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EDDL 5101 Week 8 Activity 2

EDDL 5101 Week 8 Activity 2

Finding Resources for My Technology Integration Activity

The EVERFI resource is a free website with all resources available to use and access once signed up so no sourcing is needed for this- it is self-contained.

Digital Resources I will need to source for my ‘Meal Planner Budget’ Lesson include:

  • Introductory Videos- short videos to contextualize the lesson.  Ideally I  would like the video to contain captions (closed preferably) and a transcript if possible but due to time constraints and the availability of resources, this may not be possible.  I can show this video in class but also embed it into the lesson (that is provided to all students in Google Classroom)  so that students can view this outside of the classroom. This will “Provide multiple means of engagement and representation” (UDL On Campus. (n.d.).
  • Images to support my Google Slides presentation. These will be used break up the text and “provide multiple means of engagement and representation”  (UDL On Campus. (n.d.). They will serve as more decorative purposes to engage students and so I will avoid unnecessary text descriptions (Coolidge, A., Doner, S., Robertson, T., & Gray, J. (2015). Additionally, I will print out the Google Slide in Black and White to ensure that the images do not rely on colour. ( Coolidge et al, 2015). By having images and text in the Google Slide, this will increase active engagement as graphics and text are stronger than kust one mode of presentation (Dyjur, 2004).. All the images were found on the public domain and so are not protected by intellectual property laws such as copyright, trademark or patent laws. (Stim, R. n.d.). I have decided to use images rather than cartoon or clip art to help emphasize the ‘real-life’ context of this unit.
Resources Found

Introductory Videos- short videos to contextualize the lesson

I searched for videos through the creative commons tool first but there was nothing suitable for my needs. Under section 28 of the Copyright Act,  streaming of videos are permitted directly from the YouTube website, through a link to the YouTube video or embedded on another website provided it in the course of education, not for profit and the people in the audience or class are giving or receiving instruction, or are directly connected with the place where instruction is given. (Smartcopying, n.d). This then allowed me more scope to search. I found 2 videos that were suitable:

Reality Check TV Advert.

This will contextualize why it is important to talk about finances with children and young adult. Although there are no captions or a transcript (and it is not editable), the acting in this video makes the concept easy to follow even without sound or subtitles etc. Also this follows Fisherman (2016) who states that videos under 2 minutes are best for student engagement.


How To Save Money on Everyday Expenses

The start of the lesson can be quite disruptive in my blended learning course and so videos are a great way for students to access some learning whilst online and in class students are arriving, setting up and getting ready for the lesson. By seeing real-life tips offered from a Financial Institution (Bank of America), there may be more credibility attached to the content and so this will help students see the relevance of the activity this lesson.  Adopting Fisherman’s (2016) guidance, any video over 2 minutes should focus on content. I evaluated the video and believe that they would benefit from the depth provided in this 3 minute, 51 second video.  Also, this video contains subtitles and closed captions. “Different learners will have different needs and will choose different components” Conole, G. (2018) so this offers more inclusivity.



Images to support  my Google Slides presentation

The 21 images I will be using can be found here:



Coolidge, A., Doner, S., Robertson, T., & Gray, J. (2015). BCcampus open education accessibility toolkit [E-book]. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/accessibilitytoolkit/

Conole, G. (2018). Learning Design and Open EducationInternational Journal of Open Educational Resources1(1). https://doi.org/10.18278/ijoer.1.1.6

Dyjur, D., (2004) Inclusive Practices in Instructional Design. (n.d.). Retrieved September 5, 2019, from https://etad.usask.ca/802papers/dyjur/index.htm

Fisherman, E. (2016, July 5). How long should your next video be? [Web log post]. Retrieved from https://wistia.com/learn/marketing/optimal-video-length

On Campus. (n.d.). Retrieved October 25, 2019, from http://udloncampus.cast.org/home.

Smartcopying. (n.d.). Retrieved October 25, 2019, from https://www.smartcopying.edu.au/information-sheets/tafe/using-youtube.

Stim, R. (n.d.). Welcome to the public domain. Retrieved from https://fairuse.stanford.edu/overview/public-domain/welcome/


  1. Thanks for sharing your blogpost. Your resources look incredible and the topic is such a relevant but forgotten issue. Did you have difficulty finding videos that are 2 minutes in length, but still covered al the material? I conceptually understand that videos should be short/concise to retain the viewer’s attention, but I still struggle with trying to fit everything I want in such a short time frame. Thoughts?

  2. Yes I do struggle finding short videos and it is time consuming to watch a longer one, decide on a section that will work and try to snip it. As some students will do this online, some in class etc it is easy to give verbal instructions or watch ‘snips’ together but more difficult to monitor online. I try to use short videos to give bitesize nuggets and break up a lesson and longer videos to develop understanding of context. I have also tried to reduce the amount of videos used as students get bored. When I picked up this course there were 5-10 videos per lesson and students just switched off.

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