Month: March 2023

As a theatre student, I searched Youtube and found a video of Hamlet performed by the students at Bob Jones University. (https://www.youtube.com/watch?v=Oq5HKX1vicM) In my online class, I would suggest an interactive activity for students to mimic the acting performance after watching a 10-minute video of Hamlet. This activity would require the students to actively engage with the video and respond in some way. The video would inherently force them to respond by analyzing and interpreting the acting performance. They can take notes and think about how to act their parts during the performance.

After watching the video, the suggested activity for students would be to perform a short monologue from Hamlet, mimicking the acting performance they saw in the video. This activity would help develop their performance skills, including delivery, tone, and body language. Students could use any medium or technology they feel comfortable with, such as recording themselves on their phones or laptops.

During their acting, students are likely to respond by making notes, discussing the video with peers, and analyzing the acting techniques used by the actors. This learner-generated response is an opportunity for students to actively engage with the content and make their own meaning from it.

To provide feedback on the activity, students could submit their performance videos to a digital platform, where their peers and instructors could provide constructive feedback. Alternatively, the class could have a live session where students perform their monologues in front of their peers and instructors, who could provide feedback in real-time.

This activity provides an opportunity for students to actively engage with the content, develop their performance skills, and receive feedback on their work. It also promotes a sense of community and collaboration within the class. By using digital platforms to provide feedback, students can engage in asynchronous learning and receive feedback at their own pace.

Overall, this activity provides a unique and engaging way for students to interact with Shakespeare’s Hamlet, while developing valuable skills in performance and collaboration. It also highlights the benefits of incorporating digital platforms into learning and provides an opportunity for students to receive feedback and improve their work.

As an online course designer, it is important to design learning experiences that accommodate the diverse needs of all learners. In my planned learning activities, financial knowledge is the subject matter that can benefit everyone, regardless of their background or education level. It is also crucial to ensure that the learning experiences and resources are interactive and accessible to all learners.

One way to ensure that the needs of all learners are met is to design the learning resources with different learning styles in mind. Some learners may be visual learners who prefer to learn through images and videos of reading a budget, while others may be auditory learners who prefer to listen to lectures or discussions of a financial situation. To attend these learners’ learning styles, the design of their online learning experiences can highlight a combination of visual and auditory resources, such as videos, infographics, and podcasts of money-related issues. Additionally, the learning activities can be designed to allow learners to practice applying financial concepts through interactive exercises and simulations.

Another way to remove potential barriers is to simplify professional financial terms and the associated  calculations. Many first-time learners may feel overwhelmed or intimidated by the complex jargon and calculations used in finance, which can dis-encourage them from engaging with the subject matter. To address this concern, I can provide a glossary of these key terms, with clear explanations of these financial codes and concepts. Moreover, I can offer step-by-step guidance on how to perform financial calculations. All of these scaffolding considerations can be done through the use of plain language and accessible examples that relate to learners’ everyday experiences.

Furthermore, to ensure that the online learning experiences provide more pathways for learner success, it is important to make them flexible and adaptable. Different learners may have different levels of prior knowledge and experience with finance, and may require different levels of support and guidance. Therefore, the course can be designed to allow learners to progress at their own pace and choose the topics and activities that are most relevant to their needs and interests. Additionally, the learning resources can offer personalized feedback and support to help learners track their progress and identify areas for improvement.

In conclusion, creating interactive financial knowledge learning experiences online that take care of  the needs of all learners requires a thoughtful and inclusive design. By designing learning resources with different learning styles in mind, simplifying professional terms and financial calculations, and offering flexible and adaptable pathways to success, I can remove potential barriers and ensure that all learners have access to the knowledge and skills they need to manage their finances effectively.