Nguyen Ha Nguyen Do - 40171476- Journal 1- The Literary Peace Project

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Dec 6, 2023

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Name: Nguyen Ha Nguyen Do Student ID: 40171476 Journal 1: The Literary Peace Project Part 1: Reflection Driscoll (2005) argues in the chapter two of the Educational, Psychological, and Behavioral Considerations in Niche Online Communities that a learner-centered environment where information is believed to be generated by the student defies constructivism. Additionally, the two instances following will support this claim. IBUS 466, Managing Multinational Corporations, lecturer was among the best teachers I've ever had the pleasure of studying from. The lowest levels of Boom's Taxonomy—Understand and Apply—are used to implement his teaching strategy . In his class, each group is required to explore and comprehend the course's key concepts before individually coming up with solutions for business cases. He then randomly chooses a group to present their thoughts on how the business case relates to the lesson for the day to him and the other students. He employs a passive method, but I believe it is quite successful since it encourages students to actively exercise more applicable skills and comprehend the issue completely. In contrast, the IBUS 462 - World Business Environment professor had a teaching method that I found least effective. Applying Boom's Creation in Taxonomy method, he let groups present their own business cases without supporting the basic knowledge of the lesson. Some groups excel because they grasp basic concepts, come up with creative solutions, and find connections between the lesson content and the problems the business is facing. However, some groups performed poorly. Because active learning works best when students understand the fundamentals of the course, in my opinion, using active learning techniques to get students involved in designing the classroom is still a bad teaching strategy. In conclusion, constructivism has been employed as a learning theory in a number of contexts with varied degrees of success. Word Count: 284 words Part 2: Evaluation In the Acquisition activity, the students were asked to obtain a deeper understanding of deepfake by learning the definitions of each term and kind of deepfake, the advantages and disadvantages of utilizing deepfake, repeatedly watching video about deepfake to respond to questions for group activities, and lastly developing questions for yourself to recognize deepfake. Based on the above activities, the Acquisition activity corresponds to Understanding level of Bloom’s taxonomy since it lead students get further knowledge about the deepfake. In the Assessment activity, the students were asked to evaluate the deepfake via a class discussion question; therefore, this activity corresponds to Evaluating level since it lead students into their judgments through the given questions in the form.

The five parts of a lesson are activation, acquisition, application, evaluation, extension, and refinement are ranked according to level from general to detailed. To be more specific, the first step of the lesson is to gather basic information about deepfake, followed by a gradual expansion and exploration of that information. Then, the information and lessons are analyzed and evaluated through real-world examples and discussion questions. Finally, a summary of the material about deepfake is provided as the lesson's conclusion with the news about the deepfake. As a result, the aforementioned phases are nearly analogous from Bloom's taxonomy's lower level (remember, comprehend, apply) steps from higher ones (remember, comprehend, apply). Therefore, those activities can be considered as the same level with Bloom's taxonomy. Word Count: 239 words Total: 523 words Reference - Jackson, R., Robinson, W., & Simon, B. (2014). Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet’s Creator Spotlights”. In V. Venkatesh, J. Wallin, J.C. Castro, and J.E. Lewis (Eds.), Educational, Psychological, and Behavioral Considerations in Niche Online Communities . Hershey, PA: IGI Global. - Driscoll, M. P. (2005). Psychology of learning for instruction . Upper Saddle River, NJ: Pearson. - Lesson Plan: How to detect deepfakes and avoid disinformation . (2023, August 17). PBS Newshour Classroom. https://www.pbs.org/newshour/classroom/lesson- plans/2022/12/lesson-plan-how-to-detect-deepfakes-to-ensure-you-dont-fall-for- disinformation

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