Category: edci335

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.

Two years ago, when I studied at high school in Ontario, I faced a learning challenge: understanding Shakespeare’s Hamlet. At first, I was intimidated by the dense language and complex themes. I had no idea how I could approach Shakespeare’s works properly. The challenge can be seen from a behaviourist’s view. That means I needed to understand the stimuli and responses involved in learning the play. The language used in the play was archaic and difficult for me to understand, making it a challenging stimulus. I remember approaching the learning task by breaking it down into smaller, manageable pieces. Also, I set specific goals for myself, like reading a certain number of pages each day and taking detailed notes on the characters and plot.

However, putting on a thinking hat of a cognitivist, I realized that my prior knowledge and experience could help me understand the play better. I started by researching the play’s historical context and understanding the characters’ backgrounds. This step helped me build a schema, or mental framework, for understanding the events and relationships in the play. Moreover, I read the play translated into my first language, which also eased the learning process.

But, thinking along a constructivist mental set, I also reflected that authentic learning occurs when a person actively constructs their understanding. So, I decided to create my summarization of the play and its themes. This process helped me internalize the information and make it more meaningful to me.

These learning experiences are essential; however, those are not the whole story. I also worked with my classmates to act out scenes from the play. This move made the learning experience more interactive and fun and helped me understand the play from different perspectives.

At the end of the semester, I successfully understood and appreciated Shakespeare’s “Hamlet” and overcame my learning challenge. It seems to me by combining behaviourist, cognitivist, and constructivist learning strategies,I was able to build a deeper and more meaningful understanding of the play.

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