Month: June 2020

This video requires my students to conduct learner material interactions, as well as learner and learner interaction. Students can directly get to know a learning point through a video clip. The principle message it aims to deliver is to stimulate a natural interest through the materials, so that helps the instructor achieve the final goal of education. Since the target students in our group are K-12 level children, we need to use multifunctional materials to draw their attention to focus on. This video does not include any inherent interactions forcing them to give feedback in any aspect. However, it sets a good example regarding the topic “introducing yourself in English in front of people”, which could drive the students to practice according to the video and practice with their classmates in groups. Besides, students could take notes when watching this video, and discuss, imitate the video in groups. As instructors, we can design a small quiz regarding the information in the video, and conduct a competition in these groups. One important factor in cooperative learning design is student-student interactions. Video material is a kind of multimedia teaching method which has many advantages. Multimedia teaching can motivate children to learn actively. For children, interest is the best teacher and the driving force for learning. Multimedia technology, through realistic and creative pictures, combined with rich dynamic effects, turns passive remembering and listening into active watching” and “thinking, which stimulates students’ strong interest in learning and is also in line with children’s cognitive characteristics. It is easy for k-12 students to be distracted when listening to lectures in the classroom. The flexible use of multimedia in teaching can prompt the child’s unintentional attention to quickly turn into intentional attention. Teachers use the characteristics of rich multimedia, sound, and picture, and combination of dynamic and static to create the situation required for teaching, which can make students emotionally infected and emotionally resonate, increase the attention of pupils, and make them actively participate in learning Come here. A student can comprehend the content through the screen, develop associations, and develop thinking. In the teaching process, the use of multimedia means is conducive to deepening the understanding of knowledge and enhancing students’ memory. For example, it is difficult for young age kids to recite English essays or dialogues. At this time, teachers can use multimedia courseware to display the characters in the dialogue and give some hints to deepen the students’ understanding of the content and cause students to associate, so as to achieve the memory of recitation, like the video I provided.

Photo by Sincerely Media on Unsplash

The 2020 Covid-19 pandemic has changed the people’s lives in many aspects. In response to the government’s demands on distance education, professors have to change the planned in-class activities to learning activities suitable for the online classes. Regularly, the course content is based on the teaching unit and adopts a modular organization method. Therefore, when design the online course activities, the division of modules is relatively independent. The content of each teaching unit has chapter introductions, the main points of this chapter, learning objectives, learning guidance, research tasks, and other parts. Among them, the research tasks are divided into formative small exercises and group research practice tasks with the support of course space functions. The course structure is a dynamic hierarchical structure, and the relationship between relevant knowledge points is established to ensure that learners can jump as needed in the learning process. Learning activities are one of the two cores of online courses. The teaching objectives of the courses are achieved through a series of teaching activities. Learning activities need to be completed with the help of tools, and different learning activities require different learning resources and learning tools. Learning tools play an important role in helping and promoting cognitive processes, and in training learners’ critical thinking, creative thinking, and integrated thinking processes.

• Thinking visualization tools: concept maps, mind maps such as Mindmanager, Inspiration. Students can use these thinking tools to sort out research ideas and find existing problems.
• Practice plan design tool: Students can use this tool to design, modify, and generate design solutions based on problem-solving online.
• Practice data collection tools: including structured observation form generation tools, online questionnaire generation tools, online test tools, automatic measurement scale generation tools, and evaluation index system generation tools, etc. Through these tools, students can easily collect various practical data.

There are some activities for online courses:

• Situation observation activity: the learner conducts the situation provided by the online course
  Observe positively and think and respond according to the questions raised by the teacher.
• Data search, analysis, and identification activities: through human-computer interaction, online
  Search and retrieve the learning resources provided by the network courses
• Line analysis and comparison, and choose to fit.
• Reconstruction of data: students should take root on the basis of existing research data
  According to your research topic, you need to deconstruct and reconstruct the research data (induction, performance
  Interpretation, comparison, synthesis, etc.).
• Independent exploration activities: raise questions around the subject to be explored and be able to
  The host will discuss and discuss with teachers and classmates in-depth exploration of related issues.