Saksham' Blog

Blog from Dana

https://danasportfolio.opened.ca (cannot embed for preview for some reason)

Dana’s reflection on pedagogy really shines with her fresh take on how learning is transforming, especially with the rise of online education. Her passion for interactive teaching strikes a chord—there’s something powerful about teachers actively engaging with students that really makes the material stick. I couldn’t agree more! Those moments where a teacher asks the right questions or sparks a discussion are often the ones that make learning truly come alive.

Her thoughts on networked pedagogy are spot on! The ability to connect and collaborate with peers, no matter the distance, is a game-changer. Personally, I’ve experienced the same benefits, where online study groups or forums have been lifesavers, offering new perspectives and support when tackling tough topics. It’s amazing how technology can turn isolation into connection!

Dana’s take on social learning theory and platforms like YouTube hit home for me too. Watching someone else break down a complex topic can be like having a personal tutor, and it’s fascinating to see how observing others can drive our own learning. Specially being a Computer Science major, Youtube does act as a part time instructor for me for sure!

Lastly, her recognition of the role instructors play in navigating digital spaces is so important. The best online educators are those who not only teach but also guide students through the maze of digital tools with ease. It’s inspiring to think about how well-designed digital environments can foster respect, collaboration, and seamless learning. Dana’s insights make me excited for the future of education!

Blog from Bruce

Blog Post #2

Pedagogy as a Thoughtful Approach: Bruce’s perspective on pedagogy moves beyond the basics of teaching—it’s a combination of art and science. His view highlights how pedagogy isn’t just about delivering information, but crafting meaningful learning experiences that grab students’ attention and foster intellectual and emotional growth. He emphasizes how effective pedagogy makes learning an active process, a sentiment that echoes the importance of engaging students in ways that suit different learning styles.

Active Learning in Action: Bruce’s personal experience with active learning techniques—from discussions to problem-solving activities—shows how powerful these strategies can be in drawing students into their learning. He reflects on how these methods allowed him to connect theory with real-world applications, making the material far more engaging. It’s clear that he sees active learning as central to fostering curiosity and deep understanding.

Looking Ahead: Flexibility in Teaching: Bruce sees pedagogy as a guiding framework for his future teaching practice. He envisions a flexible approach that adapts to students’ needs and encourages independence. His focus on building critical thinking skills through structured yet exploratory lessons shows his commitment to nurturing confident, self-reliant learners.

The Role of Networked Pedagogy: Bruce also embraces the potential of networked pedagogy in today’s digital age. He shares how online tools like Zoom and discussion boards have enriched his learning by fostering connections and collaboration, even when students aren’t physically together. His enthusiasm for using technology to create inclusive and dynamic learning spaces underscores the growing importance of digital tools in education.

In summary, Bruce’s reflection highlights how pedagogy is the backbone of both traditional and digital learning environments, and his vision for the future is rooted in engagement, flexibility, and leveraging technology to enhance learning experiences.

In today’s world, education is evolving faster than ever, thanks to the surge in online learning and digital tools. But with these advancements comes a responsibility to ensure that learning is inclusive, accessible, and ethical. This post dives into three key areas that are shaping the future of education: Universal Design for Learning (UDL), accessibility in online education, and the ethical challenges surrounding educational technology (EdTech). Let’s break it down!

What Exactly is Universal Design for Learning (UDL)?

Imagine a classroom where every student, no matter their abilities or learning styles, has the opportunity to succeed. That’s the goal of Universal Design for Learning (UDL). It’s a teaching framework that recognizes that there’s no one-size-fits-all approach to learning. Instead, it offers flexibility in how students engage with material, how they receive information, and how they demonstrate their understanding.

Here’s what makes UDL stand out:

1. Multiple Means of Engagement: Because not every student learns the same way, UDL encourages teachers to use different methods to grab students’ interest.
2. Multiple Means of Representation: This means presenting content in various formats—text, videos, infographics—so that students with different learning preferences can access the information.
3. Multiple Means of Action and Expression: UDL allows students to show what they’ve learned in ways that work best for them—whether it’s through essays, projects, videos, or something else.

By implementing these principles, UDL turns learning into a personalized experience that helps all students thrive. It’s especially useful in online classrooms, where diverse learning styles are more evident. Offering video lectures, text-based lessons, and interactive quizzes means you’re reaching more learners, each in their own way.

Making Online Learning Accessible for Everyone

Now, let’s talk about accessibility. It’s easy to think of online learning as automatically inclusive—after all, it’s digital, right? But without careful planning, many students, especially those with disabilities, can be left behind.

So, how do we ensure everyone can access and benefit from online learning?

• Accessible Content: This means captions for videos, alt text for images, and documents that are compatible with screen readers.
• User-Friendly Design: Simplicity is key. If a student can’t navigate the platform easily, they’re less likely to succeed. Clean layouts and intuitive interfaces are a must.
• Accommodations: Flexibility in deadlines, extra time for quizzes, and alternative formats for assignments help students who might need additional support.
• Accessibility Testing: Regularly check that your digital tools meet accessibility standards like the Web Content Accessibility Guidelines (WCAG). You don’t want to assume it’s accessible; you need to know it is.

Accessibility is not just about helping students with disabilities—it’s about making the learning experience better for everyone. Think about it: captions help students who learn better through reading, and simple navigation is a relief for anyone who isn’t tech-savvy.

Navigating the Ethical Challenges of EdTech

We’ve all seen how EdTech can transform classrooms, but there’s another side to this shiny coin: ethical challenges. From data privacy to the digital divide, educators need to be mindful of the potential pitfalls.

Let’s start with privacy and data security. Many EdTech platforms collect vast amounts of data on students—everything from their academic performance to their personal information. The big question is: How safe is this data? As educators and institutions, we must ensure that student data is protected and used responsibly.

Then there’s the issue of equity and access. EdTech has the potential to make learning more accessible, but it can also widen the gap between students who have access to technology and those who don’t. The last thing we want is for tech to create winners and losers in the classroom.

Lastly, let’s not ignore the commercialization of education. Many EdTech companies are profit-driven, and this can sometimes skew the priorities. Are we choosing tools because they’re the best for our students or because they’re what’s being heavily marketed?

Balancing these ethical challenges means constantly evaluating the tools we use and ensuring that our first priority is the well-being of our students, not the convenience of technology.

Found this interesting article about the same – https://docs.edtechhub.org/lib/8LCYHU7L

Ethical Digital Interactions: It’s More Than Just Being Nice

While technology plays a huge role in education, how we interact with others in digital spaces also matters—a lot. In digital classrooms, respect, inclusivity, and civility are just as important as they are in face-to-face interactions.

Here’s what we need to consider when it comes to ethical digital behavior:

• Respect and Civility: Just because you’re behind a screen doesn’t mean you can ignore basic etiquette. Harassment, cyberbullying, and negativity have no place in digital spaces.
• Privacy: Be mindful of what personal information you share and, more importantly, how you handle information about others.
• Digital Footprint: Every post, comment, or tweet leaves a mark. Remember that your digital actions can have long-term consequences—so think before you click “send.”
• Academic Integrity: In online learning, it can be easy to forget about plagiarism or other forms of dishonesty. But maintaining academic integrity is non-negotiable.

The bottom line? We all play a role in creating a respectful, inclusive, and ethical online environment.

Applying UDL and Accessibility: My Experience

Reflecting on my own experiences as a student, I’ve seen some great examples of UDL and accessibility in action—but I’ve also seen where improvements are needed.

In one course, the instructor used videos, text, and interactive discussions to engage students, which worked really well for people with different learning styles. But the content lacked captions, which made it difficult for students with hearing impairments to follow along. Small adjustments, like adding captions or offering transcripts, would have made a big difference.

Conclusion: The Future of Inclusive, Ethical Learning

In the fast-paced world of digital education, we need to stay grounded in principles that prioritize inclusivity, accessibility, and ethics. UDL offers a fantastic framework to help us reach diverse learners, accessibility ensures no one gets left behind, and navigating the ethical terrain of EdTech ensures we’re always putting students first.

Whether we’re teaching in a physical classroom or a digital one, these principles are more important than ever. Let’s continue to create learning environments where every student has the chance to succeed.

Pedagogy, to me, is the art and science of effective teaching. It’s about understanding how people learn and using that knowledge to create meaningful educational experiences. Reflecting on my own learning journey, I’ve found that interactive and hands-on approaches work best for me. This understanding will influence my future teaching practices by emphasizing active learning strategies and tailoring methods to diverse learning styles.

Networked pedagogy has the potential to greatly enhance learning experiences by fostering connections beyond traditional classroom boundaries. For instance, participating in online forums and collaborative projects has exposed me to diverse perspectives and resources I wouldn’t have encountered otherwise. As a software engineer myself, an online forum like stack overflow acts as a real help to connect with the development community and make everyone’s life easy. Technology plays a crucial role in this by providing platforms for seamless communication and knowledge sharing across geographical distances.

Among learning theories, constructivism resonates strongly with me. In an online environment, this theory could be applied through project-based learning activities where students construct their understanding by engaging with real-world problems. Discussion boards and collaborative wikis could serve as tools for learners to build knowledge collectively, aligning with constructivist principles.

The role of an instructor in online courses is multifaceted. Based on my experiences, effective online instructors need to be tech-savvy, responsive, and adept at fostering engagement in virtual spaces. Essential qualities include clear communication, the ability to create a sense of community, and skillful use of digital tools to facilitate learning. I’ve had instructors who excelled at this by hosting engaging video discussions and providing timely, personalized feedback.

Regarding digital spaces, I’ve found them to offer tremendous opportunities for flexible learning and global connections. However, challenges include maintaining focus amidst distractions and ensuring meaningful interactions. To contribute positively to digital communities, I strive to engage thoughtfully, respect diverse viewpoints, and share valuable insights when possible. It’s crucial to approach these spaces with digital literacy, critically evaluating information and understanding the implications of our online actions.

As we venture further into the realm of digital education, it’s both intriguing and inspiring to envision how evolving pedagogical methods and technological advancements will mold tomorrow’s learning landscape. The crux of this transformation lies in our ability to harness these innovative tools and educational theories. By doing so, we can forge learning environments that not only embrace diversity and foster engagement but also enhance the overall effectiveness of education for every learner. This shift promises to break down barriers, personalize learning experiences, and open up new avenues for knowledge acquisition and skill development, potentially revolutionizing how we perceive and participate in education.

Also found this to be a good read: https://viterbischool.usc.edu/news/2024/10/the-love-of-small-things-the-new-pedagogy-of-steam-learning/ for The New Pedagogy Of STEAM Learning

References:

1. Photo credits – https://www.structural-learning.com/post/pedagogy-for-teaching-a-classroom-guide
2. Video credits – https://www.youtube.com/watch?v=QcpwEoW1uY8
3. Easy Explanation!
4. Tony Bates (2014), Learning theories and online learning, https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
5. Jade Blue (2022), More than just using computers: understanding and developing Digital Literacy with our new guide https://www.cambridge.org/elt/blog/2022/04/07/understanding-developing-digital-literacy/
6. Cathy L. Barnes (u.d.), Where’s the teacher https://pressbooks.pub/humanmooc/chapter/wheres-the-teacher-defining-the-role-of-instructor-presence-in-social-presence-and-cognition-in-online-education/

Rushaan Chawla

Blog 1: Introduction

Rushaan’s blog post was an insightful reflection on his experiences with distributed education and digital literacy. His observations on the flexibility of distributed learning were highlighting both the benefits and challenges of this educational model. Rushaan rightly pointed out that while it offers greater accessibility and the ability to balance academic and personal commitments, it also demands strong self-discipline and time management skills.

His thoughts on digital literacy were especially relevant in today’s academic landscape. Rushaan accurately noted that digital literacy extends beyond mere technological proficiency to include critical evaluation of digital information and responsible online behavior. His recognition of its growing importance in distributed and open education environments demonstrates a mature understanding of contemporary learning dynamics.

Rushaan’s reflections on digital identity management were also noteworthy. He showed awareness of the increasing significance of one’s online presence in both academic and professional spheres. His approach to maintaining a digital identity that aligns with his values and aspirations reflects a thoughtful consideration of the long-term implications of our online activities.

Lillian Li

EDCI 339 Blog Post 1

Lillian’s blog post offered a thoughtful exploration of her experiences with online learning and her perspectives on open education, hybrid learning models, and digital literacy. Her reflections on the impact of COVID-19 on education were particularly relevant, highlighting the increased need for self-motivation and time management in remote learning environments.

Lillian’s insights into open education resources were perceptive. She acknowledged their value, citing her positive experience with MIT’s open modules for Japanese language learning. However, she also identified a key challenge: the lack of evaluative components and immediate feedback, particularly for skills like pronunciation. This observation raises an important point about the potential limitations of self-directed learning in open educational contexts.

Her analysis of the pros and cons of online versus face-to-face learning was well-balanced. Lillian recognized the flexibility and accessibility of online learning while also noting its drawbacks, particularly the lack of community. Her suggestion of hybrid learning as a potential solution demonstrates a pragmatic approach to addressing these challenges.

Lastly, Lillian’s thoughts on digital literacy, inspired by Shauna Begley’s TEDx talk, showed a nuanced understanding of the concept. She emphasized that digital literacy goes beyond mere familiarity with technology, stressing the importance of using digital tools effectively for learning and collaboration. Her examples of using mind-mapping software and collaborative platforms illustrated how digital literacy can enhance the educational experience.

Julia

Blog #1

Julia’s blog post offers a deeply personal and insightful perspective on distributed learning, open education, and digital literacy, grounded in her own experiences as a neurodivergent learner. Her openness about her neurodivergence and its impact on her educational journey sets a reflective tone for the entire piece.

Julia’s thoughts on distributed and open education are particularly noteworthy. She rightly identifies the potential of these approaches to break down barriers to education, making learning more accessible regardless of personal circumstances. Her enthusiasm for exploring these topics from both a lived experience and an academic perspective demonstrates a commendable level of self-awareness and critical thinking.

Her nuanced analysis of different learning modes is especially compelling. Julia articulates the complex interplay between her academic needs and mental well-being, highlighting the challenges of finding an ideal learning environment. This honest reflection on the pros and cons of various learning modes offers valuable insights into the diverse needs of learners.

Overall, Julia’s post reflects a deep engagement with the course material, filtered through the lens of her personal experiences and career aspirations.

Introduction

Hey, My name is Saksham Dua and I am a fourth year Computer Science major here at University of Victoria. I am originally from New Delhi, India and moved to Victoria almost 3 years back now.

If I had to share experiences that have influenced my educational journey then that would majorly include learning about technology and programming. I was in grade 9 when I got a new laptop and I wanted to do something fun with it, not being good at video games left me with one option which was learning new programming languages. I started with Python as my first programming languages and have never since stopped being involved with latest technological and software changes in the world which also motivated me to pursue Computer Science for my undergraduate degree. Learning new programming languages gave me a different way of thinking about problems and helped me create a unique form of learning and retaining information.

Talking about my hobbies and things I do in my free time includes playing football, going to the gym and recently I have been really involved in learning and playing golf over the weekends. As we can see in the photo added, my buddy played a shot which put me in a tricky situation seen below.

Reflection Questions

What is Distributed Education?

Distributed education is a educational model where the content is delivered using multiple mediums of delivery, generally using digital technologies. It allows students to engage in learning activities from different geographical locations and different timezones as well. This model differs from traditional learning models, where students must physically attend classes at set times. Distributed education increases accessibility and flexibility, making it ideal for individuals with work, family commitments, or those living far from educational institutions. By leveraging technology, it supports students who cannot adhere to the constraints of traditional campus-based education.

What is Open Education?

Open education refers to freely accessible educational resources and practices, aiming to remove barriers like cost, geography, or scheduling conflicts. Examples include open textbooks, MOOCs (Massive Open Online Courses), and other free learning materials. Open education promotes inclusivity by providing access to learning for all, regardless of their economic or social status. By encouraging the free sharing of knowledge, it can help build a more inclusive learning environment where everyone has the opportunity to acquire skills and knowledge.

Modes of Learning

The primary modes of learning are:

1. Face-to-Face Learning: Traditional in-person education where teachers and students meet physically.
2. Online Learning: Conducted over the internet, either synchronously (live) or asynchronously (self-paced).
3. Blended Learning: A combination of face-to-face and online learning, where students attend some classes in person and complete other components online.
4. Hybrid Learning: A more flexible model where students can choose to attend sessions either online or in person.

I personally prefer online learning because it offers flexibility and allows me to manage my time according to my own schedule. It eliminates the need for commuting, making it convenient to learn from anywhere. Online learning also provides access to a wide range of resources and courses that I can explore at my own pace, helping me stay productive and focused on my goals.

Digital Literacy

Digital literacy refers to having the knowledge of using digital tools and technologies effectively. This includes basic skills needed to use internet as well as more advanced skills like critically evaluating online information, managing digital privacy, and creating digital content. In open and distributed learning, digital literacy is crucial because it empowers students to access online resources, collaborate remotely, and protect their digital privacy. One example in today’s day and age is being able to distinguish the difference between real and fake information when learning about different topics because of the availably of a lot of unverified information.

Digital Identity

Digital identity refers to how an individual presents themselves online including social media profiles, online content, and any data associated with your presence on the internet. I am generally very critical of what I post online and if that actually resonates with my personality in the real world. For instance, I maintain a twitter profile to build connections in the software space and share relevant content which I actually think is true, without any specific personal information. This also boosts my career and educational opportunities, by me being an extension of my twitter / social media image.

Link to Module 3: Module 3

Link to Module 4: Module 4

Link to Module 5: Module 5

Links to Comments:

• Added a comment here but not link for it yet – Comment

• Added a comment to Nour’s Blog – Comment

• Waiting for a blog post for Module 5 from anyone in the group

Using Stable Diffusion

I chose Stable Diffusion because I have never tried text to image before and Stable diffusion lets you install their models and select appropriate model weights based on your requirements. I tried to give a lot of prompts and these were some output that I received with their corresponding prompts:

• “Create an animated form of futuristic world with underwater creatures and clear sky” prompt, Stable Diffusion, 29 Mar. 2024, stablediffusionweb.ca/.

The images below were created using the online version and the above was created using the local model and weights.

• “Ronaldo and Messi playing in the same team” prompt, Stable Diffusion, 29 Mar. 2024, stablediffusionweb.ca/.

• “Climbing Mount Everest in shorts” prompt, Stable Diffusion, 29 Mar. 2024, stablediffusionweb.ca/.

• “Playing with snow in a desert” prompt, Stable Diffusion, 29 Mar. 2024, stablediffusionweb.ca/.

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SECTIONS analysis on Stable Diffusion

Students

Students are the users using the Stable Diffusion to create unique images using their prompts. This technology is free for initial use or to introduce users to the technology and after that, users need to pay for every token used which basically means the number of words used in the prompt, roughly 1 token is almost 1 word. Major barriers that could be created are lack of understanding of the media, as we learnt this could be good form of off-loading tasks to technology but users need to make sure it is not letting them skip an important aspect of knowledge over a subject.

Ease of Use

The interface as of today has been refined and extracted out to a point where it becomes really easy to use. Stable diffusion was initially only available in form of models as I mentioned above, you would need to install those models and model weights which is the data the model would need to output any content. As the technology became more widespread, people started created their own layers and now there are multiple online platforms that would just take it in a prompt online and return the result by running the models on a cloud server. So, it becomes pretty easy to use and easily available.

Cost

The cost is not very tremendous for stable diffusion and has definitely become much better than before, it costs $7 per month when billed yearly which gives the user 2000 fast generated images and after that the render time becomes much slower. There is also another plan for $14 per month when billed yearly which gives the user 4000 fast generated images and after that the render time becomes much slower. These prices are specific to Stable Diffusion and not any other Generative AI platform, every platform has their own pricing based on their use case.

Teaching

I believe that Stable Diffusion is an amazing fit for teachers and teaching. This helps explain topic through visual indicators which we know helps enhance the content exponentially. It can be used to express a message in form of dynamic outputs to keep the students engaged and interested in the core topics.

Interaction

In the case of Stable Diffusion, the interaction between students could potentially be boosted by sparking up their interest in the output as we have seen above could be really eye catching and help students start conversation about these content outputs. The student – content interaction will not be much as the content output from Stable diffusion is generally a form of image which is not interactive and hence the direct interaction is not high. Whereas, student – teacher interaction will definitely be boosted similar to student-student interaction where these images could end up being catalyst for conversations.

Organization

When it comes to control for organizations to tailor the experience, there are different parameters that could be modified in order to create different outputs but when it comes to tailoring actual code for models, the information and knowledge needed in order to that is very scarce. The resources required to created a stable diffusion for an institution, it is not viable for most of the organizations. Even though, there could be some tweaks here or there but building an customized experience might not be that straightforward.

Networking

This technology provides a unique opportunity in connecting multiple fields by having a common ground which is Stable diffusion as a platform. People working health could benefit from talking to people working in education as the input in form of prompts is being inputted by both the user groups in a similar manner just having different domain knowledge insights. These groups could benefit from talking and exchanging some bites of information they picked up to get better output when writing prompts as an example.

Security

Security is still a big topic of controversy or a topic of concern even. These learning models are not transparent with the data they use to train their models which imposes a security concern when users which in this case could be teachers or students enter their information which could be sensitive it is not clear if that information is stored to train their models. For stable diffusion as I mentioned above, we have models which could be installed locally on user’s machine in which case there is no connection to the internet and you in a form own the data and the trained model which is slightly better still without any solid outlines on this.

Reflection Questions

Q1) What tools did you find useful in your explorations this week and how did you use them? Which ones were not useful?

I found several tools particularly useful for enhancing my understanding and utilization of Stable Diffusion. Firstly, the intuitive user interface of Stable Diffusion facilitated seamless interaction on the web app. The controls allowed me to input text prompts and generate corresponding images effortlessly. Additionally, the built-in customization options, such as image resolution and style parameters, provided flexibility in tailoring the generated images to specific preferences. Its documentation and online tutorials served as valuable resources as well.

However, there were some limitations encountered during my exploration of Stable Diffusion. Despite its user-friendly interface, the software occasionally experienced stability issues or hallucination, resulting in unexpected outputs. Additionally, the quality and diversity of the generated images varied depending on the input text and model settings, indicating room for improvement in fine-tuning the model. The examples could be seen above where I have prompts and corresponding output images.

Q2) Where do you think these tools will be in their evolution in 2-3 years’ time?

In 2-3 years’ time, I think that Stable Diffusion will undergo evolution and even more refinement, driven by advancements in machine learning. Here are some potential developments:

• Improvement in realistic images
• More control over customization
• Faster Speeds for processing
• Cheaper rates to process the prompts

H5P Interactive Learning Object

For the learning object, I chose to create a football trivia quiz consisting for multiple choice questions and true/false questions. This is an interactive method to learn and educate people about football in a more fun way by keeping them engaged in the learning process:

Lesson Planning template

I chose football as a topic to be learnt for the lesson planning template. I have always been interested in football from the childhood and thought it would be a unique topic to plan as a lesson. I have attached the template below:

Reflection Questions:

Q1) How have you found the balance of passive and active learning in this course for your learning? How does it compare to your experience in other courses?

In this course, the balance between passive and active learning has been quite different from other courses. We’ve engaged in various activities that encouraged active participation, such as group discussions, problem-solving tasks, and multimedia interactions. These activities have enabled us to apply concepts in real-world scenarios which is mentioned in Merrill’s first principle as well!

The course also incorporates passive learning elements, particularly in the form of reading materials and watching instructional videos. These passive components serve as foundational knowledge and terminology scaffolding, preparing us for more active engagement with the content. Just like the text mentions, passive learning can be valuable for laying the groundwork before diving into more interactive activities.

As compared to other courses, I feel like since we were learning about multimedia and concepts regarding educational techniques consciously it was easier to cover principles of active learning and passive learning in a balance but when we are studying engineering subjects, it is easier to skip these concepts due to the complexity of the concepts and time frame in which we need to complete them. Even though that is the case, after having a better view on active learning it can definitely help us in learning as we go forward now!

Q2) Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

Something recent that I worked on where the learning experience was unique and interesting was creating the story flow using Twine. I would categorize that experience as:

• Introduction to the Twine: I started off with getting to know about Twine as platform and ways to describe a story. As a prerequisite, I did some research about story telling and it amazed me how much integrated story telling is in activities around us like speeches, song lyrics and even standup comedy are some very silent forms of storytelling.
• Followed multiple tutorials: After being a little familiar with the concept and idea of Twine, I went on to learn some basic workflows of functionalities offered by Twine as a platform.
• Started implementation: Having read the module, it gave me a different perspective on the implementation strategy for story writing. In adjacency with Merrill’s principle of engaging learners in solving authentic problems, I figured that the story needs to be engaging in a manner that keeps the users hooked.
• Reflecting back: Another principle that I found really helpful was to Encourage students to reflect on their progress and make revisions based on feedback, Merrill’s principle of feedback and reinforcement. This principle made me have a retrospective on the task of creating a story which made me realize the decisions I took while building that story block by block which in turn helped me to make a few changes later on.

Video – Video link here

Script –

Hey, Today we will be talking about the AI Collar Pin: the next frontier in wearable AI technology. This innovative device seamlessly combines hardware and software to revolutionize the way we interact with our environment.

[Change environment]

At its core, the AI Collar Pin is designed for multifunctionality. Imagine having the power of AI at your fingertips, quite literally. Let’s delve into what makes this device so remarkable.

[ Have the first clip of showing the clip in the middle of the sentence ]

First, let’s talk hardware. The AI Collar Pin is sleek and elegant, designed to be worn comfortably on your clothing. Despite its compact size, it packs a punch with a range of sensors and components.

Equipped with advanced navigation sensors, the AI Collar Pin provides unparalleled protection and assistance in navigating your surroundings. 

Whether you’re exploring a new city or simply walking to class, you can trust the AI Collar Pin to guide you safely.

How does it do that? Let’s have a look at that using this demonstration,

[Demonstration]

In conclusion, the AI Collar Pin is not just a piece of technology—it’s a game-changer. With its combination of hardware and software features, it redefines what’s possible with wearable AI. Humane has already released an instance of this so do check them out if you are interested to learn more, Thank you!

[Fade away or move up]

Storyboards –

These storyboards are features that the AI Collar pin can perform including projection for looking at the lectures. Navigation also utilizes projection as a part of functionality, these storyboards reflects watching lecture videos as another utility of it!

The AI Collar Pin also has Bluetooth and internet connection for better response and connectivity!

Reflection Questions:

Q1) What is the learning purpose of your video?

The learning purpose of the video is to educate people about how Artificial Intelligence can be intertwined with a hardware piece to bring another form of technology to life. The video will showcase real-world applications of AI-enabled hardware which could also act as a seed of interest for the viewers and motivate them to develop a related product themselves. Since this space is relatively new, education becomes really important, hence the purpose of this video.

Q2) Why is video a good medium for this learning purpose?

I feel like after going over the Mayer’s principles, I have realized that education and communication has a lot of depth. Video becomes a good medium for this learning purpose because it leverages Mayer’s principles of multimedia learning to enhance understanding and engagement. Through the integration of narration and demonstrations, it facilitates active processing by providing learners with multiple channels for processing information simultaneously. The use of real-world demonstration aligns with the coherence principle, ensuring that content remains focused and relevant.

Q3) Which of the principles we’ve covered this term (e.g., Mayer/Universal Design for Learning/Cognitive Load Theory) did you incorporate into your design and why?

While writing the script and storyboards, I incorporated principles from Mayer’s Cognitive Theory of Multimedia Learning to optimize the learning experience.

1. Limited Capacity (Cognitive Load Theory): I ensured that the video content didn’t overwhelm viewers’ working memory by presenting information in manageable chunks. By avoiding information overload, learners could focus more effectively on the integration of AI with hardware.
2. Active Processing: Throughout the video, I encouraged active engagement by prompting viewers to mentally filter, select, and organize information. By fostering this active processing, learners were better equipped to construct meaningful mental representations of the content.

Also, I added a real-world example that helps the viewers deviate from the video explanation which recollects their focus to something different than just a visual speech.

Q4) What was challenging about capturing your own video?

I would say the major thing which was challenging was recording myself speaking to a camera since I have not had a lot of experience with that and it was pretty awkward. Other parts were still interesting yet challenging like writing a script and storyboards but I was able to overcome those over time but recording and watching my own self was the most challenging part of the assignment.

Q5) What did you find easiest?

The easiest and most fun part was going out with my friends and creating a working demonstration of the topic and product being discussed which as an AI Collar Pin. I was all ready to direct and edit it later on to be a central part of my video presentation and hope that viewers would also like it. Also enjoyed scriptwriting after understanding how we want to get it written down. Initially it was a bit difficult but got comfortable with it after a little while.

Q6) How would you approach capturing video differently next time?

Next time, I would try to focus more on adding a couple more visual indicators which I was thinking of but could not implement which refers to animations of some sort that could intrigue the viewers a little more to be hooked on to the content. Also, a smoother timeline for the story could have been better but I also believe that could be done over time through experience only.

Module Summary

In this week’s module, we discovered the importance of story telling and how it can have major impacts in all areas of life, especially teaching. We went over the rich tradition of story telling which helps transmit information over to the next generations. Followed by the relevance of video creation and how story telling becomes much easier via video format. There are also some things we need to keep in mind while creating content in form of videos to convey an insightful and convincing story which includes:

• Focusing on Learning Outcomes
• Keeping the content short
• Adding visual elements
• Using a conventional tone

These were some points which we learnt from Mayer’s various principles which help us carve out a better story overall!

Importance of Scriptwriting

As a student without any theatre background, writing down a story in form of a script before executing it was not a very obvious concept. After watching the attached videos in Module 3 and researching more about it, I realized how important it can be to pre-process the creation of a video to save time and resources later on if we realize that the final product is not satisfactory.

While working on the story for Twine in this module which is attached below, I practiced this by creating a rough script in a clear, informal language with a structure as suggested in the Module. Storyboards also end up being helpful when working on stories as it helps us visualize the concept we want in our end product. I would definitely try to integrate a storyboard as a part of pre-planning phase for the Assignment 2 Video!

Twine Story

I tried spending some days to learn more about Twine as a platform. “Non-linear branched narratives” means that we do not have linear story path, instead we can have multiple options as a part of different pages which makes the story interactive and also dynamic since the story takes a different turn on every decision made by the user. We can visualize it as a tree which branches out into multiple other branches, in a similar manner a branched narrative story unfolds into multiple options.

This is the link to the hosted story: https://saksham1009.github.io/EDCI337/

The story I chose to display was of a kid visiting a football match in a stadium for the first time which was the final match for FIFA World Cup. The story unfolded itself where in the kid gets a chance to get onto the field to play at different positions and also got to experience the match through his seat. Now, I would not want to spoil all the plot but after my Assignment 1’s feedback I made sure to include the things that I learnt from the Module and my own research into the implementation which majorly impacted the quality of text written in the story. I kept in mind the concepts mentioned above which would make the story realistic and relatable!

Reflection Question – What storytelling techniques have you used instinctively and which ones require more work for you? Which techniques will you focus on moving forward?

I tried implementing all the techniques mentioned above in some capacity including keeping it short, focusing on learning outcomes, using a conventional tone, including active learning, keeping text and images together and building in accessibility.

Even though these factors mentioned above were part of my execution, the factor that I intentionally worked on to use and will take forward with me is creating a story with an emotional pull as mentioned in the “Storytelling” section in Module 3. Describing sentences that visualizes the scenario and takes the reader into the story seemed really relevant and interesting to me. I have consciously tried to make sentences include describing words to make the story immersive. For example, a line from the story in Twine which I wrote was “You smell the aroma of grass spread across the stadium” which according to me makes the experience of reading a story almost virtually real.

Do Remember to checkout the story from the link given above:)