Micky lin

1.Understanding（discovering, interpreting, explaining）

Definition:

Core: In the era of information overload, people easily become trapped in an “information bubble”—exposed only to content that aligns with or mirrors their existing views, passively resisting new information. Over time, this reinforces cognitive biases.

Objective:

I plan to create a concise, impactful comic that visually illustrates the formation, dangers, and simple methods to break free from the “echo chamber effect,” prompting viewers to reflect on their own habits. It will vividly show how prolonged existence within an information cocoon gradually erodes one’s capacity for independent thought and self-reflection.

Background：

This comic highlights how modern big data algorithms push content and videos based on personal preferences, rarely introducing novel perspectives. We must break through this invisible wall to broaden our horizons.

Target Audience:

Young adults, as they are the primary users of social media. They spend significantly more time on these platforms than others and are at a critical stage of worldview formation, making them most susceptible to big data algorithms.

Learning Objectives:

• Recognize the visual manifestations of echo chambers and reflect on the cognitive limitations and mental rigidity caused by information silos.
• Understand the consequences of prolonged confinement within information silos.
• Describe how algorithms reinforce existing viewpoints by continuously recommending similar content.
• Actively seek out and listen to diverse perspectives to break free from information silos and broaden horizons.

2.Plan(concept, sketch, details)

Format:

12-frame animation
Character: Daniel, a young social media user.

Final script

Act 1
Image: Through the window, a young man named “Daniel” is seen curled up on the sofa, intently scrolling through his phone, his expression relaxed.
Narrator: Every day, we construct our own mental worlds on social media.

Act 2
Image: Close-up of the phone. The screen displays a post he strongly agrees with. His thumbs-up is “like.”
Text (speech bubble): “That’s absolutely right!”

Act 3
Image: The phone screen scrolls down like a waterfall, revealing countless content and tags, all expressing similar viewpoints. These content begin to form around Daniel like bricks.
Narrator: Every like and share adds a brick to this world.

Act 5

Image: The walls grow taller and taller until they close overhead, forming a glowing, enclosed “room” with Daniel sitting in the center.

Text on the label wall: “I think the same as you!” This is right! We’re all the same!”

Act 6
Image: Daniel is in a room, surrounded by icons of praise and approval (hearts, thumbs-up signs), but he’s starting to look bored.

Narrator: There’s only the sound of approval here.

Act 7
Image: A small window appears on the wall of the “room.” Outside, a small figure with a different design, holding a sign that says “Viewpoint B,” waves inward.

Text (Image outside the window): “Hey, if we look at this from a different perspective…”

Act 8
Image: Daniel’s face flashes with disgust. Suddenly, many hands emerge from the wall, holding signs that read “Block,” “Report,” and “Nonsense,” and quickly seal the window shut.

Text (Daniel): “Noise!”

Act 9
Image: Close-up of Daniel’s face. He looks around at the impenetrable walls, his expression gradually shifting from contentment to unease.

Text (Daniel’s thoughts): “Why… do I feel smaller?”

Act 10
Image: Daniel hesitantly reaches out his fingers and digs at the wall. Bricks (representing information labels) begin to loosen.

Narrator: So, he decides to open a window.

Act 11
Image: A beam of light, different from the light inside, streams in through the small hole he’s dug. Curiously, Daniel peers through the hole and sees other “viewpoint rooms” of various colors and shapes.

Narrator: The light filters in.

Act 12(Ending)
Image: Panorama. A beautiful, open window appears on the wall of Daniel’s “room.” He sits by it, calmly gazing at the vast and diverse world outside. The room still exists, but it’s no longer enclosed.

Text: Break out of the echo chamber and open a window for yourself.

Concept

Cognitive Load Theory: Comics use simple visual metaphors, such as the sealed walls of a room and the broken window at the end, to present complex concepts, reducing the cognitive load required to understand social phenomena.

Enhancing Memory: By presenting information through both visuals and language, the comic effectively deepens the viewer’s understanding of the comic.

Emotional Design: Following the comic protagonist’s perspective and witnessing his emotional transition from comfort to confusion and then peace, the viewer develops empathy and makes the message more impactful.

Contrast: The story creates a sharp contrast from the impenetrable walls that trap Daniel at the beginning to the opening of a window at the end.

Peer feedback

Based on the feedback I’ve received, my colleagues suggest incorporating more visual elements into the script and reducing the amount of text. Adding a visually engaging element to each paragraph could imply that data algorithms are presenting this information, helping readers understand the underlying technology. This approach would help readers delve deeper and break through the “invisible wall.”

For greater impact, colleagues suggest concluding with a direct reflective statement such as “What is that wall around us?” The balance of text and imagery should be refined in the final draft. Incorporating humor or satire into the narrative would make the message more memorable.

Reflect and Refine

The conceptual framework underpinning this study was inspired by a blog post that provoked contemplation on the subject of information silos. In contemporary society, characterized by the proliferation of electronic devices and social media, individuals increasingly seek out content that aligns with their preferences, eschewing divergent perspectives that might challenge prevailing notions. This phenomenon has resulted in a decline in critical thinking skills. A significant challenge lies in the effective presentation of this concept, utilizing visual effects that are both clear and striking. The creation of a visually compelling comic that captures the interest of its intended audience is a central focus of this project.

Final version

Resource

https://www.bbc.co.uk/bitesize/articles/zbwkbqt

https://www.canva.com/dream-lab?adj=eyJCIjowLjU2MjV9

https://chatgpt.com/c/68d63a4c-165c-832e-922a-797738488f7c

Looking back at the multimedia theory we learned, I’ve noticed an interesting phenomenon: people believe textbook knowledge is the easiest to acquire and absorb. However, I prefer to believe that interest is the most effective means of education. The key lies in transforming dry theoretical knowledge into clear, understandable, and engaging arguments. This approach has been shown to improve people’s memory, as knowledge is reinforced through everyday language and habits. For example, seeing Starbucks reminds me that I need water today.

In the field of comics, I prefer to create works that are direct, simple, and easy to understand. I believe that excessive information can obscure the core message. Visual elements play a crucial role in the comics medium. We must consider the age range of our target audience to gain a deeper understanding of their preferences. The hallmark of an engaging comic is its ability to engage the reader, and analyzing the reader’s needs is crucial. The goal of comics is to captivate the reader through concise visuals and dialogue. Aesthetics are not the primary concern; creating meaningful and impactful content is paramount.

In addition, structural integrity and logical coherence are crucial, with logic being particularly important. The purpose of comics is to reduce cognitive load. Multimedia learning theory posits that clear, concise layouts help readers focus on the intended message and reduce the likelihood of being distracted by unnecessary details. This theory supports the effectiveness of comics as an educational tool. Furthermore, research on how the brain processes text and images suggests that comics can reduce cognitive load. For example, children experience challenges processing large amounts of text, highlighting the importance of comics and children’s books in enhancing their cognitive abilities and memory. Furthermore, they have demonstrated the ability to engage readers of all ages. Comics have the potential to enhance understanding and reveal optimal learning methods in a variety of settings, from classrooms to public events. This demonstrates that comics are not just entertainment but also an excellent educational resource.

For our group’s learning resources, we have decided to insert a video to explain our original intention and help students better understand the causes of climate change. We plan to insert some questions in the video that can stimulate students’ thinking. At the same time, we need to highlight some professional terms and add some prompt boxes in the video to explain these professional terms, helping students better understand the pros and cons of climate change. Our learners have no limitations, but they need to have a basic understanding of what climate change means and what global warming is. For those with limited vocabulary or second language learners, professional terminology can be difficult for them, and we also need to use simple words as much as possible to explain and explain in terms of vocabulary.

For some special groups, we need to provide some convenient measures to help them, such as providing visual disaster maps for illiterate groups and developing vibration alarm devices for hearing-impaired people. These measures can effectively protect their safety and be able to predict the arrival of danger in advance when they are alone at home. Inclusive design is not a cost, but a core investment in climate resilience. When a place can provide measures to provide safe earthquake or flood escape routes for people in wheelchairs; Similarly, it can also protect the future of everyone, a truly sustainable future that starts with ‘not abandoning anyone’.

Do you remember when you were a child, you liked to pick up snails and insects and put them in bottles just to see how the insects ate? The pure curiosity driven desire for exploration is the core soul of inquiry based learning. This concept overturns the traditional model of teachers imparting knowledge to students, turning the classroom into a wonderful journey full of questions and exploration. This means that without the participation and involvement of curious students, inquiry based learning cannot be carried out. Students still need to create an open environment where inquiry based learning can take place. Exploratory learning is based on constructivist theory, which means it requires students to construct their own knowledge through open inquiry. Students can respond to their curiosity by asking questions or contemplating practical possibilities, and they can reflect on these questions and answers. This is the main part of inquiry based learning.

Learning begins with a real, thought-provoking phenomenon, like when we were young, we often asked adults, ‘Why do leaves change color in autumn?’ or ‘Why does the sky snow?’. The best way to solve this problem is for students to discover and think on their own, rather than for teachers to guide their thinking. During our student years, we would enthusiastically discuss, repeatedly test, and modify the shape design of a paper airplane in order to verify which one could fly the farthest. They not only studied physics, but also experienced the complete process of scientific exploration, which exercised the core competencies necessary for future society. We use physical resistance and air to determine which type of nose can “break through the wind” and fly farther, and even research paper airplanes that can rotate in the air based on this knowledge. I think inquiry based learning is about giving students the initiative to learn, allowing them to pilot curious spacecraft and actively explore in the universe of knowledge. Knowledge is no longer just cold words in books, but is dynamically constructed through hands-on practice and team collaboration. Life is a process of constantly trying, making mistakes, and correcting oneself to become better. Knowledge constructed through personal experience is far more firmly remembered, understood more thoroughly, and easier to transfer to new knowledge than knowledge passively received. The exploration of the real world often lacks a standard answer, embracing the process of ‘not knowing’ and gradually approaching understanding through exploration. All answers are created by our exploratory nature and can only be obtained through hands-on experience.

Personal Learning

After reading it, I remembered last summer when I got a new Windows computer. I have always had a dream. When I was a child, I thought hacking was a cool profession, and I hoped to learn how to write small websites using Python. Since I have no foundation, I can only learn programming systematically, but my goal is to master Python. As a complete outsider, the initial excitement was quickly replaced by practical difficulties. I often feel frustrated and confused when faced with unfamiliar terminology, complex logic, and endless error messages. The videos of online courses are becoming increasingly difficult, and writing code by oneself is not only full of loopholes but also unable to run. A small indentation error can completely crash the program, and the process of finding the error often takes several hours, which is exhausting. However, giving up is not in my character. I sought help from my computer science teacher, who asked me to repeatedly type the basic code and understand the logic behind every line, instead of rote memorization. After solidifying my basic knowledge, I began to try making some simple programs – such as a simple text processing tool. After I succeeded, I was very happy because it showed me the practical significance of learning.

Differences Concepts in Teaching

Behaviorist：I think the meaning of this concept is to learn knowledge through repeated review, just like the forgetting curve. After a certain period of time, we will forget some knowledge. We need to review and consolidate knowledge through continuous stimulation, and use rewards and punishments for conditioned reflexes. Knowledge is disseminated externally, and learners passively receive it. Some mistakes can be corrected immediately to prevent ‘bad habits’.

Cognitivist：I believe cognitivism is the process of shifting attention to the internal psychological processes of learners, such as memory and information processing. Teachers act as architects, logically constructing content using slides or playing videos in the classroom to build upon prior knowledge. Learning involves thinking and ways of thinking, complex ideas, and how to connect these ideas to concepts. Errors indicate a gap in understanding, prompting strategic adjustments that prioritize understanding over rote memorization.

Constructivist：This concept is designed to help students truly understand knowledge and stimulate their interest in it through situational applications. Teachers can use weather dolls or assign homework for students to observe changes in weather or temperature at different times, and then think based on their knowledge. DIY can stimulate students’ interest and experience.
I believe that constructivism is the active construction of one’s own knowledge body by learners through experience, reflection, and social interaction. These meanings are not transmitted, but are personally constructed in real contexts. Learning is self driven, and mistakes are seen as natural steps of exploration. The ability to do it yourself is cultivated through continuous experimentation, and interest and experience are also developed through hands-on experience.

1. What kind of interaction would the video require from your students? Does it force them to respond in some way(inherent)？

The video requires students to analyze causal relationships and have a certain level of knowledge about climate change (such as greenhouse gases → rising sea levels). Painful images can trigger instinctive reactions and require emotional processing in order to evoke empathy. When they watch, they must deal with scientific concepts (such as greenhouse gas effects) and images of climate impacts such as extreme weather or ecosystem loss. These images will trigger critical reflection on the reasons and moral responsibilities, such as comparing past and current carbon emissions, which will make students question social norms and generate emotional reactions.

To ensure accessibility, videos can be uploaded to YouTube, which offers video formats including multilingual subtitles, audio description versions, and text transcription with alt text, making it more convenient for students from all over the world to watch these videos. Reduce cognitive load by segmenting content into shorter topic segments and embedding them into a vocabulary list (such as inserting small text boxes in videos to help students understand difficult vocabulary). Secondly, by avoiding high bandwidth requirements and emphasizing fair solutions, priority should be given to socio-economic inclusiveness. By featuring video clips featuring young activists and indigenous knowledge holders, integrating different perspectives, learners are ensured to see their own reflections in the climate narrative.

Thank you for sharing your learning resources. I think your writing is really great, especially when it comes to Leedengren’s inquiry based learning, which includes five characteristics. I really enjoy reading articles like this and have written a clear summary and some experiences about this article. We are constantly reflecting on what we know, what we don’t know, what we need to know, and how we can learn as we grow up. These learning methods can help us solve many learning difficulties and challenges, and we can gain a lot of new knowledge and skills from them. Through peer review, we can identify our shortcomings and make corrections, and accepting others’ evaluations is also an important part of our process. We are always the most satisfied with the works we write ourselves, and only by accepting others’ evaluations and integrating them can we become better.