Neil's EDCI 337 (Pod 5)

Author: neilye (Page 1 of 2)

A4: Smartwatches Multimedia project

This was done in Collaboration with Allen

Project Plan Documentation

In the beginning, Allen and I discussed some potential topics around health and technology.

Allen and I decided to do a presentation on smartwatches. There will be a powerpoint presentation, and an infographic. We decided that we would research 4 smartwatches each for comparison. Afterwards, we started working on the presentation and infographic. We aimed to have a 15-20 page presentation to introduce different brands of smartwatches, and a brief but eye-catching brochure that captured the benefits and extensive features of these devices.

Our Presentation

Our Infographic

Learning Objectives

By the end of the presentation, learners should know :

  • The definition of a smartwatch
  • That Apple, Samsung, Garmin, and Fitbit make & sell smartwatches
  • Variety of features on smart watches such as activity tracking, health tracking, GPS location tracking, ECG monitors, Blood oxygen monitors, touchscreen displays, third party app support, and battery life.
  • How to perform research on how to purchase a smartwatches that suits their health or other personal needs
Photo by Rachit Tank on Unsplash

Multimedia Principles

When creating our PowerPoint, we wanted to present smartwatches in a way that aligned with some of the learning theories covered in this course. Some theories we considered were the Cognitive Load Theory, Signaling Theory, and Dual Coding Theory. 

Cognitive Load Theory posits that the human mind is only able to process so many ideas and items at a time (Mayer, 2011). Therefore our PowerPoint should retain the minimal number of text and objects to ensure viewers are not overwhelmed or confused by the content. For example, having only a single idea or one smartwatch per slide. Another related multimedia learning principle is the coherence principle. Initially the content on the majority of slides included additional text, which was extraneous, so we limited and cut down until we had more concise points.

Signaling Theory understands the use of highlighting techniques to place emphasis on the key parts and ideas of a slide (Mayer, 2014). Signaling techniques were used throughout the presentation, with key words such as the specific features a smartwatch may have or have not (Customization, Battery-Life, and Expensive). By highlighting certain words, viewers can better understand precisely the defining trait of each watch.

Dual coding theory understands that the way we humans process information can occur in different channels. Visual and verbal forms of information are simultaneously processed by separate parts of the human mind, therefore allowing for a mix of visual and verbal learning that allows learners to remember more as opposed to a single channel (Paivio, 2007). This is helpful for handling cognitive overload. Closely tied to dual coding theory is the multimedia principle – where we people learn better from the use of both text and imagery than either alone (Mayer, 2014). To facilitate these principles within our slides, we utilized images alongside text to depict the watches, brands, and research tasks. 

Unlike with our PowerPoint, we wanted our brochure-style infographic to briefly describe what a smartwatch can do from a healthy-lifestyle perspective. We wanted to keep it eye-catching, simple, and easy to read. To improve legibility, we used primarily three colours of cyan, black, and white in the general design of the brochure. Overuse of colours can be distracting for a viewer as their perception may be overwhelmed (Easelly, 2018). The exception to this was the red text to highlight health on the cover page.

We followed similar multimedia principles in the design of the brochure as in the PowerPoint. Signaling theory was used in the aforementioned red text for “Health”, as well as in the ‘What is a Smartwatch’ page in the form of greater font and bolding to put emphasis on some benefits of smartwatches. Again, dual coding theory and multimedia theory was used through the icons alongside the list of potential smartwatch features. 

In creating the brochure one major change we made was to cut down the length of the infographic. Initially the content was split apart with a few other pieces of information, but the additional pages had significant and redundant white space. Although the more condensed product may violate some multimedia principles (e.g. Cognitive Load in terms of items within a page), we felt that as the infographic wasn’t presented but rather read by the viewer in their own time, reducing whitespace and having a more compact design would be more practical and realistic. Furthermore the intent of listing smartwatch features isn’t necessarily to highlight just one or two, but the multi-functionality of the devices. The major selling point of smartwatches are their extensive number of functions. 

References

Easelly. (2018, September 23). What Makes an Effective Infographic?https://www.youtube.com/watch?v=rl9ZcfKt8sY

Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. (pp. 279-315). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.015

Mayer, R. E. (2011). Cognitive Theory of Multimedia Learning. Cognitive Theory of Multimedia Learning – ETEC 510. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning.

Paivio, A. (2007). Mind and its evolution: A dual coding theoretical approach. L. Erlbaum Associates. https://books.google.ca/books?hl=en&lr=&id=FaGYAgAAQBAJ&oi=fnd&pg=PP1&ots=Fca4XsFZZv&sig=h4L9uKLg18arcOVTG7yxkU8qb-s&redir_esc=y#v=onepage&q&f=false

Blog 5 Game Based Learning and Gamification

Game based learning (GBL) “designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world” (Falciana, 2020). GBL can facilitate as problem solving, teamwork, communication, motivation, abiding rules, and decision-making (Falciana, 2020). Games usually involve a distinct goal to achieve, and a reward for completing the goal. Gamification is “the application of game elements and digital game design techniques to non-game problems, such as business (growing in education technology) and social impact challenges.”(Falciana, 2020). It uses game elements like points systems, achievements, and leaderboards that also encourage friendly competition, and motivation to succeed (Falciana, 2020).

Kahoot review sessions were used by a few of my teachers in Secondary school and I found them to be very fun. One teacher implored some students to create their own kahoots for the class for review sessions as a way of active learning, and participation in the class. Another example of gamification was designing jeopardy for review sessions before term tests. As augmented reality and virtual reality become more accessable, there is major potential for VR and AR companies to gamify the learning experience. LetĂŁo et al found that the use of AR could help develop empirical knowledge of mathematics and geometry 20% more compared to traditional teaching (2014). Here is my attempt on creating a Kahoot based on bicycles.

https://create.kahoot.it/details/e4bdbc77-a5ff-4c24-a079-687b858f24c6

References

Falciani, L. (2020, November 27). Game-Based Learning > What Is, GBL vs Gamification, Types, Benefits. Europass Teacher Academy. https://www.teacheracademy.eu/blog/game-based-learning/.

Leitão, R., Rodrigues, J. M. F., & Marcos, A. F. (2014). Game-Based Learning. International Journal of Art, Culture and Design Technologies, 4(1), 63–75. https://doi.org/10.4018/ijacdt.2014010105

Blog Comment 4

Leo’s Post

I made a comment on Leo’s post on SECTIONS and the importance of good video editing.

Hey Leo, wonderful thoughts on the importance of good video editing. It is true when I tried to edit my own screencast from last weeks activity, it was more difficult and not to mention time consuming then I thought it would be. All video editors have my respect as they are responsible for creating the best product to spread their content to the most amount of people. Some small changes can make a world of difference for the viewers in terms of understandability and overall experience. It is pretty insane that anyone with a smart device can create content and edit it to an acceptable quality.

Blog 4: My experiences with SAMR and Google Earth

In grade 8, our English teacher assigned everyone into groups to make Prezi presentations on iPads. This would fall under the Substitution step of the SAMR model. At that time, iPads weren’t the refined machines that they were today. The Prezi application on the iPad was very limited, and barebones, so it was very difficult to customize the presentation.  The idea of a poster presentation was forced online, with tools that were fairly limiting (at that time), but the actual presentation (verbal narration part), was still in person. Another tool that my teachers used in high school was Kahoot, an interactive, competitive trivia game that was used for reviewing testing material where students were awarded points for the fastest and correct answer. I thought it was a fun way to break the monotonous learning style of writing/copying notes from the teacher. It is an alternative to the teacher just talking about the concepts, in the hopes that students absorb the information.

In 2019, I had the chance to try Google Earth VR in the lab in person at Uvic and it was a very interesting (nauseating too). The idea of virtual (and virtual reality) field trips has always been interesting as you can literally go anywhere in the world (Our solar system too) (that is documented by Google or independent companies) and study architectures, museum exhibits, art, sculptures, history artifacts, animals, other planets, more without investing the resources, time, and money. However, one thing you can’t really recreate (yet), is the atmosphere, weather, and interactions with people and the culture which can be equally or even more important than the locations themselves. Google Earth can be used as a presentation tool, or story telling tool which could help people practice presentation skills and creating multimedia content for their peers. Students can talk about their summer vacation, or talk about their homeland if they have  immigrated. I have attached at link of my attempt at making a google earth project about some of the places I visited a few years ago.

References

Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A Critical Review and Suggestions for its UseTechTrends60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y 

https://earth.google.com/earth/d/1to7mgTFLEmfJTSkZg_-26GD7mLO4arwP?usp=sharing

A3: Improving Multimedia Skills

My updated tutorial on Windows battery report

I decided to update my tutorial on opening the battery health report on Windows 10. so it follows some recommendations made by Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). One of my main goals is to make my content more understandable for my audience as I tend to only create content that is helpful for myself. The first major change I made was to add text on the screen to indicate what step I am performing. This change falls into the exception of the Redundancy principle as the text is short and highlights the main actions of the tutorial. It also fulfills the spatial contiguity and Temporal contiguity principles as words and pictures are presented at the same time as the narration.

Click Windows 
Powershell(Admin)

Subtitles were added so viewers who are hearing impaired, or can not use speakers can still follow my tutorial. Subtitles also give me another chance to be more clear with my words as I can correct any mistakes in my narration.

Battery capacity history 
- 20190-22 
• 20190-29 
2019029 • 2019. 
2019-10-13 - 2019-10-20 
- 2019.'0-27 
2019-10." • 
• 2019-11-12 
- 2019-11-24 
2019.'1-2, . 
• 2019-120 
2019-12-19 - 2019-12-22 
202001-10 • 202002-28 
20200 •28 - 
2020M-01 - '3 
• 20200503 
2020.os0' • 202005-10 
202005-10 - 
2020-0S-2S 
2-020-05-23 - 2020-05-3' 
A HIGHER CAPACITY 
2019-12-31 
USUALLY MEANS IT CAN 
LAST LONGER. 
BUT THIS DEPENDS ON: 
THE PROGRAMS YOU USE 
SCREEN BRIGHTNESS 
SCREEN RESOLUTION 
GRAPHICS CARD 
LAPTOP FAN USAGE 
YOUR CPU 
AMBIENT TEMPERATURE 
LAPTOP BATTERY MODE 
So mine (my Battery Capacity) has dropped from 62000 milliWattHours in 2019 
- 2020-01-10 
2020 
CAAC'" 
mwh 
us-os 
"SOS mWh 
6',SOS mWh 
"sos mwt, 
et,sos 
61 sos mm, 
6'. SOS 
mWh 
6 t. 46' mwh 
61.46' 
6t46' 
mWh 
mWh 
mWh 
61.46'

The Segmenting Principle was fulfilled on timestamps added for all steps in the process on YouTube, but the pacing of my tutorial may not have been narrated at a learning pace. However, students are free to pause and go back one section if they did not understand.

Click Windows 
Powershell(Admin) 
fly Irnproved 
2 • 9, 2021 
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Some more improvement I could have made were:

  1. Zooming in even more when typing in the command in Windows Powershell so it would be more readable. (limitation of Video Editor)
  2. Having bolded words or highlights when adding text to video (limitation of video editor)
  3. Introducing all concepts and terms at the beginning of the video. This may include going more in depth on the importance of the Administrator role and how to switch your account to Administrator (Pretraining Principle)
  4. The positioning of the instructions could have been better (Limitation of Video Editor)

Overall, there were improvement thats made that help learners follow along and learn easily. There are still some aspects that could liven the experience even more, but I was limited by the software I was using.

Reducing Extraneous Processing 
CoherenceAddressed
SignallingAddressed, Could be improved
RedundancyAddressed
Spatial ContiguityAddressed
Temporal ContiguityAddressed
  
Managing Essential Processing 
SegmentingAddressed, Could be improved
PretrainingNot Addressed, needs addition
ModalityAddressed
  
Fostering Generative Processing 
MultimediaAddressed
PersonalizationCould be improved
Fulfillment of Meyers 10 Principles of Multimedia Instruction

References

Mayer, R. E. (2011). Cognitive Theory of Multimedia Learning. Cognitive Theory of Multimedia Learning – ETEC 510. http://etec.ctlt.ubc.ca/510wiki/Cognitive_Theory_of_Multimedia_Learning.

Blog Response 3

Hey Anna! Wonderful perspective on screencasting. I agree that screencasting is an important avenue to support the dual coding theory and allows many people, who have schedules, to get in some extra learning on their own time. Screencasting is a great way to share ones knowledge on their digital platform (which everyone is on nowadays). It can benefit students, teachers, parents, and any other professionals that want to learn at their own pace (rewinding videos is super helpful) Also, nice video about installing Honey, it’s funny to see how many Youtubers advertise that Google Chrome Extension.

Blog 3: ScreenCasting

Multimedia is the “combination of words and pictures that support learning” (Pastore, 2018) Screencasting are forms of content that involve recording a computer screen and adding narration on top to engage a certain audience (Simon, 2021). It is a wonderful way to express opinions about certain topics, spread knowledge, and share experiences about things for a variety of audiences. In education, this could vary from small lessons from grade school teachers, recording of lectures from professors at Universities, to the commercialization education on sites such as Masterclass, and Skillshare. Screencasting allows for individuals to learn on their own pace using paid (skillshare) or non paid websites (Youtube) at their leisure outside of work or school time. This means individuals can develop new skills, refine their current skillsets, or just research new things outside of traditional places such as Universities, textbooks, and workshops. Screencasting may also be used to develop teaching, presenting, and information sharing skills on a digital platform. At the University of Victoria, I have had professors share whole lectures with zoom videos of their content/powerpoints, to other instructors releasing their lectures in just audio format so we can download it and listen to it in nature. Screencasting is just one more way for students to keep learning in a digital platform. Here is my screencasting video tutorial on how to generate a battery health report on a Windows 10 Laptop. I hope you enjoy!

References

Pastore, R. (2018, August 16). What is Multimedia Learning? What is Multimedia? YouTube. https://www.youtube.com/watch?v=g-sknUVq1mk.

Simon, J. (2021, May 26). The Ultimate Guide: What is Screencasting and Why Use it?: TechSmith. Welcome to the TechSmith Blog. https://www.techsmith.com/blog/what-is-screencasting/.

Blog Response 2- AR

Leo’s Original Post: https://leom-edu.opened.ca/2021/05/28/blog-post-2/

This is a response to Leo’s blog post on Augmented reality in Education.

Hey Leo! Thanks for sharing that wonderful video on the potential Augmented Reality (AR) has within the education environment. It summarizes so many good points about AR such as increasing accessibility through our phone cameras, and visualizing concepts in three dimensions while students can interact with them in various applications. In the future, when it becomes more affordable, students can have a different learning experience that differs from watching lectures to potentially having a interactive learning where the uses their eyes and fingers.

I also really enjoyed your infographic on telehealth services in BC as it was such an important service that helped many people get healthcare advise, and information from healthcare providers without leaving their homes. Although not every visit should be done over the internet, somethings really can help patients not miss a day of work, or hire a babysitter for a day.

Blog 2: Augment Reality and Education

Augmented Reality (AR) and education has a massive potential to be used widespread as more smart devices get access to special sensors and lenses to support basic AR applications. AR uses cameras and a device to superimpose an image using the surrounding environment while Virtual Reality (VR) completely recreates an environment on a screen along with fully digital objects (Gupton, 2017). Mixed Reality uses both real world and digital objects and is a combination of VR and AR.

The Microsoft HoloLens 2 is special set of Mixed Reality device that has major potential for both educating medical students and possibly improving quality of care by letting healthcare providers superimpose and manipulate medical imaging such as CT scans to interact with them in an AR space (Philips, 2019). Learning the human body, which is a complex artifact with veins, vessels, bones, and fluids going in a variety of directions could be aided by AR since students can touch (Ideally). Perhaps medical students can also practice going through surgical procedures using the Hololens 2 as a guide instead of having nothing or using cadavers (Philips, 2019). Not only can the Hololens 2 can also potentially help students learn background knowledge of human anatomy, it may also be used to simulate certain scenarios such as emergency responses, telemedicine visits, disaster training, violent patient escalation, patient education and other soft skills that require precise communication in the future (DeCapua, 2018). Although the Hololens seems promising, it is fairly expensive starting at $3500 USD per device (Microsoft Store, n.d).

Although the concept of visual, auditory, and sensory type of learners (OECD, n.d) is a Neuromyth, AR has the potential to stimulate and combine all three types of learning and create an immersive learning environment. Fields trips, and artifacts from historical landmarks around the world could be studied. Overall, I think AR and VR have tremendous  potential value, and will be more accessible as smart devices get more computationally capable, and affordable. Here is a poster I made on Canva promoting the Hololens 2.

References

DeCapua, M. (2018, April 24). 7 Ways Microsoft Hololens Will Transform Healthcare. https://www.melissadecapua.com/7-ways-microsoft-hololens-will-transform-healthcare/.

Gupton, N. (2017, September 21). What’s the Difference Between AR, VR, and MR? The Franklin Institute. https://www.fi.edu/difference-between-ar-vr-and-mr.

Microsoft Store. (n.d.). HoloLens 2: Find Specs and Features – Microsoft HoloLens 2. Microsoft Store. https://www.microsoft.com/en-us/p/holoLens-2/91pnzzznzwcp/?activetab=pivot%3Aoverviewtab.

OECD. (n.d.)  Neuromyth 3. OECD.

https://www.oecd.org/education/ceri/neuromyth3.htm

Philips. (2019, March 13). Philips and Microsoft HoloLens 2: could augmented reality change the face of image guided therapy? Philips. https://www.philips.com/a-w/about/news/archive/standard/news/articles/2019/20190313-philips-and-microsoft-hololens-2-could-augmented-reality-change-the-face-of-image-guided-therapy.html.

Blog 1 Response

Original Post

I recently Commented on Allens first post about Learning Theories:

Hey Allen! Great post on learning theories. You decided to cover something I did not focus on my post. Interesting TedEd video. Your PowerPoint is really good and include good visuals. I especially like the one with whitelist hacking cycle. Cybersecurity is a wonderful topic too as it is increasing more relevant and important as things such as blockchain are used more, and the abundance of health information that needs to be protected. It is a dynamic environment where anything can happen. i.e. Lifelabs breach https://globalnews.ca/news/6311853/lifelabs-data-hack-what-to-know/

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