Week4 Reflection- Digital competencies & Editing videos

     Bonjour!! 👀👀Time flies, We are now in week four of Dr Lina's class. During this week's lesson, Dr Lina introduced an intriguing topic: Digital Competencies. She asked us what digital competency is, what the benefits and relevance of digital in teaching are, and how we may use digital in class. She then explained the European Framework for Digital Competence of Educators (DigCompEdu) and how it might assist educators in facilitating the class on the whiteboard. This paradigm is divided into three major categories: the educator's professional, pedagogic, and learner competence. She also went over each category's sub-components in great depth. It was quite educational for all of us!! Following the lecture, Dr Lina asked us to discuss which sub-components we thought were the most difficult in our group. We discussed our ideas, and I recall Sharifah saying that lesson planning is the most difficult for her because it is difficult to meet the needs of every student. I completely agree with her! Following that, Dr Lina introduced us to DaVinci, an editing tool that will assist us in improving our recognised editing skills so that we can include them in our CVs. She walked us through the process by showing us her screen and a movie she created. Patrick, our group's technology head, was also chosen. During the tutorial, we tried to edit our own short video with DaVinci and we finally did it!💪💪

    

     I felt informed and curious during both classes with Dr Lina. I was very anticipated to learn more about DigCompEdu. I have never heard about this framework before! It was so amazing! I learned the impact of digital teaching in such a constructive way. Furthermore, I felt excited when Dr Lina asked us to edit our own video as a hands-on task even though I had no idea about DaVinci. Fortunately, with Patrick's help, I created my own short travel vlog. It was an unforgettable experience for me! Video editing brings me back to last spring semester when I decided to take Producing Film and Television as my elective module. Now, I can relate some of the knowledge I learned in Dr Dag's class to my main course and apply it to my video!

 

    In this week's lesson, Dr Lina used one of the teaching-learning methodologies we had discussed: reciprocal teaching. She chose a technical leader to scaffold and coach the group members through the video editing process. Although reciprocal teaching is most usually utilised in reading comprehension, it can still be used for the situation in the tutorial. Along with the teacher, a student-teacher (technology leader) in a group supports pupils in developing editing abilities. To close the ZPD in students, this instructional approach is based on Vygotsky's ZPD hypothesis. According to Aminah et al. (2020), reciprocal teaching aids in the development of creative and imaginative thinking. Dr Lina allowed us to choose our own topic for creating the video, which engaged us in the creative process (Vygotsky, 1978) to stimulate our intrinsic motivation in learning (Cheryl, 1992) as it stimulates students' curiosity in learning and assists students in making connections between what they have learned and what they are going to learn, according to Kaucak & Eggen (2012).

    Second, Dr Lina's lesson demonstrates the third level of Bloom's Taxonomy, application as well as the modelling of the metacognitive process of thinking tool. Based on concept learning theory, the application of information via editing a video allows students to demonstrate their knowledge and teachers to test their understanding before scaffolding them. According to Kember et al. (2008), knowledge must be applied in order for it to be relevant to real-life experience, which drives students to learn. Video editing or vlog editing is relevant to students' real life, especially college students. Dr Lina helped us to explore different subject areas and skills such as zoom-in and out effects and music applications in editing, which we have not explored yet, in an interesting way.

    Finally, the use of digital in the classroom is consistent with Vygotsky's cultural authenticity thesis. Using Davinci is an intrinsic element of the culture of the twenty-first generation, and it can boost students' interest and motivation (Brophy, 2010). Furthermore, during the video editing session, multimodality is implemented by developing multiliteracies in learning, particularly digital literacy. According to Kessler (2022), multimodal involves individual use of modalities to transmit meanings.  For example, video editing enables students to replace traditional written and oral formats with diverse resources such as visual, short videos, gestures, audio, and multiple dimensions of communication in a media (Cope & Kalantzis, 2009a). Research also showed that multimodality has the potential to facilitate learning as compared to unimodality, particularly in terms of efficacy, diversity, and quantity. 

     Cabero et al. (2020) stated that digital competence is one of the fundamental competencies that citizens in general and teachers in particular, will need to learn in the future society. Educators can create an environment and make effective use of ICT from different aspects among the students in the classroom (Duran, 2019). Furthermore, according to Hilton and Canciello (2013), digital literacy is essential for preparing children to flourish in a future when internet access will continue to grow, which is consistent with Dr Lina's teaching objectives. Digital literacy also encourages higher-order thinking abilities such as analysis, collaboration, and production, and it corresponds to many of the learning standards' requirements (Blois, 2013) such as Bloom Taxonomy. It encourages students to experiment, try, and fail in order to become useful members of society in the future (Lee, 2014). 

    To sum it up, I have gained lots of skills and valuable knowledge in video editing and creating. In my future readings, I would like to research more about digital literacy in teaching and learning before applying it in my class. I'd like to look into new software and apps to help with my current learning and future teaching. If possible, I would like to assist less fortunate children, such as those in rural schools, in developing their digital literacy and awareness. I wish to provide opportunities for impoverished students to explore technologies, as I feel digital knowledge increases their prospects of pursuing higher education and ultimately work.

References:

Aminah, A., Agus Munandar, S., & Muhammad Ahkam Arifin. (2020). Students' perceptions of reciprocal teaching in reading comprehension class. Jurnal Bahasa, Sastra dan Budaya, 19(2).https://doi.org/10.33096/tamaddun.v19i2.78

Blois, Z. (2013). The importance of teaching digital literacy to students. Retrieved from http://blog.wowzers.com/bid/293759/The-Importance-of-Teaching-Digital-Literacy-to-Students 

Cabero, J., & Palacios, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu» y cuestionario «DigCompEdu Check-In». EDMETIC, Revista De Educación Mediática y TIC, 9(1), 213–234. https://doi.org/10.21071/edmetic.v9i1.12462

Cope, B., & Kalantzis, M. (2009a). A grammar of multimodality. International Journal of Learning. 16, 361–425. http://doi.org/10.1080/15544800903076044

Durán, M. (2019). Competencia Digital del Profesorado Universitario: Diseño y Validación de un Instrumento para la Certificación. Murcia. Universidad de Murcia-Escuela Internacional de Doctorado.

Eggen, & Kauchak, D. (2015). Educational Psychology. Pearson Education, Limited.

Hilton, J. T., & Canciello, J. (2013). Tablet English: Student perceptions of an iPad-based digital literacy curriculum. International Journal of Digital Literacy and Digital Competence, 4(4), 1–14.

Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating student learning. Active Learning in Higher Education, 9(3), 249-263.https://doi.org/10.1177/1469787408095849

Kessler, M. (2022). Multimodality. ELT Journal. http://api.semanticscholar.org/CorpusID:260527920

Lee, S. (2014). Digital literacy education for the development of digital literacy. International Journal of Digital Literacy and Digital Competence, 5(3), 29–43.

 

Week 3- Reflective: Evidence-based strategy and Top 6 strategies

        Yeah! The third week has begun!👀👀 Dr Lina discussed evidence-based tactics this week, including the top six strategies: graphic organisers, manipulatives, reciprocal teaching, interactive teaching, assessment for learning, and cooperative learning. In addition, during our group activity, we were introduced to a new cooperative learning technique: the Jigsaw strategy. During the session, we were assigned to a new group to finish our assignments and provide an overall presentation. Dr Lina started the lesson with a Menti quiz, followed by a grouping session. Each group has six people. Due to the limited number of coursemates, our group consists of only 5 people. This, however, did not deter us from completing our tasks. Surprisingly, a new coursemate joined us during the tutorial session!! Janna is a student in the School of Psychology. It's great getting to know her!!😜😜After the Jigsaw activity, we moved on to the showcase session according to our group. It was really informative!! Me and Patrick volunteered ourselves to present in front. Patrick really did a good job in captivating all the attention HAHA! 

    I was confused at the start of the group activity due to my lack of knowledge in using the Jigsaw technique. I felt lost and kept asking questions. Dr Lina eventually explained it to me explicitly. This comes in helpful during the activity. I was also inspired during the discussion and presentation periods. I appreciated hearing their ideas and explanations. It was quite informative!! One of the best strategies, graphic organisers, takes me back to my secondary school days. I recall making a lot of mind maps as notes in secondary school, especially for the challenging topic of biology. I still remember how these mind maps upheld me in scoring an A in biology on every exam.

`  There are some theories I can relate to during Dr Lina's classes. Constructivism is one of the ideas that explain the reasoning behind the jigsaw approach. The belief that learning is an active development process rather than a passive assimilation of knowledge or rote memory reinforces the benefits of a jigsaw technique that promotes active learning rather than digesting information from an instructor or text. Active learning, according to Bransford et al (1999), allows students to learn by creating their own knowledge and integrating new ideas and experiences into current knowledge and experiences to produce new or enhanced understanding. This is consistent with Piaget's cognition development hypothesis, according to which students either assimilate new material into an existing framework or alter that framework to accommodate new information that contradicts earlier thinking. Students can also share their knowledge in order to learn successfully (Sabbah, 2016).

  Furthermore, there is information processing theory. Dr. Lina organised the contents using logical encoding. She used statistics and asked us to develop a mind map to reduce our cognitive load. Sweller et al. (1998) claim that human memory capacity is restricted in its ability to keep information concurrently. Therefore, encoding mechanisms enable us to access and connect new knowledge in our long-term memory (Radvansky & Shcraft, 2014). Also, I created a mind map as an APPLICATION!

    Moreover, in order to answer the questions, the students must collaborate in the Jigsaw strategy. According to Vygotsky's social-cognitive development theory, peer contact can promote learning, especially when it occurs in a scenario with a mix of skills. Students discuss and exchange knowledge that they would not have been able to learn individually (Black, 2007). This technique supported students' social development in a school setting while achieving their individual and group objectives (Namaziandost, 2020).

    Finally, Dr. Lina applied Piaget's second theory of moral development in the classroom by promoting equality and fairness among us. Because each group member was focusing on their own assignment, the Jigsaw technique allowed students to speak up and finish their tasks equally. This instils in us a sense of fairness. This equality affects not just students' moral growth, but also their motivation and values in their learning experiences (Haidt & Kesebir, 2010). It also promotes constructive connection and human responsibility. This is due to the fact that Jigsaw learners must comprehend each other in order to see the "big picture" and must know "all the material, not just their own part, as they are evaluated individually" (Millis & Cottell,1998, p. 129).

    A takeaway from both classes reinforced the importance of flexible teaching in the classroom. If I become a teacher, I'd like to investigate my students' learning needs before using any teaching tactics in my classroom. I aim to create a learning atmosphere that is fair, respected, and diverse for my students. I'd like to apply all of the techniques I learned today in my classroom to accommodate the requirements of each learner, such as hands-on exercises for kinetic learners. I want my students to actively pursue knowledge while displaying positive attributes in their lives.

Thanks for reading!💓

References:

Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple                 implications. Review of Research in Education (24), 61-100. Washington, DC: American                        Educational Research Association.https://doi.org/10.3102/0091732X024001061

Black, S. 92007). Apprenticeships: A tradition that works. American School Board Journal, 194(2), 38-       40.

Haidt, J., & Kesebir, S. (2010). Morality. Handbook of social psychology (5th ed.), 797-832. Hoboken,      NJ: Wiley.

1. Millis, B., & Cottell, P. (1998).Cooperative learning for higher education faculty. Oryx Press.
2. 
   
3. Namaziandost, E., Gilakjani, A. P., & Weijer, J. (2020). Enhancing pre-intermediate EFL learners' reading comprehension through the use of Jigsaw technique. Cogent arts & humanities, 7(1). https://doi.org/10.1080/23311983.2020.1738833

Radvansky, G. A., & Ashcraft, M. H. (2014). Cognition (6th ed.). Upper Sadler River, NJ: Pearson

Sabbah, S. S. (2016). The effect of jigsaw strategy on reading achievement. Arab World English Journal         (AWEJ), 7(1), 445–451.https://dx.doi.org/10.2139/ssrn.2804034

Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design.            Educational Psychology Review, 10, 251-296. https://doi.org/10.1023/A:1022193728205

 

Week2 Reflective Blog- Introduction to strategies, cognitive and metacognitive & Mini-teaching experience

     OHOHOHO, it is the second week!👀 Before the class, I read through Dr Lina's first technique, 'Predictable Routine and Signal,' as well as a research article titled "Teachers' Mediation in Students' Development of Cognition and Metacognition." During the lecture, Dr Lina divided us into small groups using the 'lucky draw' method (I can't remember the website). I met my new buddies, Laiba and Patrick😆😆, in a group of seven individuals! After grouping, Dr. Lina used slides and images to introduce us to different models, including Maslow's hierarchy of needs and Bloom's Taxonomy. Following that, we have a micro-teaching session in which we must perform a mini-lesson and present it in front of the class. Our group decided to use visual scaffolding, hands-on activity and multimedia (Chu Chu TV video) strategies to teach blending and segmenting sounds. I'm also attempting to create a short movie regarding the class that Dr Lina described.

    The research paper has given me a new perspective on cognition and metacognition. It underlines how teachers may help students go from cognitive to metacognitive learning. First, mediation occurs through assessment as learning, followed by consolidation of prior knowledge, and last, self-regulation in problem resolution is facilitated. This was a fascinating piece to read! It relates to the cognitive information processing model (Stahl, 2008) which I studied last semester. Furthermore, when it was our turn to present, I was both excited and nervous. When I stood in front, I was reminded of the mini-teaching session we had last year during the Education Showcase. Fortunately, we succeeded! 

 Dr Lina used Bloom's Taxonomy in both sessions, which also aligns with the dialogic patterns in the process of metacognitive facilitation between teachers and students model. Firstly, delivering the new knowledge for comprehension, then application (micro-teaching), and finally evaluation (compare and contrast between groups) in an engaging manner. According to Wang and Wang (2013), demonstration of knowledge and interaction between teacher and students increases students' knowledge development, which may strengthen students' memory and bring cognitive development. In her class inquiries such as "What do you know about cognition?" are also based on Piaget's theory of cognitive development. It allows for the disruption of student equilibrium. These rational questions encourage student engagement, requiring them to think more critically about the topic (Yuling, 2022). It also allows students to reorganize their cognitive structure (a process known as adaptation), which leads to better understanding (Cook & Cook, 2005, pp. 5-7).

    Second, there is application. Group discussion sessions help students learn cognitively by influencing their ZPD when their peers share their experiences and examples from varied backgrounds (Huan et al., 2006). Furthermore, Dr Lina's scaffolding in each group throughout the discussion to assess our existing understandings is linked to the dialogic patterns in the process of metacognitive facilitation between teachers and students (Guo, 2020). Teachers' scaffolding maximizes students' potential in learning and building cognition.

    As we go on to the group evaluation session, students use Demitriou's neo-Piagetian theory of hypercognition to inform their reflections on group performance and suggestions for enhancing group dynamics. This helps students develop their self-regulation and self-monitoring skills. As Detmitriou (2010) believes, the formation of self-regulation takes time and requires an accumulation of experiences. Students' reflection practice monitors their comprehension and behaviour (Kritt, 1993) and supports students' competence while instantly helping them detect weaknesses (Harford, 2008, p.61,62). Students who begin to reflect, for example, are able to understand their limitations and strive to discover solutions. This gradually raises their intrinsic motivation (Elias, 2010, p. 24), fostering learning habits and enhancing critical thinking in problem-solving.

    

WEEK1 Reflective- Self Introduction and Creating Blogs

    Last week, we had a self-introduction session with Dr. Lina to get the class warmed up, which was the most exciting revelation from the previous lesson. Dr. Lina showed us a little video of herself and asked us to construct a simple slide to introduce ourselves. We were delighted to design our slides with many aspects to promote ourselves. I jotted down some fun facts to include in my slides as well as a headshot! Some of my classmates created slides using photographs of their pets, travel scenes, and headshots. In our introduction, we also included several life quotes, hobbies, and ambitions. After preparing our slides, we were asked to introduce ourselves in front of the class using the slides. In her tutorial class, she separated us into groups based on the number of students. By following her step-by-step instructions and demonstration, we learned how to establish a blog for the assignment. We also assisted each other in the creation of our blogs. Dr. Lina then conducted a question-and-answer session.

 In both sessions, I felt energised and warmly welcomed. It allowed me to get to know each other better. I also realised how different ways we pursue our dreams even though we are in the same faculty. Our differences make us unique. This incident reminded me of last year's orientation week when I was greeted by a Year 3 student who actively spoke to me when I initially walked into the school. Furthermore, blogging is a new experience for me. However, lecture scaffolding and peer interaction linked me to my past knowledge of Vygotsky's theory and social cognition, which is modelling from lecture and cognitive development empowerment through social engagement.

    

Some theories are applicable in both sessions. Based on Vygotsky's cultural authenticity theory, the self-introduction utilising slides was developed to build a friendly and respectful classroom environment by integrating cultural context to support learning (Banks, 2014). This session accommodates students from diverse backgrounds and maintains their class participation (Huan et al., 2006). Second, there is the theory of language development. The incorporation of technologies connects students to their environment, allowing them to express themselves more freely in their communication styles (Moll, 2014), whilst the presentation accelerates oral language development
among students (Brooks, 2014).  

Furthermore, grouping assists every student, particularly low and average-ability students. Because imitations occur in groups, high-ability students can urge them to speak up more (Saleh et al., 2005), which is related to the concept of modelling in social cognition theory (Schunk, 2012). 

Finally, based on Atkinson and Shiffrin's human memory model (1968), questioning and feedback as a recap boosted memory and understanding (Pressley & Harris, 1994). When students are asked to answer recap questions, for example, they begin to think, activate, and retrieve knowledge from the lesson's sensory and working memory, thus indirectly establishing their long-term retention (Schunk, 2012). Direct feedback from lectures can also be used as an effective scaffolding approach to reduce the gap between students' present and intended performance (Miller, 2002) without requiring students to engage in trial and error.

    Last but not least, these strategies and behaviours significantly impacted me, particularly in the group activity. As a future teacher, I hope to incorporate more group activities into my classroom. Students' cognitive development is enhanced by group activities that encourage inclusion and cooperation. Everything, however, has two sides. Group work has drawbacks as well, such as challenges in planning for teachers (Suyunova, 2023), passive students who are unwilling to interact (Prastiti, 2016), and time limits (Hidayah, 2018). To address these issues, I will establish social rules to promote positive interdependence, respect for others and constructive group behaviour.

https://youtu.be/Yz2w4cCkLR8?si=OGhp6ZalifcYIVcS

References:

Banks. J. (2014). An introduction to multicultural education (5th ed.). Boston: Allyn & Bacon.

Brooks, G., & Wilson, J. (2014). Using oral presentations to improve student’s English language skills. Kwansei Gakuin University Humanities Review, 19(1), 199-212.

Hidayah, N. (2018). The influence of using tip Numbered Heads Together cooperative learning towards an understanding of the physics concept. Jurnal Pendidikan Fisika dan Teknologi, 433-434. https://doi.org/10.29303/jpft.v4i1.455

Huan, V. S., Yeo, L. S., & Ang, R. P. (2006). The influence of dispositional optimism and gender on adolescents’ perception of academic stress. Adolescents, 41, 533-546. Retrieve from: https://www.researchgate.net/profile/Lay-See-Yeo/publication/6576081_The_influence_of_dispositional_optimism_and_gender_on_adolescents'_perception_of_academic_stress/links/556e6e4408aefcb861db9c04/The-influence-of-dispositional-optimism-and-gender-on-adolescents-perception-of-academic-stress.pdf

Miller, S. P. (2002). Using effective teaching behaviours. Validated practices for students with diverse needs and abilities, 189-233. Boston: Allyn & Bacon.

Prastiti, W. (2016). Integration cooperation learning with the tip Numbered Heads Together (NHT): A lesson study about the movement of parabole. Jurnal Pendidikan Fisika, 4(1), 57. http://dx.doi.org/10.24127/jpf.v4i1.393

Pressly, M., & Harris, K. R. (1994). What we really know about strategy instruction. Educational Leadership, 48(1), 31-34. Project CRISIS (Creating Independence Through Student-owned Strategies). Kalispell, MT.

Saleh, M., Lazonder, A. W., & De Jong, T. (2005). Effects of within-class ability grouping on social interaction, achievement, and motivation. Instr Sci,33, 105-119. https://doi.org/10.1007/s11251-004-6405-z

Schunk, D. (2012). Learning theories: An educational perspective (6th ed.). Boston: Pearson.

Suyunova, M. (2023). Advantages and disadvantages of group work in a classroom situation. Modern              scientific research: Topical issues, achievements and innovations, 14(1). https://www.intereuroconf.com/index.php/MSRTIAI/article/view/2047