New Post!
Hello everyone! It's really nice to see you all again! This video is a reflective summary of the learning journey of EDUC2040 (Teaching and Learning strategies).
Here is a short introduction to this video.
We will review the learning journey from week 1 to week 10.
Each week, I will introduce some funny experiences, my feelings, theories or knowledge I learned, and one takeaway message from this week.
'What EDUC2040 has prepared me to be a good teacher'?
Special issue: Individual presentation
Hola a todos! It's another new week! We only have one week left this semester. Are you excited for the coming party in the next week? Are you excited for the coming holiday and long break! Let's Cheer!
Experiences and feelings this week
At the beginning of the lecture, I was shocked by the formal attire of Dr. Lina because I felt weird about why Dr. Lina would dress formally. Then, I realized that I had forgotten about the attendance of the guest speaker this week. What a poor memory I have.
Following that, Dr. Lina introduced the guest speaker Mr. Tamim who was a lecturer from the faculty of creative multimedia at the Multimedia University in Malaysia. He started the lecture with one question "while you listen to music when you are studying?". Personally speaking, I preferred to listen to music especially soft music or music with a steady rhythm and low tempo when I was studying. Nonetheless, nobody raised their hands. I was totally shocked by the circumstances. I also felt awkward because the atmosphere was a little weird (hhhhh😂😂).
Then, Mr. Tamin emphasized the benefits of listening to music such as motivation, concentration, and improved learning outcomes. He also explained the utilization of music to enhance these in detail. I used to think music could only be used to release stress, change mood, or something else. I could never imagined that music could be connected with teaching theories such as cognitive load theory, cognitive theory, and multimedia theory especially when it comes to language education (language acquisitions). For example, he highlighted creating songs to remember difficult information and the importance of creating songs for students as they could remember or learn from singing songs. Another example was analyzing pop songs. We could learn language or words or phrases from songs, right? My interest was totally aroused by his presentation, and I was encouraged to discover more about how music influences cognitive function, language teaching, and problem-solving. This was also interesting because I learned some basic knowledge about music and the application of it in teaching.
Following that, we had two activities including a Puzzle Speedrun Experiment and a Tune Transformation & Adaptation Method. The Puzzle Speedrun Experiment activity brought great enjoyment and liveness to our lecture because everyone proactively engaged in the class activity. We were divided into different groups and required to put together a whole paper from various pieces. Mr. Tamim recorded the time each group used and wrote them on the board. We had this activity twice. One was under the background music and another one was played without background music.
This experiment was used to demonstrate the utilization of background music to enhance concentration on learning and its effectiveness of learning. However, the time of the first group under two situations remained the same. For the second group (my group), we did use less time to finish the puzzle.
I was shocked by the consequences and I was curious about how this conclusion was drawn because I thought the conclusion was not rigorous. We used the same puzzle, right? Will this proficiency of this puzzle influence the conclusion? We also did not notice some students may be sensitive and good at this kind of game? What's more, we did not control the variable condition and we overlooked it. If we wanted to make the conclusion more rigorous, I thought we needed to have a random experiment. For example, we used different puzzles for each turn, or we regrouped these groups with different people. In addition, we could use different genres of music to explore the effects of background in learning. Most importantly, we need to set the control groups as a counterpart. To reduce bias, this experiment might be "double-blind", meaning neither the participants nor the researchers (Mr. Tamim and Dr. Lina) know which is the experimental group and which is the control group. All of these helped to make the conclusion robust. Incorporating randomization and a control group into the experiment which is called the random control trial (RCT) helps minimize biases, confounding variables, and alternative explanations for the observed effects, which makes the conclusion more robust.
Furthermore, he also introduced two different tempos. For example, the slow tempos (60-80 beats in 1 minute) were suggested for studying. The fast tempos (80-100 beats in 1 minute) were suggested for discussion. At the end of the lecture, he also played a Christmas song for everyone to create an engaging environment.
Group photo of our lecture!
Previous experience
From this lecture and tutorial, I realized that I had a lot of experience using music to learn. For example, the words in ancient poems were used as lyrics and adapted into songs. we memorized and recited the ancient poems while listening to the music. In science-related subjects, we also used this method to memorize key formulations and others. In secondary school, our chemistry teacher utilized the periodic table elements to make a catchy song for our students to better memorize these elements. We could easily memorize the contents, vocabulary, formulations, and others through these songs. I just recognized the importance of music in teaching and how it could be used as a teaching tool in education.
Theories and knowledge related to music
After this lecture, I delved into the influence of music and approaches to applying it as a teaching tool in education.
Numerous studies have been conducted to demonstrate the influence of the incorporation of music in teaching (Mayer, 2005; Velasco & Hirumi, 2020; Dolegui, 2013). First, the incorporation of music in teaching enhances cognitive development in various aspects. One significant area is the enhancement of cognitive abilities, as supported by numerous research. For instance, the intelligence Quotient (IQ). In the study conducted by Schellenberg (2004), an investigation was undertaken to assess alterations in IQ test scores and standardized academic achievement after a musical activities program. The results indicated a marginal elevation in IQ among participants engaged in either keyboard or voice training in comparison to those involved in drama activities or assigned to control groups. In addition, according to the future study of Schellenberg (2006), the results indicate formal exposure to music during childhood is positively correlated with both IQ and academic performance through a quasi-experimental design, involving the comparison of groups and individuals with varying levels of music training. More importantly, these associations are modest effect sizes but are of broad and enduring properties. Besides this, other cognitive abilities such as spatial-temporal skills are enhanced as well. According to Holmes & Hallam (2017), they conducted a quasi-experimental design and it encompasses cohorts of children aged from 4 to 7 engaged in a music program that contains diverse musical activities and predominantly of a rhythmic nature. The comparison between the experimental group and the control group in mathematics, reading, writing, and spatial-temporal reasoning could draw the conclusion that the incorporation of music in teaching could enhance the development of spatial-temporal skills, which is crucial for the development of math skills as well.
In addition, there are also positive effects of utilizing music in teaching for the development of the brain related to cognitive development from a scientific view. According to one research conducted by Gojerac (2018), some parts of the brain such as planum temporale (an important component in language comprehension and sound signal processing in the early stage) and the corpus callosum (a neurological structure that facilitates interhemispheric communication) exhibit bigger in individuals with musical proficiency compared to others without music proficiency, which is particularly related to the incorporation of music in education. Only with music can we achieve the development of these parts of the brain and these developments are crucial for their future cognitive development. These research pieces of evidence highlight the positive influence of music on cognitive development and it makes a compelling case for its integration as a teaching tool to enhance students' cognitive abilities.
Lastly, music can enhance students' development in all aspects. When we capitalize on this, several things still need to be taken into consideration to better help students' development. For example, according to cognitive load theory, students' working memory capacity is limited. Lehmann & Seufert (2017) stated the incorporation of background music may impose an additional cognitive load on working memory, which potentially impedes the learning process. Additionally, the research conducted by Dobbs et al., (2011) through a comparative analysis demonstrated that performance in a silent environment yielded superior outcomes when compared to performance in background noise and music. This is because people have to divide their attention between study and background and it requires people to pay more attention to study with the background music, which increases their cognitive load and impeds their studying at the same time. Moreover, the performance is positively interrelated to the types of music. Hallman et al., (2002) conducted one study to assess student's performance in different situations. They tested the arithmetic and memory performance of children aged from 10 to 12 in the relaxing and calming music and results showed better performance when compared with no-music conditions. However, when compared with no-music or relaxing music, students in aggressive, unpleasant, and arousing music exhibited lower behaviors. Consequently, the type of music seriously influences the performance of students and it needs to be modified. We also need to take students' real circumstances into consideration when incorporating music into teaching. As a result, teachers are advised to consider various aspects such as subjects, the cognitive capability of students, students' behaviors, preferences for learning and teaching, and others before incorporating music in teaching. For instance, students mainly are visual learners and it is not appropriate to utilize music as the main teaching tool to teach them.
One takeaway message from this week is I will incorporate music in future teaching to enhance students' overall development. As a pre-service teacher, I will also learn approaches to incorporating music in teaching and techniques to make full use of this teaching tool. Most importantly, I will take students' real circumstances and needs into consideration before utilizing music as a teaching tool because everything has two side effects. In some situations, I will employ this more frequently. For example, I will play soft music before class to let students calm down and relax. What's more, if some difficult things need to be remembered or recited, I will try to make a song for students to listen to and memorize, which reduces their cognitive load. Additionally, I will also teach my students how to create their own songs to help them study and learn with enjoyment, which is also my educational philosophy.
This is the end of our blog journey.
I sincerely hope that everyone has a good holiday and break.
Let's see each other in the next semester.
Reference
Dolegui, A. S. (2013). The Impact of Listening to Music on Cognitive Performance. Inquiries Journal. 5,(09).
De la Mora Velasco, E., & Hirumi, A. (2020). The effects of background music on learning: A systematic review of literature to guide future research and practice. Educational Technology Research and Development, 68, 2817-2837.
Dobbs, S., Furnham, A., & McClelland, A. (2011). The Effect of Background Music and Noise on the Cognitive Test Performance of Introverts and Extraverts. Applied Cognitive Psychology, 25(2), 307-313.
Gojmerac, I. (2018). Importance of music in the education system. New trends and challenges in today's Europe, 178.
Gardiner, M. F., Fox, A., Knowles, F. & Jeffrey, D. (1996). 'Learning improved by arts training'. Nature, 381,284.
Galal, S., Vyas, D., Hackett, R. K., Rogan, E., & Nguyen, C. (2021). Effectiveness of Music interventions to reduce Test Anxiety in Pharmacy Students. Pharmacy, 9(1), 10.
Holmes, S., & Hallam, S. (2017). The impact of participation in music on learning mathematics. London Review of Education, 15(3), 425-438.
Hallam, S., Price, J., & Katsarou, G. (2002). The Effects of Background Music on Primary School Pupils' Task Performance. Educational Studies, 28(2), 111-122.
Janurik, M., & Krisztian, K. (2022). Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study. Journal of Intelligence, 10(3), 36.
Kiss, L., & Linnell, K. J. (2021). The effect of preferred background music on task-focus in sustained attention. Psychol Res. 85(6), 2313-2325.
Lehmann, J. A. M., & Seufert, T. (2017). The Influence of Background Music on Learning in the Light of Different Theoretical Perspectives and the Role of Working Memory Capacity. Educational Psychology, 8.
Mayer, R. E. (2005). Cognitive Theory of Multimedia Learning. The Cambridge handbook of multimedia learning. Cambridge University Press.
Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological science, 22(11), 1425-1433.
Rauscher, F. H. & Hinton, S. C. (2011). Music instruction and its diverse extra-musical benefits. Music Perception, 29(2), 215-226.
Schellenberg, E. G. (2004). Music Lessons Enhance IQ. Psychological Science, 15(8), 511-514.
Schellenberg, E. G. (2006). Long-Term Positive Associations Between Music Lessons and IQ. Journal of Educational Psychology, 98(2), 457-468.
Standley, J. M., & Hughes, J. E. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15(2), 79-85.
Thoma, M. V., La Marca, R., Brönnimann, R., Finkel, L., Ehlert, U., & Nater, U. M. (2013). The effect of music on the human stress response. PloS one, 8(8), e70156. https://doi.org/10.1371/journal.pone.0070156
Yang, H., Ma, W., Gong, D., Hu, J., & Yao, D. (2014). 'A longitudinal study on children's music training experience and academic development'. Scientific Reports, 4(5854), 1-7.
Week 10 reflection
This was the last week of this semester. I was so excited about today's lecture and tutorial. I was also excited about the coming long holiday and home travel. I sincerely appreciated the efforts that everyone and Dr. Lina made in this model. I also felt a little upset as I could not meet these elective students and classmates for a long time. Anyway, I'd like to wish every classmate every success with your study in the next term and have a bright future.
This is the pizza party! Thanks Dr. Lina for the free pizza! They are really tasty. 😋😋
This is the last group photo of this module. Happy! 😆😆😝
This is the group photo of my Korean class. So happy! 😝😝
This is the conclusion of our last class. I love this quote.
Goodbye may seem forever.
Farewell is like the end, but in my heart is the memory and there you will always be.
This is the end of this module and this semester. I just felt it started yesterday, but it was over today. I have to admit the truth. How time flies! Hope everyone enjoys your holiday and long break. Let's see each other in the next semester! 😇😆😆
Week 11 Reflection (Not for marking)
A new week again! This week is micro-teaching week! So excited to see the teaching demo from the other groups! 
During the micro-teaching, numerous teaching strategies and methods were utilized. First, the game-based learning approach was utilized and it could be seen from interactive role-play and seating position activity in micro-teaching. These teaching games could make the learning experience more enjoyable, interactive, and effective. In this process, students' participation and interest are motivated and they apply what they have learned from our lesson in real situations to think about the influences of these behaviors, which also enhances their critical thinking skills as well. Several studies have shown the effectiveness of game-based learning involving improved engagement, enjoyment, motivation, and positive attitudes toward learning (Hartt et al., 2020; Liu & Chen, 2013). In addition, games provide a dynamic and engaging environment where students actively engage, make connections, and form their own comprehension through hands-on activities based on constructivism (Jonassen, 1991). Moreover, Games immerse students in experiential scenarios where they can proactively participate, reflect on their actions, adapt their thinking or construct new ideas based on the experience, and experiment with different approaches. This interactive nature of games is the utilization of experimental learning theory (ELT) or Kolb's learning cycle. It engages students in hands-on activities, which is conducive to engagement (Kolb et al., 2001) and the application of knowledge in real-world situations (Kolb, 2014). What's more, to make full use of game-based learning, the reward is also one crucial component that needs to be taken into consideration. Rewards (positive words we used in the presentation, snacks other groups used in the presentation, or others) as extrinsic motivations can encourage students to engage and exhibit desired teaching behavior in order to receive rewards. Some studies have shown that rewards were positive in fostering concentration and engagement of students (Cameron & Pierce, 1994; Deci et al., 2001). 
Secondly, our micro-teaching is mainly based on interactive teaching methods and Vogosky's social cognitive theory, which emphasizes interactions. We focused more on engagement between students and teachers in the learning process, where students are motivated to proactively participate in and contribute to the class through a variety of activities such as questioning and discussions. The utilization of interactive teaching methods encourages students to proactively engage in the learning process, which improves the retention of knowledge as it fosters them to process and apply information actively instead of passively (Freeman et al., 2014). According to Brookfield (2012), the application of discussion, group activities, and problem-solving activities in interactive teaching promotes critical thinking and analytical skills as students actively participate and analyze problems. To consolidate the comprehension of the content subject, we also utilized the exemplar theory when illustrating health-related issues to enhance their critical thinking skills. Kaucak & Eggen (2012) stated the utilization of exemplary theory in concept learning, particularly through the integration of real-world examples, can lead students to have a deeper comprehension of the subject matter. Furthermore, according to More Knowledgeable Others (MKO), students will learn from others who have more knowledge as well as teachers through interactions. For example, the live demonstration of my in sitting position activity. According to Salisu & Ramson (2014), teacher modeling allows students to observe the execution of an activity with detailed explanations at the same time, which facilitates comprehension of its applications to the subject. .jpg)
Experiences and feelings in the micro-teaching demo
This week, we had a group micro-teaching demo and every group completed this perfectly. I would like to sincerely say thanks and well done to my group members (Nicholas, Star, Luanne, Shatana, Zhishan) because our group has made a lot of effort and everyone tried his or her best to have a perfect micro-teaching.
In the preparation of the micro-teaching, we had a lot of impressive and funny experiences. For example, the topic of presentation. In the beginning, we had a hot discussion about the topic and brainstormed various topics. Everyone contributed a lot, which resulted in numerous subjects to choose from.
Eventually, we selected biology, especially for human body parts because this topic was not only interesting but also instructive. We could learn its importance, functions, and how to protect our human body parts especially since nowadays most students have numerous bad habits such as staying up late, excessive drinking, Internet addiction, 💀💀and these habits will have a great influence on their bodies.
We wanted every student to have a healthy body no matter whether their grades were good or not. There is one old saying from China, that said 'The body is the capital of the revolution'. Actually, it means when there is health, there is everything. without a healthy body, nothing is fine.
Based on this belief, we divided the human body into six parts in total (brain, eye, respiratory system, digestive system, kidneys, and leg), and each person was responsible for the slides of her or his part.
What's more, we established our learning objectives based on the SMART method, Bloom's taxonomy, and our beliefs. In addition, we incorporated numerous activities such as role-play, questions, and demonstrations to teach students instead of teaching in a boring and traditional way because we wanted students could learn with joy. We also aimed to enhance the knowledge of the content subject and the development of cognition and metacognition at the same time by using teachers' mediations such as questions, discussion, and activities as teaching tools.
Then, we delved into our parts by conducting research on the internet and reading articles to make our content concise as well as reliable. After this, we had a rehearsal with Dr. Lina. During the rehearsal, several improvements and changes to our slides and activities were pointed out. I was a little anxious so I did not perform well. I was so nervous and I practiced a lot after rehearsal in my room. what's more, I also learned some behaviors to make a good presentation including clear and variable voice, not speaking too fast, use of visual aids, and being more interactive. After rehearsal, our group also had a meeting to discuss the changes we made to our slides and activities and we did a rehearsal again. We made a lot of efforts to this micro-teaching and everyone did a good job!😇
During the micro-teaching day, we completed the microteaching perfectly even though some challenges existed in the process. For example, Sha spent a little longer time than the rehearsal which resulted in the following people having to rush and finish earlier than before.
Another example was the activity on my part. We had one activity of the setting positions and we needed to choose two people to present their usual setting positions. In the beginning, I was nervous and I worried about the time. However, my group mates encouraged me and I successfully finished it. After live demonstrations, we would tell them the effectiveness and harmful influences of these setting positions and illustrate good setting positions with my demonstrations. Because of the time limits and my anxiety, I did not call classmates to do the live demonstrations instead, I did the live demonstrations with explanations. It was a little embarrassing. 😂😂
Overall, I was satisfied and proud of the performance of our group!!! I believe we were the best! I also learned from the microteaching from other groups. I learned German Expressionism and the utilization of rewards as extrinsic motivations to provoke interest. I also learned about their interactive performance such as using funny questions to create an engaging environment. I also learned other creative interactive ways such as the utilization of drawings from Manisha's group. What's more, from Key's group, I learned the role-play and given situations to enhance student's comprehension. Anyway, different groups utilized various teaching strategies and methods (interactive teaching, cooperative teaching, student-based learning...). Nevertheless, the most important is to make full use of the teaching and learning strategies we have learned from this module and other modules according to students' circumstances to enhance their development.
Previous experience
This micro-teaching reminded me of the previous teaching demon in the education showcase in the last semester. We needed to plan a micro-teaching for primary school students. However, this time, we were teaching tertiary students this time, which is more difficult compared with the primary level. In addition, we created our own lesson plan for the microteaching in the last semester. However, this time, we did not create a lesson plan for this micro-teaching, which made it more difficult to seamlessly plan the teaching for tertiary students. Nevertheless, we (me and my group members) discussed a lot about our teaching, teaching strategies, teaching methods, and activities to present a good micro-teaching. We worked together to overcome these obstacles in the preparation of micro-teaching.
Teaching strategies and methods used in micro-teaching
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Thirdly, during the micro-teaching, we utilized a lot of questions as teaching tools and teacher's mediation to help students develop overall. Questioning in teaching and learning sessions is one of the most important aspects of mastering knowledge. At the beginning of our micro-teaching, we asked questions about what they know about human body parts to follow the dialogic pattern and to link previous knowledge. The assessment of prior knowledge in questioning can be utilized as a tool to address students' deficiencies (Hailikari et al., 2008). Then, we provided the cognitive knowledge supply to address students' deficiencies. Class activities (role-play and seating positions activity) and questions that incorporated elements of question circles were utilized to model the metacognitive process. These also help students to internalize the tool for their independent learning. According to Guo (2020), teachers' mediation (questions of our micro-teaching, interactions between students and teachers) can be utilized as a method in the facilitation of students' metacognition development. Additionally, we asked a lot of questions by using the question circles (Text, World, Reader) such as 'What will happen if you can not protect your leg well?' of my part and other similar questions asked by my group members to enhance their comprehension of our content as well as critical thinking. According to the findings of Shanmugavelu et al. (2020), the implementation of questioning plays a pivotal role in substantially augmenting student engagement and it contributes significantly to the cultivation of students' proficiency in Higher Order Thinking Skills (HOTS). Through the questioning, students' intrinsic motivations to search for solutions and engage in exploratory endeavors are stimulated, enhancing their academic achievement and performance (Vansteekiste, 2004). Additionally, we also utilized inquiry-based learning (IBL) which could be seen from the role-play activity of our micro-teaching. We first ask questions to lead students to explore the harmful influences of these behaviors on their eyes. Then, one student was nominated to imitate these behaviors as a live demonstration. Students would discuss the harmful influences and after that, we gave them detailed explanations in verbal so that students could reflect on themselves. According to Bayram et al. (2013), its efficacy in education includes augmentation of motivation, enhancement of comprehension, and facilitation of critical thinking.
Lastly, we utilized the multimedia model by incorporating video, pictures, and other visual aids in our slides to utilize diverse communication channels to effectively deliver our presentation. Sweller (2002) demonstrated that the enhancement of working memory capacity by utilizing dual modalities, as opposed to a single modality, should have instructional consequences as cognitive load theory indicates that learners have limited cognitive capacity. Therefore, well-designed slides should manage cognitive load appropriately and can optimize cognitive load by incorporating proper videos and pictures. For example, the video of eye description in slides. It not only captures students' attention but also reduces students' cognitive load because there are no redundant texts for it. According to Woottipong (2014), the incorporation of videos into lessons can foster students' listening comprehension and arouse their interest. In addition, we incorporated some visual aids (pictures) in our slides to help students receive information and form a better comprehension of our subject matter. The utilization of pictures and texts can promote more learning outcomes and pleasant learning experiences as students can make connections between pictures and texts to help their learning (Vazquez & Chiang, 2014).
Improvement
After the micro-teaching, I reflected on the performance of mine and my group, and I realized we needed to improve in a lot of aspects. For example, the time management. We failed to manage time well and it resulted in the pace of the micro-teaching being sometimes fast and sometimes slow because the next few people needed to rush to finish teaching. Next time, we should practice and rehearse more before the presentation to make sure that everyone can finish their teaching part on time without exceeding time limits. In addition, I also need to pay attention to the tone of my presentation. I should utilize variable tones with emotions to attract students' attention and improve their engagement. For example, when I was talking about the highlights of my content, I needed to use a higher tone to grab students' attention. I also needed to apply tones with emotions to tell students that these were the most important parts of my teaching. Another improvement was the pace of the presentation. I needed to utilize varied pace during the lesson instead of the same pace. For highlights of my content, I should try to use a slower pace to illustrate more on it. The last was the utilization of visual aids. I just recognized its importance from the performance of other groups and I did some research on it. I found that most people were visual learners. Therefore, I should try my best to utilize visual aids by adding more interesting and relevant visual aids to improve my presentation. I believe If I can make some changes in these aspects, I will perform better the next time. 
The takeaway message from this micro-teaching (reconstruction)
From this micro-teaching, one takeaway message is I need to make full use of teaching strategies and learning strategies to optimize students' learning as well as development. I as a pre-service teacher, should not only have a good command of these strategies but also appropriately apply them in real teaching, especially for incorporating different strategies to make a good lesson plan. I will continue to learn more strategies and practice more to better support students' development. Another takeaway message is I need to appropriately incorporate technology, videos, pictures, and others to scaffold my students not only in subject matter but also in cognitive development, metacognitive development, and technology competence, which helps my students compete better with others globally. I hope my students in the future can stay happy with joy and continue to learn in their lifelong journey. I will also explore new ways to teach my students so that they can learn with enjoyment and equipped with metacognitive development to help them continue to learn, which is my educational philosophy.
Reference
Bayram, Z., Oskay, O. O., Erdem, E., Ozgur, S. D., & Sen, S. (2013). Effect of Inquiry-based Learning Method on Students' Motivation. Procedia-Social and Behavioral Sciences, 106, 988-996.
Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco, CA: Jossey-Bass.
Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64(3), 363-423.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.
Eggen, P., & Kauchak, D. (2012). Strategies and Models for Teachers: Teaching Content and Thinking Skills (6th ed.). Boston: Pearson Education.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Harr M., Hosseini, H. & Mostafapour, M. (2020). Game On: Exploring the Effectiveness of Game-based Learning. Planning Practice and Research. 35(1), 1-16.
Hailikari, T., Katajavuori, N. & Lindblom-Ylanne, S. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. American Journal of Pharmaceutical Education, 72(5), 113.
Jonassen, D. H. (1991). Objectivism versus Constructivism: Do We Need a New Philosophical Paradigm? Educational Technology Research and Development, 39(3), 5–14.
Kolb, D. A. (2014), Experiential learning: Experience as the source of learning and development. FT press.
Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 227-247.
Lina, G. (2020). Teacher's mediation in students' development of cognition and metacognition. Asia-Pacific Journal of Teacher Education, 50(5), 458-473.
Liu, E. Z. F., & Chen, P. K. (2013). The effect of game-based learning on students' learning performance in science learning- A case of "conveyance go". Procedia-Social and Behavioral Sciences, 103, 1044-1051.
Salisu, A., & Ransom, E. N. (2014). The Role of Modeling Towards Impacting Quality Education. International Letters of Social and Humanistic Sciences, 32, 54-61.
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. K. (2020). Questioning Techniques and Teachers' Role in the Classroom. International Journal of Education, 8(4), 45-49.
Sweller, J. (2002). Visualization and instructional design. In Proceedings of the International Workshop on Dynamic Visualizations and Learning, 18, 1501-1510.
Vansteekiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Interisic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2), 246-260.
- Vazquez, J. J. & Chiang, E. P. (2014). A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom. International Review of Economics Education, 17, 109-119.
- https://doi.org/10.1016/j.iree.2014.08.006
- Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of Listening Skills for University Students. International Journal of Linguistics, 6(4), 200.
- http://doi.org/10.5296/ijl.v6i4.5870
Week 9 Micro-teaching demo reflection
It's a new week again! It's coming to the end of this semester and we are going to have a long break! Let's keep going!
Experiences and feelings this week
demo in the next week so we only had one lecture. During the lecture, Dr. Lina as usual linked previous knowledge to this lesson. Then, she talked about the criteria and requirements of assignments such as the time length of individual presentations, zoom recording, and others, which cleared all of my questions about the assignments, and I am delighted because I know what I need to do with clear instructions. After that, Dr. Lina introduced the learning objectives based on the SMART model (specific, measurable, assignable, realistic, and time-related) and Bloom's taxonomy with some detailed examples. In addition, we also learned the criteria of good learning objectives and their importance with examples as well. Everything was clear to me and I was excited because I had difficulties in writing good learning objectives before. However, after this lecture, I no longer needed to worry about this😇. The most important thing is that when we design learning objectives, we need to follow the bloom's taxonomy. In the end, We were given a research paper to start the guided reading activity. During this activity, we learned the significance of questioning, some techniques of questioning, types of questions, strategies for formulating questions (Socratic method questioning, question circles, and student-generated questions), and principles of questions. It was quite informative for me and I had never known its importance before. At first, I did not understand why we needed to learn something simple or basic. Nevertheless, through this lecture, especially for Dr. Lina's detailed explanations of the importance and effectiveness of using questions as an effective teaching tool, I knew the importance of questions particularly when it comes to higher-order questions and simple questions. It made me awfully impressed and my interest was piqued. I could not wait to see how to make higher-order questions. Lastly, every group was called to write one question according to the Question Circles Method. Our group had a hot discussion of the question and finally, Nicholas wrote the question for our group (Thank god! I was also nominated at that time but we had not prepared well. Thanks Nicholas😊 ).
Previous experience in writing learning objectives and asking questions
Learning objectives based on SMART
Presently, the SMART model in management is widely acknowledged as the established standard for formulating effective and measurable goals as well as objectives in various aspects such as education(Pearson, 2012). As a consequence, It is imperative to utilize the SMART model when designing learning objectives for students. Here are some examples and explanations of how to create learning objectives according to the SMART model.
The S presents specific which means that our learning objectives should be clear and specific. To make it specific, we could ask ourselves five 'W' including (what, which, who, where, why).
The M means measurable. We should set learning objectives that can be tracked so that we can track the progress and stay motivated. We could ask ourselves those questions (how much? How many? How can I know when it is accomplished?)
The A means attainable/achievable. It means that the goal should be attainable and realistic (How can I accomplish the goal).
The R means Relevant. We also need to ensure the learning objectives are relevant and align with other learning objectives.
The T means time-bond. Our learning objectives should have a deadline.
Here are some examples.
1. By the end of this class (Time-bond), Students will be able to verbally explain (specific) the concept of the ecosystem (achievable and realistic) by answering questions in the discussion (measurable).
2. By the end of this class (Time-bond), Students will be able to identify different ecosystems by illustrating specific ecosystems of their countries in the discussion.
These two examples are relevant to our topic and they are gradually progressing as well.
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Another example for us when writing our personal goals.
Specific: I will publish four 1,500-word blog posts on my blog each month.
Measurable: I will have fifty-two blog posts on my blog by the end of the year.
Achievable: I have already started a blog and will shift my focus to writing 1,500 words on my blog each week.
Relevant: I have always wanted to increase traffic to my blog. This will allow me to build my brand and eventually make money blogging.
Time-bound: I will start writing next week and have fifty-two blog posts one year from today.
The whole sentence: Starting next week, I will post a 1,500-word article on my blog each week for a year, culminating in fifty-two blog posts and increased traffic to my site (I can not finish this 💀💀)
After breaking them down, we will find it easy to write the goals for us right?
After breaking them down, we will find it easy to write the goals for us right?
After delving into the SMART method, I also found numerous effectiveness of it. According to the research conducted by Aghera et al. (2018), learning objectives based on the SMART model will result in more educational actions that are taken and learning outcomes. In addition, Bjerke & Renger (2016) demonstrated the effectiveness associated with the integration of the SMART method such as the enhancement of program capacity, and the ability to autonomously monitor progress (maybe it can also improve the metacognition development) and outcome objectives. Most importantly, goals without challenges that may lead to suboptimal performance were exhibited. Consequently, we should make full use of the SMART method to create learning objectives to enhance students' overall development.
Bloom's Taxonomy and Bloom's Taxonomy verbs
It is imperative to utilize Bloom's taxonomy when designing learning objectives. Bloom's taxonomy discerns between various levels of cognitive skills and emphasizes learning objectives that need higher orders of cognitive proficiency, which consequently fosters profound learning and the transference of knowledge as well as skills across diverse tasks and contexts (Adams, 2015). Additionally, the application of Bloom's taxonomy prompts teachers to formulate learning objectives in behavioral terms, necessitating contemplation of the demonstrable capabilities acquired by students through instruction and learning objectives written with action verbs inherently signals the best approach for assessing the imparted skills as well as knowledge. Moreover, According to Athanassious et al. (2003), the application of Bloom's taxonomy as a learning tool (metacognitive framework) enhanced students' higher-order thinking skills as well as students' achievements. The most important part is to utilize Bloom's action verbs when designing learning objects in a progressive way to enhance students' higher order of thinking skills and overall development. 
Here is a list of action verbs that we can follow when designing learning objectives.
Guided reading
During the lecture, we had an activity called guided reading. Guided reading has been recognized widely as an effective instructional approach in education especially for literacy education. In this activity, Dr. Lina utilized it by asking questions, giving hints, and demonstrating to encourage strategic behaviors, which enhances comprehension, critical thinking, and reading ability (Young, 2018). Furthermore, one study has demonstrated its effectiveness such as improving reading skills, decoding, and fluency (Fountas & Pinnell, 1996). Guided reading also fosters critical thinking skills as students engage in discussions, analyze texts, and make connections, which is what we did in the lecture (in the lecture, we discussed what kinds of questions, and how to incorporate three components of question circles to create one question that can activate higher order of thinking skills) and it contributes to deeper comprehension as well as higher-order thinking skills. It also reminded me of constructivism because we are proactive learners who construct our own comprehension through interactions with others. According to Freeman et al. (2014), active learners exhibited higher academic achievements and lower failure rates compared with others. In addition, after guided reading, each group was required to write one question according to the question circle. It reminded me of the concrete experiences in Kolb's learning cycle and experimental learning theory, which allows us to practice what we have learned in the lecture and have more experiences of practice to improve the master of knowledge. After that, we could analyze our experience in our blogs by using the 5Rs (the effectiveness of Kolb's learning cycle in week 5💭💭).
Questioning
In the end, questioning in teaching and learning sessions is one of the most important aspects of mastering knowledge. To improve the ability to question, questioning techniques are the most important parts that need to be seriously taken into account. According to Shanmugavelu et al. (2020), questioning significantly enhances students' engagement in the teaching and learning process and fosters students' mastery of Higher Order Thinking Skills (HOTS). Through questioning, teachers will be able to explain important content to students to help them form consolidated comprehension as well as develop their thinking to a higher level. It is common for teachers in the classroom to frequently employ questions of lower-order or recall-type questions. The excessive reliance on such questioning poses a hindrance to endeavors aimed at cultivating advanced, HOTS among students. Therefore, we should utilize the question circle when designing questions. Question circles is a strategy of questions designed to guide students progressively from surface-level responses toward more profound and extensive discussions pertaining to the subject matter (Tofade et al., 2013). It has three components in total including Text, Reader, and World. Through the utilization of question circles, students' personal responses are received, which leads students to have deeper insights into the content subject and the world as well as HOSTs are enhanced as well. To form good questions, the five principles also need to be followed including phrasing and clarity, psychological safety, sequencing and balance, wait time, and pimping questions. Therefore, questioning needs to be given greater attention by educators to produce students who can
compete globally
Conclusion
To sum up, one takeaway message from this lesson is I will employ more meaningful questions no matter what in teaching in the future or in my personal life to practice HOSTs of my students and mine. It really helps me to gain a comprehensive insight into subjects, things, news, and all things around me. It also makes me more critical when seeing an article and helps me to make better decisions because I can ask more insightful questions to weigh the advantages and disadvantages. What's more, questioning is one of the most powerful teaching tools, and I will make full use of it when teaching in the future to help cultivate students to be more critical, moral, and advanced with competence to compete in the changing world. In addition, as a future teacher, I will incorporate the SMART model and Bloom's taxonomy in writing learning objectives to better track students' progress and give immediate feedback to better help their growth.
Reference List:
Aghera, A., Emery, M., Bounds, R., Bush, C., Stansfield, R. B., Gillet, B., & Santen, S. A. (2018). A Randomized Trial of SMART Goad Enhanced Debriefing after Simulation to Promote Educational Actions. The Western Journal of Emergency Medicine, 19(1), 112-120.
Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153.
Athanassiou, N., McNett, J., & Harvey, C. (2003). Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool. Organizational Behavior Teaching Review, 27(5), 533-555.
Bjerke, M. B., & Renger, R. (2016). Being smart about writing SMART objectives. Evaluation and Program Planning, 61, 125-127.
Founta, I. C., & Pinnell, G. S. (1996). Guided Reading: Good First Teaching for All Children. Heinemann.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Weneroth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415.
Pearson, E. S. (2012). Goal setting as a health behavior change strategy in overweight and obese adults: A systematic literature review examining intervention components. Patient Education and Counseling, 87,(1), 32-42.
Shanmugavelu, G., Ariffin, K., Vadivelu, M., Mahayudin, Z., & Sundaram, M. A. R. K. (2020). Questioning Techniques and Teachers' Role in the Classroom. International Journal of Education, 8(4), 45-49.
Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7), 155.
Young, C. (2019). Increased frequency and planning: A more effective approach to guided reading in Grade 2. The Journal of Educational Research, 112(1), 121-130.
Week 8 Reflection
Bonjour tout le monde! A new week has come! I know everyone must be tired recently. Let's all work together to go through these weeks! After all, the Christmas holiday is coming soon! 💪
In the tutorial, we had an activity and we were provided with a short story. We were encouraged to use our creativity to continue the story properly. It is interesting an activity and I could see the funny or imaginative continuation of the story. Everyone needed to make full use of their creativity and storytelling skills were improved simultaneously. This also related to my previous experience in secondary school, I was asked to rewrite the resolution of a short story with explanations. All of these practiced my storytelling skills because I needed to think about the four elements and five key ingredients if I wanted to tell an attractive and good story.
"The world needs our stories"(Goodall, 2010). Our world is filled with various stories and we are all storytellers. Consequently, it is important to learn storytelling. There are at least 4 types of storytelling (oral storytelling, visual storytelling, written storytelling, and digital storytelling). However, with the
development of digital technology, digital storytelling has been a crucial component of our lives. Digital storytelling is frequently employed in the realm of education because of its efficacy as a potential tool for both educators and students (Robin & Mcneil, 2019). According to Dreon et al., (2015), the utilization of digital storytelling can enhance the interest and engagement of students as "YouTube generation". The digital storytelling utilizes multimedia tools such as computers, software, pictures, and videos to fit students' interests, which enhances their participation and learning outcomes as well. In addition, Alismail (2015) added that digital storytelling affords students opportunities for active engagement and interaction within the classroom, concurrently fostering the development of essential skills, including synthesis, analysis, and evaluation. It promotes students' knowledge and skills in the utilization of information and communication technology (ICTs) and their ability to proficiently and effectively undertake a variety of complex tasks in the digital environment, which enhances their digital literacy (Jones-Kavalier & Flanniganm, 2008). Moreover, the research of Smeda et al. (2014) indicated that the utilization of digital storytelling as a pedagogical tool facilitates the integration of instructional messages with learning activities, culminating in the creation of a more dynamic and compelling learning environment, which enhances students' engagement as well as providing better learning outcomes for students.
It is important to use strong verbs to depict vivid pictures for readers. We should avoid over-reliance on weak or generic verbs such as walk, play, and check. Here is one example. 
To make scenes vivid and three-dimensional for readers, specific nouns and clear
adjectives are imperative to be utilized. Moreover, vague or general descriptions should be avoided if we want to be a good storyteller. Here is one example..jpeg)
Sensor detail is important to create imaginative and attractive scenes for readers. To resonate with readers, we should not simply illustrate the senses of something, instead, we should create specific imagery by giving more sensory details. Here is one example. .jpeg)
Sometimes, adding dialogue is also a crucial component of creating showings as it provides more details to let readers utilize their imaginations. We are supposed to avoid directly stating emotions or interactions without letting them naturally unfold. Here is one example.
The schema is one abstract concept proposed by Piaget represents cognitive units of comprehension that can be organized hierarchically and interconnected within intricate relationships. In our three-hour session, Dr. Lina taught us to use drawing as one approach to constructing and consolidating schema to enhance metacognitive schema construction. To be honest, I had never realized this crucial approach before. I used to construct the schema in mind-map to help me collect my ideas as well as organize them. I delved into some research and found the effectiveness of using drawing to help metacognitive schema constructions. According to the research of Thiede et al. (2022), students who draw representational sketches exhibited better metacomprehension accuracy, which is within the metacognitive process or cognitive schema construction of the learning tool. Drawing can help this process by acting as an externalization or internal mental structure. When people use drawing to express a concept, they are proactively building a visual schema to solidify their understanding of concepts. Additionally, drawing creates visual representations that tap into pre-existing mental schemas, which is called automated schema retrieval of learning tools. Eventually, drawing contributes to metacognitive schema construction by externalizing metacognitive strategies (for example, drawing can visually represent the thinking process, and people can monitor the thinking process and foster their awareness to refine metacognition). Kollmer et al. (2020) demonstrated that drawing effectively supported metacognition monitoring, which results in metacognitive schema construction. Consequently, drawing can be utilized as one crucial approach to help us enhance our metacognitive schema and foster metacognition development as well in all aspects. There is a growing acknowledgment that heightened metacognitive abilities empower students to engage in effective learning (Lina, 2022).
Experience and feelings of week 7
Last week was the reading week of our school. Therefore, there were no classes in the last week and reflection as well. However, because of the Deepavali holiday (Happy Deepavali!), we have a three-hour substitute session. To be honest, three hours of continuous class is really tiring not only for students but also for Dr. Lina. At the beginning of the lecture, Dr. Lina talked about the feedback of LCF. I could not believe that she received a lot of negative feedback (I thought Dr. Lina was a good professor because I saw Amisha this week, and Amisha was sick so she could not attend the lecture. Dr. Lina knew this and had a meeting with her so that she would not be lost. This was the thing that I knew from the conversation with Amisha because she just finished the meeting and met me on the way back to the dormitory💭). 
After that, Dr. Lina talked about the assignment requirements in detail, and I had no questions about the assignment requirements anymore because of her detailed explanations such as the time of deadline, length of personal recording, and rubrics. Next, she introduced an interesting topic named "storytelling". I had never heard of this before. In the beginning, I was quite confused. With the clear explanation of Dr. Lina, I understood it and its importance in our daily lives or even working situations. The most impressive part for me was her experiences, which made me realize the importance of storytelling. I also related this to the plots of other stories. For example, If you could tell an impressive and attractive story, you would obtain a lot of investment in businesses, right?
She also introduced four elements of storytelling including "the challenge plot", "the creativity plot", "the connection plot", and "the conversion plot". These four elements were important for us to create a good plot in the story, which reminded me of the plot diagram of Dr. Too's teaching. Following that, she talked about the five key ingredients in storytelling. These five ingredients were so important for us to tell a good story because we needed to have a clear purpose and speak to the audience's senses, which made an emotional connection with the audience. Lastly, we were introduced to the tools and media used in digital storytelling such as computers, image capture devices, audio capture devices, and digital media software with examples to help us better understand digital storytelling. We had an activity of changing telling to showing. I thought I was fully prepared at that time, but when it came to me, the content was changed. I was so nervous at that time because I was not familiar with this and I was afraid of being a bad example (💀). However, I understood it after numerous examples and explanations.
In the tutorial, we had an activity and we were provided with a short story. We were encouraged to use our creativity to continue the story properly. It is interesting an activity and I could see the funny or imaginative continuation of the story. Everyone needed to make full use of their creativity and storytelling skills were improved simultaneously. This also related to my previous experience in secondary school, I was asked to rewrite the resolution of a short story with explanations. All of these practiced my storytelling skills because I needed to think about the four elements and five key ingredients if I wanted to tell an attractive and good story.
Digital storytelling
development of digital technology, digital storytelling has been a crucial component of our lives. Digital storytelling is frequently employed in the realm of education because of its efficacy as a potential tool for both educators and students (Robin & Mcneil, 2019). According to Dreon et al., (2015), the utilization of digital storytelling can enhance the interest and engagement of students as "YouTube generation". The digital storytelling utilizes multimedia tools such as computers, software, pictures, and videos to fit students' interests, which enhances their participation and learning outcomes as well. In addition, Alismail (2015) added that digital storytelling affords students opportunities for active engagement and interaction within the classroom, concurrently fostering the development of essential skills, including synthesis, analysis, and evaluation. It promotes students' knowledge and skills in the utilization of information and communication technology (ICTs) and their ability to proficiently and effectively undertake a variety of complex tasks in the digital environment, which enhances their digital literacy (Jones-Kavalier & Flanniganm, 2008). Moreover, the research of Smeda et al. (2014) indicated that the utilization of digital storytelling as a pedagogical tool facilitates the integration of instructional messages with learning activities, culminating in the creation of a more dynamic and compelling learning environment, which enhances students' engagement as well as providing better learning outcomes for students.
Showing instead of telling
To be a good storyteller, we should use showing as much as we can instead of telling (Orech, 2007). Telling is flat and boring, which limits readers' experiences as well. On the contrary, showing can depict vivid pictures for readers so that they feel like they are in the real scene. Showing makes sensory connections with readers by invoking the senses to scenes more immersive, concrete, sensations. As we all know, sometimes less is more, right?😊 However, how can we change telling into showing? After delving into research, here are four strategies (link)for us to follow.
Strong verb
Telling: She walked into the room. (weak verb)
Showing: She sauntered into the room. (strong verb)
Another example:
Telling: The car quickly moved down the road (weak verb)
Showing: The car zoomed down the winding road. (strong verb)
We can feel the different tensions of these two examples, right? Using strong verbs could help us to make a sensory connection with readers, which makes readers more immersed.
Specific nouns and clear adjectives
adjectives are imperative to be utilized. Moreover, vague or general descriptions should be avoided if we want to be a good storyteller. Here is one example.
Telling: The cat is cute
Showing: The fluffy, amber-eyed cat purr contentedly in the sunlight.
We can present a vivid picture that will resonate with readers by using more specific nouns and clear adjectives.
Sensory Detail
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Telling: The coffee smelled good.
Showing: The rich aroma of freshly brewed coffee wafts through the air and attracts even those who have sworn off caffeine.
It creates a vivid picture of coffee with a rich aroma by giving more sensory details. Readers through these sensory details can create imagery to understand how good the coffee is. We also should try our best to create more sensory details to be good storytellers.
Dialogue
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Telling: They were angry with each other.
Showing: "How could you do this?" she shouted, her eyes ablaze with betrayal. He clenched his fists, jaw tight, and replied, "You never understood."
Through these dialogues, we can feel the emotions and tensions between them, which depicts a vivid picture for us and attracts us deeply.
Therefore, these four strategies are important for us to be good storytellers. Even though we learned five principles of showing (1. use evidence to support your claims 2. replace the abstract with the concrete 3. substitute vague descriptions with specific sensory details 4. avoid relying too much on body language 5. show emotions through dialogue) Even though there are some overlaps between the five principles and four strategies, We can still make full use of these strategies as well as principles to tell attractive stories. Good storytelling skills can not only help in study but also in all aspects such as work, business, and presentation.
Schema
Conclusion
One takeaway message from this lesson was that I would apply digital storytelling in future classes and teach students how to utilize digital storytelling for its importance. I will teach them how to use software such as Storybird, Anchor, and Audacity to create their own digital storytelling. Through the creation of digital storytelling, students are also equipped with digital literacy and digital competence to prepare for their future in all aspects. Besides, I will also improve my storytelling ability and teach by telling stories to enhance students' engagement or interest, which creates a more conducive environment for students. Digital storytelling is one crucial component of our lives no matter what roles we have, we should have the ability to be good digital storytellers.
Reference List
Alismail, H. A. (2015). Integrate digital storytelling in education. Journal of Education and Practice, 6(9), 126-129.
Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube generation. Middle School Journal, 42(5), 4-10.
Goodall, Jr, H. L. (2010). From tales of the field to tales of the future. Organizational Research Methods, 13(2). 256-267.
Jones-Kavalier, B. R., & Flannigan, S. L. (2008). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 31(2), 8-10.
Kollmer, J., Schleinschok, K., Scheiter, K., & Eitel, A. (2020). Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds? Instructional Science, 48, 569-589.
Lina, G. (2020). Teacher's mediation in students' development of cognition and metacognition. Asia-Pacific Journal of Teacher Education, 50(5), 458-473.
Orech, J. (2007). Tips for digital storytelling. TechLearning Magazine.
Robin, B. R., & Mcneil, S. (2019). Digital Storytelling. 1-8.
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1).
Thiede, K. W., Wright, K. L., Hagenah, S., Wenner, J., Abbott, J., & Arechiga, A. (2022). Drawing to improve metacomprehension accuracy. Learning and Instruction, 77, 101541.
