Author: jacksonlu

Interactive Engagement
The video inherently requires students to actively participate by following along with physical exercises. This engagement compels students to move from their seats, find a comfortable space, and perform the activities demonstrated in the video. This inherent interaction ensures that students are not passive recipients but active participants in the learning process.

Learner Responses
Students are less likely to take traditional notes due to the physical nature of the video. This experiential learning process can lead to self-reflection on how these activities impact their focus and learning. After completing the physical exercises, students can be encouraged to reflect on whether the activity helped them concentrate better during subsequent learning activities.

Post Video
Students can be asked to take a short break and then engage in a learning activity, such as reading a chapter or solving problems. Afterwards, they should reflect on whether the physical activity helped them focus better. This reflection can be documented on why they believe the activity did or did not enhance their concentration. This exercise not only promotes self-awareness but also develops critical thinking and reflective skills.

Feedback Mechanisms
Students can share their reflections and feedback through various channels. They can comment directly on the video, participate in a discussion on Google Classroom, or email their reflections to the instructor. This multi-channel feedback system ensures that students can choose the medium they are most comfortable with.

Scalable Activity
The video itself is only about 4 minutes long, but students can extend their physical activity up to 60 minutes, aligning with CDC recommendations. This scalability makes the activity flexible and beneficial, as numerous studies [1] have shown the positive impact of physical fitness on learning . The online nature of the video allows it to be accessed by any number of students.

Video Design for Better Inclusiveness
To generate more and better activity from students, the video could include modifications such as detailed verbal instructions and alternative exercises for students with disabilities. This approach would make the video more accessible and inclusive, ensuring that all students can engage meaningfully.

[1] de Bruijn, A. G. M., Hartman, E., Kostons, D., Visscher, C., & Bosker, R. J. (2018). Exploring the relations among physical fitness, executive functioning, and low academic achievement. Journal of Experimental Child Psychology, 167, 204–221. https://doi.org/10.1016/j.jecp.2017.10.010

UDL and Its Application in Computer Science

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (Cast, 2024). In computer science, this means designing curricula and assessments that are dynamic.

For instance, consider a coding class where students are required to complete programming assignments. A traditional approach might include a single method of instruction, such as text-based materials. However, by applying UDL principles, we can offer multiple means of representation, including video tutorials, interactive coding environments, and written instructions. This approach ensures that visual, auditory, and kinesthetic learners all have access to the content in a format that suits their learning style.

This method is currently deployed by bootcamp websites like Codecademy, Coursera, Udemy. However, it is not commonly used in university teaching.

One interactive learning resource from this week’s material that resonated with me is scaffolded learning experiences. Providing step-by-step instructions, examples, and immediate feedback in coding exercises helps students build confidence and proficiency gradually. I believe this approach can be effective in reducing Impostor Syndrome, which is very common among students.

Scaffolded learning experiences create a supportive learning environment where students can progress at their own pace. By breaking down complex tasks into manageable steps and offering clear guidance, students are less likely to feel overwhelmed. Immediate feedback allows them to correct mistakes in real time and reinforcing their learning and boosting their confidence. As students gain proficiency, the scaffolding can be gradually removed to encourage them to become independent learners.

Scaffolded Learning in Teacher Training

While training teachers on the benefits of physical activity for learning, it is also important to consider the teachers’ physical and mental well-being. To boost teacher engagement, I have thought about the following strategies:

Step-by-Step Instructions: Start with step-by-step instructions on how to incorporate physical activities into various subjects. For instance, demonstrate how simple exercises can be included during physics classes or how movement can be integrated into reading activities.

Examples and Case Studies: Provide examples and case studies of successful integration of physical activity in classrooms. Showcasing real-life scenarios where physical activity has positively impacted student engagement, behavior, and academic performance.

Immediate Feedback: Offer opportunities for teachers to practice integrating physical activities and receive immediate feedback. This could be through workshops, peer reviews, or simulated classroom environments.

Gradual Proficiency Building: Begin with simple activities and gradually introduce more complex strategies as teachers become more comfortable with the concept.

Reference:

About universal design for learning. CAST. (2024, March 28). https://www.cast.org/impact/universal-design-for-learning-udl

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

Right to Education – Inclusive Education, retrieved from: https://www.inclusiveeducation.ca/learn/right-to-education/

What is experiential learning?

Learning by doing. This is the basis for the experiential learning theory. Experiential learning focuses on the idea that the best ways to learn things is by actually having experiences (WGU, 2022). As a computer science student, this idea resonates with me. During my two co-ops (internships), I discovered that the material I learned in school was merely a foundation that got me through interviews. In the actual internships, I had to learn much more, with a typical ramp-up period of about four months before I could make meaningful contributions—considered a fast ramp-up. Usually, the ramp-up time ranges from six months to a year.

Kolb’s experiential learning theory

David Kolb is best known for his work on the experiential learning theory or ELT (WGU, 2022). Kolb published this model in 1984. The experiential learning theory works in four stages—concrete learning, reflective observation, abstract conceptualization, and active experimentation.

The first two stages involve grasping an experience, while the latter two focus on transforming it.

Experiential learning theory. Western Governors University. (2022, October 24). https://www.wgu.edu/blog/experiential-learning-theory2006.html

From what I’ve seen so far in this course and the course outline, it’s clear that formative assessment is the primary strategy being used. Unlike summative assessment, which evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark, formative assessment is more focused on providing ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. This approach allows for continuous improvement and adaptation throughout the course.

In my Computer Science program, the dominant assessment strategy has been summative. This assessment are typically final exams or major projects that occur at the end of a module or term. The key characteristic of summative assessments is that they provide a single opportunity for students to demonstrate their knowledge and skills, and the feedback, if any, is not used to improve future attempts. Essentially, you have one shot to get it right and if you miss the mark, there’s no going back to recover those lost points.

Connection to Learning Theories

Behaviorism and Summative Assessment:

Behaviorism, a learning theory primarily concerned with observable behaviors, is what I believe is closely related to summative assessments. In a behaviorist framework, reinforcement is used to shape behavior. The feedback from summative assessments acts as this reinforcement, encouraging students to modify their behavior (answers) to align with desired outcomes (Ertmer & Newby, 2013). However, the one-time nature of summative assessments means that there’s limited opportunity for iterative improvement.

Cognitivism and Formative Assessment:

Cognitivism focuses on the mental processes involved in learning. In the context of formative assessment, feedback is crucial as it provides students with information on their progress. Helping them to make accurate mental connections. This ongoing process supports learning by allowing students to adjust their understanding and approach based on the feedback they receive.

Constructivism and Formative Assessment:

Constructivism assumes that learners construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Formative assessment aligns well with this theory as it encourages students to develop their own insights and validate them through feedback and social negotiation (Ertmer & Newby, 2013). This method supports a more personalized and in-depth learning experience.

Comparison with Other Courses

Comparing this course to others in my academic journey, especially within my Computer Science degree, the difference in assessment strategies is quite distinct. Most Computer Science courses rely heavily on summative assessments. These include final exams, projects, and assignments that don’t provide much room for iterative improvement based on feedback. The philosophy behind this seems to be that mastery should be demonstrated in one definitive assessment.

In contrast, courses like photography, philosophy, and this current course emphasize formative assessments. They provide ongoing feedback and multiple opportunities to improve. This not only helps in reinforcing learning but also reduces the pressure associated with a single high-stakes assessment. For instance, in a photography course, continuous critiques and feedback sessions are essential for refining skills and understanding. Similarly, in philosophy, continuous discussions and essays with feedback help in developing critical thinking and argumentation skills.

Conclusion

The use of formative assessment in this course aligns well with both cognitivist and constructivist learning theories. This emphasizes ongoing feedback and personal growth. This approach contrasts with the summative assessment strategies which is prevalent in my Computer Science courses. The shift from summative to formative assessment in this course is refreshing and offers a more supportive and iterative learning environment, something I find highly beneficial for my own learning and continuous improvement.

Reference

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

What is your preferred mode of remote communication?

Discord or Mattermost.

What are your communication strengths?

I reply right away. I reply concise and clear.

What are your communication weaknesses? Where would you like to grow?

No communication weaknesses as I know of. I’m open to feedback.

Do you consider yourself an introvert or extrovert?

Can be an introvert in-person but an extrovert online.

What time zone are you in?

PST. Between May 17-May 27 I will be in Taiwan so UTC offset of +08:00.

What time of day do you prefer doing academic work?

Morning and afternoon.

When you are upset do you tend to share this with others or keep it to yourself?

It depends. If it is personal then I tend to keep it personal. If it is not then I’m happy to share.

What do you like about group work?

More ideas, collaboration, less work load, and working towards a common goal.

What don’t you like about group work?

Conflict within the group and work load not divided equally.

What else would you like your team to know?

I love learning and chatting so if anyone have anything they want to talk about then message me on Discord or Mattermost.