Thank you for your informative post about Designing for Interaction. Your blog post was very well written, and I appreciate the numerous photos you included to improve comprehension. After watching the video you selected, I agree it was not designed to be interactive; therefore, I really like your idea of pausing the video to allow students to formulate an answer when the speaker asks a question. In doing so, students are given a chance to respond, and the video becomes interactive. Additionally, I like your suggestion of turning on subtitles and slowing down the video to remove potential barriers to learning. Although the video you selected is spoken in English, like you, I also have difficulty understanding some accents. As a result, I found your recommendation to slow down the video to be very effective in improving my understanding of the video’s content.
Overall, awesome post!
Xinh
Hi Mia,
I really enjoyed reading your blog post this week. It was concise, and explained the concept of learner-generated interaction in a manner which was easy to understand. Like you mentioned, I agree this video is not inherently active, but rather prompts learner-generated interaction. As a result, I like your suggestion for making the video more interactive. By having students write down their own examples for each of the stress management techniques mentioned in the video, they are able to apply what they have learned from the video to their personal experience. Further, I appreciate your idea of providing students with a transcript of the video. Although the video you selected has the option to turn on captions, they may be inaccurate since they are auto-generated; therefore, providing a transcript will ensure learning remains inclusive for students who are hard of hearing, and whose native language is not English.
My groupâs topic for our Interactive Learning Resource (ILR) is stress, and it is intended for intermediate aged children. While we have included videos in our ILR for students, watching videos is not the most interactive activity. This can be problematic, for a form of interaction is necessary in educational environments for learning to take place (James, 2022). In this blog post, I will be evaluating the interactivity of a video based on my groupâs ILR topic. The video I selected can be played below, and I found this video by inputting the key words âstressâ and âkidsâ into the YouTube search engine.
(Health Texas, 2017)
What kind of interaction does the video require from students?
Interaction occurs when students receive input from either an instructor or learning material, and formulate a response based on that input (James, 2022). Although the video above does not necessarily require interaction from students, a form of interaction is still being achieved. According to Bates, engagement with learning materials which does not produce any overt actions, such as watching a short video clip, can be considered a form of reflective interaction (2019).
In what way are students likely to respond to the video on their own?
While the video does not force students to respond by asking explicit questions, learners may voluntarily respond to the video. For example, when different strategies to manage stress are listed in the video, one suggestion is to make time for enjoyable activities (Health Texas, 2017). After this suggestion, students may respond on their own by reflecting on activities they find pleasurable. In this case, since it is not a teacher who is encouraging the learner to be active, but rather the video, user-generated interaction is achieved (Bates, 2019).
How could the video have been designed to generate more activity from viewers/students?
To generate more activity from students, the video could have been designed to include explicit questions. For example, at the beginning of the video, perhaps the narrator could have provided two different definitions of stress, and asked viewers to select the definition they think is correct. In doing so, the video becomes interactive, for learners are pushed to make a decision (Bates, 2019). Additionally, an activity could have been integrated into the video as well. In particular, when the video suggests prioritizing important tasks as a strategy to manage stress, perhaps the narrator could have asked viewers to list and rank three of their important tasks from highest to lowest priority. As a result, interaction would be be achieved: students are taking the strategy they learned from the video, and applying it to their personal experience.
Figure 1: Interaction is generated when learners are pushed to make a decision (Pixabay, n.d.).
How will potential learning barriers in this video be addressed to ensure inclusive design?
Regarding accessibility, captions should be turned on to reduce learning barriers for students who are hard of hearing, or whose native language is not English. Unfortunately, the captions for this video are auto generated, and therefore are not completely accurate. As a result, a transcript of the video can be handed out to students as needed. Further, if students are required to watch the video as a homework assignment, providing a transcript will ensure learning remains inclusive for students who do not have access to a computer or mobile device.
Health Texas. [HealthTexas Primary Care Doctors]. (2017, December 19). Stress 101 – understanding stress and how to manage it – HealthTexas Medical Group [Video]. YouTube. https://youtu.be/9Hto1HeMrYQ
To begin, I really liked how your group decided to put your ILR on a website instead of a Google word document. I found the website to be well-designed, and the layout of the webpage is clean and user-friendly. Additionally, it was very easy to navigate through your groupâs topics, and each topic’s corresponding assignments.
Regarding the content of your ILR, I will start by looking at your overview, and sequentially review the relevant aspects of the resource which will be assessed as defined in the assignment outline.
Overview
The overview of your ILR is very well-written and concise. Your group did a good job of describing all the topics which were going to be covered in your resource; however, one suggestion I have is to add a sentence in which explains why you chose the topic of âBasic Nutrition.â As covered during the âMotivation and Learningâ unit of EDCI335, making the learning experience relevant and meaningful can help increase learner motivation (James, 2022a).
Description and Rationale for Learning Theory and Design
Unfortunately, I was unable to locate your groupâs description and rationale for your ILRâs learning theory and design. Considering the resource is still a draft, I understand these sections may not yet be complete. I noticed your website has a link to a webpage titled âScheduleâ (See Figure 1). Perhaps this will be a suitable webpage to later describe your learning theory and design.
After going through your groupâs ILR, I personally think the cognitivism learning theory could be well-suited to your resource. This is because your group provided real-life examples within each topic, and organized the information in your topics into subtopics (e.g., Topic 2 has a Micronutrient subtopic, and Macronutrient subtopic). In fact, cognitive approaches emphasize the organization of information to facilitate processing, and the use of relevant examples which enables students to create connections between the material and prior knowledge (Ertmer & Newby, 2013).
In terms of learning design, it appears students can access all the information for your ILR on the website, and can complete the resource at their own pace online. As a result, I think inquiry-based learning may be appropriate for your ILR. Although I did not research this learning design myself, from what I recall during a discussion with my learning pod, it is a learning approach in which the instructor acts as a facilitator instead of a teacher. For your ILR, perhaps it is the website which acts as the facilitator.
Figure 1: The Schedule webpage may be a suitable page for learning theory and design descriptions.
Description of Learning Context
I was unable to locate your groupâs description of your learning context. Again, since the resource is a draft, I understand these sections may be incomplete. In my opinion, I believe your ILR could be well-suited to a variety of learning contexts, for the language used in your resource is formal and easy to understand.
Learning Outcomes
The learning outcomes listed for each of your ILRâs topics are concise and well-written. As covered in the âLearning Outcomesâ unit of EDCI335, each outcome should include a verb, and I think your group did a good job of accomplishing this (James, 2022b). Regarding the learning outcomes listed on the Overview webpage of your resource, I also think they are very good; however, one suggestion I have is to change the verb in your second learning outcome from âconsiderâ to a different verb, such as âexplain.â This is because it would be difficult to accurately assess whether a student can effectively consider the impact of nutrition on their everyday diet.
Commentary about Topics and Activities
Each topic of your ILR is thorough, informative, and well-written. One suggestion I have is to include citations and references to support the information provided in your resource. While I did see citations included in your Micronutrient and Macronutrient webpages, it may be beneficial to add citations throughout the rest of your resource to increase its reliability, and to avoid plagiarism. Additionally, it appears I cannot see the images provided on your âDifferent Dietsâ webpage (See Figure 2); however, if this webpage is not yet complete, that is not a problem.
Regarding your activities and assessments, I think your group did a great job at designing these, and I appreciate that you provided both graded and ungraded assessments. Further, your activities are interactive, and clearly relate to your listed learning outcomes. That being said, it appears there are no assignments listed for Topic 4, but I assume these will be provided in the final copy of your ILR. Based on the activities and assessments you came up with for Topics 1 to 3, I am sure you will develop just as great assignments for Topic 4!
Figure 2: My view of the “Different Diets” webpage.
Overview of Assessment Plan
I may have missed something, but I was unable to locate an overview of your groupâs assessment plan. If you have not yet completed this section of your ILR, I think it would be beneficial if you provide a brief description and rationale for the assessments you included in each topic.
Inclusion of Diverse Learners
Unfortunately, I could not locate your plan to design for inclusion of diverse learners. Considering I do not know which contexts you selected for your group of learners, it is difficult for me to provide suggestions for this section of your ILR. However, one thing I will say is that your resource appears to be inclusive of individuals with hearing loss. This is because the information in your resource is mainly text-based, and most of the videos you included have a form of closed-captioning available.
Rationale for Technology Choices
Again, I was unable to locate your rationale for technology choices. Given your ILR is delivered online through a website, I think appropriate technologies to implement could be an internet connection, and a laptop or tablet. That being said, one of your activities for Assignment 1 requires students to take pictures of their meals; therefore, a tablet may be a more suitable technology for your resource.
Closing Remarks
Overall, I think your group has done a great job with your ILR so far! To ensure you include all the components of the resource which will be assessed, I recommend you review the assignment outline. Other than that, your group appears to be on the right track. Although not required by any means, feel free to implement any of the suggestions I have made above, and good luck!
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Thank you for writing such a great blog post this week. I really enjoyed reading your summary about the traditional educational model, and why it is not suitable for all students. Like you, I agree the current educational model fails to consider there is no such thing as an “ordinary student.” For example, in classrooms, it is usually a single style of instruction which is being used to teach several unique students. Considering this, I appreciate the suggestions you listed in your post to create an inclusive learning environment. I particularly like your idea of fostering collaboration and learning through discussion. This can help create a sense of community in the class, and promote a supportive learning environment. Additionally, I think it is great that you did not set a standard for how students choose to execute their discussion. In my experience, having students follow a standard format for discussion can make the exchange unnatural and awkward; therefore, providing students with the liberty to guide their own discussions may increase their sense of comfort and willingness to participate.
Great work!
Xinh
Hi Ariana,
You made some awesome suggestions in your blog post this week to remove barriers to learning. Personally, when I think of students who may not have equal learning opportunities, I picture students with visual or auditory impairments; therefore, I appreciate that you went into greater depth in your post by acknowledging students who have difficulty concentrating, or those with social anxiety. Although I struggle with anxiety, I never considered myself as someone with barriers to learning. However, after reading your post, I realize there have definitely been opportunities where my learning was limited by my anxiety, and I think the suggestions you made can help minimize barriers to learning for similar students. In particular, I like your idea of having an anonymous question session, for it will likely benefit all students and not just those with anxiety. Additionally, your proposal for implementing regular movement breaks will be great for students who are struggling to pay attention in class. Regarding your suggestions for students with visual and auditory impairments, I think they adequately address their needs, and will help create an environment in which learning is accessible to everyone.
Universal Design for Learning (UDL) is a framework which aims to optimize learning by identifying and removing barriers in the design of instructional materials, methods, and assessments (CAST, n.d.). In other words, it is a pedagogical approach which focuses on minimizing barriers to make learning effective for everyone. Although I have not experienced many barriers to learning, I recognize there are limitations in the design of instruction which prevents learning to be maximized for everyone. While taking an ethics class at UVic, a student provided a guest lecture in which she recounted her experiences in classrooms as someone who is hard of hearing. During this lecture, the student expressed she felt her opportunity for learning was minimized due to the barriers she faced. For instance, videos shared in class without subtitles, and instructors who spoke too fast or too quietly were only a few of the problems she faced. While this studentâs ability to learn was diminished, it was not because she lacked the capacity to understand the material. Rather, the design of how instruction was delivered acted as a barrier to her learning. For a quick summary of UDL, please watch the video below:
(AHEAD, 2017)
How Our Interactive Learning Resource Will Meet Learnersâ Needs
There are three UDL guidelines designed to improve learning: engagement, representation, and action and expression. The engagement guideline supports learner self-efficacy by planning for several different pathways which can be taken to achieve learning (James, 2022). One way in which my group has fulfilled this guideline in our Interactive Learning Resource (ILR) is by fostering collaboration and community (CAST, 2018). In particular, we plan to encourage discussion by putting students into cooperative learning groups where they can discuss our ILRâs topic. However, to further fulfill this guideline, one area my group should consider is to âminimize threats and distractionsâ (CAST, 2018). This checkpoint of the engagement guideline emphasizes the importance of creating a safe space for learners (CAST, 2018). As mentioned in the feedback for our blueprint, some learners may not feel safe sharing their ideas during a class discussion; therefore, my group should consider adding alternate access points, such as journals, to ensure all students feel comfortable participating.
Figure 1: Encouraging collaboration is one way to achieve engagement (Pixabay, n.d.-a).
The representation guideline is designed to provide learners with a choice in how they access information and materials (James, 2022). Considering my groupâs topic is stress and our ILR is intended for elementary/middle school students, we decided to use a simplified definition of stress. In doing so, we fulfilled the âclarify vocabulary and symbolsâ checkpoint of this guideline by providing a definition which considers the learnerâs experience and prior knowledge (CAST, 2018). To fulfill the representation guideline further, my group should consider offering alternatives for auditory information (CAST, 2018). For instance, my group plans on using various educational YouTube videos as a learning resource for students; however, to ensure learning is accessible to all learners, we should consider using videos with closed-captioning: studies show captioning improves comprehension for people who are hard of hearing, or whose first language is not English (Gernsbacher, 2015). If videos with captions are unavailable, perhaps my group can provide students with written transcripts instead.
Figure 2: Make learning accessible by providing alternatives to auditory information (Pixabay, n.d.-b).
Lastly, the purpose of the action and expression guideline is to provide learners with different options to demonstrate their knowledge or skills (James, 2022). Upon review of my groupâs blueprint, I noticed most of the activities we planned requires students to physically write out information, or speak in class discussions to participate. Given this, it may be beneficial for my group to consider offering alternative means for students to respond to different activities. For example, to âvary the methods for response and navigation,â perhaps my group can offer students the option of using technology to convey their knowledge (CAST, 2018). Regarding one way in which my group has fulfilled this guideline, we made sure to use alternative media for learners to express themselves. Although not noted in our blueprint, one exercise we planned is a âwhatâs on my plateâ activity. During this activity, students write about their different stressors on paper plates, and using such physical manipulatives enables âlearners to develop a wider range of expression in a media-rich worldâ (CAST, 2018).
Overall, the UDL guidelines are an effective reference to minimize barriers when designing instructional materials and methods. In reducing such barriers to education, we can ensure learning is universally accessible for everyone.
References
AHEAD. [AHEAD]. (2017, November 2). What is universal design for learning (UDL)? [Video]. YouTube. https://youtu.be/AGQ_7K35ysA
Gernsbacher, M. A. (2015). Video captions benefit everyone. Policy insights from the behavioral and brain sciences, 2(1), 195â202. https://doi.org/10.1177/2372732215602130
I really enjoyed reading your post about direct instruction (DI) this week. While I wrote a blog post on the same topic, it was great reading about the teaching approach from a different perspective. When I think about DI, I often picture a lecture hall with students seated at desks, and a professor speaking at the front of the class; therefore, I agree with your definition of DI as a teacher-centred pedagogy, with an “I talk, you listen” approach. Additionally, I like that you mentioned DI should not be strictly implemented as the sole teaching approach, but rather paired with pedagogies which support student-centred learning. Like you, I also do not find strictly teacher-directed lessons to be the most effective. As a result, for my learning pod’s Interactive Learning Resource, I suggested we use other teaching approaches in addition to DI. Seeing that you mentioned brain breaks should be implemented with DI, I believe combining the approach with other activities will be beneficial for student learning.
Overall, really great post!
Xinh
Hi Mia,
Your blog post this week was a great read. I had not previously heard of the Cooperative Learning approach, and you explained it in a manner which was clear and easy to understand. My blog post this week focused on a teacher-centred approach to learning; therefore, I appreciated reading your post which focused on a student-centred approach. In particular, I like how you emphasized students can learn through communicating information in social environments with this approach. I personally have friends who find it effective to test each other with questions in study groups, and I would consider Cooperative Learning as the foundation to this style of learning. As you mentioned in your blog post, this is because in such settings, a form of social interdependence manifests as students work together to achieve a common goal. Considering the effectiveness of this teaching approach in promoting learning, I believe it is a great idea to use Cooperative Learning in your Interactive Learning Resource.
Presenting information is considered the most frequently used instructional event (Merrill, 2018). During this learning event, information can be delivered through a variety of formats, such as lectures, videos, PowerPoint presentations, and more. This instructional approach can be defined as Direct Instruction (DI): an explicit teaching method where teachers provide information, and guided instructions to students (Renard, 2019). According to Stockard, DI is considered one of the most effective teaching strategies for increasing studentsâ levels of achievement; however, to be effective, instruction must be logical, organized, and sequential (2015). For more information on this approach, please watch the video below which explains DI in further detail:
(NIFDI, 2017).
My Experience with Direct Instruction
Although I have never had to teach a classroom before, I have used DI as an instructional approach during my co-ops. For instance, during my previous work term, one of my tasks was to onboard new students, and to train them on how to perform various operational processes. To begin the instructional event, I provided students with a background on, and a rationale behind, the process they would be learning. In doing so, I was able to engage students, and garner their attention (Renard, 2019). After providing an introduction, I taught students the process through guided instructions and demonstrations. More precisely, I presented and explained visual flowcharts which broke down the process into a series of sequential steps, and subsequently provided a live demonstration of the process. Pairing my oral instructions with a demonstration was beneficial, for âvisual demonstrations will engage more students than a pure auditory lectureâ (Renard, 2019). Once I finished explaining the material, both the students and I went through the process together. During these sessions of guided practice, I assisted students through the process, retaught material as necessary, and provided corrective feedback and guidance. Eventually, when students felt comfortable enough to perform the process without assistance, I switched them from guided practice to independent practice. During independent practice, students integrated the information, and applied the skills they learned to new situations (Renard, 2019). To ensure students understood and completed the process correctly, I reviewed their work and identified anything which needed to be retaught.
Figure 1: With DI, teachers provide students with explicit instructions (Pixabay, n.d.).
Direct Instruction and My Chosen Topic
My learning podâs topic for our Interactive Learning Resource (ILR) is stress, and our resource is intended for elementary/middle school students. I would consider stress as an abstract concept, for there is no direct physical representation of stress in the real world. As a result, I think DI would be an effective instruction method when explaining the more factual aspects of stress, such as the types of stress, and the symptoms associated with stress. Comparatively, explaining the abstract aspects of stress may be more challenging with DI. For instance, it may be difficult for teachers to provide students with a demonstration of the emotions associated with stress. Given this, other learning approaches should be used in addition to DI for our ILR.
References
Merrill, M. D. (2018). Using the first principles of instruction to make instruction effective, efficient, and engaging. In R. E. West, Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology. EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations/using_the_first_principles_of_instruction
National Institute for Direct Instruction (NIFDI). [NIFDIINFO]. (2017, May 18). Intro to DI: What is direct instruction? [Video]. YouTube. https://youtu.be/TkjxO3PSzwk
Pixabay. (n.d.). [Image of teacher teaching class]. https://pixabay.com/photos/teacher-learning-school-teaching-4784916/
Renard, L. (2019, March 28). Direct instruction – A practical guide to effective teaching. BookWidgets. https://www.bookwidgets.com/blog/2019/03/direct-instruction-a-practical-guide-to-effective-teaching
Stockard, J. (2015, January 18). A brief summary of research on direct instruction [PDF]. National Institute for Direct Instruction (NIFDI). https://www.nifdi.org/research/recent-research/whitepapers/1352-a-brief-summary-of-research-on-direct-instruction-january-2015/file.html
I thoroughly enjoyed reading your blog post about learning theories, and the examples you provided for each learning method. Your descriptions of the theories were clear and well-defined, and your real-world examples helped improve my understanding of the concepts.
One example of yours I particularly enjoyed is the application of behaviourism to learning American Sign Language (ASL). Although our readings described cognitivism as a well-suited learning theory to more complex cognitive processes, such as language development, I agree behaviourism can apply to learning ASL. Behaviourism provides learners with target stimuli and repeated cues to reinforce knowledge; therefore, with ASL, a target stimulus could be the verbal command to âsign âDOGââ, and the cue would be repeated exposure to the signing expression for âDOG.â Additionally, I really liked your example for the constructivism learning theory. In fact, I thought of the same example while reading about the theory: my interactions with the people in my life allow me to perceive the world through a unique lens, and construct knowledge through these experiences. Overall, I really enjoyed reading your blog post, Mia, and I look forward to reading your future responses in the upcoming weeks!
Xinh
Hi Ariana,
Like you mentioned in your blog post, I also consider my instruction style as behaviourist. In school, I always find myself performing well in math and statistics-based classes. This is because given the appropriate information, variables can be inputted into a formula, and a definite correct answer can be generated for every question. Additionally, as you said in your post, once I learn the process for solving an equation, I can perform repeated practice to reinforce my knowledge, and improve my performance. Given my apt for behaviourist instruction styles, I often find interpretive classes such as English difficult, for questions in these areas of study typically have no exact answers. As a result, formulating answers for such questions require more information processing and critical thinking â a learning style more suited to the cognitivism theory. Considering this, I would like to ask if you also struggle with interpretive classes? While I primarily possess a behaviourist learning style, I am sure there are students who consider themselves equally dominant in different learning theories.
I really enjoyed reading your post, Ariana, and I am looking forward to your future responses!
According to Ertmer and Newby, learning theories âare a source of verified instructional strategies, tactics, and techniquesâ (2013). Different learning theories exist including behaviourism, cognitivism, and constructivism; however, to ensure effective learning design, one must be able to appropriately select the ideal method of instruction for specific groups of learners (Ertmer et al., 2013).
Behaviourism
Behaviourism is a learning theory which emphasizes the arrangement of environmental stimuli and consequences to reinforce knowledge (Ertmer et al., 2013). In other words, behaviourism provides learners with target stimuli and repeated cues in specific environmental conditions to strengthen their ability to formulate appropriate responses. An example of when I was taught using the behaviourism theory is when I learned the proper deadlifting form. In this case, my target stimulus was the verbal command to âperform a deadlift.â Although I was unable to execute the movement correctly at first, I began to perform the exercise appropriately after consistent exposure to various visual cues (e.g., send hips back, keep barbell close to shins). Learning was achieved when I was able to execute the movement without guidance from previous learning resources.
Figure 1: Behaviourism emphasizes the relationship between stimuli and responses (Pixabay, n.d.-a).
Cognitivism
While behaviourism characterizes learners as reactive, cognitivism characterizes learners as active: cognitive approaches acknowledge the mental activities, mental planning, and organizational strategies used by learners to formulate a response (Ertmer et al., 2013). Additionally, cognitivism claims the learning process is influenced by factors such as the learnerâs beliefs, values, and attitudes (Ertmer et al., 2013). During my statistics class at UVic, my professor used the cognitivism method to instruct students. For example, to gauge studentsâ current thoughts and beliefs, a pre-class quiz was distributed to evaluate our existing mental structures. Additionally, my professor facilitated knowledge transfer by chunking information into various units, and information learned from previous units would subsequently be applied to following units.
Figure 2: Cognitivism focuses on a learner’s mental activities (Pixabay, n.d.-b).
Constructivism
Unlike cognitive and behavioural theories which possess an objectivistic view, constructivism adopts a subjective view where individuals draw on their own experiences to create knowledge (Ertmer et al., 2013). Constructivists contend humans do not acquire meaning, but rather create meaning from experience (Ertmer et al., 2013). I was taught using the constructivism method during my co-ops in the Health Information Science program. For instance, the topic of electronic health records (EHR) is broadly addressed throughout various classes in my learning curriculum; however, I was able to construct knowledge, and establish a self-chosen position on the topic after being exposed to various EHRs during my work term experiences. Depending on which EHRs students encountered during their co-ops, it is likely my knowledge on the topic differs from other students. This supports constructivistsâ belief that knowledge does not fit into a single definition, for it is acquired through interpretations of personal experiences (Ertmer et al., 2013).
Figure 3: Constructivism contends knowledge is acquired through subjective interpretations of personal experiences (Pixabay, n.d.-c).
References
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71.
Pixabay. (n.d.-a). [Image of math equation]. https://pixabay.com/illustrations/back-to-school-abc-school-enrollment-2629361/
Pixabay. (n.d.-b). [Image of human cranium]. https://pixabay.com/vectors/cranium-head-human-male-man-2099128/
Pixabay. (n.d.-c). [Image of subjective lens]. https://pixabay.com/illustrations/subjective-lens-hand-woman-5057615/
Hi everyone! My name is Xinh, and I am a fourth year student in the Health Information Science Program at the University of Victoria. I am taking this class as one of my final senior electives, and am looking forward to our next few weeks together! Outside of school, some of my interests and hobbies include reading, baking, exercising, watching movies, and going on walks.
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