Category: Multimedia Learning

Branching out from learning Twine to narrate can bring a whole new experience to learners, enabling them to actively learn from interacting with the story. Such an experience engages every learner. However, the logical thinking and storytelling skills of the narrator are tested in the process of creating a Twine.

In the next video game study, I learned about the balance between passive and active learning. This allowed me to bring it into Interactive and Multimedia Learning.We spent the entire class learning how to engage interactive learning in our daily learning and lives. However, when making interactive learning videos, I found that I needed to use more animation and more interesting content in my interactive videos to engage my audience. This also allowed me to do active learning in this.

However, in generative AI I learned how to use ‘Sections’ as well as explored the convenience and badness that AI brings. From commenting to other students I discovered that AI is not always right, and that it generates a large percentage of errors.

From REFLECTIONS and comments to other students, I have come to realize through text, video, and interactive animation that learning can be diverse, and that such a diverse learning process can increase learner initiative. This distinguishes interactive learning from traditional learning.

Comment：

Final Review

“can you generate a pic of winnie bear is driving a sport car” prompt, DALL-E, version 2, OpenAI, 16 Mar. 2024, chat.openai.com/.

This surprised me, I thought chat gpt would give up if it couldn’t produce a picture for me, but I didn’t think it would actually describe it for me using text!

Analyze chat GPT with SECTIONS：

• S tudents

Anyone who needs an AI to answer a question is a student, and the only necessary tool they need to have is a device capable of connecting to the internet. According to Chat GPT can be used at 3.5level for free and there are no other barriers for students

• E ase of use

Anyone can use it, no training required, just the ability to type, Chat GPT can be used in any language.

• C osts

Costs require a registered account or logging in with an existing Google account

• T eaching functions

It saves time and gives a summary, but the information it provides may not be accurate and needs to be identified.

• I nteraction

It can communicate interactively and give different answers depending on the scenario

• O rganisational issues

My institution can provide more specialized information will Chat GPT improve as well as the library can provide more specific specialized information

• N etworking

It allows more people to participate in the course as it can creates a customized program for each person’s different personality preferences.

• S ecurity and privacy

Privacy is confidential because Chat GPT only responds to more in-the-moment requests and does not collect any private information.

Reflection：

• What tools did you find useful in your explorations this week and how did you use them? Which ones were not useful?

I found Chat GPT and stable Diffusion and Quillbot are pretty useful. They were able to help me quickly with my needs, which greatly increased my efficiency. Especially stable Diffusion, which converts any idea into a picture for me, which makes it easier for me to explain my ideas to others.

• Where do you think these tools will be in their evolution in 2-3 years’ time?

I believe that in 2-3 years, these tools will become smarter and more accurate, and as technology advances, more and more people are accepting the involvement of AI in our lives, and more organizations are willing to share their knowledge with AI, which will make it more accurate.

Comment：

Module 5: Generative AI and Evaluating Content and Tools for Learning

Here’s the interactive learning video:

Lesson design plan:

Big Idea   What is the big idea that the learner will walk away with at the end of the lesson that is critical for learners at this stage of their learning path?	Learning Outcome(s)What specific things will the learner know or be able to do by the end of the lesson?	Evidence of LearningWhat does learning look like for this objective? (e.g., accurate performance of a task, correct use of terminology)	AssessmentsWhat will learners do to provide evidence of their learning? (e.g., a presentation, a test, a project)	Learning ActivitiesWhat learning activities will allow learners to acquire and practice the skills necessary to demonstrate their learning and complete the assessment successfully?
Have baisc idea of how to use google docs efficently.	learner will be able to: locate google docs, know the basic features, assess and compare with other software.	Be able to locate the google docs and insert pictures.	A post with pictures that is made by google docs.	Watch demonstration videos.Contact with other people in the group.

Reflections:

I think video game learning is a very good way for learners. It allows learners to switch from passive learning to active learning, which solves learners’ annoyance and resistance to lection. This improves the learning efficiency. In Merrill’s First Principle, I think integration, activation, and demonstration play a major role. However the application may be forgotten. Because the learner may only remember this knowledge because of the current game, but not actually use it in real life. When designing my own lessons, I add more learner-responsive questions and allow learners to make connections to the content of the lesson based on their own life experiences. I think separating half the amount of active and half the amount of passive learning is the most effective balance.

Comment:

module 4