Category Archives: Pedagogy

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Learning by Messaging: Social media apps and the classroom

On the first day of class, I asked my students, “How many of you have a smart phone?”

Everyone raised their hands.

“Great!” I said. “Take them out—if they aren’t already—because you will do a lot of messaging in this class. Go to WeChat.com and download the app to your phone.”

After the students created their accounts, I gave them my phone to scan the bar code for the class group I created within the app. This allowed the students to effortlessly scan the barcode for the class group I had set up, showcasing the user-friendly and advanced capabilities crafted by developers like the skilled react native developers sydney.

Within 15 minutes, all fifteen of them were in the Chinese 104-101 WeChat group. After the setup, I began explaining what WeChat is, and how I’ve used it in previous classes.

WeChat is a mobile messaging app developed by a Chinese company called Tencent Inc. According to DMR, as of Aug 22, 2015, there are 800 million active users. It’s user-ship has surpassed Twitter and continues to grow rapidly and globally. It is threatening the global social media market and has been referred to as the potential “Facebook killer”.

In my Chinese language class, I use WeChat to serve the following purposes: Continue reading →

Being an Effective Teacher (Part I)

I have played the role of a learner all my life.  I remember vividly many of my learning experiences typically involving a great deal of frustration and even pain but also an immeasurable  amount of ultimate joy and satisfaction. In first grade, for example, learning (or better, memorizing) the 10x multiplication tables was frustrating as it took me quite a while until I was able to carry out any of the multiplications in my mind without looking at the table. I thought of the time spent learning the multiplication tables as valuable time taken away from my fun activities such as playing with my friends or watching TV. Continue reading →

Making Online Content More Accessible: Simple Techniques to Support All Learners Online

With the growing demand for blended and online content, it’s easy to get overwhelmed with considerations such as what type of content to include, identifying new websites or technical applications to introduce, and ensuring that the course design meets the needs of all learners.

The sheer nature of working at a distance increases the need to create opportunities for learner engagement and decrease ambiguity in communicating information. Thankfully, there are a number of different solutions that incorporate audio and/or video components that assist with humanizing the look and feel of your course. Introducing this type of media into course design means ensuring that all learners are able to access auditory resources.

One of the advantages of taking a blended or online course, especially for learners with specific needs, is the infinite number of times you can playback or review a concept until it’s mastered. For learners with special needs, diverse and/or preferred learning styles, English language learners (ELL), or English as a second language (ESL) students, incorporating transcripts, subtitles, closed captioning, etc. to audio and/or visual content in a course is invaluable. Faculty have also found that learners without special needs find having these resources embedded in the course a bonus. Continue reading →

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Four Ways to Improve Online Lectures

I recently signed up for a subscription to News In Slow French, a weekly news program for French students. Each episode features two announcers who discuss current events at a slow pace, making it easier for non-native speakers to understand. I’ve listened to several hours of old episodes over the last few weeks and there are several things I like about the way the lessons are designed. Here are four practices I’ve observed that I believe have relevance for anyone producing online lectures.

1. Provide Interactive, Just-in-Time Remediation

News in Slow French does a great job providing supplemental information for terms that might be unfamiliar. (See the screenshot of an interactive transcript shown below.) This strategy can be replicated in a variety of formats by linking unfamiliar terms and concepts to supplemental readings and/or videos.

Interactive Transcript Screenshot
Click to view the full resolution image

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Why Do We Educate?

June 8, 2015 is a special day for high school graduates in China. It is the day to witness 10 million students enter college exam sites to try and earn themselves admission into colleges. Students are told that every point they earn on this exam will significantly impact the rest of their lives because whether or not they can make it to a college and what college they get into will define who they will become.

While I still get butterflies in my stomach when I think about my college exam day, I couldn’t find a word to describe how I felt when I saw the picture of the book-tearing event that occurred a day prior to this year’s national college exam day. The picture below is a scene at a Henan Province high school prior to the exam day. Students tore their textbooks, study notes, learning materials into pieces and tossed them in the air like party confetti!

book tearing event

I have heard about students burning their books to mark the end of a painful era of studying, but never as massive and violent as this! In a country where education is seen as the means for everything, what causes this hostile attitude towards the carrier of knowledge and symbol for learning?

If every rebellion has its roots in oppression, maybe the following images can offer us some explanation of the cause.

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ADDIE vs. AGILE Model: An Instructional Designer’s Perspective

As an instructional designer over the last decade, I’ve come across a number of methods that have been introduced to enhance the design process. From understanding by design (UBD) to rapid prototyping, each approach brings about a fresh perspective that designers are charged with considering as techniques to utilize as he or she hits the “refresh” button.

I, like most designers that have been doing this work for a while, have a foundation in the ADDIE model – a methodology that was first developed in the 1970s for the U.S. Army by Florida State University.  Its focus is based upon a 5-phase approach to design: Analysis, Design, Development, Implementation, and Evaluation. For more information on the ADDIE model, check out an ADDIE infographic detailing the nuances of each phase.

A methodology that’s gaining traction with instructional designers across industries – and for good reason – is the AGILE instructional design process. The AGILE method is a project-oriented approach introduced by Conrad Gottfredson, a performance-support practitioner. It encompasses the five stages involved when designing eLearning experiences: Align, Get set, Iterate and implement, Leverage and Evaluate (Pappas, C. “The Power Of AGILE Instructional Design Approach…”).

In the table below, note the similarities and distinctions of the ADDIE and AGILE approaches to design.

Continue reading →

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Lessons from My First MOOC: A Student’s Perspective

Earlier this year, I made a resolution to see a MOOC through to the end and earn a verified certificate of completion. I hoped the experience would provide an opportunity to study something completely new while answering a few burning questions I had about MOOCs. Questions like:

  1. How hard is it to earn a verified certificate?
  2. How will Coursera know that I did the work myself?
  3. Will I have to wear a Clockwork-Orange-style eyeball opener to stay awake through the video lectures?
  4. How many ideas can I steal and use when designing my own courses?

Here’s what I learned.

How hard is it to earn a verified certificate?

Not hard. So far, I’ve been able to meet the minimum requirements for the verified certificate by putting in one to two hours per week. As long as I get a perfect score on all the quizzes, I can earn a certificate “with distinction” and never participate in a single discussion or peer-reviewed activity. If I could bear the shame of a distinction-free certificate, I’d only need to maintain a B average on the quizzes. It’s also worth noting that all of the quizzes in my MOOC could be retaken once with no grade penalty, and only a minor penalty on the third and final attempt. Continue reading →

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Gaming the System: Understanding How Games Can Influence Course Designs, and Why You’d Want Them To

A recent Wired article by Chris Kohler titled “Hey, Video Games: Please Trick Me Into Thinking I’m Smart” caught my attention between levels of the mind-bending puzzle game Monument Valley as I rode the train in to work one morning. I began to wonder if video games (“real” video games and not the ones designed principally as educational tools) really can make us smarter. And if they can in fact make us smarter, I wondered how I could replicate this in my own courses.

I can admit to having moments in class when I was a student where everyone around me seemed to get an idea with ease and I just stared at the teacher, feigning a smile and hoping my cluelessness wasn’t too apparent. It was similar to moments I had in video games, walking back and forth between the same locations, looking at the same objects over and over and simply not seeing anything there; there was no rhythm or pattern that I could discern to do anything useful or that resembled anything I had done in the game before. Overcoming these blocks was often even more dire due to the fact that I have 3 brothers who are extremely talented gamers, and were often several levels ahead of me as I bumbled my way through the levels at half their pace. (I would be teased relentlessly for missing the obvious solutions. Their favorite was to emphatically say “It’s right there in front of you!” without pointing at anything and letting the anxiety paralyze me.)

What usually solved my gaming issue was changing the angles I used to look at things— standing on a different side of the room, looking down from a ladder, or trying and retrying the character’s abilities or items until something worked. (When all else failed, I usually looked for a cheat-sheet or walk-through, a study-guide-like item explaining each step to take to beat the level.) Within the games—trying and retrying or looking at things from different angles—I often learned a new skill that I was ready to employ later in the game to get the next level.

Within the classroom, I usually didn’t get such opportunities. I would simply admit defeat so that I didn’t fall behind going into the next level, and hoped that I didn’t need that particular skill again later. It had never occurred to me then that some of the same gaming strategies might benefit me in class, and that all I may have needed was a different way to look at and do something. Continue reading →

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Under the Dome: What a Documentary on Air Pollution Taught Me about Instructional Design

More than 100 million views in less than 48 hours!   This is the growing count of viewing record of Under the Dome, a documentary on air pollution in China, which aired online on Feb 27th.   It was produced by renowned investigative journalist Chai Jing, who used her own money—more than $156,000—to fund the production.

After watching this one-hour-and-forty-minute-long recording, I felt that calling it a documentary was overrated. This “recording” does not possess any signs of cinematography–no visual effects, no theme music, and no artistic post production. It’s merely a TED talk with a lecturer in the front and a PowerPoint presentation displayed in the background—in short, a recording of a lecture.

From the instructional design perspective, both methods–the long lecture and the PowerPoint–are not innovative. Yet, I found myself captivated by this presentation not only because of the sensitivity of the topic and the charisma of the speaker, but also by the “ways” that the “instruction” was designed.  I call it “instruction” because the producer declared three very clear educational goals at the beginning. Chai Jing’s goals were to educate her audience on the following: 1. What is smog? 2. What caused it? 3. How do we deal with it? From constructing fundamental knowledge, to calling for specific actions, this recording addressed all learning objective levels in Bloom’s Taxonomy: Continue reading →

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What to expect when you’re expecting to teach online

It isn’t uncommon for a lot of time to pass between when you’re trained to teach online and when your online class is actually ready to run–after all, you have to develop the course, a process for which we at DePaul budget two academic quarters. That’s a lot of time thinking about building an online class that you’re not spending thinking about best practices for actually delivering the online class. Here are some tips and reminders for keeping your course running smoothly when you’re ready to deliver it.

Before the term starts—touching base with your students

You should send an email to your students two to three weeks before the start of the quarter. Here are some points to cover:

  • Make sure students know they’re enrolled in an online class – This sounds silly, but some students miss that little piece of information in the enrollment system.
  • Reenforce that online classes take work – Some students take online classes because they think it will be easy or in addition to a full schedule of face-to-face courses. Let them know that online classes take time and self-discipline.
  • Inform them of technology requirements, textbooks, and other required materials – Give students ample time to make sure they meet the course technical requirements and purchase textbooks, etc. This will help them hit the ground running in the first week.
  • Let them know when the course site will be available – Your students will worry that they’re missing something if they don’t see the course site in the learning management system. Let them know when it will be available.

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