledge acquisition and sharing. The principles of aggregation, relation, creation, and sharing, central to Connectivism, provide a framework for reimagining teaching and learning activities.

By adopting Connectivism, teaching in my discipline would shift towards fostering connections and facilitating access to diverse resources. Rather than relying solely on traditional methods, the focus would be on guiding learners to navigate and comprehend the abundance of online information. The learning activities would encourage collaboration, active engagement, and the creation of new knowledge through sharing and participation.

Connectivism, however, poses challenges to learners, instructors, and institutions. Learners may encounter information overload and the need to develop digital literacy skills. Instructors would need to adapt their roles to become facilitators and guides in a networked learning environment. Institutions would need to provide support and resources for effective implementation and integration of Connectivism.

Choosing to explore Connectivism for my e-Portfolio aligns with my learning goals established in module 1. It allows me to delve deeper into learning theories and their real-world applications. Through this exploration, I have gained a broader perspective on education, the influence of technology, and the potential benefits and challenges associated with Connectivism.

In summary, module 2 has extended my understanding of learning theories by focusing on Connectivism. By building upon the foundations laid in module 1, I have explored how a Connectivist approach can reshape teaching and learning practices within my discipline. This activity has deepened my knowledge and emphasized the importance of adaptability and continuous learning in an evolving educational landscape.

Comparing fractions is a key competency for pupils to develop in their mathematical studies. This involves understanding that fractions are a way of expressing parts of a whole. The numerator of a fraction signifies the number of parts, while the denominator represents the total number of parts in the whole.

When comparing fractions with the same denominator, students need to simply evaluate the numerators. Whichever numerator is greater signifies the greater fraction. For instance, if we have the fractions 3/8 and 5/8, we can see that 5/8 is greater than 3/8 due to the larger numerator.

Comparing fractions with distinct denominators can be a little more tricky, but can be done by obtaining a common denominator. This can be achieved by finding the least common multiple of the two denominators. After obtaining a common denominator, they can convert the fractions to equivalent fractions with the same denominator and compare the numerators.

Equivalent fractions are also a significant concept for students to understand. Equivalent fractions are those that represent the same part of a whole but are written differently. For example, 1/2 and 3/6 are equivalent fractions because they both represent half of a whole.

By mastering the skill of comparing fractions, students will be able to solve a broad range of problems involving fractions, such as ordering fractions, adding and subtracting fractions, and solving fraction word problems.

Personalized and Adaptive Learning

Personalized learning is an educational approach that aims to customize instruction and learning experiences to meet the individual needs, interests, and abilities of each learner. Rather than a one size fits all approach, personalized learning employs data and technology to create tailored learning experiences for students.

The delivery of personalized learning relies heavily on multimedia tools, such as simulations, podcasts, videos, and games, to provide interactive and engaging learning experiences that can be customized to a student’s learning style. Artificial intelligence (AI) is an essential aspect of personalized learning and is used to provide personalized recommendations and support.

Machine learning is a specific type of AI that enables computers to learn from data without explicit programming. It can be used in personalized learning to analyze student data and inform instructional decisions. However, concerns about the use of “teaching machines” in learning include potential dehumanization of the learning experience and reinforcement of existing biases in the education system that could perpetuate inequalities for marginalized students.

Core Multimedia Skills

A short explanation of the goal of your video. What are you hoping people learn?
This video was made for introducing Japanese culture and nice place to travel especially Nagoya TV Tower.

I hope people to learn about Nagoya which is not really popular to for foreigners compared to Tokyo or Osaka. It is 3rd biggest city in Japan and there is many hidden spot that is beautiful and interesting.

I changed the language of this video. It was presented for Japanese class and was made of Japanese so most of people might get hard time to understand so thought English would more helpful to introduce and understand better. Also I added voice which can deliver information more effectively and concentrate more easily.

Artifiicial Intelligence Tools

Generative AI is a field of artificial intelligence that involves creating new content using machine learning algorithms, such as images, music, or text. Unlike traditional AI systems, generative AI has the capacity to produce outputs that have not been explicitly programmed. Large language models, like ChatGPT, are widely used but have limitations. They cannot genuinely comprehend the meaning of language, rely on biased training data, generate misinformation, consume significant energy, and can be used for malicious purposes.

Ethical considerations must be taken into account when using AI-generated art, such as determining who owns the copyright of the generated content and who is accountable if the content is harmful or offensive.

Evaluating the quality and accuracy of content produced by generative AI tools can be challenging. One approach involves assessing the output based on human judgment concerning coherence, creativity, and originality. Alternatively, automated metrics such as perplexity scores or similarity measures can be used to compare the generated content to a reference dataset. It is worth noting that these metrics might not always capture the complete range of qualities that make a piece of content valuable or effective.

I was playing with midjourney which is Ai art generator that can create images from the typed words. I was trying to generate Gwen who is the character from League of legend.

Above images are what I got from midjourney and I typed league of legends gwen holding a pair of scissors. It generated similar images but not quite well.

Instructional Design and Lesson Planning

Effective teaching and learning require careful consideration of instructional design and lesson planning. Merrill’s First Principle of Instruction states that learners need to be motivated to learn and retain knowledge by solving real-world problems. Merrill’s approach to instructional design involves organizing content in a logical and meaningful way. Constructive Alignment involves aligning learning objectives, assessments, and instructional activities to ensure that they all contribute to the same goals. Backward Design starts with the desired learning outcomes and works backward to create activities and assessments that support them.

Critical thinking is necessary when exploring these concepts because it requires an understanding of learning theory and its practical application. To engage with these ideas, it is necessary to think critically about the impact that different approaches to instructional design and lesson planning can have on learning outcomes.

Understanding these principles provides a framework for creating instructional materials that are relevant and effective. From my experience in Math course It was meaningful and helps a lot when there were examples and explanation with images not just explanation with words.

To apply backward design, a planning template can be used to create a lesson plan that includes a media or multimedia activity. Start by identifying the desired learning outcomes, such as understanding a specific concept or skill. Next, develop an assessment, such as a quiz or project, to measure the achievement of these learning outcomes. Finally, create instructional activities that align with the learning outcomes and assessment, such as a video or interactive simulation.

Instructional design and lesson planning are crucial for creating engaging and effective learning experiences. By applying backward design and other principles, learner can create instructional materials that support desired learning outcomes and engage learners in real world problem-solving.

Accessibility and Equity

Accessibility and equity are significant considerations in the development of interactive and multimedia learning content. The objective is to guarantee that all students, regardless of their abilities which are able to access and utilize the educational material.

The distinction between equality and equity involves equality emphasizing treating everyone in the same manner while equity focuses on providing what is required to attain equal outcomes. In the field of education and equality would imply providing equivalent resources to every student while equity would entail addressing systemic obstacles and providing supplementary resources to those who require it to achieve equal educational opportunities.

A change in the media or multimedia design process that could enhance accessibility would be to incorporate accessibility considerations throughout all stages of the design process from planning to testing. This includes engaging individuals with disabilities in the design process, testing designs with assistive technologies, and consistently reviewing and updating designs to ensure their ongoing accessibility.

Hi everyone! I am currently 4th year of computer science student. I transferred here three years ago from Vancouver. I have been Canada long time since secondary school. I used to live in Nanaimo and Victoria was one of city that I want to live and now I am enjoying life in Victoria. As computer science student and web developer The multimedia is deeply connected with these subject and I like to learn and explore new things and get better understanding of Multimedia learning objectives.

1 week of Blog

Principles of Cognitive Theory of Multimedia Learning

Inside of all principles of cognitive theory of multimedia learning, there are some stood out points, Coherence and Multimedia. Coherence is one of most important principle in multimedia learning because when people get some information coherence makes them to get only essential information what they really need. people sometimes can get distracted if there is too many information which includes unnecessary information like background music.

Moreover, Multimedia also important principle because people can learn better when there is information with strong support and concise points. For example explain words with supportive pictures makes people understand easily and better.