Author: edwintu

group member：Linki（Huilin）Luo，Haoxiang Tu，Jiajing Sun

Clarity and Organization
This resource is comprehensive and easily accessible. Starting at the big picture, it comes from a clear line of overview, learning context and theory, theory to activities, as well assessment. The definitions and examples of phishing are clear and supported by credible sources. Making comparisons between the real and fake message examples is what makes it easy to understand. However, the document is quite long and text-heavy. It would be easier for learners to follow if some parts were broken into shorter bullet points. More infographics could be included to the same end.

Learning Objectives and Alignment
The learning objectives are specific and take their cue from activities and assessments. As an example, the “Phish or Legit” activity is clearly supportive of the objective of recognizing phishing attempts and the psychological tactics section explains what people need to understand about scam manipulation strategies. Adding a visual map linking objectives to activities and assessment could make the alignment even more transparent.

Interactivity and Engagement
This course includes a great number of engaging activities. Scenarios, tactician decoder cards, and verification strategy exercises provide learners with multiple chances to try out their skills in realistic contexts. One small possible improvement would be to add some short, interactive challenges up front in the module in order capture attention before getting to heavier reading sections.

Inclusivity and Accessibility
A UDL approach is evident—audio narration, screen reader testing, low-bandwidth design, and printable resources make the course accessible to a very broad range of learners. Since some learners may struggle with the technical vocabulary, adding a glossary or clickable definitions for crucial terms like “domain spoofing” and “homograph attack” would help increase accessibility.

Technology Use and Rationale
WordPress, Google Forms, H5P, and videos are well-chosen for the online mode. The immediate feedback from embedded quizzes is a strong feature for anti-repetition learning. It might be good to add an optional “practice mode” for the final quiz, so learners can review without tension before attempting the graded version.

Presentation and Sources
The resource uses realistic examples and up-to-date references. Adding visual diagrams showing how to read a phishing email, or how to decide whether something is worth verifying, could help with a good memory.

Suggestions for Improvement
• Break long sections into shorter, visually supported parts.
• Include a glossary of technical terms.
• Add a short practice quiz before the final assessment.

Questions for the Group
• Are learners able to track their progress through the modules, or is it entirely self-paced without any tracking?
• How are examples kept up-to update as phishing strategies change?
• Might you include a short simulation in which learners receive simulated “emails”, and must decide instantly what to do?https://docs.google.com/document/d/1XP62hrxYRomJnWgAxo_AbVl9AmOhwDTBHEn2LzoBvsU/edit?usp=drivesdk

group member：Linki（Huilin）Luo，Haoxiang Tu，Jiajing Sun

This resource is quite logical and clear-cut. It moves naturally from giving a summary to stating the aims and finally the assessment plan. Each activity is laid out with its objectives and the procedures for doing it, so that 4th grade students can keep track of their work. Using headings, bullet points and examples makes the content very readable. I would only suggest that you reword a few of the steps more simply for them to be followed by beginners.

Learning Objectives and Consistency
The learning objectives are clear, age-appropriate, and directly tied to the activities. For example, the “Imaging Operation” connects to the aim of using images to conjecture what is happening in a story and the “Final Story” task supports the goal of writing a finished work with words that describe it. An objective-activity-assessment alignment grid will make it more visible for everyone involved in this process, instructors or scholars alike.

Interactivity and Engagement
Keeping in tune with modern times, this lesson can get students very involved. Using media that they are familiar with (pictures, peer feedback, creative writing), and getting peer review to get a plurality of opinions possible are really highlights here. You might let students choose from different sets of images for their story, which would be even greater fun and make things more lively.

Inclusiveness and Accessability
Its UDL principles are well-planned. That is to say, for students who have limited proficiency in English, have learning issues or are advanced, there are a few entry points. A good idea is allowing typed work as well as written one. And for those ELL students who have difficulty with language or writing, you might consider providing them a small dictionary of describing words to help them out furthermore.

Technological Use and Rationale
The technology employed (Google Classroom, Docs, Forms, OpenETC blogs) are well-chosen and easy to take up. By having just a few tools that are used regularly, there is less distraction and digital safety is ensured. Presenting material in a digital format is best suited to any multimodal literacy approach. Why not also have the students optionally add a recording of their work, as oral accompaniment?

Format and origins
This piece of work is written in a friendly, understandable style. The sources it cites are well-chosen and all support its claim to have a lasting impact on the development of storytelling.https://docs.google.com/document/d/1HPdI-iyFIqFVkpSBy9VFODxwqAZ_JQoRl44wz82o8N8/edit?usp=drivesdk

Here is an example of my interactive lesson, “Click and Clap: Fractions in Music” using Universal Design for Learning from inception to deployment. There are appropriate learning videos, audio (podcast) and mindmap for both auditory learners and kinetic learners. They can also demonstrate understanding in three ways: by recording a brief oral explanation, typing their math, or dragging notes onto a virtual piano. Also, the learner picks a type (pop, classic or hip-hop) so that the exercise appears personal. With flash-card terminology, the quick timers and immediate voice feedback encourage learners to self-assess constantly.

However, if campus is suddenly closed all files get moved to a moblie web site and i will add an Offline kit (PDF worksheets & MP3 audio) This video is only a minute long and explains how the child logs in, turns on captions for ror reciting work, and submits a photo of their work. Weekly office hour chat rooms replace in-class help, and assignment deadlines shift back or are suspended entirely. With a quick list of household replacements for any absent supplies, parents

The core activity invite you to drag notes into a bar and then work out the fractional value of each note. One-flag CTF can be difficult to get right, paths can become long and it isn’t possible for everyone to have a partner. And so, I replace tap and drag/long press controls with click-to-select, recast instructions with symbols and provide an expendable virtual buddy who gives hints.

For the general learning environment, captions and transcripts are enabled by default. Alternate student interfacesHigh-contrast & large-font modesChange playback speed Each task is a five-minute chunk, and your progress is automatically saved. The app accepts work in the form of text, voice, or image to lower technology barrieers.

And I am an engineering model, the touchless faucet so water runs when you get close and stops as soon as you leave—without twisting. Similarly, the needed scaffoldding in that lesson comes alive when a student needs it and withers away as they grow more independent — a soft nudge for information slower to take hold in his mindmatching every individual learner up with the target without any superflous detours.