Category: Uncategorised

Learning Pod: #6

Peers’ Names: Julia Hoang, Chloe Zacharias, Kevin Song, Mumen Ismail, Amrinder Singh, Richard Gao

Interactive Learning Resource Topic: Chat GPT for Research/ https://learngpt.notion.site/ChatGPT-for-Research-deb54a630e994b14a8a18c9a6465963e

Identify components of the Interactive Learning Resource that might be missing (e.g., appropriate outcomes, alignment, interactivity, inclusivity, technology use and rationale, presentation, grammar, spelling, citations, etc.).

Provide a summary of The Interactive Learning Resource’s strengths and weaknesses. Draw out specific examples from your peers’ work to justify your feedback.

Provide general, specific, and practical recommendations to your peers on improving their Interactive Learning Resources.

1. Students are required to watch the video, understand, state, and summarize the views expressed by the author in the video, and express their own views. Since youtube is a video service provider, students can only react by watching the video.

2. While watching the video, students will think about it, take notes on some important points, and even reflect on whether they have similar situations in their lives and how to deal with them when they encounter them.

3. I would advise them to reflect on the current topic after watching the video, summarize, and complete the exams and exercises.

4. Opening the link we posted on Google Classroom and watching the YouTube video will help students acquire the skills of summarization, and thinking and improve their English listening comprehension. Also, gain knowledge of literal definitions and a deeper understanding of concepts. After watching the video, they will take quizzes and practice through Google Classroom.

5. Feedback on students’ results will be published on Google Classroom. I need to read the reflections and summaries of this video posted by students. In addition, consider what topics can deepen students’ understanding of this chapter and conceive and publish related exercises to Google Classroom. The value of this work is to deepen students’ memory of knowledge through practice questions, and to ensure that students have done exercises through the attendance rate on the Google Classroom. Google Classrooms can accommodate as many people as possible and ensure that everyone can participate in the teaching program.

6. The design of the video first requires a complete framework. We have to first think about what we want students to learn. Second, mention all subheadings. Thus, explain all the sub-headings in detail, emphasize the content that we hope students can understand, and illustrate the knowledge with examples to facilitate students’ understanding.

7. Youtube videos provide translation functions and font enlargement functions for students from different countries, and provide convenience for students with visual or language impairments. The video has two functions of volume and view, which can meet the needs of students who cannot do both simultaneously. When students cannot see the subtitles, listening to the video can also help students acquire knowledge.

• 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.

The topic I will be working on is inquiry learning. Inquiry-based learning is student-oriented, and teachers will adjust guidance methods at any time based on student feedback. Taking my subtopic as an example, which is how will the spread of AI affect labor demand and supply? How will employment rates and real wages change accordingly? At this time, I will present the labor demand-supply chart to the students, and propose two topics for students to discuss: If AI has wide coverage in future companies, some companies without AI technology will face bankruptcy and close down. So at this time, are the company or the workers affected? In addition, who will be affected if AI causes some unskilled labor to lose jobs? Students can choose a side to discuss the impact of AI on them from the perspective of companies and workers, and they can set up different scenarios to speculate on how the relationship between labor and supply will change. Through the evolution of supply and demand, students will discover that some situations are not happening as they thought. When the students are interested, let the students learn independently and try to move the line on the coordinates to the left and right to understand the changes in the employment rate and actual salary.

Inquiry-based learning needs to be combined with cognitivism, aiming at constructing labor demand and supply models in students’ brains, and skillfully applying them to any possible future situations.

• In cognitivism, instructional strategies such as using relevant examples or analogies to deepen memory often do not allow us to store knowledge in the brain for a longer period. Students tend to forget the knowledge that they were not often used. So in the learning process, relevant examples and analogies may allow us to recall the content of the knowledge for a short time. It is because we didn’t find knowledge really useful in our inner world. Thus these memories won’t be activated in the future. It is even more unreasonable as to how to apply it in different situations in the future.

• In the contents of cognitivism in the article, I don’t quite understand the article’s constant emphasis on learners’ mental activities, such as the internal structure of the brain (Ertmer& Newby, 2013). Through ‘the environment’ provided in the following reading, such as the outline provided by the professor, and the learning aid map, to help learners digest and absorb knowledge and to ensure that the learners’ memory will be activated in the future, I understand the importance of the learner’s brain in processing knowledge.

• In my economics class study, there have been many times I feel unfamiliar with some discipline-specific terms. But studying for the ensuing exams helped me digest this new knowledge quickly in a short period of time. First of all, the method I adopted for studying was behaviorism, using a large number of exercises to practice my resilience to similar questions. For example, in multiple-choice questions, reading the answers to the correct options deepens my memory and allows me to respond quickly and easily in similar circumstances.

• I want to share my learning experience in Eco 305. In this course, I use preview more than the lecture taught by the professor that day for review. I would preview the next day’s lecture. This way, when the professor was in class, I could deepen my memory. The motivation for me to preview was that I was really into this course and had my personal experience of the knowledge I have learned, so I was relaxed and proficient in applying Eco 305 in exams or future life.

• Behaviorists will prepare a large number of weather change exercises to simulate similar environments to ensure that learners can get the correct response. Cognitivists will pay attention to learning strategies and present different weather types and methods more clearly and intuitively to ensure the construction of knowledge in the learners’ brains. Constructivists will provide learners with real experiences, such as real weather changes, to ensure that learners can effectively use knowledge in real life.

• Behaviorism: Do a lot of practice questions before the test in order to choose the correct answer for the test. Cognitivism: I listed the knowledge points in the pre-exam review of Eco 204, and drew family and company flow charts to remember them more easily later. Constructivism: Using my own experience of going to a gas station to judge whether the price of gas is higher than before the Russo-Ukraine War

• I am currently more inclined to constructivism. In my perspective, personal experience allows me to have a basic judgment on the accuracy of knowledge, which is more conducive to deepening my memory and understanding of knowledge. For example, there is no right answer to many questions, such as whether I should buy a certain stock, as everyone has independent opinions. We cannot criticize other people’s opinions because each opinion is based on our own experience.

References

Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. West (Ed.), Foundations of Learning and Instructional Design Technology: Historical Roots and Current Trends. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism