Create video, audio and infographics for online learning Quiz Answers

Get All Weeks Create video, audio and infographics for online learning Quiz Answers

Multimodal texts make learning interesting. Video, podcasts, and infographics not only have the capability to excite and engage but to reach broader demography of learners who don’t thrive on verbal language knowledge acquisition and exchange alone. Multimodal texts provide a variety of ways in which to communicate and provide information to learners, as well as meet the needs of different learners’ preferences.

Using video, podcasts, infographics, or images as well as text, directly impacts learning outcomes. Design decisions that incorporate multimodal learning objects – made by both educators and learners – can make learning memorable, meaningful, and retainable. Decisions we make about how we communicate should be done through a systematic and informed process, rather than via a random selection of tools.

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Create video, audio and infographics for online learning Quiz Answers

Week 1 Quiz Answers

Recall quiz

Q1. Multi-modal learning objects should be?

  • Intuitive, simple and effective content.
  • Creative, sophisticated and using the latest technologies.
  • Including at least one that uses Virtual Reality.
  • Not too difficult for teachers to grade.

Q2. When creating an online course, it is important to transfer traditional lectures to video to maximise learning.

  • True
  • False

Q3. The instructor talks about an emotion that is challenging for an educator to replicate in creating a multi-modal learning objects and this emotion is?

  • Puzzlement
  • Optimism
  • Awe
  • Fear

Q4. How many minutes a day does the instructors suggest are sufficient to do rapid design?

  • 15 minutes
  • 30 minutes
  • 5 minutes
  • 45 minutes

Q5. To start rapidly designing your multimedia learning object, use a skeleton plan approach employed by?

  • Artificial Intelligence software
  • Artists and Designers
  • Architects and Engineers
  • Software Engineers

Graded quiz

Q1. What are the four key principles that help inform the design, development and implementation of multi-modal learning objects, as laid out by the facilitator?

  • Time, space, purpose and knowledge-sharing
  • Space, purpose, time and storytelling
  • Infographics, time, purpose and space
  • Time, space, role and purpose

Q2. According to the bandwidth immediacy matrix where do pre-recorded videos lie?

  • High immediacy and high bandwidth
  • Low immediacy and low bandwidth
  • Low immediacy and high bandwidth
  • High immediacy and low bandwidth

Q3. According to the bandwidth immediacy matrix where do video conferences lie?

  • High immediacy and high bandwidth
  • Low immediacy and low bandwidth
  • High immediacy and low bandwidth
  • Low immediacy and high bandwidth

Q4. What are things that the learning experience design community call on educators to do?

Select all that apply

  • To become an expert in creating every type of multimodal learning object
  • To be an inclusive online educator
  • See your role as an online educating as an opportunity
  • Online educators should prioritise responding to points of confusion and building learning relationships

Q5. According to the instructor multimodal learning objects should be?

Select all that apply

  • Future-focused
  • Supportive
  • Engaging
  • Intuitive
  • Collaborative
  • Passive

Q6. What does the two-column story table help you to do in the rapid design process?

  • Prepare and visualize your story
  • Create a plan for editing the story
  • Prepare instructions for those who will produce the story
  • Deciding how long the story will be once produced

Q7. The origins of design thinking, rapid design and rapid prototyping are attributed to?

  • Primarily to software engineering in the 1970s and 80s
  • The emerging 3D printing engineering in the 90s
  • Software engineering in the 1950s and 60s and 3D printing in the 1970s and 80s

Q8. The facilitator refers to Parkinson’s Law when discussing the Rapid Design Process. What is Parkinson’s Law?

  • Time waits for no one
  • Better three hours too soon than a minute too late
  • Lost time is never found again
  • Work expands to fill the time available for its completion

Q9. What are the six common planning elements involved in rapid design?

  • Ideation, research, tool choice, production of content, editing, hosting and sharing
  • Ideation, research, production of content, hosting and subterfuge
  • Research, tool choice, production of content, procrastinating, hosting and sharing
  • Sharing, ideation, research, seeking feedback, production of content, editing and influencing

Q10. What are some ways that you can create your skeleton plan?

Select all that apply

  • Developing a script
  • Outline a short paragraph in the form of an elevator-pitch
  • Dot-point
  • Develop a two-column story table

Q11. Have you completed the challenge exercise for this week?

  • Yes
  • No

Week 02

Recall quiz

Q1. What question should you ask yourself in approaching the development and implementation of an infographic effectively in an online course?

  • What story do I want to tell my learners? And what are the key points I want my learners to take away from my infographic?
  • How much will it take to create an infographic? How expensive is the software?
  • What kind of infographic can I upload in my online course? How will it look on my tablet?
  • How do I know that my students can view the infographics on their device? How can I change the size of my infographics?

Q2. According to the instructor IKEA is a great example of a company using infographics to sell their products.

  • True
  • False

Q3. The instructor talks about ways to grab attention in an infographic, by adding what?

Select all that apply:

  • Entertainment
  • Humour
  • Emotion
  • Audio

Q4. The instructor points out places you can go to help you learn software used to create infographics like Adobe.

  • LinkedIn and YouTube
  • Moocs
  • Online manuals
  • Professional Development courses

Q5. To get inspiration for your infographic you should…?

  • Steal someone else idea.
  • Research and look at infographics that have already been created.
  • Invest in a good software for creating infographics.
  • Ask people what they like or dislike about infographics.

Graded quiz

Q1. What is an infographic?

  • Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly.
  • An infographic uses audio to bring learning activities to life
  • An infographic is a compilation of text, images, and sound used to persuasively convey information, messages, or stories.
  • An infographic, is a nonlinear medium of information that includes graphics, audio, video, plain text and hyperlinks.

Q2. What process can you follow to expediate your infographic multimodal text creation?

  • The flow process model
  • The rapid design process
  • The fast design model
  • The ideation design process

Q3. From the list of software applications below which of the following can be used to create infographics?

Select all that apply:

  • Microsoft Powerpoint, Microsoft Word and Microsoft Excel
  • Canva
  • Infographia
  • Venngage
  • Adobe Illustrator
  • All options are correct

Q4. This week we looked at a number of infographic structures. From the options below what were they?

Select all that apply

  • Timeline
  • Statistical
  • Process
  • Hypothetical
  • Informational
  • Geographic
  • Lackadaisical
  • Hierarchical
  • Comparison

Q5. Fidel is developing an infographic. He has developed his infographic so that two colours contrast. What effect might this have on his learners?

  • No effect on learners
  • Contrasting colours draw attention
  • Bore his learners
  • Confuse his learners

Q6. According to the learning resources this week what’s one way you can improve the inclusion of infographics into your course?

  • Infographics are very basic and should only be used if you don’t have the time and resources to make an instructional video
  • Do nothing. Infographics alone should be enough to convey the point you are trying to make.
  • Infographics should only be used to convey complex data and statistics
  • Give your infographic a friend

Q7. What are the three steps in the 3S model?

  • Select, Split and Sequence
  • Sequence, split and size
  • Select, split and space
  • Sequence, select and segment

Q8. What are some of the limitations of using infographics as learning objects?

Select all that apply

1 point

  • Infographics can always be used to simplify complex concepts
  • It takes time to plan and create an infographic
  • Difficult to scale correctly on a wide range of devices
  • Infographics are eye-catching
  • Infographics are prone to misinformation
  • For some learner infographics are not accessible and inclusive

Q9. A ‘good’ infographic:

  • Has no more than ten headings
  • Tells a shareable story
  • Includes at least seven images
  • Uses shapes

Q10. All sections of the infographic should?

  • Include at least one statistic
  • Have parallel lines
  • Relate to each other
  • Converge to a vanishing point

Q11. Have you completed the challenge exercise for this week?

  • No
  • Yes

Week 03

Recall quiz

Q1. What is the advantage of using podcasts in education?

  • Engage students by listening
  • That you don’t have to spend too much time lecturing?
  • They are easy for people with vision impairment?
  • It can deliver both visual and audio content?

Q2. The instructor explains that podcasts create a space where people can be relaxed, can talk, and are engaging in conversation.

  • True
  • False

Q3. The instructor talks about one of the most used language learning apps. What is the name of the app?

  • Duolingo
  • Google translate
  • FluentU
  • Babbel

Q4. What are some of the ways you can listen to podcasts?

Select all that apply:

  • While driving
  • While gardening
  • While exercising
  • While doing chores

Q5. Podcasts can bring a personal, human presence, especially in asynchronous learning?

  • True
  • False

Graded quiz

Q1. According to the material presented this week, at the most basic level, what do you or your learners need to create your own podcasts?

  • Basic audio editing software
  • An online hosting site
  • All are required
  • A computer with microphone

Q2. From the options below what could be an engaging activity for your learners to explore a topic if you could not find a podcast to share with them yourself?

  • Skip the topic entirely
  • You, the educator, lecture on the topic
  • Have learners research the topic and create a podcast themselves
  • Ask learners look up the topic in the textbook

Q3. For which of the following subjects can podcasts be used for instruction?

  • Science
  • Philosophy
  • Language classes
  • All of the options are correct
  • History

Q4. Which of the following is NOT true about podcasts?

  • Podcasts can augment instruction
  • Podcasts can engage learners in learning
  • Podcasts can replace teacher-led instruction all the time
  • Podcasts are easy to implement in the classroom or in online learning environments.

Q5. What are some of the disadvantages of using podcasts as learning resources?

Select all that apply

  • Long, dense and very complex content does not lend itself well to audio
  • Educators cannot use body language of non-verbal cues to convey extra meaning
  • Audio alone often may not be enough to explain a concept
  • Podcasts are not accessible for people with a hearing impairment
  • Podcasts take longer to edit than videos

Q6. According to the facilitator, using audio feedback instead of written feedback can:

  • Increase teacher presence
  • Increase auditory presence
  • Slow down the grading process
  • Confuse learners

Q7. From the list of software applications below which of the following can be used to edit audio resources?

Select all that apply:

  • Audacity
  • Anchor.fm
  • Adobe Audition.
  • All of the above

Q8. If you are creating an audio resource for education, its development should be driven primarily by:

  • The editing process
  • Entertainment value
  • The intended learning outcomes
  • Learner opinion

Q9. According to the facilitator what are some considerations you should make when designing your instructional audio resource?

Select all that apply

  • How will the listeners access your audio resource?
  • Will you write a script?
  • Will your audio resource involve another person?
  • Will it go viral?
  • Who will the audience be?

Q10. According to the facilitator what is one of the major advantages of using audio learning resources?

  • Audio resources are accessible
  • Audio resources take little planning to create
  • Audio learning resources are mobile
  • Audio resources are great for language instruction

Q11. Have you completed the challenge exercise for this week?

  • Yes
  • No

Week 04

Recall quiz

Q1. As educators, what can we achieve by using visual storytelling techniques?

  • We can make complex information easier to understand.
  • We can save a lot of time in preparing lengthy text-based content.
  • We can learn the technology required to create videos for your courses.
  • We can spend less time when it comes to record videos for your course.

Q2. Video learning object mood boards can help you calculate how long a video should be and the software you will need to create it.

  • True
  • False

Q3. According to the instructor what would you be doing in phase 2 of the rapid design process for your video learning object?

  • Storytelling
  • Scripting
  • Choosing music
  • Pre-production

Q4. The instructor gives some options for recording your video footage in the production phase, what are those?

Select all that apply:

  • Laptop
  • Tablet
  • Mobile phone
  • Zoom

Q5. What would normally happen in phase 6 of the rapid design process for your video learning object?

  • You would give the video asset to people to watch and provide feedback.
  • You would organise how to host or share your video asset.
  • You would use a software like Adobe Premiere Pro to edit your video asset.
  • You would review your video asset to insert captions or translations.

Graded quiz

Q1. According to the facilitator what is a video?

  • A video is a tool that uses audio to bring learning activities to life
  • A video is a compilation of text, images, and sound to persuasively convey information, messages, or stories
  • Videos are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly
  • An infographic, is a nonlinear medium of information that includes graphics, audio, video, plain text and hyperlinks

Q2. According to the facilitator we see video used effectively and efficiently to showcase high-value expertise in what four ways?

  • Expert debates, infographic representations, interviews and stories
  • Expert debates, concept bites and special effects
  • Concept bites, expert debates, through narrative and autonomous coding
  • Concept bites, expert debates, practical tutorials and through narrative

Q3. When designing an instructional video what is an important consideration you should take into account:

  • The cognitive load capacity of your learners
  • Will this video go viral
  • The five image per five minute guideline
  • Do I look good on camera

Q4. When aligned with course learning objectives, with a clear purpose in the context of a week or module or lesson, and with cognitive load in mind, videos offer learners access to a channel of visual and spatial learning. What can videos achieve?

  • Primary coding
  • Deception coding
  • Signal coding
  • Dual coding

Q5. There are three audio-visual decisions we must be mindful of when drafting our video scripts. What are they?

  • Use fireworks wherever possible, stars as well, and don’t forget a panorama shot
  • Remove distractors, make jokes and don’t worry too much about scripting you can fix any mistakes you make in post-production.
  • Focus learning, reach cognitive overload and prime learners
  • Remove distractors, focus learning and support learner mental modes

Q6. According to the facilitator what are the six phases of instructional video creation?

  • Post-production, pre-production, scripting, research, idolizing and script whispering
  • Research, storytelling, scripting, pre-production, production and post-production
  • Copywriting, editing, post-production, research, scarification and video-hosting
  • Research, storytelling, scripting, editing, post-production and transcribing

Q7. What are two ways you can prepare a script for an instructional video?

Select the most correct answer

  • Using Adobe Premier Pro and Audacity
  • A traditional audio-visual script or a two-column story table
  • A two-column story table and post-it notes
  • Visually and hypothetically

Q8. According to the instructor without the removal of distractors and the use of techniques that manage essential processing and foster generative processes, educational videos can become:

  • A passive and instructional medium for transmitting information
  • An active and efficient medium for transmitting information
  • A passive and inefficient medium for transmitting information
  • An active and inefficient medium for transmitting information

Q9. From the list of software applications below which of the following can be used to record or edit instructional videos?

Select all that apply:

  • All options are correct
  • Zoom
  • Adobe Spark Video
  • WeVideo
  • Microsoft Powerpoint

Q10. According to the resources for this week what are two easy ways to stablise your camera?

Select the most correct answer

  • Using a tripod or asking your friend to hold your phone.
  • Using a gimbal or a tripod
  • Using a gimbal or a stabiliser drone
  • Using a gimbal or a duel-handed vice grip

Q11. Have you completed the challenge exercise for this week?

  • Yes
  • No

Week 05

Recall quiz

Q1. The instructor talks about one of her most treasured experiences in creating a course module, what was it?

  • A travel blog to teach Italian
  • How to create podcasts for education.
  • Using Wiki to teach film making.
  • Using video modules to teach Italian for beginners.

Q2. According to the instructor, giving and receiving feedback is sometimes a difficult thing to do.

  • True
  • False

Q3. According to the instructor, what happens during the presentation phase in the critical friend protocol?

  • The presenters talk about the project in detail.
  • The presenters ask questions to the critical friend/s to see what they think of the project.
  • The facilitator tells the presenters what they need to do.
  • The presenters answer questions posed by the critical friends.

Q4. What are some of the options the instructor gives as ideas for recording feedback that the critical friend can use?

Select all that apply:

  • Rubric
  • Sticky notes
  • Pre-prepared forms
  • Video diary

Q5. In conclusion, the critical friend protocol is formulated to…?

Select all that apply:

  • Promote collaboration that challenges your own and other’s ideas in a safer, non- threatening environment.
  • Promote opportunities to share ideas.
  • Promote the confidence to explore or try something new.
  • Promote and encourage constructive feedback.

Graded quiz

Q1. Which of these is not a part of a critical friend protocol?

1 point

  • The facilitator
  • The presenter
  • The discussants
  • The heckler

Q2. In short, what is the critical friend protocol?

Select the most correct answer

  • A rule that must be obeyed about teaching
  • A structured procedure to provide feedback to another person
  • A classroom strategy that involves disciplining students
  • The punishment assigned to teachers deemed to be performing poorly

Q3. Which of the following is the best explanation for the reason why feedback should be corrective?

  • It’s important for teachers to continually demonstrate to students that they are content experts
  • Students benefit from an explanation about why their answers were not correct.
  • Students aren’t able to figure out on their own which answers are incorrect
  • When students feel bad about getting an answer incorrect they are more motivated to learn

Q4. Because learners aren’t experts like educators they can’t provide effective feedback. True or false?

  • False
  • True

Q5. Phrases like “good job” and “well done” are not examples of effective feedback because:

  • They don’t give students the opportunity to evaluate their own work and improve upon it
  • They don’t offer information that students can learn from to improve their performance
  • They don’t refer to any particular performance criteria established by the teacher
  • All of the above

Q6. Have you completed the challenge exercise for this week?

  • Yes
  • No
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