University of Victoria 

Department of Curriculum and Instruction

EDCI 335 – Learning Design for Technology Mediated Environments

Assignment 2 – Peer Review

Pod 3: Hannah Gardner, Isaac Best, Frankie Kerr, Steve Pura, Christian Chu

The following feedback is based on the Interactive Learning Resource draft created by Learning Pod 2. Each member of Pod 3 has provided unique feedback on each section of the learning resource. 

Pod 2 Interactive Learning Resource: https://samedci335blog.opened.ca/lesson-design-draft-sam-bingchun-cassis-devin-munashe-sharidyn/

Christian: 

Overview: 

The Introduction is clear and straightforward, it is easy to understand and well organized. The learning process is well designed, and learners can learn through it step by step. I like that you have introduced different links for the learner so they can learn from the video or article. The idea is clear and simple. Great job! 

Learning Objective 1:

For Learning Objective 1, I think you have put a lot of work into it. I love the puzzle game and the PowerPoint that follows. You also created a quiz, which is a great way for learners to engage and learn actively. 

• The PowerPoint includes real-life examples that help learners raise their awareness of cyber-bullying.
• The quiz is well designed for learners to test what they learned from the PowerPoint and the puzzle, reinforcing the new knowledge.

Learning Objective 2:

• I like the video you included in this section. The video gives a better understanding of what cyber-bullying is.
• I also like that you have two open questions for learners after they watch the video. These can inspire learners to think more deeply about what cyber-bullying is and how they can find support.
• However, I think it would also be good to create answers to these questions in a separate link for learners. This could provide a better learning experience and reinforce what they have learned.

Learning Objective 3:

• I think you have identified Meta’s and TikTok’s user policies for learners. However, I personally don’t think people will spend time reading those policies. Moreover, it also depends on who your target learners are for this activity—a lot of text and work may not be a good idea.
• I like that you have included a group activity in this part. Students can write their answers on the board, which means they can learn from their peers. However, you have not specified whether you would like the activity to be conducted online or offline or how would you like the activity to proceed?
• Critiquing these policies in your assessment can help students to build their critical thinking skills but I think it may not provide a good learning experience. Since the students have to read all the policies from the link you have provided it could create a lot of work for learners and make the learning process boring.

Learning Objective 4:

• I like that you have listed some tips for learners to use when they face cyber-bullying. They can apply this knowledge and these methods to deal with the issue in the future.
• I also think it would be good to include a discussion on how they would handle cyber-bullying in the learning section. This can help them develop good ideas or methods beyond the class, and these will be really useful skills.

Overall Feedback:

• Have a  great clear alignment: Each objective is paired with visible evidence and well-chosen tech tools, so constructive alignment is already in place.
• Excellent on authentic tasks: Learners critique real policies—skills transferable beyond class. (critical think skills)
• Good to have some UDL attention: I think you have included some great video, text, audio and expression (powerpoint and quiz) make the module well organized and provide a better learning experience for the learner. 

The only thing I will be concerned about will be the time effort on each activity. Some of the activities seem to take longer. For example the policy article you have linked for the learner, I think if you can include a summary that would provide learners a better learning experience. Overall I think this is a great learning experience and fun activity to do in class! 

Frankie:

Overview:

• Overview was concise and easy to understand, and I liked the use of an article and a video as your sources for the definition
• For rationale for development, you might consider how social media algorithms and comments sections can lead to the cyberbullying of others. In my experience, it is important to not only know how to respond to cyberbullying, but also how to recognize when you are contributing to that harmful environment.

*after scrolling through more of the draft, I can see that this is also a part of lesson plan! I would recommend just noting it briefly in the rationale section, and maybe diving a little bit deeper into it within the lesson plan.

• I wonder if this is something that could be altered to be taught at each high school grade level? Or if there is a specific high school grade this would be taught at.
• I love the use of flexible submission formats. In addition to tools like transcripts or audio transcription, providing large bold fonts in visuals or quizzes can be beneficial for blind learners!
• I wouldn’t change a thing for your Theoretical and Learning Theory Design section. Concise, worded well, and the provided examples are great.

Learning Outcome 1:

• The Puzzle activity is great! 
• For the google slides scenario, I liked that it provided examples of shorter-term instances (i.e. Kate posts a mean caption and excludes Jordan, which leads to feelings of isolation and sadness, and causes a restless night and missing out on activities/school) as well as a longer-term example of how cyberbullying affects Jordan over the course of a few months. 

– I wonder if there is room here to highlight why Kate may have started cyber bullying Jordan in the first place? (i.e. maybe she is feeling jealous, struggling with her own differences, etc.?)

• Quiz is a good length and accurately provides evidence of the learning outcomes. I wonder if it could be turned into a Kahoot instead? That may make it seem less daunting than a quiz, and provides a bit of a different format since there is also a quiz for learning outcome 2.
• Do you need to cite any of the information given?

Learning Outcome 2:

• I like the use of a video in combination with reading. Is it possible to provide approximately how long the chapter takes to read/how long the activity takes so learners can appropriately prepare to engage with the material?
• The use of Padlet/Moodle is great! For the prompt, maybe consider clarifying: “How did it affect your emotional wellbeing? How may it have affected the person getting cyberbullied?

– I like that learners are able to use different forms of media to respond– I personally find video/audio responses way easier to do!

• I like that, although this is also a quiz, it is formatted as short answer questions rather than multiple choice like the first quiz. I would put the preparation resources section right under the subsection title Assessment for Learning Objective 2 to make it less confusing

Learning Outcome 3:

• Love the breaking into small groups to discuss and then coming back to further discuss as a class!
• Do you need to cite the meta policies in this lesson plan?
• I wonder if one of the main activities should be something different from breaking out into small groups? Or, maybe the small groups should be different every time so learners have the opportunity to collaborate with many different minds?
• I love the briefing note assessment!

Learning Outcome 4:

• For the interactive activity, are there any other guiding thoughts learners can have on their minds as they watch the videos? 
• I wonder if the canva poster has room for a couple more sources? Maybe 2-3?

Overall, this was a great draft and I would absolutely take a course based on this! 

Steve:

Learning Outcome 1:

• Would you be able to add the link to the matching activity here? I saw the QR code but I didn’t see a link, unless I missed it.
• Really great breakdown of definitions in this section.
• The matching activity is an excellent choice here to ensure learning outcomes.
• I like your quiz here as well, you’ve done a great job matching your two assessment methods to the content.
• Have you considered a few multi select questions here? This can be a good way to expand a multiple choice type question quiz to help assess students knowledge and would give a good mix of multiple choice, true/false and multi select.

Learning Outcome 2:

• I like that students have a choice of text, video or audio submissions, it fits nicely with inclusive design principles.
• For learning outcome two it might be beneficial to add a link to Media, Society, and You directly in the outcome section here?
• I’m a bit confused on your choice of google forms or Moodle for the quiz for this section, would you be able to clarify for me as the resource says both in this section.
• I didn’t see the link here for this section, maybe I missed it (or it’s still a work in progress)?

Learning Outcome 3:

• Great idea to have students evaluate a social media policy in order to meet the learning outcome of this section and get them to reflect and think critically about the topic.
• I like that you’ve included a group activity here for brainstorming.
• You mentioned writing themes on the board, will this be delivered online? If so, how might you simulate the board to keep things interactive and have students engage? Would the prof be writing things down or would it be through zoom chat etc? Or is this content meant for in person delivery?
• I like that you’re getting students to write a critique here of policies in your assessment. You might consider expanding this by having students compare and contrast different policies?

Learning Outcome 4:

• I’m wondering if some kind of text based addition could be made here? I really like that you said you’d include a transcript in section two and if you could do it here as well I think that would be great for accessibility. (You may already be planning to do this for all your videos, in which case, great work!)
• You might consider one more video or resource on strategies to handle cyberbullying? There are two addressing how to be respectful online and it would give a nice balance here.
• I like the padlet activity here to get students to brainstorm.
• Great choice of Canva here and I think this will help engage students with the material by having them reflect on the content and summarize it in their own words.

Overall Feedback:

• Great mix of different forms of assessment to assess learning outcomes and lining different types up with the outcome.
• Although not necessarily a requirement for the final submission, would you consider creating a downloadable PDF version of the resource, with a table of contents? For me it helps make things easier to find if I can reference the table of contents.

Isaac:

Overview:

• Rationale and approach are clear and meaningful.
• The design is mindful of inclusivity and aims to break learning barriers with closed captions, simple language, and considerations for ELL.

Learning Objective 1:

• I like that each section is explicitly tied back to the main learning objective for that lesson. 
• The matching puzzle and Google Form take an appropriate amount of time to complete and reinforce understanding of the sections. 

Learning Objective 2: 

• 2.1: You might consider adding links to the video and reading for subtopic 2.1. 
• 2.2: I like that this activity requires deep reflection to a time where the learner may have witnessed cyberbullying, but was not exactly aware. One thing that could be considered is how a student who may have trouble recalling a time they have witnessed or experienced cyberbullying might approach this prompt? Maybe teacher-learner instruction is necessary for learners who are struggling, or a real example of cyberbullying be provided (e.g., a mean-spirited comment on a social media post). 
• I think the peer-based reflection does well to reflect the learning outcome for this section. However, the multiple-choice quiz constructively aligns less with the “analyze” part of the learning outcome. Do you think the reflection activity is enough to say the learners could properly ‘analyze’ the relationship between online behavior and mental health outcomes? 

Learning Objective 3:

• 3.3: I think this assessment is effective for learning as it utilises concepts from Bloom’s Taxonomy to achieve both an introductory and high level of learning (summary, application, and creation for bonus). While it is important for users of social media to understand the policies, I think when it comes to cyberbullying there might be a disconnect because these issues still persist. As mentioned in the video “A Parent’s Plea: Cyberbullying and Social Media Addiction Took My Son’s Life,” reporting issues of cyberbullying did not necessarily stop them. Although this content is important, I think the time spent writing a 1-2 page paper may be better spent elsewhere on other topics such as the content in Learning Objective 4. Perhaps there is another way this assessment could be completed in a shorter amount of time?

Learning Objective 4: 

• I like that the Interactive Learning Resource ends on positive communication and what to do about cyberbullying. 

Overall Feedback:

• Great use of different technologies and resources to provide a well thought out Interactive Learning Resource. The overview is clear how you approached the design of the resource and the learning objectives are clearly stated. 
• You may want to consider the time spent on each assessment or activity and if they appropriately reflect what lessons you want your teenage audience to learn.
• You may want to consider summarizing each topic at the end of the section or providing an overall summary of the learning resource (maybe tie back to the essential questions?).

Hannah:

Overview: 

• I think that this lesson plan does a very good job at logically explaining what cyberbullying is in an accessible format. There is so much variety in the ways the students can learn the content and I really appreciated that. It is clear that you guys put time and effort into a lesson which would keep people engaged by staying close to the Universal Design for Learning (UDL) format. 
• I am curious how this resource might be more or less effective for different ages within the range of “teenagers”. Additionally, I felt a bit confused about the time span in which this would all be executed.  
• Without being too specific, I think it is really hard to understand (especially for teenagers) to understand why cyberbullying happens. I think the saying of “stop cyberbullying because it hurts other people” will be less effective than something which is more explanatory. The way you engage the learner is great, but I would recommend integrating more insight into the issues (i.e. particular social norms and digital platform functionalities) which increase the ways in which teens can cyberbully one another, not just the negative impacts for the victims. 

Learning Outcome 1:

• I think you guys create a variety of ways to learn by integrating a matching puzzle, scenario-based slides, and a quiz. If one student does not do well in one learning environment, they have the opportunity to learn in another. 
• One way you could possibly enhance this learning outcome is putting students in a position where they are expected to critically reflect on their own experiences in relation to cyberbullying. I know that you guys have a critical reflection for students in learning objective 2, but I think asking learners about their personal experiences and what they know about cyberbullying before they become informed can allow them to fill the holes in their own knowledge. 
• In general this is a great learning objective and I had fun with the learning activities!. 

Learning Outcome 2:

• I personally love an open-ended reflective activity because I learn best when I reflect on previous knowledge or experiences. For anyone who might not feel comfortable sharing or do not have any relevant experiences, I like how they can use the interactive slideshow from learning outcome 1 to have a fictional scenario as an example to compare to. 
• You could also add a note about keeping dialogue respectful or include a reminder that nobody needs to share if they are not comfortable. 

Learning Outcome 3:

• If I was creating this lesson plan I would have never thought to look at social media policies, so I thought that part was really cool. 
• I wonder if you could scaffold this part by including a brief tutorial or infographic showing social media policies, and then get the students to identify holes and critique them. Either way, the act of putting students in a position where they critically reflect on the social media policies themselves is extremely well done in this learning outcome!
• I am wondering at this point whether the lesson is synchronous or asynchronous? Would collaborative brainstorming mean this is taking place in a classroom during a specific time? 

Learning Outcome 4:

• This is a good outcome to conclude on because it feels solution-based. The Canva poster is a good option for students to use creativity.
• I wonder if this could be enhanced by offering alternative ways of showing the knowledge gained: maybe students can create a physical piece of art they can show accompanied by an explanation that satisfies the rubric? A multimedia approach might be nice and give students more freedom (or even just encouraging the use of other applications to make posters). 

Overall Feedback:

• You guys did some amazing work here and I’m genuinely impressed. You have a range of approaches to learning that made me keep saying “oooh another one!” (in a good way). I think that my main recommendation is to make sure learning is well-rounded by having policy critiques to have more instruction beforehand about their complexity. I imagine not a lot of teenagers might know how to make a social media policy effective, but perhaps they will be able to figure that out throughout the lesson!
• In sum, you guys made a very well developed interactive learning resource.