A Synthesizing Creation

Throughout this course, I have seen and learned about new ways to be a maker and many concepts that should be remembered as one creates new things. One topic that stood out to me the most was the idea of filter bubbles. As a teacher, I was well aware of the idea of confirmation bias, and even taught my high schoolers about it, but the idea of a filter bubble was new, and I was very interested in it. Click here to view my original post of filter bubbles.

Filter bubbles are when the internet only shows certain information to the user based on what the algorithm thinks the user believes. It is similar to confirmation bias, except that it is the internet that filters the information. As an educator, I often have my students look up information online to support what they are learning in class. This makes me question how tailored the information is when they are doing this research. While researching and using various technologies is engaging and important in education based on the Universal Design for Learning method, it is crucial that students are still receiving accurate data while doing it.

For my final creation to show what I have learned from this class, I wanted to focus on filter bubbles and to create a resource that people and students can turn to to help counter these filter bubbles. This resource is an information poster that can be shared online or hung up in classrooms. While creating this, I wanted to structure it as a clear step-by-step path people can take to minimize the effects of filter bubbles. One other important thing that I wanted to include in this is the idea of intersectionality. Everyone is unique and brings different experiences to the table, and I want people to be aware that our differences allow us to view different situations in different ways. These differences are important and should be acknowledged while researching topics online.

"7 Steps to Combat Filter Bubbles" By Emily Vailliencourt

Filter bubbles may hide some of these views because they may not align with the viewers identity or currency beliefs, so people looking up things online should take a critical view of information by considering what perspectives are missing from what they see online. I often worry that empathy is not prioritized as it used to be, and I think people could become more empathetic if they look at sources with a critical and open mindset. 

The last tip that I added to the poster on combatting filter bubbles is to get involved in real life off of a computer. This also relates back to UDL and community engagement. This suggestion is meant to encourage people to find something related to a topic they are interested in real life to learn more, instead of only relying on information found online. For example, let us say someone is interested in voting rights. Yes, that person can find lots of information online, however, by going out in the real world and doing things like volunteering to work at a poll or having discussions with various people about their experiences voting, it can open their mind up to unique experiences people have that can not be found online. This helps combat the effects of filter bubbles because they are learning about something that the internet might choose not to show them. Surrounding yourself with people who have different beliefs can also challenge the filter bubbles.

I have learned many things from this course that I will take with me. There many cool creations I have designed and completed such as the attribution video, my innovation technology lesson, and more.  

(2024). The UDL Guidelines. Cast. https://udlguidelines.cast.org

Redesigning my Classroom

This year, I moved into a different classroom than I have previously been in. I did not know how exactly I should structure my room, as it had different sized tables and a large AC unit in the back corner that left an awkward space. Down below is how I decided to organize my classroom at the beginning of the year using Homestyler.

"Birdeye View of 1st Set-Up" by Emily Vailliencourt

"3D Version of 1st Set-Up" by Emily Vailliencourt

As you can see, most of my desks are long so that two students can sit at one, however I have three round tables in the image as well. In reality, only one is a round table and the other two are oddly shaped, but do take up about the size of a round table. Unfortunately the program I used to design this didn’t have an easy way to make unique furniture. I have a few other pieces of furniture in the room: two long tables with storage shelves (presented as the dark brown tables in the image), a small bookshelf, two rolling shelf carts/turn-in bins (represented by the white rolling carts), a mini fridge, my teacher desk/chair, and a tall table/podium.

For the most part, this is how my classroom looked this year. There were a few times I moved tables together for group work, but then moved them back to this position because I was not satisfied with how it looked and felt. All year I have been considering changing the design, and now I will!

There were a few problems with the original layout. The largest issue was spacing. It felt quite cramped and some students had a difficult time getting to their seats because they had to walk between other seated students and desks. Considering UX design, it has been found that flexibility can largely impact the learning in a classroom, and the larger the space students have, the better learning they do (Barrett, P. et al., 2013). Because students could not move easily around the classroom and were crowded, it was hindering it. Another problem is that the circle tables moved too easily and always ended up blocking the dark brown table where the textbooks are kept and my closet where I kept extra supplies. It became frustrating.

One positive about the original layout was the feeling of the lighting I have. I have spring lights that go back and forth across the ceiling and two warm colored lamps on different sides of the room. I prefer this lighting to the harsh overheads. It makes the classroom feel more welcoming and relaxing. 

Here are the changes that I made:

"Birdeye View of 2nd Set-Up" by Emily Vailliencourt

"3D Version of 2nd Set-Up" by Emily Vailliencourt

The first change I made was to put the tables into groups. I think having the tables in groups helps the flexibility in the classroom and create a more collaborative environment, where students can talk more easily with multiple people because they are now facing each other. I often have opportunities for students to have discussions or work in groups and this would make it easier for students to engage. The next thing I did was move the brown storage table to the front of the room. This was so there would be more space for the groups and so I would have a good place to put paper assignments and materials that will be handed out. It also provides another storage space where students will not easily mess with. The textbooks that were here will be moved to the other one by the door. I also rotated the circle tables so that none of the chairs are fully facing the back. It is now easier for the students to face the front board. I kept the three tables near the door the same because they worked well this year.

With these new changes, I hope that it will feel more open and interactive in my classroom. I want it easier for students to get around and easier for me to get my resources from my closet when I need to.

Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on on pupils' learning. Building and Environment, 59, 678-689.

Homestyler. (2009). https://www.homestyler.com/

My Innovative Technology Lesson

For a lesson that I have been designing, I needed to learn about and use a new innovative technology. I chose to use a 3D pen, specifically the SCRIB3D Advance 3D pen. I had never used one before, so trying it out for the first time came with multiple failures, but then successes! For my lesson, I wanted my students to create a 3-dimensional representation of a famous landmark using this pen. Using a 3D pen can help grow someone’s creativity and problem-solving skills (Chun, H, 2022). In order for my students to do this though, they needed more information about what their landmark looks like and why it was created. All of this ties to our unit about culture. 

To see my lesson plan, click here. Included in this document are the directions and templates students will need.

"First Attempt at the 3D Pen" by Emily Vailliencourt

As I was designing this lesson, I received feedback from others through the lens of the Universal Design for Learning (UDL) and Intersectionality. I also looked at other innovative technology lessons that were in the process of being created and gave feedback while keeping those in mind as well. There are three key parts to UDL: engagement, representation, and action/expression. While giving feedback and looking at my own, the engagement section of UDL was the easiest to accomplish because of the centering around technology. All of us chose an interactive technology for our students to use, which helps follow several of the guidelines for engagement. New technology is exciting, challenging, adds play to the lesson, and gives choices to the students for what they are creating. As for the other two sections, representation and action/expression, there was more room for improvement. While looking at the lesson plans from the view of intersectionality, there were a lot of different perspectives to consider. Many of the changes that I made focused on the perspective of students with learning disabilities. I had gotten some good feedback, and I wanted to add more general guides to help students. There were some accommodations that I added, such as additional time and a screen reader software, which can help them read the various websites and makes learning more accessible (Gin, L.E. et al., 2020).

I went back and added more detail in the worksheets/direction sheets that would be provided to students. In the notesheet that they will fill out while researching, I added additional leading questions that will help them narrow down what they are looking for and what I am expecting them to know. Preparing these documents was where I spent most of my time making changes. I wanted to provide more scaffolding and support systems for those who need it.

Another section that I added to was in the assessment portion of the lesson plan. When I originally designed my lesson, I did not consider how I would help the students who were struggling to meet the learning goals. I went back though and added some things to help struggling students, such as a checklist to keep them on task and some links to websites that can help steer them in the right direction for the research portion. I also added that students can make revisions to their projects after they are given feedback.

"Screenshot of Lesson Plan Feedback" by Emily Vailliencourt

There were some things that I ended up not changing. For the most part, I kept my rubric the same. It was fairly detailed when I first created it, so I did not need to add anything. What I did change was in the “Definition of Culture” section. I had gotten some comments that it was very similar to one of the other categories. I made a small change to it to clarify the difference, but I did not add choices of definitions for them to choose from, as was suggested by someone. I did not add this because I wanted to see that my students could define the word on their own or look it up first and then put it in their own words.

Overall, I am happy with this lesson. It is important to consider UDL and intersectionality while designing activities and keeping them in mind while adjusting this lesson has made it better. 

References:

Gin, L.E., Guerrero, F.A., Cooper, K.M., Brownell, S.E. (2020). Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities. CBE - Life Sciences Education, 12. https://www.lifescied.org/doi/pdf/10.1187%2Fcbe.20-03-0049

Chun, H. (2022). A study on the design education method using 3D pen in an era of manufacturing change. Nanotechnol. Environ. Eng. 7, 461–465. https://doi-org.proxy1.cl.msu.edu/10.1007/s41204-021-00174-5