Christian's EDCI 335

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Post 4 – Designing for Interaction

15 June 2025 / / 0 Comments

1.How does the creator of the video naturally prompt students to pause, react, or check their understanding, and how does it nudge them to do so?

In this video, the creator presents several examples of how stress, significant events, and profound contemplation can disrupt sleep. The creator uses an opening hook of rhetorical question to prompt viewers to reflect on their own reasons. Then the creator adopts a constructivist approach, building on those questions to explain why people experience insomnia.

I also noticed that “pause” is used frequently after an opening hook of a rhetorical question in the video. This is an effective technique because it encourages viewer engagement, prompting self-reflection and inspiring deeper thought. It serves as a form of user-generated interaction. This method of showing the video to the viewer can nudge them to reflect and have a better understanding of the topic.

2.What follow-up task would you propose? Specify the concept or skill or task that would help develop?

Since the video is well designed for educational purposes, the teacher could pause at the opening rhetorical questions. The teacher could use these questions to have students discuss in groups and list their answers. This approach encourages greater class participation. Giving students time to discuss allows them to reflect more deeply on the reasons and build stronger critical-thinking skills. After that, the teacher can play the rest of the video and let the students see the differences between their answers and the explanations the video provides.

After playing the video, the teacher can provide a concise summary of the insomnia and facilitate a discussion with the students regarding to their answers. As a result, students not only improve their understanding of insomnia but also learn how to enhance their sleep quality based on what they have learned.

3. How much work would this activity cause for the teacher? Could the activity be scaled for larger numbers of students?

In this activity, the teacher will alternate between being a participant and a moderator. At the beginning and end of the activity, the teacher will act as the moderator, and during the discussion phase the teacher will join different groups as a participant. Therefore, the workload will not be heavy and will be worthwhile to carry out in class.

However, this activity cannot be conducted on a large scale because it has certain limitations. The activity emphasizes interactivity, so having fewer participants increases both engagement and participation. For example, groups of three to five students—forming roughly three to five groups in total—would optimize learning efficiency for this activity.

4. How could the video have been designed to generate more or better activity from viewers or students?

Overall, I think this video is well designed for educational purposes. The only suggestion I have is that, since the target viewers might be younger students, the video should pause longer on the open questions so viewers have more time to think. Furthermore, I believe the video plays a supporting role and helps teachers; thus, it doesn’t have to provide absolutely complete answers, leaving room for teachers to address students’ questions.

Reference

TED-Ed channel on YouTube: https://www.youtube.com/watch?v=j5Sl8LyI7k8

EDCI 335 Post 3 Assessment

8 June 2025 / / 0 Comments

While reading Chapter 1 of Assessment Strategies for Online Learning by Dianne Conrad and Jason Openo, I was inspired by their insights into how learners respond to assessments. Looking back across 19 countries, I have noticed that educational systems and teaching methods have changed very little, remaining much the same since the nineteenth century. The COVID‑19 outbreak in 2019 became a milestone for education, exposing the outdated nature of traditional learning approaches. Since then, people have sought new methods of teaching and learning to help students succeed under different circumstances.

Compared with the 19th century, the education system in the 21st century is changing. Even though students still learn in the classroom, they can now use the internet to explore knowledge, not just rely on the teacher. Therefore, Universal Design for Learning offers multiple ways for students to perceive knowledge and engage with content. Providing flexible learning methods will enable learners to thrive in online spaces. This can optimize learning efficiency and support students even when they are in different situations.

I would love to share this quote. Online learning, according to Latchem (2014), “ceases to be mere delivery of digital learning products for the students’ consumption and becomes a platform whereupon knowledge and learning are created by students through interaction, collaboration and inquiry” (p. 311).

This proves that today’s learning channels have extended far beyond the four walls of the classroom; students can build this knowledge through their peers, instructors or even learn from others through different platforms. Moreover, Conrad and Openo point out three key elements—social, teaching, and cognitive—that play an important role in the learning process. Combining these factors can help students achieve a deeper and more effective learning experience. For example, while working on this Post 3 in WordPress, I must share my thoughts after reading the article, and my peers can comment below. This is a great example that combines the social, teaching, and cognitive elements. In today’s education, each layer strengthens the others, turning a simple posting exercise into a richer cycle of learning experience.

Education Suggestion

I think it is good to include a social-media platform like WordPress in the lesson plan. This approach moves away from traditional teaching methods and integrates more diverse educational strategies that can increase students’ enthusiasm for learning. Students can freely control their study time, and the process is actively managed by them. Teachers support all group members through meetings. Students can discover more interesting knowledge through communication with peers, and when they encounter difficulties, they can exchange opinions and learn from one another. This will be a big milestone for the education system.

Welcome to comment below and discuss what you think so we can learn together.

Refenece

A Set of Essentials for Online Learning : CSE-SET – Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Benefits-of-online-learning_fig3_369556674 [accessed 9 Jun 2025]

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. AU Press. https://doi.org/10.15215/aupress/9781771992329.01

Re – Best Learning Experience (frankiekerr)

6 June 2025 / / 0 Comments

https://onlineacademiccommunity.uvic.ca/frankiekerr/
I have a similar idea to Frankie Kerr’s Blog 1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vicky’s teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!

Referring to Hannah’s edci 335 blog 2

2 June 2025 / / 0 Comments

hannah’s edci 335 blog, I think you pointed out an idea that is really inspiring and relates to my Blog 2 post. You mentioned that “when students self‑instigate their search for new knowledge, they do not passively receive information.” I believe combining your insight with open pedagogy could optimize learning outcomes. For example, when learners can freely access high‑quality work—such as WordPress posts on how insomnia affects overall health, published by peers—they can engage constructively and provide feedback to one another. Through this exchange of ideas on WordPress, learners can collaborate and learn more effectively.

EDCI 335 Post 2

1 June 2025 / / 0 Comments

Open pedagogy is a teaching philosophy that considers learners as active co-creators, not just consumers of knowledge. Leaners are allowed to give and take in this learning model. This teaching philosophy can usually engage learners to have higher participation beyond the classroom. Open pedagogy is participatory in the learning community or in the workshop, rather than asking learners to submit assignments

The core of open pedagogy is transparency and participatory design. Nowadays, transparency is commonly used in university grading systems. For example: participation 10 %, problem sets 25 %, midterm 25 %, final exam 40 %. Therefore, students can adapt their learning based on their own contexts. In EDCI 335, students are required to complete a blog post on WordPress every Sunday, and they are allowed to review one another’s work. This has created a democratized classroom where authority is distributed rather than top‑down.

An open pedagogical learning style can play an important role in exploring how insomnia impacts overall health. Learners may use academic articles as evidence to dispel misconceptions about insomnia and share their thoughts publicly on WordPress. Leaner can find out some misconception based on their reaches for example, one of the misconceptions is that people think that insomnia can be solved by just getting enough sleep. The quantity of sleep that a person gets (in hours) does not necessarily determine how well rested they might be (Morin, C. M., & Benca, R. 2012)

The resulting article can be published by any community member, such as teachers, learners, or clinicians. Anyone in the community can comment on other articles and review their work. Consequently, learners engage with an authentic audience, which can increase motivation and critical‑thinking skills.

Moreover, open pedagogy promotes openness that can lower costs for learners and patients seeking information and correcting misconceptions about insomnia. Referring the hannah’s edci 335 blog, “When students self-instigate their search for new knowledge, students do not passively receive information.” Therefore it is important that learners can freely access high‑quality work on how insomnia affects individuals’ overall health, published by learners. Eventually, they can engage constructively with public feedback on insomnia. Thus, individuals should confront the problem of insomnia.

Overall, open pedagogy is an open‑minded method of learning. It can inspire individuals’ critical thinking and increase participation. Individuals are allowed to share their thoughts on insomnia, and they can find out the result of how it affects people’s overall health through their research. Over time, learners will gather their research and build a knowledge base for anyone to study, understand what insomnia is, and use it as a reference. This will be the core of a new style of learning.

Reference

Morin, C. M., & Benca, R. (2012). Chronic insomnia. The Lancet (British Edition), 379(9821), 1129–1141. https://doi.org/10.1016/S0140-6736(11)60750-2

Christian’s EDCI 335

17 May 2025 / / 2 Comments

Blog Post 1: Learning, Motivation, and Theory

After reading the article by Ertmer and Newby (2018), I learned a great deal. It also made me reflect on my past learning experiences with different professors, where I encountered various approaches such as cognitivism and behaviorism. I agree that learners do not simply transfer knowledge from the external world into memory; instead, they construct personal interpretations of the world based on their individual experiences and interactions. I would like to share two of my own learning experiences to illustrate this.

Behaviorism
My story

Flashback to my last‑semester ECON 313 tutorial at UVic. I remember my professor opened every class with a five to ten minute speed quiz on the material we had learned in the previous class. The quiz displayed the scores on our laptops. If we scored above 80 percent on the quiz, we would earn a bonus mark toward the final grade. After we submitted each question, the professor would go over it with us and revisit the concepts we had learned in the previous class.

I think this learning experience demonstrates a behaviorist approach because you can check your responses as soon as you submit your answers. Even when you make mistakes, you can see the correct answers and understand why you made those errors. The quiz also gives us a chance to apply the knowledge we have learned. This provides positive reinforcement of the concepts you learned in class.

Constructivism

I personally believe that constructivism is the best way for me to learn. I worked at BC Cancer in 2024, and my co‑op work term was the perfect example of constructivist learning. I took several courses and reached out to others whenever I had questions about work processes. After three months, my manager resigned, which meant I had to face challenges on my own. I still contacted her occasionally for her opinion on various matters. I used the knowledge I had learned when facing challenges, and when I made mistakes, I learned from the experience. This co‑op proved the value of learning through real‑world experience, and I applied the knowledge I gained throughout the entire year‑long co‑op in 2024.

Re – Best Learning Experience (frankiekerr)

https://onlineacademiccommunity.uvic.ca/frankiekerr/
I have a similar idea to Frankie Kerr’s Blog 1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vicky’s teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!

An Introduction to Me!

My name is Christian Chu. I am an international student at UVic, currently studying Economics with a minor in Business. I enjoy playing sports and have worked several jobs in the past. I also love spending time with friends and family. I’m definitely an outdoor person—I love exploring the world, which helps open my eyes to new experiences. I especially enjoy the summer; the weather is amazing during that season.

Last year, I worked in the healthcare sector at BC Cancer. During that work term, I gained many practical skills that I could not have learned from textbooks or in school. I had to explore the unknown and continuously push myself to improve. That experience motivated me to take this course as an elective to explore a different field. I’m looking forward to this course and expanding my knowledge beyond my current area of study.

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