TY

Month: July 2023

Peer Review of Learning Pod 3: Learning Strategies for Successful Completion of Online Courses

July 23, 2023 / / 0 Comments

First of all, I want to express my gratitude for the hard work, dedication, and time inI would like to extend my sincere appreciation for the diligent efforts, dedication, and time devoted to crafting this resource. As a student who experienced online learning during the pandemic, I deeply empathize with the advantages and disadvantages associated with this mode of education. I must emphasize that all my comments are expressed solely from my own personal perspective and should not be construed as mandatory concerns to address, as your team has undoubtedly produced an exceptional resource. I am confident that your resource will prove highly beneficial for students.

Advantages:

  1. Comprehensive Resources: The resource provides ample materials, including videos, to offer students psychological support and foster a positive mindset for approaching online courses.
  2. Concise Presentation: The overall slide presentation is succinct and effectively conveys the intended content. The incorporation of adorable cartoon characters adds an element of engagement and enjoyment to the reading process.
  3. Effective Use of Visuals: The resource makes excellent use of images, charts, and videos to explain the necessary steps for successful course completion, enhancing students’ understanding.
  4. Clear Class Schedule: Each subtopic is accompanied by a well-defined class schedule, facilitating students in tracking their learning progress and organizing their study time.
  5. Specific Learning Objectives: The resource sets clear and measurable learning objectives for each subtopic. This approach ensures that the content is relevant and targeted, promoting effective teaching and learning.

Areas that may need improvement:

  1. Color consistency: Some slides’ color changes caused a slight discomfort to my eyes. For example, the sudden transition from a black background to a bright purple color between Class 1 and Class 2 was visually stimulating.
  2. Interactivity and links: Some slides provide video links, but I couldn’t click on them. I’m not sure if this is an issue on my end.
  3. Defining the target audience’s age range: It’s possible that I missed it, but I only found that the resource’s target audience is students without specifying their age range. This part may not be clear.
  4. Text and information density on each slide: I understand that you want to provide as much information as possible, but some slides have too much information, such as the “Concise Definition of Topic” slide. Your team may consider reducing the text and information on certain slides.

Conclusion: Overall, this resource provides valuable content for students on how to learn effectively online. I found “improve time management” particularly useful, as managing time is crucial when studying online, where commuting time is reduced but self-study time is increased. Thank you for providing this resource, and I wish your team a smooth remainder of the semester.

Art Therapy

July 9, 2023 / / 0 Comments

The link for the video is here, https://www.youtube.com/watch?v=YunfvQuVWJA

What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?

The interaction in this video is inherent because students can reflect on and experience the process and effects of art therapy while watching. Although they are not directly involved in the therapeutic process depicted in the video, they can observe and attempt to understand how art works are connected to emotions, mental health, and personal expression.

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Taking notes: Students can jot down their observations and reflections on the art therapy process and its effects. They can note the characteristics, emotional expressions, and techniques portrayed in the artworks presented in the video and consider how these artworks relate to their own emotions and experiences.

Engaging in art activities: Inspired by the video, students can try their hand at creating art. They can use drawing, sculpture, writing, or other mediums to express their emotions and thoughts, while contemplating the impact of art on emotions and mental well-being.

Reflecting and discussing: Students can independently reflect on the concepts and principles of art therapy presented in the video and engage in discussions with their peers, sharing their viewpoints and experiences. They can contemplate how art helps individuals express emotions, alleviate stress, and promote psychological health.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

Provide students with blank journals or sketchbooks, as well as art supplies such as colored pencils, markers, paints, and collage materials.

Encourage students to use the art journal as a personal space for self-expression and reflection.

Prompt students to create art entries that reflect their emotions, thoughts, or experiences. They can use different art mediums and techniques to visually convey their feelings.

Encourage students to experiment with different art forms, such as sketching, painting, collage, or mixed media, to enhance their creative expression.

Skills Developed: Artistic expression and creativity, self-reflection and introspection, communication and self-expression.

Medium/Technology: This activity can be completed using traditional art supplies such as paper, pencils, paints, and collage materials. However, if desired, students can also choose to incorporate technology, such as using digital drawing tablets or exploring digital art applications to document their art journal entries.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

Provide captions or subtitles: Adding captions or subtitles to the video would allow learners with hearing impairments or those who prefer reading along with the audio to access the content effectively.

Visual presentation: In the video, I would include visual representations of the concepts and techniques discussed in Art Therapy. This would benefit learners who have difficulty processing or understanding purely verbal information. Visual cues and demonstrations can enhance comprehension and engagement.

Multilingual support: If possible, I would provide translations or subtitles in different languages to cater to learners with diverse linguistic backgrounds. This would promote inclusivity and accessibility, enabling learners whose first language may not be the language used in the video to understand the content.

Consider cultural sensitivity: Art Therapy is influenced by cultural perspectives and practices. I would ensure that the video acknowledges and respects the diversity of cultural backgrounds among learners. It would emphasize the universal aspects of Art Therapy while recognizing and appreciating different cultural expressions and interpretations.

Blog Post #3

July 2, 2023 / / 0 Comments

In addition to curb cutting, there are many examples of universal design in engineering. Select examples of generic design in engineering and explain how they can be used as inspiration for learning design.

The design of barrier-free entrances is an example of universal design in engineering. Accessible entrances are designed to allow easy access to a building or public space for all individuals, including those with reduced mobility. They often include features such as ramps, wheelchair access, automatic gates, wide entrances and accessibility. These design decisions are intended to remove barriers to mobility and provide equal rights of entry.

Applying accessible design principles to learning design can create an inclusive and accessible learning environment for all learners. Here are some inspirations that I found useful:

Provide a variety of assessment methods: no longer rely solely on traditional written examinations, but provide alternative forms of assessment such as oral reports, project assignments or practical skill assessments. This allows diverse learners to demonstrate their knowledge and skills regardless of specific abilities or disabilities.

Design accessible learning materials: Use clear fonts and appropriate formatting to ensure that learning materials are easy to read and understand. Provide learning materials in multiple formats such as text, audio, and video to meet different learning styles and needs.

Create an accessible learning environment: Ensure learning spaces and facilities are accessible to all learners and provide appropriate accessibility features such as wheelchair ramps, spacious seating, and assistive audio equipment. This enables all learners to actively participate in learning activities and experience inclusion and respect.

Support personalized learning plan: Understand the individual differences and needs of learners, and formulate personalized learning plans according to learners’ learning styles and abilities. Provide additional support and resources, such as tutoring and complementary learning tools, to help learners fully engage and succeed.

By applying accessible design principles to learning design, we can ensure that all learners participate equally in the learning process, creating an inclusive learning environment that promotes learning and development for everyone.

References:

What is Barrier-Free Design and How Does It Improve Quality of Life?, Apr 26, 2022, https://www.totalaccesssolutions.ca/post/what-is-barrier-free-design-and-how-does-it-improve-quality-of-life#:~:text=Barrier-free%20design%20typically%20includes%3A%20%E2%97%8F%20Ramps%20leading%20to,%E2%97%8F%20Accessible%20showers%20for%20easy%20access%20and%20use

Attributions

Image Attributions

© 2025 TY

Theme by Anders Noren — Up ↑