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My group’s Interactive Learning Design subject is art therapy, but I specifically focus on photography. I have chosen this video titled Emotions in Photography. This video would be an excellent introduction to our perceived third-grade audience, with a photographer showing and explaining the thought and care into how his photographs are emotionally received. 

This video poses questions to the audience, and if the instructor were to pause the video, that would give the class some time to discuss or to write what they think the answer to these questions is.

After this video, the students could go with cameras around outside and take some pictures but think a bit more about the work that went into them and how they can show their emotions through photographs. A simple prompt a third-grade student could understand would be the simple question, ‘How do you feel today?’ This allows students to use the surrounding area to find ways to express how they currently feel, whether it’s a fresh blooming flower or a plastic bag in the wind. 

This activity would have formative feedback as the students are taking their photographs. The teacher could try to guess how they feel based on what they seem to be taking pictures of. If the teacher is correct, the student knows they are on the right track, but if the teacher cannot guess, they could give some examples of how the photographer in the video conveyed emotion. Summative feedback for this activity could be a discussion or a reflection where the students recognize the elements of their photos and why they chose them to convey their emotions. 

The video’s target audience is older people/ adults interested in photography, so it may include some language that third-grade students may not understand as they are still relatively young. The video is about 12 minutes long, I think the creator does an excellent job keeping the viewers engaged, but that may not be the case for third-grade students with shorter attention spans. 

Our interactive learning resource has been carefully designed to cater to various learning styles, abilities, and preferences. It incorporates multiple formats, such as videos, audio, text, and interactive exercises, allowing learners to engage with the material in a way that suits them best. Additionally, we integrate adaptive technologies that can personalize the learning journey based on individual progress, ensuring no learner is left behind.

To accommodate learners facing challenges, such as disabilities or language barriers, we provide accessible content with captions, transcripts, and translations. Moreover, we encourage a supportive learning community where learners can interact, ask questions, and receive peer and instructor assistance.

In the face of unforeseen events, like a pandemic forcing learners to work from home, our learning resource remains flexible and resilient. Our resource has been set up through Google Classroom so that we can implement it through in-person instruction, or it can be used as a method for online learning. Nowadays, an online platform like Google Classroom is relatively easy to make, and it can be used from home in unforeseen circumstances, like a pandemic. Still, it can also be used in the classroom with traditional instruction. Students can use computers to access the classroom, or the teacher can project the resources onto the board so all the students can work collaboratively to complete the given tasks. 

Although Google Classroom is a prominent Ed Tech company, they do not have a dedicated tech support team. Still, there is 24/7 tech support through the Google Workspace for Education Help Center. Google also hosts an online community where educators, administrators, and Google experts interact, share tips, and help each other troubleshoot problems related to Google Classroom and other Google Workspace for Education products.

Moreover, we could foster a sense of belonging and support by establishing virtual study groups, regular virtual office hours, and interactive online discussions to keep learners engaged and motivated throughout their remote learning journey if remote learning was needed to adapt to unforeseen circumstances.

In conclusion, our interactive learning resource is built on the foundation of inclusivity, catering to diverse learner needs, adapting to unexpected challenges, and reducing barriers to student success. Inspired by the principles of universal design in engineering, we aim to create an engaging and accessible learning experience that empowers learners on their educational journey, ensuring that no one is left behind.

In education, the power of collaboration should never be underestimated. While traditional classroom setups often revolve around individualistic learning, cooperative learning has emerged as a practical instructional approach that harnesses the strength of teamwork. Cooperative learning cultivates a supportive and inclusive environment while enhancing academic achievement by organizing students into small groups and encouraging them to work together. Let’s delve into the characteristics that make cooperative learning such a valuable pedagogical tool.

Cooperative learning, emphasizing group work and collaboration, has gained recognition for its ability to create a dynamic and inclusive learning environment. Cooperative learning nurtures essential skills and fosters academic achievement by organizing students into small groups. Let’s explore the characteristics that make cooperative learning such a powerful pedagogical tool.

One key characteristic of cooperative learning is positive interdependence. Students understand that individual success is closely tied to the group’s success. This mindset fosters a sense of collective responsibility and motivates students to contribute to the group’s goals actively.

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Individual accountability is also a hallmark of cooperative learning. In comparison, students work together in groups and are held responsible for their learning and participation. This ensures that every student engages in learning and contributes to the group’s success.

Face-to-face interaction is another crucial aspect of cooperative learning. Students discuss, share ideas, and collaborate closely with their peers. This enhances their communication skills and promotes social development by encouraging cooperation, active listening, and respect for diverse perspectives.

Cooperative learning values heterogeneous grouping, where students with different abilities and backgrounds work together. This diversity allows students to learn from one another, leverage their strengths, and develop empathy and understanding toward their peers.

In cooperative learning, shared learning goals are central. Students collaborate towards a common objective, fostering a sense of shared responsibility and collective achievement. This collaborative spirit propels students to invest in their group’s success, creating an empowering learning environment.

Teachers play a crucial role as facilitators in cooperative learning. They provide guidance, monitor group interactions, and ensure the learning process remains focused and productive. Through their guidance, teachers help students develop teamwork and critical thinking skills.

Specifically for my group working on our learning design blueprint, we all must collaborate to create a cohesive final product. However, we each have our own individual topics; mine is photography. I also have trust in my group members to assist me as our blueprint is centred around kids much younger than what I have experience teaching, My group members, that are more familiar and confident with this age group, help our who group make sure that our goals and learning outcomes are developmentally appropriate and would be realistic. 

Cooperative learning, focusing on collaboration and group dynamics, offers a powerful educational approach that cultivates essential skills and promotes academic achievement.

As a student throughout elementary and high school, math came easily. I didn’t have to work very hard to get good grades and understand the concepts being taught. In late 2021 when COVID was still a big issue in my first semester of college, I had to take my first fully online math class, Calculus I, I assumed that because math just came naturally to me that this course would be easy if I just put in the bare minimum amount of effort into my homework and my studying. After my second midterm in that course, I was in for a rude awakening when I got 15%. I panicked as it was too late to drop the course, but I still had 4 other courses that needed attention. My study method of choice was watching youtube videos of people doing the questions but rarely attempting to do the questions myself. In the end, I failed that course with a 48%. It hurt me that the first course I had ever failed was something I had labelled myself as good at. As I am pursuing a math degree, that course was a prerequisite to many courses I needed to complete my degree. Eventually, I had to switch colleges and take this course in the summer before transferring to UVic. I had to get a C in this class to be allowed to attend UVic in the fall, so the pressure was on. I got a B+ in that class and made it to Victoria in the fall. Some of the strategies I used to help me succeed that second time around include being present in class, not being afraid to ask questions, and finding a method of studying that worked better for me. This class was in-person, so I needed to show my teacher I was serious about this course by being there every day, even though the teacher probably did not care. Additionally, I started asking my teacher questions on assignments that I didn’t understand; even though that doesn’t seem like a big deal, I never used to ask questions because I was so scared that people would think that I was dumb for not understanding the material. And finally, when it came time to study for the final exam, I learned a better way to study that helped me get the material in my head. First, I made a studying progress tracker, and when I reached certain milestones, I got small rewards which helped keep me motivated to keep going. I also used youtube videos to help me study, but I would take the time to pause and try the question entirely on my own before continuing the video and seeing the answer. As inconvenient as taking Calculus I for a second time, I am somewhat thankful for the study habits it led me to that I can use now.