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Learning Objective Portfolio

Andrew Peacock
University of Ontario Institute of Technology
Adult Education and Digital Technologies EDUC 5405G

Three Different Ways To Learn

Student # 100565670
June 1, 2015

For the learning object portfolio, I would like to focus on creating a review for
my science units. As students are approaching exams, it is important for them to
have a multitude of ways to review content that has been discussed throughout the

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course. As I have a passion for learning about 21st century skills, I think it is really
important to implement some of the different tools I have learned about in my
In my class, students often struggle with traditional ways of learning for
example reading over their textbook and answering questions. They really like to
compete with one another and like to see how different subject areas are intertwined.
For one of my artifacts, I would like to use Kahoot, a web based game that allows
students to answer questions prepared by the teacher. Students have the
opportunity to pick from one of four answers and the faster a student answers a
question correctly, the more points they can get. At the end of the game, students
can see what place they finished in and how many right and wrong answers they got.
This method of review is very beneficial for students as they are able to get
instantaneous feedback of whether or not they understand the material. Not only
does the student get feedback of how they are doing but the teacher is also able to
see where students may need extra review or what topics they may need to reteach.
This form of learning also helps introduce game based learning into the classroom.
As Pitmann (2013) explains video games in science classrooms help developers
create experiences that connect with different types of learners and keep them
engaged in the lessons. Different people create challenges that will push educators
and innovators to create games that are memorable and leave a lasting impression
on the learner.
For my second artifact, I hope to use an infographic, as it is an effective way
to help students understand the connections between topics. Garcia, Seglem &
Share (2013) explain that media texts teach students critical media literacy that
allows educators to distribute creative content beyond a traditional forum.

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Infographics are illustrated so that the reader can follow a specific story set out by
the creator. It is one way that the creator can capture and hook the audiences
attention. Buckingham (2003) suggests that critical media literacy guides students to
explore different connections between information. Infographics can help learners
share the material with others through social media that will ultimately help people to
consolidate their learning. Infographics are one way to help make the content more
understandable. Campbell (2006) explains that learners are now able to
communicate with illustrations, words and symbols that they associate with their
learning. Once the educator has created the infographic, then the students can
dissect the information and try to infer what they can from the data and images found
on the poster.
The final artifact I will use to summarize a unit in the science curriculum will
be to show students a documentary video through EdPuzzle. EdPuzzle is an app
that allows an educator to edit a video that has already been published. The user
can edit the length of the video and it allows the user to embed questions
throughout. By having questions throughout the video, it encourages students to
stay on task, as they never know when the next question will pop up. The teacher
can then review all of the answers from the class and analyze where the students
need extra support. If a teacher sees that all of the students answered a question
wrong, then it draws attention to the specific topic and will help the teacher reflect on
what could have gone wrong. The video can also be used as a hook or an ender to
a topic so that students remember the material being covered. The video as a
review will be the medium used to help students understand and retain the key
concepts in the unit. Students that can see the connections to everyday life will be
better able to use the material in context. In an article by Bonk (2008), he suggests

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that since videos are now available online for free, they can be used to supplement
learning and link prior learning to new concepts. Bonk (2008) also explains that
videos give visual learners a different way to learn and that they are able to make
key points in a limited amount of time. Since this video will be cropped using
EdPuzzle, it will help condense the main points in the entire unit of study so that it
can be reviewed within the 75 minute period which is the time allotted for a standard
high school class.
By using these three methods as a form of review, students and the educator
can better identify the specific areas within the unit that requires further review.
Teachers can then tailor lessons to support students in the areas that require more
follow-up. The students will have three different ways to review the different units in
the grade 9-science curriculum. The infographic will be used to demonstrate the
connections in the ecology unit visually, the EdPuzzle video will be used to review
the Chemistry unit and the Kahoot game for the electricity unit. After the student
uses these three different forums for review, it is expected that they will be better
prepared to study for their exams and that they will be more successful in the course.


Bonk. Curtis J. (2008), YouTube Anchors and Enders: The Use of Shared Online
Video Content as a Macrocontext for Learning. Paper presented at the

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American Educational Research Association (AERA) 2008 Annual
Meeting, New York, NY.
Buckingham, D. (2003). Media education: Literacy, learning and contemporary
culture. Cambridge, MA: Polity Press.
Campbell, G. (2006). Education, information technologies, and the augmentation
of human intellect. Change: The Magazine of Higher Learning, 38(5), 26
Garcia, A., Seglem, R., & Share, J. (2013). Transforming teaching and learning
through critical media literacy pedagogy. LEARNing Landscapes, 6(2),
Pittman, C. (2013). Teaching with portals: The intersection of video games and
physics education. LEARNing Landscapes, 6(2), 341-360.
Scheibe, C., & Rogow, F. (2012). The teachers guide to media literacy: Critical
thinking in a multimedia world. Thousand Oaks, CA: Corwin.