I wonder if I put a few words here?
By looking through the photos in my phone, I made some adjustments to the following two sets of landscape photos. The main ones I used were adjusting the brightness, contrast, and increasing the saturation, color temperature and sharpness. Make the new photos become more colorful.Ā And in the second set of images, I also made the images more refined by editing and cropping the size of the images.
Both TPACK and SAMR models are models used to describe the degree of integration of technology and instruction, and both are intended for use by educators, teachers, or instructional designers. The main difference between them both is the difference in the way of integration and the perspective of integration.
The SAMR model describes the manner and degree of integration of technology and instruction. In SAMR, the instructional designer integrates technology and instruction through the four steps of Substitution, Augmentation, Modification, and Redefinition. This is a linear process from low to high, bottom-up. The designer can consider each of these steps in turn and decide which approach to use to integrate technology and instruction according to the needs of the instruction. At the same time, these four steps can be seen as the level of integration of technology and instruction. The higher the level of integration, the higher the level of integration. In addition, SAMR takes a more “technology” oriented perspective on how to help integrate technology with teaching and learning.
TPACK model describes the interaction of technology, pedagogy, and content. When using TPACK for instructional design, teachers or instructional designers need to consider their knowledge of the three areas and then integrate them in the same instructional activity. For example, when designing an English debate activity that trains English speaking and logical thinking skills, teachers or instructional designers need to consider their knowledge in the areas of debate topics, English speaking, and thinking training (content), their skills in instructional design, classroom organization, and debate facilitation (pedagogy), and their knowledge in the use of technology to support this debate teaching activity well (technology), respectively. Thus, in TPACK, technology is not the main perspective, but is considered by users in parallel with pedagogy and content.
Thus, TPACK and SAMR models can be used in combination. Designers can use TAPCK to guide themselves on how to integrate technology with instruction. At the same time, SAMR can also be used to examine the depth of their integration of technology and instruction.
With the close combination of education and technology, multimedia applied to the field of education, it can get rid of the boring traditional curriculum, into a vivid and flexible form. The use of multimedia teaching can make the original abstract, boring learning content through graphics, animation and other forms of expression and become intuitive, enhance students’ interest in learning. And it can promote the transformation from the teaching mode of knowledge imparts to the teaching mode of quality education. Multimedia teaching system can create a teaching environment for students to study independently.
Differentiated learning can be taught according to the characteristics of each child. For example, for those special children, the government and schools need to pay more attention and care for them so that they can get fair educational opportunities and develop their special skills and abilities.
Compared with traditional teaching methods, multimedia teaching method has many advantages, but there are also many problems, if handled improperly, it can not reach the ideal teaching effect. Multimedia teaching is too dependent on teaching environment and facilities, and lacks the flexibility and diversity of teaching methods. Excessive influence of objective uncertainties in the learning process, such as power failure, network and computer failure, will delay and delay time, and may affect the whole learning efficiency.
This week, I learned the important parts of multimedia: Graphics and Infographics.It can attract viewers through the fun and concise content of the design, and achieve a good effect of communication.Ā Effective infographics can support learning objectives and instructional goals because they involve a type of reading and/or viewing experience that encourages critical thinking and processing. The cognitive processing of content or a narrative represented and interpreted visually.(Joanna,2016) And the author Akthar suppose the consistency of the quality and characteristics of the infographic.(2021)
The following is designed by using Canva according to Chinese traditional festivals.
This Friday, we ushered in the Dragon Boat Festival, on this day we will race dragon boats and eat zongzi, so I put two representative pictures together and marked the time. In my opinion, for brochure, it is very eye-catching to choose some bright colors and exquisite pictures. In addition, it should show what it wants to express and the most important content, but do not show too much text information.
Referenceļ¼
Joanna C., D.,&Patrick R., L(2016) Getting graphic about infographices: design lessons learned from popular infographices.https://www.tandfonline.com/doi/full/10.1080/1051144X.2016.1205832
Akthar., P& Naushad.,H (2021)INFOGRAPHICS AS A PROMISING TOOL FOR TEACHING AND LEARNING https://www.researchgate.net/publication/353972899
In the new and challenging context of the digital society of the twenty-first century, the labor market increasingly demands flexible, creative professionals with a broad background in skills and competencies (van Laar et al. 2018). Therefore, many universities are constantly making teaching changes for the employment development of students, including Game-Based Learning and Gamification. The teaching mode of Game-Based Learning is that teachers use games as a platform to communicate with students according to students’ innate love for games and their curiosity for new interactive media. The Gamification mode is a small game interspersed in the class, which is often used to warm up the field and break the ice and adjust the atmosphere.
I think this mode will make the process of information transmission more vivid and students will be more active in learning. First of all, the fun of games does help stimulate students’ learning motivation; Secondly, games provide students with an approximate real “experiential” learning environment, allowing students to “experience” rather than just “know”, and let them discover, analyze and solve problems by themselves. And games can provide a learning environment for students to put forward hypotheses and test them; And the success and failure in the game also let students experience a rich emotional experience.
reference :
van Laar, E., van Deursen, A. J., Van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review.Ā Computers in Human Behavior,Ā 72,Ā 577ā588.
In my opinion, this class is a course to broaden our vision and promote communication, and the course forms are diverse. This is the model I have never experienced in class, we can register the website to write BLOG form cloud communication, which is very conducive to show themselves. At the same time, this class is in the form of Online, breaking through the limitation of time and space, and can learn anytime and anywhere without the limitation of regional time.
As for blogging, I think it is a platform to share my life and record my feelings. At the same time can make more like-minded friends, we communicate with each other to understand each other. In addition, writing BLOG can improve my language organization ability and writing ability. In order to better express myself, I have to make my discourse easy to understand and logical. Good writing ability can also help me exercise my thinking ability. In the future, blogging will become a part of my life, I think I will stick to recording my life by updating my BLOG.
(I got mixed up with the BLOG for week 1 and week 2, and week 1 submitted the topic for week 2.)
Interactive media, as a new way of media, integrates text, video, data, sound and other elements to make communication more diversified. As information recipients, they not only passively accept the information transmitted by the media, but also participate in the form of active participation, and they have more intuitive and strong interactive experience. So more and more people are combining interactive media with education. The use of interactive media in the field of education has given fruitful results. Nowadays, it has found its place in almost all the schools and educational institutions because of its utility and effectiveness. (Raiastan,2016)
In colleges and universities, Interactive media is a very valuable tool to help faculty members absorb fresh information, update their knowledge reserves with the development of The Times, and better conduct teaching work. They can also use Facebook, Twitter, etc., to spread and share news events and other important announcements related to the school. Meanwhile, Interactive media has become an effective way for teachers to communicate with students. For students who do not have the opportunity or are ashamed to raise their own questions in public class, media provides a relatively private platform for them to raise their own confusion. Ultimately, interactive media will play an increasingly important role in education.
Reference :
Jhunjhunu,Rajasthan (, Decembe,2016) INTERACTIVE MEDIA AND ITS IMPACT ON EDUCATION https://www.journalcra.com/article/interactive-media-and-its-impact-education
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First tasks you might explore with your new blog:
Do consider creating categories for each course that you take should you wish to document your learning (or from professional learning activities outside of formal courses). Keep note, however, that you may wish to use the course topic as the category as opposed to the course number as those outside of your program would not be familiar with the number (e.g., we use āMultimedia Learningā instead of āedci337).
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