The chosen video gives a prescient overview of split view on iPads. What split view allows is for Zoom meetings to be displayed while an interactive app, such as using Pages can be used (i.e., making annotations) simultaneously on one side of the screen so that students can follow along. Due to the pandemic, the way interactions take place in the classroom has changed tremendously. As such, digital devices and apps have become an invaluable tool for educators and learners as technology can help facilitate the learning experience (Bates, 2019, para. 4). What is more, this digital environment helps facilitate interaction which is crucial for learning to occur as it quite literally enables student participation (University of Victoria, 2021b, para. 7).
This video would work well as a tutorial to prepare students for making use of split view on an iPad. While they can engage further with the video, its purposes are more to inform them as well as other educators about the capabilities of the learning tools already at their disposal. Because technology can help increase student interaction with learning materials, providing learners a glimpse of how technology can be used, will equip them with the future necessary skills to learn the main content of the classroom (Bates, 2019, para. 6).
After watching the video, students would be asked to practice using split view while on a Zoom call and asked to download any learning apps such as Pear Deck. This not only serves the purpose of being prepared for the classroom but also helps students develop the necessary skills needed to navigate technology. In this case, they would specifically use the Apple ecosystem, and learn about the robustness of its functionality.
The brilliance of virtual learning is that feedback is as immediate as it would be in a traditional classroom setting and is often featured within learning dashboards (University of Victoria, 2021a, paras. 2 & 3).That said, the activity that would be set would be to ask them to perform specific functions on the iPad using split view and submitting screenshots of the tasks they have been asked to complete. For example, students could be asked to download a document made available to them, open it up in Pages, and write a short response or reflection—even something humorous—so that they know they are on the right track utilizing the feature.
References:
Bates, A.W. (2019). Teaching in a digital age-second edition. BC Campus.
Coppell Digital Learning Coaches. (2020, December 10). Creating interactive learning experiences with Zoom. YouTube. https://www.youtube.com/watch?v=qLbt2XhL8FU
University of Victoria. (2021a). Assessing interaction. https://edtechuvic.ca/edci335/assessing-
interaction/
University of Victoria. (2021b). Interaction. https://edtechuvic.ca/edci335/interaction/
Comment:
Hi, Chloe. I like your blog. You explain these issues clearly. I agree with you that one activity that students are advised to do after watching the video is to imagine themselves as a marketer or lecturer and create their characters based on the goals. The knowledge or skills that this activity helps to develop are critical thinking and analysis. And the medium of technology that students use to do this activity is computer technology, easily recording and saving their thoughts via desktop computers or smartphones.
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