Devin Z EDCI 335

Month: May 2025

May 31, 2025 /

I really enjoyed reading your post, Experiential Learning and Implementation on Teaching about Cyberbullying and Mental Health through Social Media, as I feel like it very strongly highlights the importance of hands on learning in addressing social issues like cyberbullying and mental health. I thought your idea of using of using role playing activities putting students into situations where they can interact with these topics with different perspectives is an excellent way to develop a greater understanding and empathy.

A question I had for further discussion is how would you plan to adapt these role playing activities for younger students and students whose past experiences inhibit them from participating. Also is there a way where we can further incorporate social media into these activities?

Overall, I think this method is one that aligns very strongly with this topic. Incorporating action along with the theory is a great method to equip students greater critical thinking regarding these social issues. Great work!

-Devin

Post 2: Investigating Inquiry-Based learning in a Cyberbullying and Mental Health Context

May 29, 2025 /

Inquiry based learning is an Individual/student-centered approach to learning. This approach heavily emphasizes the student having an active role in posing questions, investigating problems and gaining knowledge. This method of instruction relies on the curiosity of learner rather than passive absorption of information (that we tend to do a lot of in university). Furthermore, IBL encourages the learner not to be a student, but rather an investigator using questions to drive leaning forward and helps develop a deeper understanding.

the IBL approach aligns strongly with our chosen topic: cyberbullying and its impact on mental health, particularly in online spaces and social media. Due to the complex, emotionally charged and relevant nature to students (like ourselves) lives/experiences. Students are not simply told or taught about this about cyberbullying and mental health (although in recent years there has been a decrease in the stigma around the topic). Instead, whether we are conscious of this or not, we learn about these topics through inquiry based learning. Students like myself are invited to learn how cyberbullying manifests and what psychological and social consequences it has. This approach regarding this subject fosters empathy, promotes dialogue and most importantly supports the development of respectul digital citizens.

In our completion of the blueprint portion of our interactive learning design project, we concluded that inquiry-based learning plays a central role. Students will be encouraged to investigate real life and personal scenarios, analyzing the role of online behaviour in shaping mental health. Examples of questions that can be asked to facilitate learning include“How can online platforms better protect users?”, “Why do people cyberbully?” or “Has cyberbullying affected anyone I know?”.

In conclusion, IBL isn’t just appropriate for our topic, it is vital. For our topic, it encourages learners to question, reflect, and respond in meaningful ways to digital challenges that affect themselves and their peers.

Post 1: A constructivist, cognitivist and behaviourist approach to tennis coaching

May 24, 2025 /

As a tennis coach, the means of which I provide instruction shifts depending on the needs and experience of the player I’m coaching. With beginner players, I take a constructivist/behaviorist approach to coaching. I believe in creating learning environments where players can actively construct their own understanding and form through my guidance, feedback and positive reinforcement. This often requires modified constraints including smaller courts and slower balls that allow players a greater sense of control before advancing to regular perimeters. This is especially helpful as tennis is an incredibly challenging sport that requires great athleticism and coordination. The tasks I provide promote a deeper understanding despite the challenging nature of the sport.

The approach I take when coaching also evolves with the player. For more advanced, tournament level players I opt for more of cognitive approach. At this stage, the mechanics of these players become largely automatic through repetition. Instruction at stage becomes more about decision making, strategy and anticipation. These three mental processes make up the cognitivist approach. An example of this is breaking down points into patterns. A common technique I use is to ask the player to mentally rehearse these scenarios prior to simulating them on court. This allows the player to to have a concrete plan before commencing the point.

Ultimately, both constructivist and cognitivist styles complement each other across the development pathway. The same coaching technique doesn’t work for every player, meaning coaching isn’t a “one size fits all” profession. This means my job is to provide the best means of instruction for each players unique individual needs.

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