Becky Zeng EDCI337

Overview

Cooking is a skill that contributes to your well-being and to maintain a healthy lifestyle. It is an essential skill in life that can provide to be useful for years to come. Not to mention it also helps save a lot of money.

Lesson Objectives

• Properly purchasing ingredients required for a steak dinner
• Washing ingredients before prepping
• Prepping ingredients by cutting
• Consistently cutting ingredients the same size
• The types of steaks that come from a cow
• Learn the different types of wellness for steaks
• Cook steak with an accurate wellness every time
• Plate steak dinner to be appealing 

Read/Watch

There are many parts of a cow that can be used to cook steaks. The following is for instructional purposes only and will not be quizzed on for the content of this lesson. Everyone has their own personal preference for the types of steak because of its costs, taste, and amount of fat it includes.

Content

Steak Wellness

So before we start with the actual process of cooking a steak let us first learn the different types of wellness it can be cooked. After going through the infographic there will be a fill-in-the-blank quiz to grade understanding.

So now that you have successfully completed the fill-in-the-blanks let us move onto ingredients.

Ingredients

Please prepare these ingredients prior to the actual cooking of the class. Ingredients list are used as organization tools to have to stay organized and to ensure cooking goes as planned.

Cooking

Application

Learners after watching the video will be required to complete an assessment task of cooking a mushroom steak dinner and presenting it. As the presentation suggests, 3 minutes each side of the steak will give a medium rare wellness. Please ensure to add or minus 30 seconds each for different steak wellnesses. For example, medium will be 3 minutes and 30 seconds.

Please ensure to have understood the video before starting your attempt (Steaks are not cheap!).

The following rubric will be used to grade the final product. It will be graded on accuracy of steak wellness in this case every steak must be cooked medium rare as it is the most popular wellness there is. In addition, also aesthetics of how the plating is when the final product is complete.

Reflection

Based on the steak wellness chart how far away were you from cooking a perfect medium rare steak? Did you char the onions before they became caramelized? Were the mushrooms cut perfectly similar in thickness and size?

Theories and Principles

We tried to remove any useless information or repetitive information by incorporating the redundancy principle to keep the blog on point. We moved forward by acknowledging the coherence principle which goes from one step to another to eep things organized. Both these steps together were used to help reduce any extraneous cognitive load that might occur by giving too much information all at once. We also used the signalling principle when we added headers to signal ingredients, cooking, etc. to show what step we were on. The dual coding theory was also put into consideration when we used videos, text, pictures to help the learner absorb more information.

References

https://www.canva.com/

https://www.dreamstime.com/steak-cuts-set-beef-chart-pieces-used-cooking-roast-vector-hand-drawn-flat-illustration-lettering-butcher-shop-image213859118

Also Project Plan is added here because there is no way to add a file submission.

How have you found the balance of passive and active learning in this course for your learning? How does it compare to your experience in other courses?

I found out the method I prefer to learn is first using passive learning and memorizing terminology of the course in order to gain a better foundation to start using active learning. I am able to engage more in active learning when I feel comfortable with my first level of understanding of the course. I think although active learning is more important than passive learning, without passive learning I become overwhelmed with information and tasks are very hard for me. I become extremely frustrated until I am in a comfortable place. The organization of this course helps put all terminology in each weeks reading and then we are asked to use active learning by involving ourselves in using say H5P for this week and other activities like Canva to incorporate what we have learned to design a better learning design. I now understand why some teachers teach better. It is how to channel the information from them to us by using a well design with good principles and theories used.

What was your experience of trying out H5P? Which of the activities do you think you would make most use of in your teaching context and what would you use them to do? Which ones do you think require the most resources to create?

I created a Drag the Words to help with learning terminology and to have a basic understanding of what we learned this week. I think activities that involve adding images, and sound would cost the most time to make. The more complicated the H5P the longer and more resources it requires to create. I also believe the more resources used to create an H5P would also mean more information being communicated towards learners. The one I used is fairly simple so that means it is fairly easy and considered to be an easy task.

Students – Can the students access the media you created or use the technology required? For example, a paid version of Photoshop, Microsoft word, a paid subscription to use the content needed by the instructor. 

Ease of Use – Is it hard to create? Similarly, I found Canva very user friendly when we can edit the already created templates. However, it was nearly impossible for me to create an infograph from scratch and for it to look appealing with little to no experience. It takes a lot of practice, skills, and experience to get good with Canva. Repetition does make perfection.

Cost

There is a cost in all aspects of using a service or a good. It could be your time (watching ads), privacy (sharing personal information to a 3^rd party), and money (the original medium of exchange). With many competitions in the technology field, costs have significantly lowered from what it was before. However, since the costs have lowered, other substitutions are used like your time and privacy. Just how costly would it get?

Teaching 

How does the media or multimedia support what the teacher is teaching? I think personally, a media or multimedia to support teaching would be one that acts as an extension of what the teacher is lecturing about. Similarly, like when a lecture is going on and a student is trying to remember the information the teacher throws at them. The perfect media would be an animated infographic of the content to help students organize the material.

Interaction 

Interaction is an important part. It helps to get students involved. So the tool used must be beneficial in helping the student and the content grow a stronger connection. But how to measure the efficiency of it is harder than normal. 

Organization 

How much the school is supporting the technology required to access your media? For example, you are using a drawing application to teach students to draw. You would need iPads to download the application for each student which would rise the costs substantially. 

Networking

Can you network with this medium being used? Mattermost and edtech helped networking possible between students without having the need to add them. EdTech is a blog where everyone can access and mattermost is used as a forum similar to discord. It helps students able to efficiently share ideas and to connect. Privacy risks are brought up to the student’s attention during registration of the site from the very start. Which brings awareness to the risks imposed.

Security

Privacy is only as important as how serious it is being taken. Personal information sometimes isn’t taken seriously enough online. Like information needed to register an account should not be revealed in some cases to keep at least some level of privacy. Just how much privacy would be needed?

• Describe six promising practices for creating a meaningful story.
• • Immerse your audience in a story. Make your audience really feel like they are in the story as well an reliving it as you tell it. Using visual and sensory details that will bring a deeper connection with audience is important. 
  • Tell a personal story. Tell something that relates more to you and something personal to show that you and the story have a deep connection 
  • Create suspense. Make the audience eager to reach the end of the story. Leave unanswered questions in the story that are slowly unraveled. Leave out important details of the story that requires explaining later on. The urge to know and not be left in the unknown is what makes audience strive for more. 
  • Bring characters to life. The characters in the story need to be alive. They need to be not just a really boring character to help with moving the story along. Instead it should be a dynamic character that grows with the story and has a life of its own in the story. 
  • Show. Don’t Tell. Instead of just telling a story try to show it. This also helps add onto immersing your audience to the story. How do you show? Well, you can show a story by describing more verbally and using more pictures to help really have the audience imagine themselves in the story. 
• End with a positive takeaway. I think this one hits the strongest. A positive takeway is like a resolution at the end of the story. The story starts with a problem and the audience immerses in it living out the problem as it they are inside the story as well. They wish for a positive takeaway (problem-solved) because the problem is now their problem as well. Which is why a majority of people do not really like cliff hangers, or the evil person wins stories as much. 

In the reading this week, 7 Storytelling Techniques Used by the Most Inspiring TED Presenters, which of the presenters did you find most compelling? What technique(s) did you recognize in their talk?

Leslie Morgein Steiner’s talk on abusive relationships and domestic violence was the most compelling to me. When she told her personal story she showed a lot of energy and power in her words and gestures that help immerse audiences into the story. The choice of descriptive words and subtle suspense she creates also help keep audiences on the edge of their seats. The best part was when she says “the ten black bruises on my neck” while using her two hand to imitate a choke with her hands showed so much suspense and demonstrates the show don’t tell as well. She properly uses at least 3 of the techniques to make a good story telling experience like create suspense, tell a personal story, and bring characters to life (have the husband slowly become a nightmare). She had so much power with the words she chose to use because of how personal the story was to her and how much it had changed her life. It was her story.

With little to no experience in writing scripts for a video, here is mine. It is a short video for showing how to properly secure a baby to a carseat to ensure their safety. The use of extra cute babies would be needed to help bring more attention to the video. I used little knowledge I do know to do a closeup of the carseat, a over the shoulder (from the baby’s shoulder to look at the father and how the father would look at the baby (the audience has the perspective of the baby) and to show the father turning around and looking at the baby to help bring audiences closer into the video.

References:

Ferster, Bill (2016-11-15). Sage on the screen : education, media, and how we learn. ISBN 9781421421261. OCLC 965172146.

The following template was planned to use backwards design. It starts with what the learning outcomes are. Then it is continued by how we assess or test that the learner has enough knowledge to apply what they know into solving the problem in the form of a test or project. Then this follows with the activities needed to teach the learners about the outcomes in the form of watching videos or reading text or engaging in labs.

What authentic problem would you use to design a lesson using Merrill’s principles? What media or multimedia (interactive or not) would you create to support it?

I would design a lesson on an introduction to coding lesson using Merrill’s principles. Why? I believe a lot of the free coding courses online have demonstrated that they use the backwards design to help learners learn a completely new language (coding) by making it super easy to absorb the information. For media, I would create videos to teach the concepts and to demonstrate how to write code in a proper way by relating grammar with syntax. This helps learners use their pre-existing knowledge of the English language as a foundation for learning the coding language. Then I would use screen casting to have learners follow along with the problem so they can solve it along. I would give them a problem like make a simple user-login page which takes in a username and password. Then I would choose to give a problem for them to solve by the next lesson (gives them time to recall information from the lecture).

Where do you see constructive alignment and backward design used in this course or another course you are taking/have taken? Is there anywhere where it seems to be missing?

A lot of economics courses, and coding courses seem to use constructive alignment and backward design to construct their course. EDCI 337 no doubt uses these two concepts to design the course as well. However, a lot of university level English course seem to be missing this. For example, they make the presumption that we all know how to properly write at the academic level and that we need to only keep writing to improve. Very little knowledge is taught in university to help add on to preexisting knowledge. Backwards design might have been used to help prepare for the final by having students practice by writing. But compared to other courses I believe limited constructive alignment is used.

References

Kurt, S. “Instructional Design Models and Theories,” in Educational Technology, December 9, 2015. Retrieved from https://educationaltechnology.net/instructional-design-models-and-theories/ Dr. Serhat Kurt, Instructional Design Models and Theories. Sept 28, 2022. 

Of the 3 principles of Mayer’s Cognitive Theory of Multimedia Learning we looked at this week, active processing stood out the most to me. An example is when we read our textbooks for a course we do not consume all of the information but instead filter what is not important out, selecting the information that is essential in learning the objectives, organizing it into subgroups to remember it, and integrating thatinformation to be recalled when needed and applied. 

Paivo’s Dual Coding Theory surprised me when it suggests that language and verbal information is not learned together with images but instead two different systems. This seems true when I tried watching a video on redundancy principle as opposed to reading it from Mayer’s “Principles for Reducing Extraneous Processing in Multimedia Learning, from The Cambridge Handbook of Multimedia Learning”. The 3-minute video helped process the information by already applying the Active Processing of the information from the text which takes substantially longer to read in order help students consume the information faster. However, will this in the long-term hinder the student’s ability to actively process information themselves when they are required to read text and not given the alternative of watching a summarized video?

All the reading/watch resources helped exemplify the extraneous load example by reducing the amount of information the audience consumes by having a short 2-minute video explain with both pictures, text and verbally of the four principles which helped reduce any unwanted information to be consumed. But again the question rises, will watching videos instead of reading text eventually cause a student to lose the ability to actively process information themselves?

References:

Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 279-315). New York, NY: Cambridge University Press.