Author: princess33

19 November 2024 Assignment 3 - Final Review - Module 3-5 Blog Posts and Comments

Module 5

Twine: Storytelling

https://princess333.itch.io/the-mysterious-box?secret=0YsCx0YKpO8eqmc2QBfUaFpFw8

Storyboard and script for the video.

Storyboard-and-Script-for-VideoDownload

Video for Learning Purrpose

Reflection

Question: In the reading this week, 7 Storytelling Techniques Used by the Most Inspiring TED Presenters, which of the presenters did you find most compelling? What technique(s) did you recognize in their talk?

One of the most compelling examples from the article is Richard Turere, a 12-year-old Maasai boy who delivered a powerful TED Talk about how he invented a simple yet ingenious solution to protect his family’s livestock from lions. His use of storytelling techniques made his talk both memorable and inspiring.

Storytelling Techniques Recognized

Immersing the Audience in the Story

Richard began by painting a vivid picture of his life in Kenya, describing the beauty of the savanna and the constant threat lions posed to his family’s cattle. He shared how losing livestock to lion attacks meant financial hardship for his family, immediately pulling the audience into his world and creating emotional stakes.

Tell a Personal Story

He spoke from his own perspective, sharing the challenges he faced as a young boy responsible for helping his family. His honesty about his fears and determination made his story relatable and heartfelt.

Create Suspense

Richard described the trial-and-error process of creating his “lion lights”—a system of flashing lights that scared lions away from his family’s livestock. The tension built as he recounted failed attempts and the growing frustration he felt, leading to a satisfying resolution when his invention finally worked.

Bring Characters to Life/Show Don’t Tell

He used visuals to complement his story, showing the “lion lights” in action and the effect they had on protecting the cattle. This brought his idea to life for the audience and added another layer of engagement.

Why It Was Impactful

Richard’s story resonated because it demonstrated resourcefulness and creativity born out of necessity. His narrative wasn’t just about solving a problem; it was about resilience, innovation, and the drive to protect his family’s livelihood. These universal themes, paired with the storytelling techniques, made his presentation unforgettable.

By immersing his audience, being vulnerable, and resolving the story with a clear takeaway, Richard exemplified how storytelling can transform a simple idea into a deeply impactful message.

Reference

Visme. “7 Storytelling Techniques Used by the Most Inspiring TED Presenters.” Visme, https://visme.co/blog/7-storytelling-techniques-used-by-the-most-inspiring-ted-presenters/.

My comment on classmate posts for module 5.

3 Responses to “Module 5”

  1. liamcalder Avatar
    liamcalder

    What a beautifully articulated reflection! I completely agree that Richard Turere’s TED Talk is such a powerful example of how storytelling can truly resonate with an audience. I love how you highlighted his use of personal stakes and vivid imagery to immerse the audience in his world. His ability to paint a picture of the savanna, the challenges his family faced, and the creative process behind his solution made the talk so memorable and moving.

    Your breakdown of his use of suspense and showing rather than telling is spot on. Richard’s honesty and determination shine through, and that vulnerability really pulls us in. It’s amazing how, even at such a young age, he managed to turn his own experience into a universally relatable and inspiring message. Your insights here add so much depth to appreciating why his story had such an impact.

  2. amidavv Avatar
    amidavv

    Your inclusion of this week’s TED Talk offers a powerful example of storytelling that combines emotion, innovation, and resilience. His story is a reminder that creativity can emerge from necessity, leaving a lasting impact through its authenticity and relatability. Thank you for sharing your experiences and reflections from this week’s talk! I also enjoyed reading your Twine story.

  3. aqwithl Avatar
    aqwithl

    I agree with your thoughts on ted’s presentation, Richard’s presentation was excellent in that he used visual effects to show the audience the photographs he had taken and provided his own hand-drawn pictures to bring the audience into the story. In addition, he told the story from a personal point of view, which made the story more realistic and attract。

14 November 2024 Assignment 3 - Final Review - Module 3-5 Blog Posts and Comments, Uncategorised

Module 4: Design Principle for Effective and Accessible Multimedia

WAVE Accessibility Checker

Figure 1: Screenshot showing the result from WAVE Accessibility Checker.

What surprised me about this finding were the number of errors that were flagged by the checker, which centered mostly around the readability of my post. Going forward, I will choose higher contrast colors, ensure a logical heading structure for better flow, and continue prioritizing accessible to improve overall accessibility.

Infographics with Canva

Figure 2: Infographic from Canva on the topic “Music Therapy for Autism.”.

Reflection

Question: What role do you think media and multimedia can play in a learning environment designed with UDL guidelines in mind? Which of the promising practices for text, images, and video are in alignment with these guidelines?

Role of Media and Multimedia in a UDL Framework

Engagement (The “Why” of Learning):

  • Media and multimedia offer multiple ways to motivate and engage learners, such as interactive videos, gamified activities, and collaborative platforms.
  • By incorporating features like playback controls, adjustable speeds, and captions, learners can control their experience, fostering autonomy and personalization.

Representation (The “What” of Learning):

  • Multimedia supports multiple means of representation by combining text, visuals, and audio, which accommodate varied learning preferences and needs.
  • For example, videos with captions and transcripts provide access to auditory and visual channels, while alt text for images supports learners who rely on screen readers.

Action and Expression (The “How” of Learning):

  • Media creation tools empower learners to demonstrate their understanding through varied modalities—text, images, videos, podcasts, or infographics.
  • Platforms like Canva or multimedia editing tools allow students to explore creative expressions of their learning while developing digital fluency.

Promising Practices for Text, Images, and Video Aligned with UDL Guidelines

  • Use simple, sans-serif fonts for readability.
  • Descriptive links (e.g., “Watch UDL Guidelines” instead of URLs) help learners navigate more easily.
  • HTML headings structure information hierarchically, aiding comprehension and screen reader navigation.
  • Contrast checks ensure visibility for learners with low vision.

UDL alignment: These practices provide perceptual clarity and reduce cognitive load, supporting UDL’s principle of representation.

Images

  • Alt text provides critical information for learners using assistive technologies.
  • Avoid embedding essential text in images unless it’s accessible in another format.
  • Use descriptive imagery that aligns with the learning objectives to support understanding.

UDL alignment: These practices ensure equitable access and support representation by providing alternative formats for visual learners and learners with disabilities.

Video

  • Captions and transcripts offer alternative access to audio information.
  • Playback controls let learners adjust speed or replay segments.
  • Add descriptions of visual elements for learners with visual impairments.

UDL alignment: These practices align with engagement (autonomy and control) and representation (providing auditory and visual options).

References

Famure, Princess. Screenshot of WAVE accessibility checker. 14 Nov. 2024. Author’s personal photos.

Famure, Princess. Screenshot of Canva infographics “Music therapy for autism.”. 11 Oct. 2024. Author’s personal photos.

My comment on classmate posts for module 4.

2 Responses to “Module 4: Design Principle for Effective and Accessible Multimedia”

  1. lib12 Avatar
    lib12

    Hi Princess,

    I really enjoyed this post. I found your infographic very informative and eye catching. It had well designed visual elements and focused on alignment, style, and contrasting colours. Your insights on the role of media and multimedia in the UDL framework are well-explained and highlight the importance of inclusivity and engagement in learning. I especially appreciate the emphasis on offering multiple modalities for action and expression, like podcasts or infographics, which not only cater to diverse learner needs but also build digital fluency.

  2. amidavv Avatar
    amidavv

    Your reflection on the role of multimedia highlights key considerations for accessibility and inclusivity in learning environments. I agree with your points about using contrasting colours, logical heading structures, and multimedia tools to engage diverse learners. Your commitment to improving accessibility is very helpful to foster an environment that accommodates all learners. Thank you for sharing your thoughts!

12 November 2024 Assignment 2 - Video for a Learning Purpose, Assignment 3 - Final Review - Module 3-5 Blog Posts and Comments

Module 3

Multimedia Learning with H5P

Lesson Planning: Teaching Disability Rights to College Students

Big IdeaLearning Outcome(s)Evidence of LearningAssessmentsLearning Activities
At the end of this lesson, learners (college students) will understand disability rights as fundamental human rights and that creating inclusive environments requires actively challenging discrimination, understanding the historical and legal context of disability rights, and promoting accessibility in all aspects of society. This knowledge empowers students to advocate for equity and inclusiveness, not only within the college setting but throughout their personal and professional lives.
 		By the end of this lesson, students will be able to:

1. Identify Key Disability Rights Legislation

2. Analyze Historical and Social Context

3. Recognize and Address Ableism

4. Advocate for Accessibility and Inclusion

5. Reflect on Personal and Societal Attitudes		Evidence for learning in this topic would be measured by the student’s ability to:
 
1. Demonstrate Knowledge of Disability Rights Legislation

2. Engage in Thoughtful Analysis

3. Identify and Address Ableism in Context

4. Propose Practical Accessibility Solutions

5. Reflect on Personal Growth		Learners will be assessed in the following ways:
 
1. Quiz at the end of this topic.

2. Group Presentation on Accessibility Solutions

3. Class Discussion Participation

4. Reflective Journals

5. Analysis of real-world scenarios		Learning Activities:
 
1. Class discussion which encourages students to share initial thoughts on the topic

2. Brief lecture which will include a short video/documentary highlighting personal stories

3. Small breakout groups to analyze different case studies and answer a list of questions.

4. Personal reflection by students on what they learned, mentioning what they previously thought about the topic, how their knowledge has evolved and how they would apply it in their daily lives.

Reflection: What authentic problem would you use to design a lesson using Merrill’s principles? What media or multimedia (interactive or not) would you create to support it?

To design a lesson using Merrill’s principles, consider the authentic problem: “How can students reduce waste in their school to promote environmental sustainability?”

Engage with a Real-World Problem:

  • Introduce students to the environmental impact of waste in schools and challenge them to design a plan to reduce it.
  • Show an introductory video that highlights waste management issues in schools and the environmental consequences. The video could include interviews with local environmental experts or showcase successful school waste reduction programs.

Activate Prior Knowledge:

  • Facilitate a brainstorming session where students share their own experiences or prior knowledge about recycling, waste reduction, and environmental impact.
  • Use an infographic that explains key terms like recycling, composting, and waste hierarchy. This can serve as a reference throughout the lesson.

Demonstrate New Knowledge:

  • Provide students with interactive simulations or case studies about waste reduction efforts in other schools. Through branching scenarios, students could make decisions in a simulated environment to see the outcomes of their choices on waste reduction.
  • Create an interactive video or case study that allows students to explore different waste management practices, such as recycling bins, compost programs, and reusable materials, and see the impact of each choice on a virtual school’s waste output.

Apply New Knowledge:

  • In groups, students create their own waste reduction plans for the school. They can present their ideas using digital tools to design posters, presentations, or infographics explaining their strategies.
  • Provide templates for presentations or infographic creation tools like Canva, where students can visualize their waste reduction strategies.

Integrate Knowledge into Their World:

  • Students implement part of their waste reduction plan or raise awareness in the school community about waste reduction.
  • Students can document their initiatives using a blog or video series, creating a record of their project and sharing their outcomes with peers and the school community. This could be done on a platform like WordPress, incorporating images, infographics, or video clips.

Media or Multimedia to Support

Introductory Video: Shows the problem’s significance and provides real-world contexts.

Infographic: Defines key concepts related to waste management.

Interactive Video/Case Study: Simulates waste management decisions, allowing students to experience the consequence.

Presentation/Infographic Templates: Supports students in visualizing and presenting their waste reduction plans.

Blog or Video Documentation Platform: Enables students to share their project and reflect on their learning, promoting integration and community impact.

References

FLVRFITT. “FUN AFROBEATS WORKOUT: AMAPIANO EDITION | 30 MIN.” YouTube, uploaded by FLVRFITT, 1 year ago, https://www.youtube.com/watch?v=JPcTeQXhIow.

My comment on classmate posts for module 3.

One response to “Module 3”

  1. amidavv Avatar
    amidavv

    Thank you for offering your thoughts! Your lesson plan effectively integrates multimedia elements and by using videos, case studies, and interactive group activities, you’ve provided multiple avenues for students to engage deeply with the topic. The use of diverse assessments, including quizzes, discussions, and reflective journals, provides a well-rounded approach to evaluating student learning. This framework not only increases understanding of disability rights but also equips students to advocate for inclusivity in their communities.

11 October 2024 Assignment 1 - Midterm Review - Module 1&2 Blog Posts and Comments

Reflection 2: Perplexity as an AI tool

Overview of Perplexity

For module 2 blog i chose to use Perplexity. I have never heard or seen this AI tool before so I was curious about it. I have used other LLMs before like ChatGPT for statistic courses, suggestions and other things. Perplexity is very similar to ChatGPT in the sense that it searches the internet to give as accurate as possible answers to prompts.

What I noticed about Perplexity is the easy to use interface, it looks more inviting than ChatGPT. I also noticed with the prompt I imputed it gave a more detailed response and delivered it in a nice readable way instead of just a block of answers. I found that it would go the extra mile to provide extra information that can be helpful even though it is not directly related to the question. This can be very helpful when doing research, or being used in educational settings.

Figure 1: Screenshot of Perplexity.ai Interface. Famure (2024).
Figure 2: Screenshot of Perplexity.ai Interface. Famure (2024).
Figure 3: Screenshot of Perplexity.ai Interface. Famure (2024).

TPAK Analysis of Perplexity’s Function – Prompted from ChatGPT

Technological Knowledge (TK)

  • Perplexity.ai uses advanced natural language processing (NLP) and machine learning to deliver precise answers from the vast internet. Its interface allows users to ask questions naturally and receive real-time responses from different content sources.
  • Technological Strengths:
    • Efficiency: Quick, relevant results are generated using AI models.
    • Intuitive Interface: Natural language processing makes it user-friendly.
    • Adaptability: Learners can access a variety of information types (text, summaries, contextual answers) quickly.
    • Weaknesses: Limited control over search depth or reliability of sources. Over-reliance on AI-generated answers can bypass critical engagement with content.

Pedagogical Knowledge (PK)

  • Pedagogical Implications: Educators can leverage Perplexity.ai to help students develop critical thinking, research skills, and information literacy.
    • Strengths:
      • Active Learning: Students can independently search for answers, promoting inquiry-based learning.
      • Collaborative Learning: Can be used for group work where students compare AI-generated responses, fostering discussion.
      • Teacher Support: Saves time for educators by summarizing information quickly, freeing them to focus on deeper teaching objectives.
    • Weaknesses: Without proper guidance, students may over-rely on the AI’s output, diminishing deeper engagement with learning processes or ignoring critical evaluation of sources.

Content Knowledge (CK)

  • Perplexity.ai taps into a vast amount of online data, including academic content, real-world news, and popular culture.
    • Strengths:
      • Broad Content Coverage: It pulls from multiple sources, providing varied perspectives.
      • Relevant Information: Generates concise summaries tailored to specific queries, which can be directly relevant to the curriculum.
    • Weaknesses: Not all content retrieved will be accurate or academically rigorous. Its responses might not cover in-depth or highly specialized content.

TPACK Intersection (Technological Pedagogical Content Knowledge):

Perplexity.ai fits the TPACK framework by blending technology, pedagogy, and content. It offers a tool that can enhance learning if used correctly:

  • Technological & Content (TCK): The AI enables access to vast content, but educators need to ensure it aligns with curricular goals and is critically assessed.
  • Technological & Pedagogical (TPK): Perplexity.ai offers flexible pedagogical approaches (self-directed learning, inquiry-based models), but the educator’s role is crucial in guiding its use.
  • Pedagogical & Content (PCK): Teachers must be aware of how the AI-generated content fits into the broader learning objectives and how it helps students build knowledge, not just retrieve answers.

In conclusion, Perplexity.ai is a powerful tool that, when integrated thoughtfully, can enhance teaching and learning experiences. Educators must, however, ensure it is used in a way that encourages deeper thinking, accurate content comprehension, and technology literacy, ensuring a balance among technological, pedagogical, and content knowledge to meet educational goals.

References

“create a TPACK analysis of perplexity.ai AI search engine functions” prompt ChatGPT, 11 Oct. 2024, OpenAI, https://chatgpt.com/.

Famure, Princess. Screenshot of Perplexity.ai interface. 11 Oct. 2024. Author’s personal photos.