Category: Assignment 1 – Midterm Review – Module 1&2 Blog Posts and Comments
Craiyon
For this module I decided to explore the generative AI tool Craiyon. I use LLMs like ChatGBT on occasion for creative inspiration when working on personal projects/artistic hobbies, but have never really explored other types of generative AI tools, like the ones listed in module two. Craiyon would be great for educators, and visual learners.
Craiyon’s Unlimited Image Generation
When using ChatGBT I sometimes would generate images, although would get frustrated because I could only generate three free images per day. For this reason, I found Craiyon useful because I could generate as many free images as I wanted and the AI tool would also give me a bunch of inspiration photos at the bottom of the page I could use to make my next image prompt if I wanted.
TPACK analysis of Craiyon’s functions
- Technological Knowledge (TK): Craiyon is an AI-based image generator, previously called DALL-E Mini. It utilizes machine learning to generate images from text prompts. User’s of this tool should have basic technological literacy and can craft prompts that the system can understand. For artistic uses, using the generated images as inspiration and brainstorming is most helpful.
- Pedagogical Knowledge (PK): Teachers using Craiyon can integrate it into visual learning strategies that can inhance creativity, stimulate imagination and help understand concepts. Craiyon can help support students in subjects like science, art, or literature. Teachers must understand how to use Craiyon effectively within lesson plans.
- Content Knowledge (CK): This refers to a teacher’s ability to integrate Craiyon into their work. For example, in science Craiyon might be used to visualize concepts like space, and in art Craiyon might be used to create inspiration or prompts of drawing ideas.
- Technological Pedagogical Content Knowledge (TPACK): Using Craiyon within the TPACK framework means that teachers know how to combine the technology (Craiyon), pedagogy (teaching strategies), and content knowledge (subject matter) into a class. When these three aspects are combined perfectly, Craiyon can be a great educational tool.
Reflection on TPACK Analysis
While all the information from this analysis was very beneficial, TPACK itself was the hardest to assess because it is a interaction of all three domains (technology, pedagogy, and content). After having a good understanding on each of the separate domains, then I could assess TPACK.
The analysis of Craiyon as a learning tool reveals that it can engage visual learners, promote creativity, and is versatile across all subjects. Although, I believe the images lack accuracy and quality. Some of the prompts I put in like (photosynthesis), lead to a misunderstanding and mis-use of images. The quality of images I could generate off ChatGBT were a lot more detailed and better quality than the images off Craiyon. Craiyon would be a great learning tool for early primary school educators who would not be teaching any complex subjects.
References
Craiyon. (n.d.). [AI Generated Image of Germs]. Retrieved [October 11th, 2024], from https://www.craiyon.com
Craiyon. (n.d.). [AI Generated Image of Draw Flowers]. Retrieved [October 11th, 2024], from https://www.craiyon.com
OpenAI. (2024). ChatGPT (v2.0) [Large language model]. Craiyon TPACK analysis. Retrieved October 11, 2024, from https://openai.com/chatgpt
Mayer’s Cognitive Theory of Multimedia Learning focuses on how people learn from both words and pictures, and it’s key principles are great tools for teachers to incorporate when teaching.
Dual Coding
Out of all of the principles of cognitive theory of multimedia I looked at, dual coding theory was the one I resonated with the most. This theory suggests that we have two distinct channels through which we can process information at the same time. We have a visual channel used for processing images, diagrams, videos and written text, and we have a auditory chanel that processes spoken words and sounds.
Personally for me when learning, I find it very useful to be able to connect what I am verbally learning to an image or video. For instance in my art therapy exercise, I explained how to use Pinterest to make your vision board while also using images on the app to show how to do the task. This way the learner will use their visual channel and auditory channel.
Cognitive Load Theory
The principle that surprised me the most was cognitive load theory. This theory proposes that different types of memory have limited capacities. Overloading these capacities leads to inefficient learning. I didn’t realize that this was a legitimate theory, although it does make sense. I have experienced this firsthand when having to read 40 page chapter’s for homework, and retain the information. I feel as if I can barley retain any of the information and feel overwhelmed. Now I realize this is because I am overloading my memory which leads to my ineffective learning. Something to stay away from doing while teaching.
I kept in mine this principle when screencasting because in my art therapy exercise I made sure to talk about the key aspects and reasoning of the exercise without overwhelming the learners to a point it was too much to retain all that was said.Â
Screencasting – Zoom
For my art therapy exercise I was screencasting using Zoom. This way my learners could see myself speaking and also visually see how to create a vision board using Pinterest.
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