Category: edci335

For this post, I selected a YouTube video that introduces probability concepts through simple examples. Since our Interactive Learning Resource focuses on empirical and theoretical probability, I would use this video as an introduction before learners participate in hands-on activities. Bates (2022) explains that learning is most effective when students actively engage with learning materials rather than passively consume information.

 What kind of interaction would the video require from your students?

The video requires learners to actively watch, listen, and think about the probability examples being presented. Although students are not required to respond directly, they are encouraged to make predictions and consider why certain outcomes occur. This supports interaction with the content and helps learners connect new information to prior knowledge.

In what way are they likely to respond to the video on their own?

Students may pause the video to take notes, write down examples, or try solving probability questions before the answers are revealed. They may also begin thinking about how probability applies to everyday situations such as weather forecasts, sports statistics, and games of chance. These learner-generated responses encourage reflection and deeper understanding.

If you selected a video, what activity could you suggest that they do after they have watched the video?

After watching the video, students would complete the “Heads or Tails: Is it 50:50?” activity. Learners flip a coin multiple times, record their results, and compare their experimental probability with the theoretical probability of 50% heads and 50% tails. This activity helps students understand that real-world results do not always perfectly match expected outcomes. It also develops skills in data collection, probability calculations, and critical thinking.

Figure 1. Heads or Tails: Is it 50:50? Activity

How would students get feedback on the activity?

Students could compare their results with classmates through a discussion board or shared class data sheet. Feedback could also be provided through an H5P activity with automatic responses. By comparing different outcomes, students can better understand how probability varies and why larger sample sizes often produce results closer to theoretical expectations.

How will you address any potential barriers for your learners in the use of this video to ensure an inclusive design?

To support all learners, I would choose a video with captions and clear audio. Written instructions for the activity would also be provided so students can review the content in multiple formats. Learners can pause, replay, and review the video at their own pace. Combining visual, auditory, and hands-on learning opportunities aligns with inclusive learning design principles and helps make the lesson accessible to a wider range of learners.

Overall, I think combining a short instructional video with an interactive probability activity creates meaningful engagement and helps learners develop a stronger understanding of probability concepts.

References

Bates, A. W. (2022). Chapter 10.6: Interaction. In Teaching in a Digital Age (3rd ed.).BCcampus. 

https://pressbooks.bccampus.ca/teachinginadigitalagev3/chapter/pedagogical-roles-for-text-audio-and-video/

Our learning blueprint design focuses on creating an interactive probability learning resource that is engaging, flexible, and accessible for all learners. After learning about Universal Design for Learning (UDL) and accessible content, I realized that students learn in many different ways, so learning activities should be designed to support learner variability instead of assuming there is one “average learner.”

Since our topic is probability, we want students to learn through hands-on and interactive experiences instead of only reading information or completing worksheets. Our learning resource will include activities like spinning a wheel, rolling dice, flipping coins, and predicting outcomes to help students connect probability concepts to real-life situations. These kinds of activities make learning more engaging and can help students better understand ideas like chance, outcomes, and likelihood.

To support different learners, our resource will present information in multiple formats. Instead of relying only on written explanations, students will also have access to visuals, short videos, audio instructions, and interactive games. For example, learners may watch a short animation about probability, complete drag-and-drop activities, or test predictions using a virtual spinner. This connects to the UDL principle of providing multiple means of representation and engagement because students can interact with content in ways that work best for them.

Accessibility is another important focus in our blueprint design. The readings about accessible content showed how small design choices can reduce barriers for learners. Because of this, we would include captions on videos, readable fonts, clear headings, simple instructions, and alt text for images. We also want the resource to be easy to navigate so students can focus on learning instead of struggling with the technology itself.

Another way our learning resource supports all learners is by allowing students to demonstrate understanding in different ways. Instead of only answering written questions, learners could explain probability concepts through discussion, complete interactive challenges, or create their own examples using games or visuals. Giving students different options recognizes learner variability and creates more pathways for success.

Overall, our learning blueprint design focuses on creating a probability learning environment that is interactive, inclusive, and supportive for all learners. Inclusive design and UDL helped me understand that educational resources should be flexible and accessible so that every student has an equal opportunity to participate and succeed.

References

Universal design – EDCI 335. (n.d.). EDCI 335. https://edtechuvic.ca/edci335/universal-design/

Inclusive learning design – EDCI 335. (n.d.). EDCI 335. https://edtechuvic.ca/edci335/inclusive-learning-design/

When I first started thinking about different approaches to learning design, I assumed that student-centered methods like inquiry-based learning would always be the best option. However, after reading about direct instruction, I realized that there is still an important place for structured, teacher-guided learning, especially in online environments.

📚 What is Direct Instruction?

Direct instruction is a teaching approach that emphasizes clear explanations, structured lessons, guided practice, and ongoing feedback. Rather than expecting learners to discover information entirely on their own, the instructor provides support and guidance throughout the learning process.

Kenny (1980) explains that effective direct instruction includes clear learning goals, sufficient instructional time, monitoring student performance, and immediate feedback. Research discussed in the article also found that students generally achieve better outcomes when teachers provide strong guidance, structured interactions, and frequent opportunities to respond. These characteristics help learners build foundational knowledge and skills before moving on to more complex learning tasks.

💻 Direct Instruction in Technology-Mediated Learning

Although online learning often focuses on independence and flexibility, I think direct instruction can still play an important role. Learning online can sometimes feel overwhelming, especially when students are introduced to unfamiliar concepts without enough support.

For example, instructional videos, guided tutorials, step-by-step demonstrations, and interactive quizzes can all be designed using direct instruction principles. These tools help learners understand expectations and provide a clear path through the content.

One idea from the reading that stood out to me was the importance of immediate feedback. Kenny (1980) notes that corrective feedback and opportunities for practice can improve student performance and reduce errors. In an online environment, this could be achieved through quizzes, self-check activities, and automated feedback that helps learners understand mistakes as they occur.

🎯 My Takeaway

While direct instruction is sometimes criticized for being too teacher-centered, I believe it provides an important foundation for learning. Not every learner is ready to jump into inquiry-based or self-directed activities without first developing basic knowledge and skills.

For my own learning resource, I can see direct instruction helping learners gain confidence through clear explanations, structured content, and guided practice before moving on to more independent activities. Rather than limiting learning, I think effective direct instruction can create the support learners need to succeed.

💡 Key Takeaway

Direct instruction remains a valuable approach because it provides structure, guidance, and feedback that help learners build strong foundations for future learning.

References

Kenny, D. T. (1980). Direct instruction: An overview of theory and practice. Journal of the Association of Special Education Teachers, 15(12), 17-22.