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Assignment 4

2024-12-04 / amidavv / 0 Comments

Amira Davey, Lauren Burnham, Princess Famure, Yifan Sun

EDCI 337 A01

Mary Watt

December 1, 2024

Reflective Post

For our group project, we evenly divided the workload amongst each team member to ensure that everyone was able to contribute their unique perspective and ideas.

I, Amira, developed the lesson content and the reflection post. I designed the curriculum to ensure it aligned with our group’s initial learning objectives. I also incorporated key principles from our EDCI 337 course, like active learning and scaffolding information, to ensure students had an engaging learning experience.

Lauren developed the following media: Why Anxiety Happens, How Adults Can Support Anxiety, and What is Cognitive Behavioural Therapy? She incorporated an engaging video and included many essential media design elements in her work.

Princess developed the following media: Types of Anxiety Disorders. This format was chosen to support passive learning, where students could absorb information visually. This infographic compliments the videos presented in this course as it caters to students’ various learning preferences. Princess also used contrasting visuals to support learner’s understanding.

Yifan developed the following media: Negative Consequences of Anxiety in Adolescent Years, Unproductive Coping Mechanisms, and Positive Methods to Cope with Anxiety. These graphics were designed to help students engage with course content and prepare for their quizzes.

As a group, we ensured to incorporate active learning through frequent quizzes, while passive learning was encouraged through videos and readings. Accessibility was prioritized by providing closed captions for videos to accommodate diverse learning needs.

Integrating scaffolding techniques, such as the quizzes and final exam, helped to reinforce and assess student understanding of course content. The principles of constructivist learning theory were also used in our design, as we ensured that students had opportunities to build on prior knowledge while actively engaging with the content.

Ultimately, this project was an excellent way to practice course concepts and develop our lesson-planning skills.

Citations:

Infographic Creation: Canva
Video Creation: Youtube

Lesson Planning and Backwards Design
Class 1 (Introduction) – What is Anxiety
Class 2 – Anxiety in teenage years
Class 3 – Managing Anxiety in Adolescence
References for Lesson Plans
Quiz 1 – Introduction to anxiety
Quiz 2 – Anxiety in Teenage Years
Quiz 3 – Managing Anxiety in Adolescence
Section 1 Anxiety Test (30 Questions)

Class Textbook:

Cummings, J. A. and Sanders, L. (2019). Introduction to Psychology.Saskatoon, SK: University of Saskatchewan Open Press. https://openpress.usask.ca/introductiontopsychology/

Lesson Planning and Backwards Design

Intended Learning Outcome: For this course, high school students will partake in a series of activities to enhance their understanding of common causes, symptoms and treatments of adolescent anxiety. The purpose of this is to help increase mental health awareness and promote positive coping strategies amongst adolescent students.
Evaluation and Assessment: To evaluate students’ understanding of the learning outcomes, they will engage in a series of quizzes, assignments, and tests, with each activity designed to build upon the previous one, thereby scaffolding their knowledge and reinforcing key concepts.

Class 1 (Introduction) – What is Anxiety

Learning Objectives:

By the end of this class students will be able to describe the adaptive functions of anxiety as well as list and define the different types of anxiety disorders.

Lesson Content:

Anxiety is a common experience in adolescence and many of you may have experienced this emotion already. Sports practices, public speaking, and even visiting with friends can evoke anxiety. While anxiety can serve as a positive emotion to protect us from danger, too much anxiety can be problematic (Barlow, 2000). When our fight or flight response is unnecessarily activated, we may experience uncomfortable symptoms, such as excessive worrying (Garland, 2001). To help enhance your understanding of anxiety, please watch the following video:

Now, you might be wondering, why does anxiety happen?? Well, there are multiple factors that might cause anxiety.

Some of these factors include…

The activation of the sympathetic nervous system in response to external circumstances (Cummings and Sanders, 2019)
Genetic Predisposition to Anxiety Disorders (Cummings and Sanders, 2019)
Environmental Factors such as Trauma (Cummings and Sanders, 2019)

It is important to consider that anxiety is a spectrum. Therefore, not everyone experiences anxiety the same way or to the same degree or frequency (Schniering et al., 2000).

Types of Anxiety Disorders:

Homework:

1. Please read chapter 17.2 of the textbook

3. Complete Quiz 1

Class 2 – Anxiety in Teen Years

Learning Objectives:

By the end of this class students will be able to identify several consequences of excessive anxiety in the teenage years.

Lesson Content:

Anxiety can affect people at different stages of life, but as teenagers, it’s especially important to understand how it can impact you and your friends right now. Many of you may already have personal experience with this topic, as research shows that about 10% of teens are affected by anxiety disorders (Garland, 2001). To learn more, please watch the following videos that highlight the significance of this issue:

Negative Consequences of Anxiety in Adolescent Years:

Homework:

1. Complete Quiz 2

Class 3 – Managing Anxiety in Adolescence

Learning Objectives:

Identify common unproductive methods that teens use to cope with anxiety
Describe useful actions to manage daily anxiety
Explain how adults can help mitigate anxiety in adolescents
Describe cognitive-behavioural therapy
Identify common medication used to treat anxiety

Lesson Content:

Living with anxiety can be challenging! Teens who consistently experience anxiety may participate in unhealthy or unproductive behaviours to help cope.

Some Unproductive Coping Mechanisms Include..:

Positive Methods to Cope with Anxiety Include…:

How Adults Can Support Adolescents With Anxiety:

What is Cognitive Behavioural Therapy?

Homework:

1. Please read the section on Cognitive Behavioural Therapy (CBT) from chapter 18.1 of the textbook.

3. Complete Quiz 3

4. Complete Test1

References for Lesson Plans

Anxiety Canada. (2019). Fight Flight Freeze – Anxiety Explained For Teens [Video]. YouTube. https://www.youtube.com/watch?v=rpolpKTWrp4

Child Mind Institute. (2022). How Anxiety Affects Teenagers | Child Mind Institute [Video]. YouTube. https://www.youtube.com/watch?v=JnAKKuwHelM

Cummings, J. A. and Sanders, L. (2019). Introduction to Psychology.Saskatoon, SK: University of Saskatchewan Open Press.

Cover

Garland, E. (2001). Rages and refusals. Managing the many faces of adolescent anxiety. Canadian Family Physician, 47(5), 1023–1030.

Henker, B., Whalen, C. K., Jamner, L. D., & Delfino, R. J. (2002). Anxiety, Affect, and Activity in Teenagers: Monitoring Daily Life With Electronic Diaries. Journal of the

American Academy of Child and Adolescent Psychiatry, 41(6), 660–670. https://doi.org/10.1097/00004583-200206000-00005

International OCD Foundation. (2018). Impact of Anxiety on School Performance [Video]. Youtube. https://www.youtube.com/watch?v=yrLcFttcReE

Orson, C. N., & Larson, R. W. (2021). Helping Teens Overcome Anxiety Episodes in Project Work: The Power of Reframing. Journal of Adolescent Research, 36(2), 127–153. https://doi.org/10.1177/0743558420913480

Quizzes and Tests:

Quiz 1 – Introduction to anxiety

1. What is a positive aspect of anxiety?

a. It increases stress levels

b. It helps protect us from danger

c. It causes excessive worry

d. It triggers panic attacks

Answer: B

Source: Cummings & Sanders (2019)

2. What is a common symptom of anxiety disorders?

a. Excessive worry

b. Increased energy levels

c. Decreased appetite

d. Improved concentration

Answer: A

Source: Garland (2001)

3. What system is activated when anxiety occurs?

a. Parasympathetic nervous system

b. Central nervous system

c. Sympathetic nervous system

d. Muscular system

Answer: C

Cummings & Sanders (2019)

4. Which factor does not contribute to the development of anxiety disorders?

a. Genetics

b. Trauma

c. Diet

d. Environmental factors

Answer: C

Source: Cummings & Sanders (2019)

5. What is the fight or flight response?

a. A method to relax

b. A physiological reaction to danger

c. A medical treatment

d. A type of anxiety disorder

Answer: B

Source: Anxiety Canada (2019)

6. Which type of anxiety disorder involves incessant worry about multiple areas of life?

a. Panic Disorder

b. Generalized Anxiety Disorder

c. Phobia

d. Social Anxiety Disorder

Answer: B

Source: Cumming & Sanders (2019)

7. What is often experienced during a Panic Attack?

a. Sudden bursts of extreme anxiety

b. Relief and calmness

c. Fatigue

d. Increase appetite

Answer: A

Source: Cummings & Sanders (2019)

8. What characterizes obsessive-compulsive disorder?

a. Constant physical activity

b. Repetitive thoughts and behaviours

c. Avoidance of social interactions

d. Intense fear of specific objects

Answer: B

Source: Cumming & Sanders (2019)

9. Which anxiety disorder is marked by excessive worry about judgement from others?

a. Phobia

b. Panic Disorder

c. Social Anxiety Disorder

d. Separation Anxiety Disorder

Answer: C

Source: Garland (2001)

10. Anxiety is highly comorbid with which other condition?

a. Schizophrenia

b. Bipolar Disorder

c. Depression

d. ADHD

Answer: C

Source Garland (2001)

Quiz 2 – Anxiety in Teenage Years

1. What percentage of teens experience anxiety disorders?

a. 20%

a. 15%

a. 10%

a. 5%

Answer: C

Source: Garland (2001)

2. Which of the following is a major source of anxiety in teens?

a. Peer interactions

b. Diet changes

c. Music preferences

d. Lack of sleep

Answer: A

Source: Garland (2001)

3. What is a common emotional effect of anxiety on teens?

a. Increased motivation

b. Increased joy

c. Increase anger and stress

d. Decreased motivation

Answer: C

Source: Henker et al. (2002)

4. How does anxiety affect school performance?

a. Improves focus on tasks

b. Occupies cognitive resources, like working memory

c. Increases in test scores

d. Enhances social interactions

Answer: B

Source: Moran (2016)

5. What is a behaviour anxious teenagers may engage in due to anxiety?

a. Increased participation in extracurricular activities

b. Drug abuse

c. Involvement in team sports

d. Social Isolation

Answer: D

Source Henker et al. (2002)

6. What do anxious teens often report more of in their daily lives?

a. Increased energy

b. Positive thinking

c. Negative emotions

d. Euphoria

Answer: C

Source Henker et al. (2002)

7. How does anxiety impact teen attendance at school?

a. It improves attendance because they are scared of being late

b. It causes teens to skip school

c. It has no impact

d. All of the above

Answer: B

Source Garland (2001)

8. What coping strategy do teens with high anxiety use in social situations?

a. Rumination and avoidance

b. Engagement and teamwork

c. Increased assertiveness

d. Relaxation techniques

Answer: A

Source Maloney et al. (2014)

9. Anxiety in teens can lead to more of what kind of procrastination?

a. Productive procrastination

b. Motivational procrastination

c. No change in procrastination habits

d. Fear-based procrastination

Answer: D

Source: Garland (2001)

10. How can anxiety decrease task performance in teens?

a. By increasing sleep

b. By occupying working memory and cognitive processes

c. By reducing social interactions

d. By improving problem-solving abilities

Answer: B

Source: Moran (2016)

Quiz 3 – Managing Anxiety in Adolescence

1. What is one unproductive coping mechanism for teens dealing with anxiety?

a. Exercising

a. Smoking

a. Healthy eating

a. Socializing

Answer: B

Source: Henker et al. (2002)

2. What is a productive way for teens to manage anxiety?

a. Avoiding anxiety-inducing situations

b. Spending time with friends

c. Avoiding exercise

d. Staying up late

Answer: B

Source: Henker et al. (2002)

3. What is a strategy adults can use to help teens manage anxiety?

a. Encourage isolation

b. Help reframe anxious thoughts

c. Ignore the signs of anxiety

d. Focus on the past

Answer: B

Source: Orson & Larson (2021)

4. Which form of therapy is commonly used to treat anxiety in teens?

a. Psychoanalysis

b. Cognitive-behavioural Therapy (CBT)

c. Hypnotherapy

d. Art therapy

Answer: B

Source: Garland (2001)

5. What kind of medication is commonly prescribed for anxiety?

a. Beta-blockers

b. Selective Serotonin Reuptake Inhibitors (SSRIs)

c. Painkillers

d. Anti-inflammatories

Answer: B

Source: Garland (2001)

6. Why is Cognitive-Behavioral Therapy effective for anxiety?

a. It avoids anxiety-provoking situations

b. It helps teens challenge and reframe their thoughts

c. It increases avoidance

d. It removes all anxiety triggers

Answer: B

Source: Garland (2001)

7. What is a common unproductive behaviour teens with anxiety might adopt?

a. Challenging themselves

b. Procrastinating due to fear of failure

c. Exercising regularly

d. Socializing more

Answer: B

Source: Garland (2001)

8. How can parents help teens manage their anxiety?

a. Avoid discussing anxiety

b. Educate themselves about anxiety

c. Expose teens to anxiety-provoking situations

d. Restrict social interactions

Answer: B

Source: Garland (2001)

9. What is one key component of Cognitive-Behavioral Therapy?

a. Avoidance of anxiety-provoking situations

b. Exposure to anxiety triggers

c. Focus on relaxation techniques only

d. Suppression of emotions

Answer: B

Source: Garland (2001)

10. What is a common outcome when therapy is combined with medication for anxiety?

a. Increased anxiety

b. More effective treatment

c. No change in anxiety levels

d. Decreased motivation

Answer: B

Source: Garland (2001)

Section 1 Anxiety Test (30 Questions)

Multiple Choice (10 Questions)

1. What is a positive aspect of anxiety?

a. It increases stress levels.

a. It helps protect us from danger.

a. It causes excessive worry.

a. It triggers panic attacks.

Answer: B

Source: Cummings & Sanders (2019)

2. Which system is activated when anxiety occurs?

a. Parasympathetic nervous system

b. Central nervous system

c. Sympathetic nervous system

d. Muscular system

Answer: C

Source: Cummings & Sanders (2019)

3. Which of the following anxiety disorders involves extreme fear of specific objects or situations?

a. Generalized Anxiety Disorder

b. Social Anxiety Disorder

c. Phobias

d. Panic Disorder

Answer: C

Source: Cummings & Sanders (2019)

4. Which factor does not contribute to the development of anxiety disorders?

a. Genetics

b. Trauma

c. Diet

d. Environmental factors

Answer: C

Source: Cummings & Sanders (2019)

5. How can anxiety impact academic performance?

a. Improves memory recall

b. Increases motivation to complete tasks

c. Occupies cognitive resources, such as working memory

d. No impact on academic performance

Answer: C

Source: Moran (2016)

6. Which of the following is a healthy coping mechanism for teens with anxiety?

a. Avoiding social situations

b. Procrastinating on important tasks

c. Spending time with friends

d. Engaging in substance abuse

Answer: C

Source: Henker et al. (2002)

7. What is Cognitive-Behavioral Therapy (CBT) designed to address?

a. Genetic causes of anxiety

b. Physical symptoms of anxiety

c. Thought patterns and behaviors that reinforce anxiety

d. Emotional suppression techniques

Answer: C

Source: Garland (2001)

8. What is a common outcome of untreated anxiety in teens?

a. Improved school attendance

b. Social isolation

c. Increased engagement in activities

d. Enhanced academic performance

Answer: B

Source: Henker et al. (2002)

9. Which of the following is a common unproductive coping mechanism for teens dealing with anxiety?

a. Exercising

b. Smoking

c. Healthy eating

d. Seeking social support

Answer: B

Source: Henker et al. (2002)

10. Which medication is commonly prescribed to treat anxiety disorders?

a. Beta blockers

b. Selective Serotonin Reuptake Inhibitors (SSRIs)

c. Antibiotics

d. Anti-inflammatories

Answer: B

Source: Garland (2001)

True or False (10 Questions)

1. Anxiety is always harmful and has no positive effects.

True or False

Answer: False

Source: Cummings & Sanders (2019)

2. The sympathetic nervous system is responsible for the “fight or flight” response in anxiety.

True or False

Answer: True

Source: Cummings & Sanders (2019)

3. Phobias are one of the least common anxiety disorders.

True or False

Answer: False

Source: Cummings & Sanders (2019)

1. Anxiety can cause cognitive issues such as decreased working memory and task

performance.

True or False

Answer: True

Source: Moran (2016)

1. Teens with high anxiety are more likely to participate in extracurricular activities than their non-anxious peers.

True or False

Answer: False

Source: Henker et al. (2002)

1. Generalized Anxiety Disorder is characterized by constant worry about many areas of life, such as work, family, and health.

True or False

Answer: True

Source: Cummings & Sanders (2019)

1. Avoiding anxiety-provoking situations can reinforce and worsen anxiety in the long term.

True or False

Answer: True

Source: Cummings & Sanders (2019)

1. SSRIs are used to treat anxiety disorders because they help increase serotonin levels in the brain.

True or False

Answer: True

Source: Garland (2001)

1. Cognitive-Behavioral Therapy (CBT) involves avoiding anxiety-provoking situations.

True or False

Answer: False

Source: Garland (2001)

1. Parents and teachers should refrain from discussing anxiety with teenagers to avoid increasing their stress.

True or False

Answer: False

Source: Orson & Larson (2021)

Fill in the Blank (10 Questions)

1. The fight or flight response is triggered by the activation of the ________ nervous system.

Answer: Sympathetic

Source: Cummings & Sanders (2019)

1. Generalized Anxiety Disorder is characterized by excessive and uncontrollable ________ about various aspects of life.

Answer: Worry

Source: Cummings & Sanders (2019)

1. A common symptom of panic disorder is sudden changes in ________, which can make the person feel like they are having a heart attack.

Answer: Heart rate

Source: Cummings & Sanders (2019)

1. Teens with high anxiety often report more negative emotions such as ________ and stress in their daily lives.

Answer: Anger

Source: Henker et al. (2002)

1. ________ is a common unproductive behavior that teens with anxiety may use to cope, leading to worse long-term outcomes.

Answer: Avoidance

Source: Maloney et al. (2014)

1. Anxiety can reduce performance on tasks by interfering with ________, a cognitive process that is essential for completing tasks.

Answer: Working memory

Source: Moran (2016)

1. Cognitive-behavioral therapy involves exposing individuals to ________ situations in order to practice new thinking and behavior patterns.

Answer: Anxiety-provoking

Source: Garland (2001)

1. Selective Serotonin Reuptake Inhibitors (SSRIs) are the most commonly prescribed class of medication for ________ disorders.

Answer: Anxiety

Source: Garland (2001)

1. Adults can help teens manage anxiety by offering ________ on their performance to counteract the distortions caused by anxiety.

Answer: Feedback or reframing

Source: Orson & Larson (2021)

One of the most effective therapies for anxiety disorders is ________, which focuses on changing thought patterns and behaviors.

Answer: Cognitive-Behavioral Therapy (CBT)

Source: Garland (2001)

Reflection 3

2024-10-19 / amidavv / 3 Comments

Interactive Learning Object with H5P

Lesson Planing: Helping Adolescents Understand Anxiety

Big Idea	Learning Outcome(s	Evidence of Learning	Assessments	Learning Activities
This course will effectively teach students about various factors that contribute to anxiety and mental health challenges in today’s youth.	By the end of the course, learners will be able to..-Explain the key psychological processes that influence adolescent anxiety.-Identify common environmental contributors to anxiety in adolescents-Discuss effective intervention strategies.	Individuals’ learning outcomes will be evaluated by their ability to.. -Accurately describe psychological processes that may contribute to anxiety-Apply appropriate intervention strategies to hypothetical scenarios.	Learners will be assessed by..-Three Short Quizzes-One Critical Thinking Topic Assignment-One Test	Interactive Lecture: Presentation on adolescent psychological development and mental health challenges, followed by discussions and Q&A sessions. Group Discussions: Small groups will participate in discussions on misconceptions and real-life applications of intervention strategies.

Reflection

1. What authentic problem would you use to design a lesson using Merrill’s principles? What media or multimedia (interactive or not) would you create to support it?
In this lesson, I would present students with a hypothetical case study of an adolescent struggling with anxiety. The key problem would be:
“Given a case study, which psychological and environmental factors could be contributing to their condition, and what intervention strategies would you recommend?”

This is an authentic problem because it reflects real-world challenges that mental health professionals, educators, and caregivers face when helping adolescents with anxiety. The case study would provide students with a realistic scenario where they can practically apply their knowledge. This would help them refine their problem-solving and critical thinking skills to develop greater understanding of adolescent mental health.

Using Merrill’s principles, my lesson design would look similar to the following.

Activation:
To begin, I would ask students to reflect on their previous knowledge or experiences with adolescent anxiety. To deepen this connection, I would show a short, interactive video that portrays a typical scenario of a teenager struggling with anxiety. The video would highlight psychological and environmental triggers, prompting students to consider how they might respond or intervene in such a situation.
Demonstration:
Next, I would present a detailed explanation of the psychological processes (such as cognitive distortions, the fight-or-flight response, and attachment issues) and environmental factors (e.g., family stress, school pressure) that contribute to adolescent anxiety. During this part of the lesson, I would break down how these factors interact and manifest in observable behaviours such as social withdrawal or difficulty concentrating.
Application:
After the demonstration, students would apply what they’ve learned by working in small groups on a case study. Each group would receive a detailed adolescent case, including their family background, school life, and any personal history. The task would involve analyzing the psychological and environmental factors contributing to the adolescent’s anxiety and developing an intervention plan.
Integration:
Finally, students would share their findings and proposed intervention strategies with the class. This would be an opportunity for peer feedback, where classmates could ask questions, challenge assumptions, or offer alternative strategies. This collaborative feedback helps students apply their learning in a real-world context and deepen their understanding of the material.

2. Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

An example of scaffolding includes the time I wrote my first academic research paper. Writing a research paper can be a daunting task, especially when you’re unsure of what’s to be expected of you. In my experience, the whole process was broken down into manageable steps, and I got the support I needed at every stage to gradually build my skills. Here’s how the process unfolded:

Step One: Getting Started

At the beginning, the professor introduced the assignment, outlining everything we needed to know. The professor clearly outlined the structure, citation style, and expectations of the assignment. This instruction helped me get a clear understanding of what my final product should like like, and the steps I needed to take to get there.

Step 2: Picking a Topic

Choosing a focused, researchable topic was challenging for me. My first idea was to write about climate change, but I wasn’t sure how to focus this topic. I ended up narrowing my topic to “The Impact of Climate Change on Coastal Cities,” which felt both manageable and interesting.

I drafted an early thesis and the professor provided feedback to help me refine and clarify my topic.

Step 3: Finding Resources

The professor taught us how to use library resources and evaluate sources. I learned advanced search techniques to find relevant, peer-reviewed articles, ensuring I used credible sources for my paper.

Step 4: Organizing the Paper and Writing the First Draft

Once I had my sources, it was time to figure out how to organize my research into a clear argument. I created my outline, highlighting the main points I’d discuss in each section and matching them to the sources I’d be using. My professor gave me feedback, suggesting that I clarify some transitions and add a counterargument to strengthen my paper.

Step 6: Peer Feedback

Before submitting the full draft, we did a peer review. The professor gave us a detailed rubric to guide our feedback, focusing on clarity, organization, and the strength of our evidence. This clear instruction helped make the peer-review process both structured and useful.

Step 7: Final Revision and Submit

After receiving peer feedback, I revised my paper and met the professor individually to discuss any questions.

I submitted the paper, feeling much more confident than when I first started. When the professor gave feedback on my final submission, I was able to see how much I had improved the clarity and strength of my argument.

Conclusion

Looking back, this step-by-step scaffolding process helped me tackle what could have been an overwhelming task. Each stage of the assignment built on the last, and the feedback at every step gave me the guidance and confidence I needed to improve. By breaking the project into smaller, manageable chunks, I felt supported throughout the entire process and developed skills that I have kept with me to this day.

Reflection 2: Generative AI in Learning Practices

2024-10-10 / amidavv / 2 Comments

This week, I explored Copilot, a Generative AI tool featuring Microsoft products. I have previously used LLM tools for organization and brainstorming tasks, and I found Copilot’s site to be similar to other LLM tools, such as ChatGPT. While the two sites share similarities, Copilot includes unique features like personalized conversational settings and image generation tools. As a digital marketer, I was curious to investigate how Copilot’s features could be used to improve and design captivating marketing campaigns.

When I first used Copilot, I was impressed by the simple navigation and quick responses of the tool. I have previously used ChatGPT and while both systems have a similar page structure, I found Copilot’s messages to be more personable and realistic. I also enjoyed Copilot’s customized conversational skills and the inclusion of citations when researching information. This feature can help users fact-check their information, which is especially important in educational and professional settings.

Figure 1. Screenshot of Copilot Features. Davey (2024).

Figure 2. Screenshot of Copilot Features. Davey (2024).

Additionally, I was also impressed by the tool’s AI image generator. While the tool could create detailed images, I found the images often lacked detail and originality. For future campaigns, I will likely combine AI-generated images with Photoshop designs to create more captivating content.

Figure 3. Screenshot of ChatGPT Copilot Features. Davey (2024).

TPACK Analysis of Copilot’s Functions

After examining Copilot’s services, I asked ChatGPT to create a a TPACK analysis of its functions. The TPACK analysis is as follows:

Technological Knowledge (TK): Copilot employs AI and Microsoft tools to assist users, demonstrating the application of advanced technologies in productivity tools to enhance user efficiency and creativity. The technology is user-friendly and accessible, which is essential for educators and students with varying levels of tech proficiency.
Content Knowledge (CK): Copilot is integrated into various Microsoft applications (like Word, Excel, and PowerPoint) and can assist with content creation, data analysis, and presentation design. It can generate text, analyze data patterns, and suggest design elements based on user input. It leverages vast datasets to provide relevant information, which supports users in mastering the content they are working with.
Pedagogical Knowledge (PK): Copilot can enhance instructional strategies by providing real-time feedback and suggestions, making it easier for educators to tailor lessons to individual student needs. It can support differentiated instruction by offering various levels of complexity in tasks, enabling personalized learning experiences. The tool encourages active engagement, as users can interact with the suggestions and improve their skills through immediate assistance.

Ultimately, Copilot integrates various technological, pedagogical and content-related mechanics to facilitate an interactive and engaging user experience. Using this resource, marketers can review recent trends, brainstorm ideas and create drafts of marketing campaigns. This TPACK analysis clearly demonstrates the benefits and best usages for Copilot, however, the analysis fails to mention possible limitations of the software. These limitations could include potential biases and the lack of diversity that occurs when generating ideas using AI-content. It could also be helpful to mention how the fast-response time of the software can help users effectively complete their tasks.

Insights and Limitations

While Copilot is an excellent software for developing marketing campaigns and brainstorming information, the LLM lacks some necessary features for content development. For example, AI models can inadvertently reflect biases which is a significant concern in both educational and professional settings. Copilot claims to personalize responses to suit the individual using the software, which can further enhance these biases. Educating users about these features can help users identify development opportunities and how to use this tool to best assist their marketing projects.

Additionally, heavy reliance on AI-generated content within educational and professional settings can decrease learning depth and originality amongst students and employees. While the generated content on Copilot is both impressive and detailed, the content often reflects similar aesthetics and messaging. Using this software, markets may struggle to maintain a unique company brand that differentiates the marketer’s campaign from other companies. Therefore, while Copilot can be a valuable tool to analyze data and create content, the marketer must have their own ideas and vision to bring their campaigns to life.

Recommendations for Educational Use

Regarding the potential of Generative AI tools like Copilot in educational institutions, it is important to establish several guidelines and limitations to encourage student understanding and best practices for using AI. Both students and educators should understand how AI tools operate and the acceptable use for AI tools in their assignments. If students understand the potential biases and misinformation that occurs when using AI tools, they would be encouraged to generate their own ideas. This would promote in-depth understanding and originality.

Conclusion

To conclude, Copilot is a valuable tool for brainstorming and analyzing data. While the tool can help promote engaging marketing schemes, it is important to incorporate human ideas with AI-generated content to receive the best possible results. As Generative AI becomes integrated into educational and professional projects, enhancing critical thinking is an essential component of design processes to enhance creativity and content knowledge.

References

“Conduct a TPACK analysis for Copilot.” ChatGPT, 10 Oct. 2024, https://chatgpt.com/.

Davey, Amira. Screenshot of ChatGPT Features. 10 Oct. 2024. Author’s personal collection.

Davey, Amira. Screenshot of Copilot Features. 10 Oct. 2024. Author’s personal collection.

Davey, Amira. Screenshot of Copilot Generative Image Features. 10 Oct. 2024. Author’s personal collection.

Reflection 1: Designing a Screencast Based on Cognitive Theory of Multimedia Learning

2024-10-09 / amidavv / 1 Comment

When creating a screencast for this module, I aimed to deliver a clear and engaging presentation that would resonate with first-year university students that may be overwhelmed with meal prepping for the first time. This reflection will highlight my reasoning for design choices, the principles of Cognitive Theory of Multimedia Learning that influenced my process, and the challenges I faced when creating this project.

To begin, when I first started designing the screencast, I imagined my audience as fellow students. I wanted to ensure that the content was relevant and accessible, leading me to consider Mayer’s principles. For instance, I applied the Coherence Principle to ensure that my visuals and narration were clear and free from unnecessary details. I chose this design to prevent cognitive overload. The Modality Principle helped me emphasize narration when conveying information to the audience. Text-heavy slides can increase cognitive load, therefore, conveying my information through narration can improve comprehension. In the future, I will include captions to improve the accessibility of my projects. Finally, the Pretraining Principle inspired me to establish foundational knowledge before introducing complex concepts. I first explained how to meal prep and budget before progressing to meal ideas and recipes. This design was intended to guide the audience through each step of the meal prepping process without overwhelming them.

One principle that I found challenging was the Signaling Principle. To further improve comprehension, I could increase audience engagement by having items appear on screen according to the order in which it is mentioned. This could increase audience attention throughout the presentation.

Overall, the process of creating this screencast highlighted the importance of applying multimedia principles to enhance educational content. By considering my audience and employing cognitive principles, I was able to design a more effective learning tool. Moving forward, I aim to further refine my understanding of these principles and their application, ensuring that I create engaging and informative content in the future.

Link to Screencast: https://youtu.be/ZagH0lb89sY

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Assignment 4

Reflective Post

Table of Contents

Lesson Planning and Backwards Design

Class 1 (Introduction) – What is Anxiety

Class 2 – Anxiety in Teen Years

Class 3 – Managing Anxiety in Adolescence

Quizzes and Tests:

Reflection 3

Interactive Learning Object with H5P

Lesson Planing: Helping Adolescents Understand Anxiety

Reflection

2. Can you describe (step by step) an example of scaffolding in a learning experience that you’ve designed or experienced?

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Reflection 2: Generative AI in Learning Practices

TPACK Analysis of Copilot’s Functions

Insights and Limitations

Recommendations for Educational Use

Conclusion

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Reflection 1: Designing a Screencast Based on Cognitive Theory of Multimedia Learning

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