junhaolin

Month: July 2020 (Page 1 of 2)

prompt 1-My best learning experience(revised)

July 30, 2020 / / 0 Comments

Here is the revised version of my prompt-1, I added the learning theory of my learning process.

When I was young, I played computer games very often. One day, I surfed the internet and found that some players were editing the games. I thought it was awesome because when you have the ability to edit or design a game, you will be the one who creates the rule rather than the one who obey the rule. Editing the game is not easy for me as I was young and had little knowledge about the computer. Still, I tried my best to read the method they used to change the data of the game. Then, I downloaded a software and used it to open the data of the game. Suddenly, many “0” and “1” appeared, that was how the computer stored the data of the game. For the next few days, I spent a great amount of time trying to figure out the meaning of the specific number in the specific position. It was dull and time-consuming, but I really enjoyed it and didn’t feel tired at all. I got very strong motivation–to be the designer of the games. Finally, I successfully changed some basic parameters of the game. Later, I found something even more attractive that someone could change the model and effects of the game! It was amazing. However, to achieve that, I need to learn more. Therefore, when I was in middle school, I started to learn something about programming and I joined the programming competition class. The process of learning is boring because you have to face with the code all the time. But to me, the code seems to have magic. When you  master all kinds of computer languages such as java, python, C++ and so on, you can use  them to direct the computer to finish all kinds of tasks. Also, you can design a game on your own.

In the first week of learning, I learned about learning theories. There are three learning theories: Behaviorism, Cognitivism and Constructivism. According to Ertmer, Behaviorism regards learning as reacting to the environmental stimulus. For example, when you encounter a specific issue, you will respond to it, and  “learning is accomplished when a proper respond is demonstrated following the presentation of a specific environmental stimulus.”(Ertmer & Newby 2013) Cognititivism stresses the acquisition of knowledge. Cognitivists believe that learning involves some complex cognititive processes such as thinking, problem solving, language, concept formation and information processing that behaviorism can not explain well. (Ertmer & Newby 2013) As for constructivism, it emphasizes that learning is a subjective issue, which is different from the other two theories which both regard learning as objective. The constructivists believe that the knowledge bases on one’s interpretation of the world. As a result, we need to let the person try something in the real world to acquire knowledge. (Ertmer & Newby 2013)

Based on what I have learned, I believe the learning theory of my learning process is cognitivism. Computer programming is a complicated subject. In programming, we need to learn a new kind of language-machine language so that we can tell the computer what we want it to do. Also, computer science is exactly about problem solving. When you write codes, you aim to use the codes to solve a problem.  Programming is essentially solving problems with computers. Therefore, the process of learning programming is based on cognitivism.

Reference:

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.

These are links to my peers’ stories:

yiwei

xinxinwu

yiyan

blueprint

July 30, 2020 / / 0 Comments

French 256: Intermediate Oral French

Edci 335 Pod 3–Yiwei Wu, Yi Yan, Xinxin Wu, Junhao Lin

 

 

Description:

Our group topic is teaching intermediate oral French to K-12 students. As the official language of Canada, French shares linguistic features with English since they both belong to the Germanic family. Students who learned English are feasible to learn French because of the similar vocabulary and the usage of grammar. The project is developed based on communication and social interactions, and we aim to arouse students’ interests in learning French and augment students’ French oral competences.

 

 

Concept Analysis:

Sociocultural theory (SCT) stresses on an individual’s entity as human beings who have feelings, and it argues that learning is developed through interactions and social activities requiring cognitive and communicative functions within social environments (Lantolf, Thorne & Poehner, 2015). It is worth mentioning that SCT does not refer to Vygotsky’s theory, but a broad theoretical framework, focusing on social and cultural factors in second language learning (Lantolf, 2006), and this theory is not a theory for second language learning (SLL), but a theory that can be applied to SLL.

Debates and group discussions are representative examples of SCT that require individuals to participate and communicate in a social environment. In contrast, Ferris Bueller’s Economics teacher’s class is a counterexample which represents a common misconception of sociocultural theory, namely, the idea that learning is a passive copying process from the experts. This misconception is mainly due to a misinterpretation that social interaction leads to mental 97 functioning development even in a passive way. Therefore, the recognition that this development is an active process is crucial (Lantolf, Thorne & Poehner, 2015).

Sociocultural theory in language learning contains essential features, including Vygotsky’s Zone of Proximal Development (ZPD), activity theory and three stages of the learning process: imitation, assessment and independence. Language learning in the context of SCT requires collaborative learning operating based on activity theory which uses ZPD for learner’s development (Vygotsky, 1997). ZPD includes three zones: learner’s individual performance, potential development with the help from more knowledgeable others, and unreachable performance with or without the help from others (Vygotsky, 1978). The ultimate objective is that, through learning from more knowledgeable others, learners can eventually acquire the knowledge to work independently. In reaching this objective, instructors need to move the zone in and out to yield better results of both individual’s independence development (e.g. private speech, individual task) and feedback from peers and instructors (e.g. roleplay, debate). Imitation, assessment and independence are three stages of the learning process in activity theory. Although imitation seems to occur in the forms of private speech and inner speech and thus considered as an individual learning process, it is essential to note that the act of imitation cannot take place without the object of imitation; SCT in language learning is from social to the individual, and from inter-mental to intra-mental. At the initial stage, learners tend to imitate their instructors or peers when encountering new linguistic affordances (Lantolf, 2006). After receiving feedback from others, learners can improve their performances and work independently.

SCT shares accidental features with cooperative learning which also focuses on social interactions in a learner-centred setting (Johnson, 2009). Both SCT and cooperative learning suggest offering learners more ownership of the activities in a learner-centred learning environment rather than a teacher-centred one. (Behroozizad, Nambiar & Amir, 2014). Autonomous learning allows learners to learn in a more active, creative and engaging way.

 

 

Learning Outcomes:

On successful completion of this unit, students will be able to:

 

  1. Expand necessary vocabulary to construct and respond to a francophone conversation.
  2. Improve and develop a more authentic French pronunciation (French standard).
  3. Be motivated to develop French oral competence with elevated learning interests.
  4. Evaluate feedback received in the learning process, and improve accordingly.

 

 

Sub-topics:

Learning progressions are formed based on four activities:

 

  1. Basic instruction (15-20 min)
  2. Group discussion (20-25 min)
  3. Dubbing a section of a film (30-35min)
  4. Detective play (40-45 min)

 

 

Assessment:

Student Evaluation

Activity (grade) Assessment Outcomes
Basic instruction (10%) Self-assessment and peers’ feedback 1, 2
Group discussion (15 %) Group members give feedback to each other 1, 4
Dubbing a section of a film (25%) Instructors and peers give comments and feedback 1, 2, 3, 4
Detective play (50%) Instructors grade students on the ability to exchange information in a given context 1, 3, 4

 

 

Learning Resources:

Texts/Materials

  1. Amon, E., Muyskens, J. A., & Hadley, A. O. (2019). Vis-a-vis: beginning French. New York, NY: McGraw-Hill Education.
  2. Chahi, F., & Biras, P. (2018). Défi Méthode de Français 2. Paris: Editions Maison de Langues.
  3. Intouchables (Olivier Nakace, Éric Toledano, 2011)
  4. Les choristes (Christophe Barratier, 2004)
  5. Scripts of the films
  6. Detective play role cards

 

 

Work Distribution:

Blueprint Task Owner
Initial group meeting All members
Description Yi Yan
Concept analysis Yiwei Wu
Learning outcomes Yiwei Wu, Yi Yan
Learning activities Junhao Lin, Xinxin Wu
Assessment All members

 

 

Interactive Learning Resource Task Owner
Description and overview Yiwei Wu
Activity introduction All members
Outcome and resources Yi Yan, Junhao Lin
Assessment plan and technology usage Yi Yan, Xinxin Wu
Peer review and reference All membres

 

 

 

Reference:

  1. Behroozizad, S., Nambiar, R., & Amir, Z. (2014). The Emergence and Development of Language Learning Strategies through Mediation in an EFL Learning Context. Procedia – Social and Behavioral Sciences, 118, 68–75. doi: 10.1016/j.sbspro.2014.02.010

 

  1. Johnson, D., & Johnson, R. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Researcher, 38(5), 365-379. Retrieved June 13, 2020, from www.jstor.org/stable/20532563

 

  1. Lantolf, J. P. (2006). SOCIOCULTURAL THEORY AND L2: State of the Art: Studies in Second Language Acquisition. Retrieved from https://doi.org/10.1017/S0272263106060037

 

  1. Lantolf, J. P., Thorne, S. L. & Poehner, M. E. (2015). Sociocultural theory and second language development. In B. VanPatten & J. Williams (Eds.). Theories in second language acquisition: An introduction (pp. 207-226). New York: Routledge.

 

  1. Maftoon, P., & Sabah, S. (2012). A Critical Look at the Status of Affect in Second Language Acquisition Research: Lessons from Vygotsky’s Legacy. BRAIN. Broad Research In Artificial Intelligence And Neuroscience, 3(2), pp. 36-42. Retrieved from https://www.edusoft.ro/brain/index.php/brain/article/view/361

 

  1. Vygotsky, L. S., Rieber, R. W., & Veer René van der. (1997). The collected works of L. S. Vygotsky. New York: Plenum Press.

 

  1. Vygotsky, L. S. (1978). Mind in society (A. R. Luria, Trans.). Harvard University Press.

peer review of crystal’s post

July 28, 2020 / / 0 Comments

Here is the link to my peer’s post:

https://crystal.opened.ca/revised-post-4/

I think my peer did a good job because she had a correct understanding of the course materials. Also, to support her opinion, she searched for additional articles and cited them in her post. I have the same experience when she talked about the high cost of the textbook. It is true that the textbook is too expensive, many of which are higher than 200 dollars! As a result, many of us choose to buy second-handed books or use e-books. We really should take the economic situation into account when we design a form of learning.

Individual post#4 (revised)

July 28, 2020 / / 0 Comments

I have made several changes to the previous post:https://junhaolin.opened.ca/individual-post-4/

Firstly, I changed the long direct quotation into short paraphrase. Next, I included the in-text citation as well as the reference list. Then, I included the discussion about how an “open” platform such as Twitter can help with the learning of students. Finally, I searched for another peer-reviewed article  related to the OER-enabled pedagogy in higher education to demonstrate the benefits of this kind of pedagogy in education and discuss its potential as a new kind of pedagogy.

Here is the revised one:

In the final week, I learned about OER-enabled Pedagogy. According to Wiley, OER-enabled pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the 5R activities. 5R refer to retain, reuse, revise, remix and redistribute. In order to be engaged in the 5R activities, the students have to engaged in either building upon previous works done by students or construct a new entity that offers other students permission to transform and adapt it. (Wiley & Hilton 2018) This idea is the opposite of the one I mentioned in post 3- “disposable assignments”. In order to combine constructionism and openness into OER-enabled pedagogy, Wiley put forward a new notion of “renewable assignments”. In this notion, the works and the assignments of students will become the open environment resources which not only can be used by the students who create them, but also benefit the students coming after.

The authors of the article show us several examples of OER-enabled Pedagogy.  In one of the examples,  the students are given extra credit to create tutorials resources such as tutorials videos, chapter summaries and review games for a particular topic. These tutorials then will be evaluated by the teacher, and some of them will be selected to be integrated into the course. Besides, the students who perform well in the course have the chance to be a teaching assistant in the course. The students also create other materials such as guided notes which are proved to be very useful for learning the course. The practice was very successful, the average grades on students assignments rose significantly as more student-created OER were introduced to the course. (Wiley & Hilton  2018) To me, the success of the practice is quite meaningful. It means that a new form of pedagogy was proved to be feasible. This kind of pedagogy greatly improves the engagement of students in designing the course. When I read the previous materials, I remembered a saying that the students should not just learn the knowledge, but they should create the knowledge at the same time. The idea of renewable assignments has made it come true. The students in the course also participated in the creation of the knowledge. Also, research has found that OER-learning benefits both academic staff and students. For academic staff, they regarded OER as useful for improving teaching quality in areas such as providing illustrations, teaching difficult subjects, and supporting student progression. As for students, they thought that OER improved the engagement, provided them with a diversity of materials, and helped them prepare better for the examination. What is more, OER makes it possible for mobile learning. (Nikoi et al 2012) The potential of OER-enabled Pedagogy in the future is great because of the rapid development of the internet. Some online platform such as Twitter gives strong support for this kind of pedagogy.

The “open” platform Twitter is a good example of OER-enabled Pedagogy. The term “open” means that all the people, whether they are in the course or not, can be engaged into the interactions. Last Thursday evening, we participated in a conversation related to open pedagogy in Twitter. The professors put forward several thoughtful questions related to open learning, and many people responded. During the process, people from all over the world can join the conversation and share their ideas, which is impossible for a distributed environment or classroom teaching. The ideas and conversations of the people will be recorded in the platform and are accessible openly for everyone. Those resources can be reused and adapted by other people coming after. Therefore, everyone is not only a learner, but also a producer of the knowledge. This kind of “open” platform can promote the communication and exchange of knowledge and thus help learners and educators.

Reference:

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open                     and Distance Learning, 19(4).

Nikoi, Samuel, and Alejandro Armellini. “The OER Mix in Higher Education: Purpose, Process, Product, and                Policy.” Distance Education, vol. 33, no. 2, Aug. 2012, pp. 165–184. EBSCOhost,                                                              doi:10.1080/01587919.2012.697439.

 

Final Reflection

July 27, 2020 / / 0 Comments

During the 3 weeks period of learning. I learned about the concept of open pedagogy and its advantages. Besides, I learned about the differences between distributed and open environments.

In the first week of learning, I was firstly introduced to the concept of open learning. At that time, I thought open learning is the same as digital learning. I was confused about some phrases such as “blended environments”.  http://junhaolin.opened.ca/individual-post-1/

In the second week, I finished the readings and worked together with my pod members on our pod project. It was when I had a deeper understanding of distributed and open environments. That was also the first time I applied what I had learned in the course to design a set of teaching method for a specific individual. Although we made a lot of mistakes at the beginning as it was the first time we worked for a project like this, we made a lot of changes according to professor’s advice and turned it into a much better version.

http://junhaolin.opened.ca/individual-post-2/

In the third week, the readings gave me a clearer concept about open pedagogy. I started to realize that open pedagogy is not just about a flexible schedule; it is a learner-centered kind of pedagogy where students can even be engaged in designing the rules of the courses.

http://junhaolin.opened.ca/individual-post-3/

In the final week of the course, I learned about OER-enabled learning and reviewed what I had learned throughout the course. I had some new perspective about open pedagogy and I was impressed by the serval examples of OER-based learning. Rather than using the materials that are all developed by the teachers, OER-based learning makes full use of the works of students and turns the works into new course materials. In this circumstances, students are not only absorbing the knowledge, but also producing the knowledge. I found that idea very cool and maybe I can apply it to my career in the future. Recently, one of my friends who is majored in education invite me to cooperate with her to start a small business. She intended to open some tutorials classes which will apply a whole new way of education. I think I can borrow the ideas from the course to design a new kind of education style.

http://junhaolin.opened.ca/individual-post4-revised/

reflection on TwitterChat

July 27, 2020 / / 0 Comments

The Twitter chat held in Thursday evening mainly discussed about several questions about open learning. It is happy to see that many people engage in this activity, and some of them are not the students in the course. I think the most significant difference between distributed environments and open environments is that open environments allow us to communicate with a larger scale of people. Those people may not learn the same course with you, but they can still discuss the specific topic with you and put forward some useful ideas.
From the questions discussed, I review the knowledge about open pedagogy. Firstly, the term “open” is related to sharing, which means that you can access the learning resources of others and your ideas can also be viewed by others. The platforms such as WordPress and Twitter are good example of open environments. In open environments, you are not only learning knowledge, but also creating knowledge as your works are published and can be accessed by others. However, one of the questions is talking about the people who are excluded when learning is open, which reveals the drawbacks of open learning. Because some of the students may have difficulty accessing the open website. For example, some of the students may not have a computer. Those students will be excluded from open learning.
All in all, open pedagogy as a new form of pedagogy has shown its strength and potential. In this digital age, open pedagogy gradually becomes a trend of learning in the fut

Individual Post #4

July 24, 2020 / / 0 Comments

In the final week, I learned about OER-enabled Pedagogy. According to Wiley, OER-enabled pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the 5R activities. 5R refer to retain, reuse, revise, remix and redistribute. In order to be engaged in the 5R activities, the students have to “be consciously engaged in either building upon work previously done by another or to construct a new public entity that explicitly offers other learners permissions to publicly transform and adapt it. When students works are openly licensed, granting other 5R permissions in their use of the artifacts, each work becomes the beginning of an ongoing conversation in which other learners participate as they contextualize and extend the work in support of their own learning.” This idea is the opposite of the one I mentioned in post 3- “disposable assignments”. In order to combine constructionism and openness into OER-enabled pedagogy, Wiley put forward a new notion of “renewable assignments”. In this notion, the works and the assignments of students will become the open environment resources which not only can be used by the students who create them, but also benefit the students coming after.

The authors of the article show us several examples of OER-enabled Pedagogy.  In one of the examples,  the students are given extra credit to create tutorials resources such as tutorials videos, chapter summaries and review games for a particular topic. These tutorials then will be evaluated by the teacher, and some of them will be selected to be integrated into the course. Besides, the students who perform well in the course have the chance to be a teaching assistant in the course. The students also create other materials such as guided notes which are proved to be very useful for learning the course. The practice was very successful, the average grades on students assignments rose significantly as more student-created OER were introduced to the course. To me, the success of the practice is quite meaningful. It means that a new form of pedagogy was proved to be feasible. This kind of pedagogy greatly improves the engagement of students in designing the course. When I read the previous materials, I remembered a saying that the students should not just learn the knowledge, but they should create the knowledge at the same time. The idea of renewable assignments has made it come true. The students in the course also participated in the creation of the knowledge. I will remember OER-enabled Pedagogy and apply it to my teaching if possible.

Individual Post #3

July 20, 2020 / / 0 Comments

After reading the resources in topic 3, I have a deeper understanding of Open Pedagogy. As is described in “A Guide to Making Open Textbooks with Students”, autonomy and interdependence; freedom and responsibility; democracy and participation are three sets of fundamental values of Open Pedagogy. Open Pedagogy not only enables students to learn freely, but also invites them to participate in the designing of their learning. In the book, the authors mentioned “disposable assignment”, which refers to the assignments done by students during the course and  are discarded when the course is finished. The authors regard it as a waste of knowledge. They suggest that the assignments of students can be saved in a blog they create so that these resources can be accessible to them in the future. This idea is exactly what we are doing in EDCI 335 and 339. We create a blog during the course, and we record what we have learned in the course by publishing posts. Also, our assignments are all posted in the blog, too. These resources may be useful to us in the future and maybe useful to other students.

Furthermore, the students can engage in the development of the courses such as the policies, assignments, outcomes and so on. This idea reflects the essence of Open Pedagogy, which is a learner-centered kind of pedagogy. Under this circumstance, the students can collaborate with teachers to design the course together to meet their needs to the best. This idea shocked me when I was reading the book. It is a totally new kind of course that the authors describe. In the fifteen years of my study, I always followed the syllabus of the course and the instruction of the teachers. I did not know why I had to learn these courses and what I would learn from them. What I needed to do was following the requirements and getting a good grade. In fact, the courses should be adjusted to meet the needs of different students to that they can be more suitable in the process of learning and achieve what they expect.

The idea of “Open” is what I can apply to my work in the course. Each student is an unique individual. We have to consider the situations of a specific student when we design a course for him(or her).  For example, if the person has a job in weekdays, we should deliver the course in weekends; or if the person is an English language learner, we should provide him(or her) with language support.

peer review of pod 8

July 18, 2020 / / 0 Comments

https://docs.google.com/document/d/1LtQD7yxuewlumK9JQhtuAfE2nVWI_8NbICQmFplee4s/edit

The topic of the course created by pod 8 is “Making Decisions Like an Economist”, which is a course about economy. There are three interactive activities in their course. In the first activity, the students are asked to watch a video and complete the practice on Macmillan Learning. The goal of this activity is to help the students understand and apply the concept they learned to different situations. In this activity, I find that their group members has considered the difficulty of ELL and take some measures. According to them, the platform they use for watching the video has closed caption to help the students understand the content. Also, the students can use the speed modifier to slow down the video so that they can keep up with the instructors. I am an English language learner myself, so I can really understand the difficulties they meet when they try to understand some new concept taught in English. There is no doubt that the caption will help a lot when they try to understand the technical terms for economics.  In the second activity, the students are asked to read an article and compose a post responding to the article. They also provide a translated version of the article for ELL. The last activity is to do a presentation, which I think is the most important activity of the course. This activity is practical and helpful because the students will analyze the problems themselves and apply what they have learned to solve the problems like  economists. During the activity, there will be a TA to help ELL students organize the script before they start their presentation. For those who loses their hearing, they will be mainly evaluated by their paper work. The members of pod 8 claim that they are using Inquiry-based Learning, which I suppose is reasonable. Economy is a practical subject, which means that we should apply the knowledge we learned to daily life. Also, when we find the economic problems in the society and then learn the knowledge to solve it, we will be more purposeful and motivated. 

I also have some suggestions. In the first place, I think it better if you can be more specific about the goal of your course. When the students are choosing their courses, they must want to know what they can learn in the course and what they can get after the course. So you need to set up some goals of the course and then design the learning activities according to them. Next, for the learning activities, the first and second activities are great. You fully consider the difficulties of ELL and those who lose their hearing. The ELL can get assist from the caption of the video and the translated version of the article. Also, for those who lose their hearing, they can focus on the caption of the video to understand what it is talking about, and they will not be affected by hearing when they are reading articles. However, as the most important part of the course, I think they need to engage in the third activity. Maybe you can consider making some adaptations of the activity. What is more, you can be more specific about assessment, which is essential of the course. For example, you can explain how you will grade the students, that is, the standard of your assessment. The criteria for grading should be consistent with the purpose of learning.

 

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