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Technology and its effects on learning
What are the impacts of technological advancement on Education today
Technology and its effects on learning
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Video learning is a learning modality that is highly used in many curriculums and different programs. It can be difficult to find videos that are associated with the class lecture, but it can also provide an opportunity to learn off of errors based on self-recordings. In a study by Giles et al. (2014), occupational therapy students participated in a lab simulation and were video recorded during the entire process. This allowed the students to receive feedback and analyze their performance related to the lab simulation. Because technology continues to develop, many schools use specific online platforms that create an easy access to online learning videos for students. McAlister (2014) used self-recorded videos of range of motion and manual muscle testing (MMT) and uploaded them to YouTube for the students to review. A questionnaire was …show more content…
The results from this study suggested that there were no differences in test scores between the two modalities, but students preferred live instruction because of the teacher to student interaction during questions. However, literature uses video learning to test different components such as knowledge or skilled instructions pertaining to a specific task. Biard, Cojean, & Jamet, (2017), reviewed the effects of video learning using 68 occupational therapy students and the video focused on explaining how to make a hand orthoses. This literature used three different methods of video learning where one group could not pause the video, the second group can pause the video, and the third video had segmental pauses. Overall the results found segmented pacing had a better learning outcome and performed better during the hand orthoses making versus the group that could not pause and the group who could pause at their own discretion (Biard et al.,
The purpose of the experiment is to determine the ID of an unknown diprotic acid by establishing its pKa values. The first phase is to determine the unknown diprotic acid by titration, which is a technique where a solution of known concentration is used to determine the molecular weight. While the second phase involved seeing how much NaOH needed to standardize diprotic acid.
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
The class attended for my Participant Observation Assignment was a yoga class at the Recreation Center at State University. Such a class is for one session and is forty-five minutes in length. During this class, we covered beginning yoga moves at a slow pace so everyone felt comfortable. The nature of the class consisted of simple yoga moves, serine atmosphere, and relaxing music. Learning theories that were address, applied, and by the instructor wanted us to use were Skinner’s Operant Conditioning, Bandura’s Social Cognitive Theory, and Observational Learning. The instructor also taught using the Direct Instruction Approach and wanted the students to use Lave’s Situated Learning Theory.
I have discovered that my aptitude as a learner really shines when I am allowed to interact with the subject matter in an active and engaging manner. The concept of lecture as such that it involves only the participation of the teacher feels alien to me. I also feel that my memory requires constant and consistent repetition to remember the necessary factual information so that I can aptly implement it. I find my learning style to be a combination of kinaesthetic and visual styles of learning. The health care profession has certain complexities
The learning styles test identified me as a tactile-kinesthetic learner, meaning that I learn best by doing, rather than listening or seeing. This means that I need to adapt my studying to methods that correlate with this style. Some of the suggestions given by the Abiator’s active classroom website seemed useful and relevant, such as using flashcards while pacing the room, while others seemed absurd, such as covering my workspace in colored construction paper.
As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning. Thus, we began to record our live lessons using screen capture software. We posted our lectures online so our students could access them. When we did this, YouTube was just getting started and the world of online video was just in its infancy. In all honesty, we recorded our lessons out of selfishness. We were spending inordinate amounts of time re-teaching lessons to students who missed class, and the recorded lectures became our first line of defense.
Similar videos can be found on the web with great information. There are different types of participants that learn differently than others, the presenter should take into consideration different ways to give the information such as visuals (updated videos, photographs, handouts, etc.) For these reasons, the program planner should also take into consideration the knowledge of the participants, because some have more experience than others. Showing the same information from other workshops that participants have attended are, at times, not received well because of the repeated information. The most important goal is for the participants to leave the program knowledgeable and apply the information provided to their
Participants learn how to convey materials to learners and assess learner retention to achieve maximum performance
It is important that these assessments be frequent and over small amounts of material since Ramon is not as successful with long-term retention and recall. However, it may be discovered that his long-term retention improves after the instructional methodology is altered to capitalize on his strengths as a visual and kinesthetic learner. In that case, increased long-term retention may improve his overall test-taking performance. If test results show the objectives are met, then a new goal can be set. Otherwise, more instruction and practice should be
MR covers in this case both Augmented and Virtual Reality. Until recently, most of the instructional support for the software and game development came from paper tutorials (Majgaard, G.). YouTube's rapid growth in popularity and easy to use programs for video production makes video tutorials a promising alternative to paper tutorials. The use of video tutorials in teaching of emerging technologies such as programming of MR prototypes is increasing. It is important to reflect on the learning potentials of both MR and video tutorials and to develop new appropriate teaching strategies to fit new types of learning materials.
The one ‘Teaching in Action Video’ our group decided to examine was Exploring Geometry on the Playground, lesson taught by Ms. Debbie Johnson While we observed this video, we were able to identify multiple instructional strategies, yet only a few assessment tactics used. Based on Ms. Johnson’s teaching methods we could imply that she used the cognitive learning theory, social cognitive theory, constructivism methods, and motivation as reinforcement, to ultimately make math more memorable for her students by putting it into “context” (citation for video quote?) . The big idea of the math lesson was the representation of geometry figures found through exploration in a real world setting and apply the appropriate computation to solve the problem
The article I will be reviewing on is called "Knowing is Half the Battle." It describes a test being done that the researchers wanted to test to see how women will perform on a math performance test. I feel as this is a great topic seeing as though it pertains to undergraduate college students. There is a perception that women perform low on the test and I want to break down or show how this was being done throughout this article.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
One factor that contributed to the development of the contextual modules was that clinical faculty had observed that students were only able to perform skills that were recently covered in the laboratory setting. Students were forgetting skills that were taught at the beginning of the semester and skill decay seemed to increase near the end of the semester where there were up to 8-10 weeks in between the teaching of the skill and the need to perform the skill in clinical. Students often needed to have faculty guidance in the clinical setting in order to perform skills safely and students would offer comments to suggest that they could not remember how to perform the skills. Faculty determined that students needed more psychomotor skill practice in order to have confidence in the clinical setting but there were challenges related to clinical site availability and faculty time which prevented additional clinical experiences to help build these skills. As a result of the identified need and challenges that were presented a strategy was developed to create contextual modules that would provide additional psychomotor skill practice for students.
We decided the most efficient way to approach our teaching segment would be to show a presentation, provide role-play scenarios, and play an interactive quiz at the end, which contributed to both to the cognitive and affective learning domains. Incorporating the students in a hypothetical scenario for each therapy during the presentation helped to instill knowledge, and involve psychomotor learning. We incorporated three different domains of learning to effectively communicate important points and to engage multiple learning