The TED video I chose to review and analysis by different angles is titled “Teach girls bravery, not perfection” which presented by Reshma Saujani. I would analysis it through the lens of multimedia learning principles, dual coding theory, and cognitive load theory.

First, through the lens of multimedia learning principles. Reshma had followed the Signalling Principle in her chat. She mentioned “brave of girls” several times as an important cue in her presentation, which was also the theme of this speech. Because of this process, learners can always remember it and better understand the purpose of her speech. She also followed the Worked Examples Principle, because she used herself and her own experiences of facing challenges and boost nerve as worked examples, thus encourage the learners to try to be as successful as she was.

Then, analysis through the lens of dual coding theory. In my opinion, this TED talk seems not followed the dual coding theory. Because Rashma–who is the speaker, only used the speech method to help the learners understand the information, no methods of displaying images or videos were used to assist the learners in understanding the information, thus, this TED talk does not meet the criteria of dual coding theory.

Finally, analysis through the lens of cognitive coding theory. In my opinion, this TED talk does meet the criteria of cognitive coding theory. Because to avoid learners overload their working memories, Rashma had repeated the main point of this speech many times, basically, every example will be followed by an emphasis on the main theme, this can undoubtedly deepen people’s memory, thus increase people’s learning result.

Link of the story: file:///Users/zwang0514/Desktop/chrome%20download/Challenge%20to%20become%20a%20well-known%20football%20player_.html

In the process of creating this story by Twine, I also found myself complied with some multimedia principles with it. First, I added the pictures which corresponding to the time stated in the text in those passages, and timelines were also be stated in the passages, this can be regarded as related to the Split-attention principle, which means learners will learn better when words and pictures are physically and temporally integrated. Then, I found that the story was also related to the Signalling principle, because timelines were be added as cues to help people learning. Finally, I also found the story I created related to the Modality principle, because the story used narration and graphics instead of just printed texts, this can usually improves people’s learning.

According to the article called “Storytelling: Bringing the power of stories to your teaching” wrote by Miller (2020), in my opinion, I could use the Twine story created by myself for instructional purpose by the Three-act story Structure. The exposition was showed in the first passage, which confessed the background of the “protagonist”. The conflict of the story were included some scenes such as play away from home, find new position in the match, etc. The resolution was happened at almost the end of the story, which was the “protagonist” should make a decision before the important match. At the end of my story, the epilogue of my story also can be regarded as used the educational purpose for encourage people to know more about soccer and try to get in touch with this passionate sport in the future.

Link of my 360-tour by Google Earth:

https://earth.google.com/earth/rpc/cc/drive?state=%7B%22ids%22%3A%5B%221_75059PsptxShHo7O-VuBIFlc5KmDMXY%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22108595015284630690379%22%2C%22resourceKeys%22%3A%7B%7D%7D&usp=sharing

I chose the SAMR model to evaluate the H5P video I created last week because after read and compared the detailed information of those two models, in my opinion, I think the H5P video I created last week best fits the Augmentation stage of the SAMR model. Based on the provided materials, the definition of the Augmentation stage is when the technology can directly be substituted for a traditional one and improve the student’s course experience sharply, in other words, this stage will use some new high-tech means to replace the original single lecture mode, such as additional information and multiple choices during the pauses in the H5P video. But it still can’t reach the deeper stage such as the Modification stage and the Redefinition stage because the H5P video didn’t provide enough information for higher-level of transformation to help the task redesign and brand new output. Those may be supplemented in the future study.

About the multimedia principles in my last week’s study, I think the Feedback Principle and the Modality principle were the two main principles that related to the H5P video. The Feedback principle had presented on the multiple choices poped-out during the H5P video, when the viewers answered the question, they can got the feedback about they did it right or wrong, it is also a way to ensure whether their learning is successful or not. The Modality principle had presented on the narrative style of the H5P video, I explained the text by myself and used real-time demonstration process as auxiliary, instead of just print text in the video, because I think the latter function may easily make people feel bored, people will unconsciously divert their attention, thus reducing the efficiency of learning.

This week I created the first H5P video by myself,  it was a very novel experience for me and it, and to a certain extent, it deepened my understanding of multimedia learnings. Let me state the multimedia principles that I think I used when making this H5P video now. First, the Embodiment Principle said people may not learn better when the speaker appears on the screen, so I just recorded my voice instead of my face appear on the screen. Second, when I add information into the video, the Signalling Principle had been showed, which assumes that people will learn better when information related to the video are added. Finally, the adjunction of multiple choice question during the video well presented Pre-training Principle, when the speaker finished his/her speaking, there will  be a question for the listeners to ask, not only help understand and deepen memory for the listeners, but also enhanced the effect of multimedia learning.

This time was also the first time I prepared an outline before start making my multimedia learning materials, and I found it really useful. The outline was a plan I imitated based on the plan example given on the topic 4 website. In the outline, I listed what my H5P video should include, which knowledge should I mainly focus on, what should be written in my weekly feedback, etc. In this week’s work, I noticed that this plan actually listed my goals and precautions clearly, just like several sticky notes, helped me smoothly sort out this week’s knowledge and completed the work effectively. Through personal experience, I understand the importance of planning for multimedia learning, and plan to use it in my future work.

photo by @furtado

In PAAS 138 last summer, our instructor gave us a final assignment worth about 10% to do, which was to make a PPT with any topic by using elementary Japanese learned in this lesson. I made the PPT about my trip to Japan in 2019, but I was worried that my immature language application would make some details difficult to understand, thus, I inserted pictures corresponding to the text on the PPT  on each page. Fortunately, this had achieved quite good results, some concrete contents that could not be expressed clearly were also presented from the pictures. Combined with the reading materials provided this week, I think this can be an example of me observed the Temporal Contiguity Principle.

One page from my PPT in PAAS138

On the contrary, I had also broken one of the multimedia learning principles once, which was I didn’t observe the Coherence Principle in my ECON225 class last semester. The aim of the Coherence Principle is to use original materials instead of extraneous materials. In order to better present what I said about current affairs and politics, I quoted several extraneous materials, such as some logos and links, some complex numbers had also included in the text(but not in the PowerPoint, only included in my speech). But otherwise, this also broke the Temporal Contiguity Principle, it didn’t necessarily give the audience more direct access to information, so it may not be the best option for a presentation.

One page from my PPT in ECON 225

After the Coursespaces and the Brightspace, I came into contact with a brand new online learning tool for me, which is the tool called Hypothes. The first impression of this tool reminds me of the application called OneNote on my old laptop (a surface book), that application can easily manage and classify notes and make notes and definitions on notes at any time. But the Hypothes implements the goal that more than one person can take notes of files online in different time periods, let the students in the same class see each other’s comments, this function is similar to Google Docs. In addition, it can also be used as a browser plug-in, which allows it to work and annotate on more platforms.

photo by @brookelark

However, after a period of contact, I also found some potential weaknesses of Hypothes. For example, sometimes it affects the layout and the format of the platform. Besides, I asked my cousin who also used this application before, he told me that once he cleaned up the cookies in his browser in order to clean up his computer, after that, the Hypothes needed to be log in again frequently, which is troublesome. Finally, I don’t know if the Hypothes has the note backup function, if not, if the webpage people took notes on is out of date or deleted, the notes might also be disappeared, which is an obvious drawback. I hope they can be improved in the future.