Haiyang Ma

Category: edci335

Peer Review

June 22, 2023 / / 0 Comments

Learning Pod: Group G

Peers’ Name: Ling Jiang, Haiyang Ma

Our group is doing the peer review for Group L, their Interactive Learning Resource Topic is Artificial General Intelligence.

This is a very interesting topic! With the development of artificial intelligence in recent years, artificial intelligence can be seen everywhere in people’s lives.

Something in the Interactive Learning Resource that might be missing (e.g., appropriate outcomes, alignment, interactivity, inclusivity, technology use and rationale, presentation, grammar, spelling, citations, etc.).

The first thing that I may concern about is the first lab practice. There is one task asking me to use AI tools to help me to design a thing that I wish. It seems to me missing something about how students can guarantee that the work created by AI does not infringe on the copyright of others. It is because no matter how powerful the AI drawing tool is, their technology continuously uses materials and models to train AI so that the result it draws is close to what we want. These materials and models may include some famous artists and painters, who will be very concerned about their work being plagiarized. At the same time, some people may use AI drawing tools to imitate their painting style to earn money. Moreover, the current drawing tools still have some phenomena such as mold penetration and uncoordinated limbs that cannot be handled by AI independently. These might be something that you may need to clarify with students before the lab and avoid these situations happening in this exercise.

Perhaps you might not notice subtle mistakes in that the information on the page of module 5 has displayed the same as in module 4.

During all the activities that students need to finish, I would like to ask do you limit students to using AI to help them finish their assignments. Since many universities announced do not use ChatGPT on essays, you might want to add some information to talk about this.

Provide a summary of The Interactive Learning Resource’s strengths and weaknesses. Draw out specific examples from your peers’ work to justify your feedback.

The design of this learning resource is very clear, students can access the topic that they are interested in. The ‘Lexend’ font used in all the content is very adaptable to inclusive learning. In addition, “AI’s Dark Side: Scams & Tactic” is very helpful for elder learners to avoid electronic fraud from bad people. Meanwhile, it is not fully inclusive to every learner because the entire resource has only text, which is easy to cause reading fatigue. You can consider adding some images or using fonts in different colors to help learners with dyslexia or ADHD.

Provide general, specific, and practical recommendations to your peers on how to improve their Interactive Learning Resources. 

In general, the structure of the learning resource is pretty good, this is a popular topic and easy to attract students to study. However, there are more details that can be put on the modules. For example, it can include some materials like videos or websites to help students learn more about this topic. Overall, this is a great resource that I would like to share with others to learn about AGI.

Interactive Learning Resource:

https://sites.google.com/view/artificalgeneralintelligence/home?authuser=0

Blog 4

June 18, 2023 / / 1 Comment

I searched for linear equations on YouTube and this is the link for the video I watched: https://www.youtube.com/watch?v=Ft2_QtXAnh8.

This video requires interaction from students because it is a direct instructional video. When students open this video, they should take notes along with it, then they can simultaneously understand the content of the lesson. If there is any point that they cannot understand, they can go back to the video and watch it again. This video also requires students to think about this topic to achieve one example to more. I strongly suggest students can do some practice after watching this video since practice can help students consolidate their memories on these knowledge points. At the same time, this activity can help students to self-reflection and find out which part is not fully grasped. Throughout the online resources, students can report their feedback on Discord or Mattermost, then I can clearly know the students’ self-learning abilities. Moreover, they can go to Brightspace to take quizzes and check their understanding. This activity does not cause much work because I prepared this before I gave the link to students, and this video is very detailed and easy to understand. I believe my students can handle it and actually, I like to prepare more videos and practices to help students move to the next step. Just in case some of these students find this too easy and want to start the next level directly. And I put the link of the e-book to students so that they can study with their own processing. I think this is manageable and worthwhile because I want my students can fully understand. Mathematics is one of the boring subjects in many students’ eyes, I want to use my way to let students enjoy solving functions and understand the charm of mathematics.

This is the link that I comment on others: https://lingjiang1.opened.ca/interaction/

Blog 3

June 10, 2023 / / 1 Comment
  • How will your interactive learning resource specifically ensure that the needs of all learners can be met?
  • How can you adjust your planned learning activities to meet the needs of your learners if an unexpected event occurs? (for example, if a pandemic arises, and many students must now work from home – how will you ensure that they can still learn successfully? What training will they need, and how will you deliver it, knowing they must remain at home?) This is a common discussion thread right now, as many schools and universities have made the switch to teaching online.

In our interactive learning resources, we teach from easy to hard. First, we review what they have learned before. Then, we teach the functions step by step, so that we will easily find out which students find problems in a certain step and explain them immediately. In addition, we will have quizzes and small projects to let students solve problems, these can increase their impression and understanding of functions.

If there is an unexpected event happens, we can ensure that students are successful in their studies by teaching the class on Zoom, with a split screen to show the PowerPoint to the students. Students can follow the PowerPoint to study. We will have a course outline to share our learning plan with students before the class starts, so they will know when we are going to learn something. Even if they miss some of the details, they will still be able to catch up on our progress according to this outline. If students are unable to attend our classes, or if they are having trouble keeping up with the pace during our classes, we can provide them with recorded videos for them to watch repeatedly.

Moreover, we will use resources on the Internet, such as an online graphing calculator to help students have an intuitive concept of graphing functions. We are going to use Desmos as a part of our learning. They also can use this website as a tool to verify whether their answer is correct or not. At the same time, we can provide some resource links to students so they to learn additional knowledge by themselves. We can provide students with e-books that contain all the knowledge points. But if some students feel that the book is too many words and don’t like to read it, we can attach some YouTube videos for students to learn the knowledge.

This is my groupmate’s link that you may want to learn more about inclusive learning design, and I also left a comment. https://lingjiang1.opened.ca/inclusive-design/

Blog 2

June 4, 2023 / / 1 Comment

four elements central to inquiry-based learning

Inquiry-Based Learning is a learning method based on John Dewey’s philosophy, that education begins with the curiosity of the learner. Unlike direct instruction, the responsibility for inquiry-based learning tends to be more with the students themselves. It encourages students to understand concepts through their curiosity, actively ask questions, and try to find out the answers by themselves.

Through inquiry-based learning, students can increase their self-learning ability and exercise their thinking skills. Because this teaching method is based on students’ curiosity, students do not think that the questions they are exploring are boring. They will keep asking questions and looking for resources to find the answers. Finally, they will share their learning with others, although the answers may not be correct. This process can stimulate students to have fun with learning and can be a key help in their future studies and work. It can encourage students to build up valuable and transferable skills, including:

  • Realistic goal-setting and goal-tracking
  • Time- and priority-management
  • Information gathering, filtering, and integration
  • Critical thinking
  • Communication of ideas and learning
  • Self-assessment and reflection

In our inclusive learning design, we are going to teach students to solve different types of functions like linear, quadratic, exponential and etc. Inquiry-based learning partly aligns with our topic, because our course is for people who know about some basic mathematics and want to know the appeal of functions. Usually, students think mathematics is a boring subject and it has the correct answers for every single question. Functions have logic and if students do not figure it out by themselves, they may easy to give up. Therefore, inquiry-based learning can encourage students to think independently and answer through their own efforts. Even though their answers may be wrong, their learning process is progressive.

However, students may not understand the functions by their knowledge level. Our opinion is direct instruction will be the best learning method in our inclusive learning design. Through direct instruction, we have fragmented the knowledge and teach student step by step, so that they can consolidate what they have learned. At the same time, students continuously review and practice, and they will finally be able to verify their learning outcomes in the quizzes and exams.

This is the link to my groupmate, you can learn more about direct instruction. https://lingjiang1.opened.ca/instructional-approach/

Reference:

“Inquiry-Based Learning. (2023).” Queen’s Univerisity. Retrieved June 04, 2023, from https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning#:~:text=What%20is%20Inquiry%2DBased%20Learning,by%20themselves.%20Lee%20et%20al..

Blog 1

May 26, 2023 / / 1 Comment
  • Describe an example from your life of when you were taught using each method described in this article: behaviorism, cognitivism, and constructivism.
  • Based on your reading, would you consider your current instruction style more behavioralist, cognitivist, or constructivist? Elaborate with your specific mindset and examples.

Behaviorist education can be applied to children who are receiving some rigid education. This includes but is not limited to, alphabet, numbers, and color recognition. For example, kindergarten teachers would use coloring paper to induce color recognition in children’s minds, because children have no concept of these things, and this knowledge is kind of common knowledge everyone would learn. Making multiple examples for children can let them learn a deeper impression of the corresponding things. Another example, children can learn simple arithmetic skills. Teachers or parents usually use objects that children can understand, such as candy, apples, and pencils as teaching tips, so that children can use their imagination to get that one apple + one apple = two apples, then apply it to mathematics to get the conclusion of 1+1=2. When children receive new knowledge, they do not always remember what they have learned the day before, so teachers need to ask questions repeatedly and practice to stimulate children’s application and understanding of this knowledge until they are fully mastered.

There is little difference between cognitivism and behaviorism, but the emphasis is more on complex cognitive processes such as thinking and concepts. For example, life planning classes teach children how to distinguish between what they can and cannot do. Cognitivism focuses on teaching students psychological morality, adapting to the social order, and giving students a concept and understanding of good and evil in the world. For example, children may be taught from an early age that not to take anything to the supermarket because it costs money to buy the goods. Otherwise, they may think it is free, which will influence their future thoughts and actions.

Constructivism is less about mapping knowledge onto the learner and generating a unique interpretation, depending on the individual’s experience that affects his or her understanding of the world. Constructivism generally expounds some information, which is understood by learners and acquired knowledge based on their own experience or understanding. For example, in an art class, the teacher explains different styles of painting, and the students gradually develop an understanding of a particular style through continuous practice and exploration, while creating their own artworks.

This is my peer’s post and I left a comment, you can take a look if you are interested in it. Link: https://yixian.opened.ca/edci-335_post-1-2/

Attributions

Image Attributions

© 2025 Haiyang Ma

Theme by Anders Noren — Up ↑