Month: March 2023

The video “Opportunity Cost | The Road Not Taken” by Econ Clips could be used to prompt a discussion or a writing exercise about opportunity cost. The video provides an example of a decision-making process that involves weighing the costs and benefits of different options. In terms of interaction, the video does not inherently force students to respond in a particular way. Students can read others’ comments to understand their thoughts, so as to better understand and master the knowledge points introduced in the video.

A potential activity could be to have students participate in an online discussion forum where they share their thoughts and reflections on the video. The discussion forum can be set up on a learning management system such as Canvas, Brightspace, or Moodle. In the forum, students can be prompted to answer specific questions related to the video, such as: “What is the opportunity cost in the video?”, “How does the concept of opportunity cost apply to your own life?”.

This activity would help develop critical thinking and communication skills as students engage in meaningful dialogue with their peers. By sharing their personal reflections and engaging in discussion with others. The use of an online forum also provides an inclusive and accessible platform for all students to participate in the activity, regardless of their physical location or any potential disabilities or accessibility needs they may have.

I think it is a good design if the video can be interactive with people. Specifically, for example, after explaining a concept in the video, a multiple choice question will appear so that students can choose right or wrong through the video instead of judging in separate documents. See Vyond Team’s website, the example of “Nike-Air MAX DIA”, the video “lets you choose your own outfit for a photo shoot. The stylist interacts with viewers, asks questions, and gives positive confirmation after each selection” (Vyond Team). But it is obvious that this requires some technical skills, time effort. Incorporate interactive elements, the video could include interactive elements such as quizzes, polls, or click-and-reveal activities to keep the viewers engaged and actively involved in the learning process.

To ensure an inclusive design for learners, there are several potential barriers that need to be addressed when using an interactive video such as the ones provided by Vyond.

• One potential barrier is access to technology, as not all learners may have access to devices or internet connection that can support the video. To address this, the video can be made available in different formats or platforms, for example, making it accessible offline.
• Another potential barrier is language and cultural differences, as the video content may not be accessible or relevant to learners from diverse backgrounds. To address this, the video can be made available in multiple languages or with subtitles, and culturally sensitive content can be included.

Reference

Opportunity cost: The road not taken. YouTube. (2018, June 13). Retrieved March 12, 2023, from https://youtu.be/SA16Qw09bXM

Team, V. (2023, March 10). Interactive videos: Best examples we’ve ever seen. Vyond. Retrieved March 12, 2023, from https://www.vyond.com/resources/interactive-video-examples/ 

In the face of unexpected events, such as a pandemic, it is important to have a contingency plan in place to ensure that all learners, regardless of their individual needs, are still able to meet their educational needs. As an educator, I believe in the importance of having a flexible approach to learning and being able to adjust planned activities to meet the needs of all learners. In the case of a pandemic, where learners must remain at home, I would utilize interactive online resources that are designed with Universal Design for Learning (UDL) principles to ensure that all learners are able to access and engage with course material equally (Meyer et al., 2014). These resources would be tailored to meet the specific needs of different learner groups, such as visual, auditory, or kinesthetic learners, to ensure that all learners are able to fully engage with and understand the material. Additionally, I would provide additional training to learners who may be unfamiliar with online learning platforms and provide ongoing support to ensure that they are able to continue to do their jobs or complete their coursework effectively. My goal would be to ensure that all learners are able to continue their educational journey and achieve their goals, regardless of unexpected events, and to ensure that equality and support are provided for all people learning online, as exemplified by the “fair isn’t always equal” model (Meyer et al., 2014). By adopting a “fair isn’t always equal” approach, educators can ensure that all learners are provided with the support they need to succeed, rather than assuming that everyone has the same needs and provide the same support to everyone. This can help to promote equality and reduce barriers to learning, ensuring that all learners can achieve their goals. 

From my Blueprint, one potential barrier to student success with this activity could be a lack of prior knowledge or understanding of the concept of opportunity cost. If students are not familiar with the term or the idea of weighing the costs and benefits of different options, they may struggle to fully engage with the discussion and analysis. To reduce this barrier, the educator could provide a brief overview or definition of opportunity cost at the start of the activity, and provide additional examples or resources for students to review if needed.

Reference

Meyer, Anne, et al. Universal Design for Learning: Theory and Practice. CAST Professional Publishing, an Imprint of CAST, Inc., 2014, UDL Theory Practice, retrieved from: udltheorypractice.cast.org/

The bandaid lesson. simply powerful!: Teaching social skills, elementary counseling, beginning of school. Pinterest. (2017, August 1). Retrieved March 5, 2023, from https://www.pinterest.com/pin/664140276270420667/ 

Universal Design for Learning. CSA Education. (2022, July 19). Retrieved March 5, 2023, from https://csaedu.com/communications/universal-design-for-learning/