Author: mickylin

A review of multimedia theory reveals an intriguing finding: the assumption that textbook knowledge is the most straightforward to acquire and assimilate. Nevertheless, it is my conviction that interest serves as the most effective pedagogue. The crux of the matter lies in the transformation of arid, theoretical knowledge into lucid, accessible, and captivating arguments. This approach has been demonstrated to facilitate superior memory retention.

In the realm of comics, my inclination lies in the conception of works that are more straightforward and readily accessible. An excess of information has the potential to obfuscate the fundamental message of the comic. In the medium of comics, visual elements assume a pivotal role. It is imperative to consider the age demographic of our target audience to gain insights into their preferences. A compelling comic is characterized by its ability to captivate its readership. An analysis of reader needs is imperative. The objective is to attract readers by means of concise visuals and dialogue. The primary focus of this endeavor is not on aesthetics; rather, the emphasis is on the creation of content that is meaningful and has a substantial impact.

Furthermore, the structural integrity and logical coherence of comics are of paramount importance, with logical coherence being of particularly vital significance. The purpose of comics is to reduce cognitive load. Richard Mayer’s Multimedia Learning Theory posits that clear, simple layouts facilitate readers’ ability to focus on the intended message, thereby reducing the potential for distraction by superfluous details. This theory elucidates the efficacy of comics as educational instruments. By examining the manner in which the brain processes text and images, it can be determined that comics can reduce cognitive load. For instance, young children in kindergarten encounter challenges in processing voluminous amounts of textual information, underscoring the importance of comics and early education books in enhancing their cognitive abilities and memory retention. Furthermore, they have demonstrated an ability to emotionally engage readers across various age demographics. The potential of comics to facilitate understanding and reveal optimal learning approaches is evident in a variety of settings, including classrooms and public events. This suggests that comics transcend the role of mere entertainment, offering a valuable 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.