- Through the functions of Google documents, speech recognition, translation, and online interaction with tutors, non-native English learners could free their hands, eliminate the knowledge barriers brought about by the text presentation medium, and solve difficulties that they couldn’t check out the learning resources promptly.
- Google documents and screen recordings could be good solutions to the problem that teachers wouldn’t teach synchronously. Any student who opened the document at any time could see the latest information released by the professor.
- Using a sub-topic I provided, some students might have little exposure to macroeconomic knowledge and had no reserves of economic knowledge so they couldn’t understand knowledge such as diminishing marginal effects presented on the labor demand&supply graph. At this time, I would use more articles and videos to present students more comprehensively. And use examples to let students consider how different employment environments affect employment rates and real wages when students themselves are in the labor market.
- First of all, my interactive learning resources will eliminate the obstacles in the design as much as possible and improve and perfect the learners’ learning experience to the greatest extent. We are committed to enabling all learners in the course to learn asynchronously, so we will set up a Google document at the beginning of the course so that all learners can receive updates from teachers and students on the document as soon as they open it. In addition, considering that some students might not be able to use computers to open files, we will try to upload Google documents on every platform where courses are published, so as to ensure that students can use any other small electronic devices with small memory to open and read it. In addition, my interactive learning resources must be presented differently for each language. For example, a one-click translation to any language you want to choose. The translation feature was functionally helpful for some students who were not native speakers. For example, some knowledge can help students better understand the definition and usage of knowledge in their accustomed language. Speech recognition is provided for the convenience of all students. For example, some students couldn’t type with their hands when visiting web pages. At this time, voice recognition can provide the greatest convenience in time and space, so that students can free their hands. The online interaction mode is designed to minimize the limitations of the text medium to the greatest extent when students access learning resources and encounter incomprehensible content, online interaction with professors, or highly educated learners.
- Elevators were originally designed to accommodate wheelchair users. It is no doubt that it brought convenience to cyclists, people with disabilities, or people who are unwell. The most worth mentioning is the people who are moving. Because they live on a higher floor, direct elevator transport of large pieces of furniture reduces manpower, material resources, and time costs. The use of Google Documents was to take advantage of this, for students and teachers to find the latest information on learning resources. It would be convenient for them to update their dynamics and ideas frequently. They don’t need to move their updated content to the latest document multiple times.
Hi Rosina,
I am very impressed that you consider different kinds of interactive learning resources to solve different problems. You are right that all these designs are to improve and perfect the learners’ learning experiences. The Google Docs resource is what we used in this course to effectively achieve the assignments in this course. Group mates can upload their ideas before the due time we have discussed in the meeting. And then peers can learn from others and then contribute to the discussion. Generally speaking, interactive learning resources are beneficial for students to engage actively and express their ideas effectively.
Hi Xinrong! Your tips for creating an inclusive and accessible interactive resource were incredibly helpful. I found the “translation” feature particularly useful, as well as the multiple resources you provided for non-native English speakers. However, I did find the connection between elevators and google docs a bit unclear in your last paragraph. Additionally, it’s great that your course will be asynchronous to accommodate more students, but have you considered how to meet the needs of students who require “in-person” interactions?