Hi everyone,

I chose to download and remix an educational graphic involving geometry. My chosen graphic of a pyramid, a sphere, and a cube has been used in accordance with Creative Commons Attribution-Share Alike 2.5.

Learning Outcome

From a geometric perspective, students will effectively explore and differentiate between a pyramid, a sphere, and a cube.

I chose to use the included Image Hotspots Tutorial (H5P, 2016) to complete this activity. You can view and access my newly created interactive graphic below. Be sure to follow the interactive text for more information.

Thanks for participating!

Best,

Carson 🙂

References

H5P. (2016). Image hotspots tutorial. https://h5p.org/tutorial-image-hotspots

Hi everyone,

For the sake of this activity, I chose to use a quote from my W10 & 11: Activity 7 blog post.

Learning Outcome

Students will effectively use various aspects of the sit, uncross, relax, eye contact, touch, your intuition (SURETY) model to display non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Explanation

I will try my best to continue implementing interactive text within my learning outcomes, objectives, and lessons. I feel that the inclusion of interactive text allows for the inclusion of basic definitions for words within my learning outcomes while also allowing students to explore linked webpages. If there happens to be a word within a learning outcome which I feel requires further explanation, I will be sure to provide interactive text to help with the learning comprehension of my students.

Best,

Carson 🙂

References

Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J,. Lee, C. (2020). Communication for the Nursing Professional – 1st Canadian Edition. Toronto, ON: Ryerson University Pressbooks. Retrieved from https://pressbooks.library.ryerson.ca/communicationnursing/chapter/non-verbal-communication/

Hi everyone,

In the educational context where you teach or support learning, what outcomes and associated content could be supported by interactive media?

With future intentions, I believe that interactive media can support any form of learning outcome and any subject/topic. For example, if I wanted to teach Freud’s id, ego, and superego concepts through interactive media, I might choose to create an Edpuzzle lesson using a YouTube video narrating Freud’s psychological theory. I could create my own list of open-ended questions and embed them within my Edpuzzle video. Cherrett et al (2009) states that “interactive video supports learning gains in university students because they make learning active, engaging, and scaffolded” (as cited in Shelton, 2016, p. 472). I would like to continue experimenting with the Edpuzzle learning tool in order to further learn how to best create open-ended feedback and engagement (p. 469).

Since interactive media can increase student “reactivity, interactivity, tailor ability, progressiveness, and portability” (Kwok et al, 2016, p. 3), I believe that shifting my focus from an explicit use of paper-based textbooks, books, and note-taking into greater use of multimedia presentations, video creation, and multimedia learning tools (i.e., Edpuzzle) that I can increase the engagement and formative assessment of future students. I simply need to continue learning how to transfer paper-based course content into digital formats such as eBooks, PowerPoint presentations, or Edpuzzle lessons.

What challenges would you or your institution face in developing interactive media and integrating it into your courses?

I can imagine that the primary challenge that I would face in developing interactive media and integrating it into my courses would be receiving approval from college/university curriculum design teams. In speaking with a local college staff member about the integration of interactive media, I was told that it can be very difficult trying to challenge the status quo within educational settings. I was told that some team-members prefer not to change course design and trying to create consensus about new methods and pedagogies can create workplace conflict.

I also imagine that attempting to integrate interactive media into my courses would also require a hefty amount of collaboration with a campus IT team. By better communicating with campus IT, I would try my best to ensure that students have ample access to laptops, desktops, or iPads to use interactive media. For example, if students do not have the technology access required to use Edpuzzle, then it would be difficult to expect a productive integration of multimedia.

Best,

Carson 🙂

References

Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., & Birch, S. J. (2016, October 25). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01603

Shelton, C., Warren, A., & Archambault, L.M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. TechTrends, 60(5), 465-474. https://doi.org/10.1007/s11528-016-0082-z

Hi everyone,

In this activity you will outline a short student video activity and a substantial video project, providing a few key details to sketch out an initial premise for each.

In a portfolio post, outline two student activities. The first is a short individual video activity. Students will create and share a video of 2 minutes or less in an activity that takes less than an hour to complete. In the second teams of students will create a video of 5 to 15 minutes duration as the culminating deliverable of a major unit of learning (2 weeks or more).

For each outline present the following details:

1. Course, topic and grade/age level
2. 1 learning outcome addressed by producing the video
3. Software and hardware you anticipate students will use
4. Platform where students will share or distribute their videos

Short Video Activity

Course: COMM 1010

Topic: Non-Verbal Communication

Grade Level: Post-Secondary

Learning Outcome: Students will effectively use various aspects of the sit, uncross, relax, eye contact, touch, your intuition (SURETY) model to display non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Activity Summary: Students will record a 1-2 minute video displaying their ability to imitate any 3 aspects of the SURETY model of non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

For example, a student may choose to dramatize sitting at an angle to the camera (S), uncrossing their arms and legs (U), and maintaining eye contact with the camera in a relaxed way (E). In contrast, another student may choose to record a 1-2 minute video displaying their ability to imitate sitting at an angle to the camera (S), uncrossing their arms and legs (U), and shifting their arms, hands, and legs in a way which projects safety and a welcoming attitude (T).

Software: Students are free to select video-editing software in accordance with their personal preferences. Two recommended video-editing programs are Openshot and Shotcut.

Hardware: Students are free to use their cellphones, tablets, webcams, or any other device of their preference to record their short videos.

Distribution Platform: Students will upload their short videos to YouTube and will provide an unlisted link to their instructor and their classmates for forum review.

Student Video Project

Course: COMM 1010

Topic: Verbal & Non-Verbal Communication

Grade Level: Post-Secondary

Learning Outcome: Students will effectively use various aspects of sit, uncross, relax, eye contact, touch, intuition SURETY non-verbal communication model alongside verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Activity Summary: Students will create a 5 to 15 minute video displaying a combination of at least 3 aspects of the SURETY non-verbal communication model with verbal communication alongside a fellow classmate (Stickley, 2011, as cited in Lapum et al., 2020).

Outline

(1) In teams of two, students will work together to write a short dialogical script between a counsellor and a client.

(2) When the teams complete their scripts, they should begin reading and rehearsing their lines as both the counsellor and the client.

(3) When the teams feel that they have a firm grasp on reciting their scripts to one another,  it is important that they practice the various aspects of the SURETY model (Stickley, 2011, as cited in Lapum et al., 2020).

The six aspects of the SURETY (2011) model that students can choose from are:

Sitting at an angle to the client (S).

Uncrossing arms and legs (U).

Relax (R).

Eye Contact (E).

Touch (T).

Your Intuition (Y).

(4) In teams of two, students will record themselves taking turns roleplaying from the perspective as a counsellor actively listening and engaging with a client.

For example, when each student roleplays as the counsellor they should ensure that they display at least 3 of the 6 SURETY aspects (i.e., eye contact, uncrossed arms, and sitting in a relaxed position) alongside their use of verbal communication (i.e., asking open-ended questions and asking for clarification) (Stickley, 2011, as cited in Lapum et al., 2020; McGill University, n.d., p. 1, 7).

If students require examples of active listening, open-ended questions, and negotiation questions to include in their scripts, they can access examples by accessing the McGill University resource below:

https://www.mcgill.ca/engage/files/engage/active_listening_and_effective_questioning.pdf\

Software: Students are free to select video-editing software in accordance with their personal preferences. Two recommended video-editing programs are Openshot and Shotcut.

Hardware: Students are free to use their cellphones, tablets, webcams, or any other device of their preference to record their videos.

Distribution Platform: Students will upload their videos to YouTube and will provide an unlisted link to their instructor through Moodle and to their classmates through the discussion forum.

Best,

Carson 🙂

References

Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J,. Lee, C. (2020). Communication for the Nursing Professional – 1st Canadian Edition. Toronto, ON: Ryerson University Pressbooks. Retrieved from https://pressbooks.library.ryerson.ca/communicationnursing/chapter/non-verbal-communication/

McGill University. (n.d.). Active Listening & Effective Questioning -McGill University. Retrieved March 22, 2022, from https://www.mcgill.ca/engage/files/engage/active_listening_and_effective_questioning.pdf\

Hi everyone,

You can watch my recently updated TRU Library and ERIC Database Tutorial (with captions) below:

 

I felt that the automatic captions provided by YouTube were decent enough for initial publication but there were many different spelling mistakes that needed correcting. The automatic captions for my video took around 24 hours to complete. I felt that my captions were displayed long enough and were close to the narration.

You can also read my full transcript below.

Hi there everyone and welcome to my video concerning TRU’s Library, ERIC database, and APA 7th Edition referencing. So, when you navigate to TRU’s website you’ll see at the top here it says “library”… just click that it will take you to this page here. And so all you have to do is click databases, browse all databases a to z, it will open up every database that TRU gives students access to. I prefer using the ERIC database so this is the one that I will show you. Click “E” it will open up every database starting with the letter “E”.

Scroll down until you see ERIC educational resources information center. Click that, it will open up the ERIC database. And, you’ll see here on the left it says search modes. Let me move it over a little bit so you can see it. It says search modes, Boolean phrase…just make sure that that’s highlighted and you can change those phrases in these two sections.  So, I want to search “psychology” and let’s see what comes up. So, we have 138,000 search results searching psychology. So, if I was writing a research paper or doing any form of research, that’s a lot of journals and books and resources to have to go through, simply too many.

So, what you’d want to do in this case is, let’s say our main topic is psychology but we’re going to focus primarily on…let’s say women’s mental health. So, what I would do here is I would make sure that the “and” Boolean phrase is selected; type in “women” ….search. And, now we have 8330 search results with the two phrases psychology and women included. So, clearly that really narrows down your results, it will be a more focused search, you’ll be able to find the research that you really want to focus on.

Now, if you want to do an even more focused search you could add one more Boolean phrase. So, let’s say we’re focusing specifically on trauma. I’ll try trauma first and maybe we’ll try PTSD. So, now we have 200 articles… an even more focused result which is excellent so now we have psychology, and women, and trauma. So, here we have trauma as a social justice issue, here we have in the subjects for this article trauma, females, psychology.

So, there’s all of our search terms being included. And just for the heck of it let’s try the acronym PTSD. 178 articles for that so even more narrow which is excellent, it will be more focused results and it will be less articles and journals for us to read through. So, that’s just a quick little run through of Thompson River’s ERIC database and the use of Boolean phrases.

So now that you understand how to navigate TRU library and the ERIC database,  what I am going to show you in this video is how to access the citation/references page.  So, let’s go back into our search and look for “psychology” and “women” and “trauma” as we did last time. Let’s search that.

So, here’s our list of articles again and let’s say we’ve already read this first  article and this is one that we want to include on our research paper. So, let’s click that. And on the right side of the screen
you’re going to see a list of tools. And what you want to click
is the one that says “cite”.  So, I will click that…now it will open
up a list of different citation formats.  If you are taking sociology or psychology, it’s very, very likely that your professor is going to want you to use APA 7th edition.

So, here’s APA 7th edition. You also have Chicago, Harvard, Harvard, Chicago, MLA 9th, etc. etc. But, let’s go to APA 7th edition. And, all you need to do is highlight it, copy it, open up your word document, here’s just an example of a references page, and just click “merge formatting” and there you go.  There is your little tutorial on how to reference using TRU Library’s ERIC database.

Carson 🙂

 

Hi everyone,

The following screencast is designed to help TRU students learn how to navigate the ERIC database:

Learning Outcome

Students will learn how to focus their research through the use Boolean phrases within the ERIC database provided by TRU Library Services.

Summary

I chose to use Screencast-O-Matic to create my screencast. I chose to create a screencast designed to help students with navigating TRU’s Library and ERIC database. I found Screencast-O-Matic to be a simple program to navigate. I first needed to download Screencast-O-Matic software onto my computer and then I selected the microphone I would be using to record my narration. Once I had the screencast software downloaded and my microphone was set-up, all I needed to do was click “record”. Once my short-video was recorded I simply saved it as an MP4 onto my computer and uploaded it to YouTube.

I enjoy how screencasts can be used to create simple step-by-step tutorials “through the format of a (computer) screen” (Woolift, 2015, p. 31). My screencast video also helps to reinforce  Mayer’s  (2020) seductive details principle since I avoided the use of irrelevant words and graphics (p. 849).

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

 

 

Hi everyone,

-Bringing Consciousness to the Unconscious-

Learning Objective:

After you successfully complete this module, you will be able to:

Identify how the presence of unconscious bias influences social relationships in either a positive or negative direction.

Watch the 2017 video below of a narrated animation with Robbie Short describing various aspects of unconscious bias.

As you listen and observe, consider the following questions:

(1) How might you identify your own biases and develop inclusive habits in your own life?

(2) Why do humans have a tendency to like that which is similar to themselves while maintaining a dislike for that which is different?

Please remember to record your answers to the focus questions above in your personal journal. Your recorded self-reflections will help you with the completion of your final project which is due at the end of Week 12.

As a side note, I also feel that my chosen video reinforces both Hansch et al’s (2015) Udacity Style Tablet Capture (as cited in Woolift, 2015, p. 14) and Mayer & Fiorella’s (2020) perspective principle.

Best,

Carson 🙂

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.
https://ezproxy.tru.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=143677118&site=ehost-live

Short, R. (2017). An introduction to unconscious bias – YouTube. Retrieved March 10, 2022, from https://www.youtube.com/watch?v=KCgIRGKAbfc

Woolfit, Z. (2015). The effective use of video in higher education (Rep.). Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf