VIORIENT Digital Media Design for Learning tonewang.com/viorient tongwang@tonewang.com
Vi-orient is a digital media supported collaborative learning program that aims
Natalie Wang
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我有几个关于打包行李 的问题想问问你
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Tone Wang 4 Hours ago
Punch, and Chill.
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This midterm season, we are joining forces with ISAC for a catered brunch, with a stressbusting twist!
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Brunch, Punch, and Chill will have punching bags,
Tone Wang
Natalie Wang
Feb - 22 - 20
This design should make you laugh!
games, activities, food, music, and dance to help release the stress of midterms.
8:00 pm - 24:00 pm
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This design should make you laugh!
Feb. 24, 2020 43-22 Queens Street, Apt. 550 Long Island City, New York, NY 11101
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Junior | Undergraduate Journalism | Arthur L. Carter Journalism Institute
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Natalie H. 4 Hours ago Relieve Midterm Stress with Brunch, Punch, and Chill. • Tong Wang | Aug 9, 2019
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VIORIENT Digital Media Design for Learning
Introducing Violet Orientation
Vi-orient is a digital media supported collaborative learning program that aims to effectively assist newly-arrived Chinese international students in adjusting to campus life at New York University. Specifically, Vi-orient is dedicated to guiding novices in overcoming a varied range of challenges which arise during the initial phase of adaptation to New York University, by introducing one to essential campus resources & services, by offering sources of appropriate
BACKGROUND
guidance, and by both encouraging & enhancing one’s practical skills. Moreover, Vi-orient features an embedded social media platform aimed at novice learners for them to encounter their student peers, and for them to develop a cooperative friendship as learning partners. Viorient aims to build an interactive space for learners to generate meaningful learning content together. Thus, participants can learn collaboratively by sharing experiences, expressing their questions, pursuing lines of inquiry together, teaching one another, and by directly observing how their peers are learning.
Settings
Connect to advisors
Tutorial Video Courses
Forum
Messages /Contacts
In 2018, New York University reported having a total of
Mainland China, mirroring its large share of students nationwide, is the most significant contributor to the number of international students on the NYU campus, with an estimated total of
17,552
7,216
international students on campus
students in total
Personal Center
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT
VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
PROBLEM DEFINITION
Top 3 Countries of Origin
8000 7000
Chinese international students may face a variety of challenges when they are adapting to a new environment, such as academic challenges, social isolation, cultural adjustment, and or any number of distinct obstacles related to language, culture, and personal barriers.
7,216
6000
01
02
05
5000
Mastering Essential Life Skills
Handling Academic Challenges
Distinct Problems
03
04
Overcoming Sociocultural Adjustment
Maintaining Legal Status with USCIS
4000
2,961
3000
1,060
2000 1000 0
CHINA
INDIA
SOUTH
Individual Chinese students may face distinct problems during their studies in the US based on their own individual needs, & personal experiences.
KOREA Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT Digital Media Design for Learning
雷 慕嘉 Oliver Lei
邵 静宸 Tiffany Shao
Age: 20 Hometown: Chengdu, Sichuan
Age: 17 Hometown: Beijing
• • • •
• • • •
He/ His/ Him Mandarin Chinese, English Photography | BFA 2024 NYU Tisch
She/ Her/ Hers Mandarin Chinese, English Politics | BA 2024 NYU Arts and Science
Video Games, Television, Bird Watching
Cooking, Reading, Music
Goals and needs
Goals and needs
1. Making new friends on campus. 2. Looking for and trying trendy restaurants in New York City. 3. Looking for job opportunities on Campus. 4. Knowing where to buy camera equipment and art supplies.
1. Making new friends on campus 2. Visiting different galleries and museums in New York City 3. Learning how to you use public transportation in New York. 4. Learning how to enroll a performance class at NYU Ticsh.
Frustrations 1. Homesick 2. He doesn’t know how to build positive relationships with professors and classmates due to cultural barrier.
Frustrations 1. Homesick 2. She experienced trouble forming friendships with local students due to cultural barriers.
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT
Admission Decisions
Before arriving in the US
Digital Media Design for Learning
After arriving in the US
01 INTEGRATED PHASE I
PHASE II
Intervention starts here
New International Student Orientation
NYU OGS will e-mail and introduce Viorient to incoming Chinese international students
VIO RIENT
V I OR I E N T
June 1st
02
September 1st
Depart /Arrive
Apply for Visa from US government
JUNE
JULY
International students start handing a common set of multiple problems
AUGUST
SEPTEMBER
•Submit I-20/DS-2019
•Submit transcript and test scores
•Submit photo for your NYUCard
•Make changes to meal plan
application
•Submit mandatory health forms
•Complete “AlcoholEdu: Part One”
•Last day to enroll in or waive NYU-sponsored
•Register for Commuter Overnight
online
•Student Health Insurance Plans
Retreat
•Complete “Think About It” online
•Complete “AlcoholEdu: Part Two” online
•Pay tuition bill or enroll in payment plan
Provide multiple pathways for guiding Chinese international students to overcome a varied range of challenges
ACCREDITED
EFFECTIVE
Fully managed and supervised by the NYU Office of Global Programs
Created based on theoretical lenses of learning science and design principals of cognitive science
04
05
SAFE
TIMELY
Required participants in submitting a valid NYU Student Net ID to create an account
Provide the most immediate intervention since the first date that Chinese international students have accepted the offer of admissions
06
Connect to Advisors
STUDENT CENTERED
Tutorial Video Courses
Tutorial Video Courses
Tailored to Chinese students’ specific needs linguistically and culturally.
Social Media
Social Media
Contact/ Message
Contact/ Message
14
03
07
ACCESSIBLE Aligning with the legal protocol of internet regulations in China, we create a new mobile social media platform that Chinese students can easily access in China and meet their informational needs.
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VIORIENT Digital Media Design for Learning
CONNECT TO ADVISORS
Natalie Wang
CONNECT TO ADVISORS Key Words/ Program/ Degree • Send | Aug 9, 2019
Design Rationale
VIORIENT Digital Media Design for Learning
Vi-orient plans to motivate already experienced Chinese International students to coach newly arrived Chinese students in having a sensible and more straightforward transition into campus life.
Natalie Wang
Madison White
BA - Journalism
MA - DMDL
Chinese/ English
Chinese/ English
Connect
Connect
• Tong Wang | Aug 9, 2019
• Send | Aug 9, 2019
Natalie Wang Online
Emma Lin
Ben Wu
MA - DMDL
BM | NYU Stern
Chinese/ English
Chinese/ English
Connect
Connect
She/ Her/ Hers English BA | Journalism Arthur L. Carter Journalism Institute
• Tong Wang | Aug 9, 2019
Write a message
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VIORIENT
VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
Efficiently understand one another
Incoming / newly arrived Chinese students
Incoming / newly arrived Chinese students are facing
Experienced Chinese students No Linguistic Barriers
Difficulties Overcome Sociocultural Adjustment
Mastering Essential Life Skills
Handling Academic Challenges
Maintaining Legal Status with USCIS
Distinct Problems
Experienced Chinese students have already experienced
No Cultural Barriers
Transitioning/ Overcoming Difficulties
The experienced Chinese International students and the incoming Chinese students can efficiently understand one another with minimal to no linguistic or cultural barriers.
Experienced Chinese International students have already experienced the same difficulties which new Chinese students now face during this particular phase of the international student experience.
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT
VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
The more seasoned and competent Chinese students can recognize the new Chinese students’ current functional ability and performance type which; ultimately providing the means which enable such learners to overcome their own limitations.
THE FORUM Tone Wang 4 Hours ago
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Live
What the incoming / newly arrived Chinese students can do
ZPD
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SOCIAL MEDIA LEARNING AS PARTICIPATION
What the incoming / newly arrived Chinese students cannot do
Relieve Midterm Stress with Brunch, Punch, and Chill!
Hot Posts
Saved Posts
This midterm season, we are joining forces with ISAC for a catered brunch, with a stressbusting twist! Brunch, Punch, and Chill will have punching bags, games, activities, food, music, and dance to help release the
Tone Wang 4 Hours ago
stress of midterms. 8:00 pm - 24:00 pm
Relieve Midterm Stress with Brunch,
Learning/ Developing
Capacity Begins
Punch, and Chill.
Capacity Developed
See More
Feb. 24, 2020 StudentLink Center 383 Lafayette Street,New York, NY 10003
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ZONE OF PROXIMAL DEVELOPMENT
“A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices “ (Henry Jenkins, 2009, p. 3 ).
According to Vygotsky (1978), the zone of proximal development is a level of competence on a task in which the student cannot yet master the task on his or her own, but can perform the task with the right amount of guidance and support from a more capable partner (O’Donnell, and Silver, 2013, p. 44 ).
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Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
THE FORUM Tone Wang 4 Hours ago
TUTORIAL VIDEO COURSES
Tone Wang 4 Hours ago
Key Words/ Program/ Degree
GENERATING LEARNING CONTENT 00:12/ 03:00
曼哈顿华埠 CHINATOWN
唐锅 Tang Hotpot
华埠（俗称华埠或唐人街） 是美国纽约市曼哈顿的一个地区。
位于曼哈顿唐人街，与毗邻的门面相比，唐锅的门面 更是有种幽雅且低调的奢华感，让人匆匆扫去，却不 觉得格格不入，可让人情不自禁陷在那如盈盈秋水般 的万家灯火之中。
Address: 135 Bowery, New York, NY 10002
Address: 135 Bowery, New York, NY 10002
Phone: (917) 421-9330
Phone: (917) 421-9330
1
Chinese international students can play active roles and generate learning content through words, sounds, images, and videos; as well as and share their creations among other Chinese students through the provisions of social media.
2
can add photos to show the interior design of the restaurants. They can Comment
Share
Like
Comment
Share
also record a short video to share aspects of their service and overall
Next
Academics 00:12/ 03:00
1. Activating NYU Email
3
Sociocultural
4
Visa and
Adjustment
For instance, Chinese students can act as food bloggers to recommend describe the delicious food through words and images, and they also
Pre
Essential Life skills
different restaurants in the Lower East Side to their followers. They can
Like
ACADEMICS
ACADEMICS
Legal Identity
Activating NYU Home
4min
2. Account
3min
3. Introducing NYU Albert
2min
4. Introducing Enrollment Status
2min
In the tutorial video courses, Vi-orient is dedicated to guiding novices in overcoming a varied range of challenges which arise during the initial phase of adaptation to New York University, by introducing one to essential campus resources & services, by offering sources of appropriate guidance, and by both encouraging & enhancing one’s practical skills.
experience a t the restaurants. Their contributions are essential for new Chinese students who are looking for quality restaurants, or for those who are just interested in l earning more about the Lower East Side.
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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Chapter 1. Essential Life Skills 1.
Support students to understand how to use NYC public transportation
2.
Support students to know How to ride the subway
3.
Support students to know How to ride the bus
4.
Support students to recognize grocery stores,
Chapter 2. Acdemic Challenges 21.
Guide students to activate NYU Home Account
22.
Guide students to activate NYU Email
23.
Guide students to search for classes and register
24.
supermarkets, and pharmacies in NYC 5. 6.
25.
8.
Guide students to open a bank account in NYC Guide students to open a mobile account in NYC
9.
10.
27.
Introduce students to primary American beliefs
Guide students to identify relevant academic
33.
Introduce students to the expectations of privacy
Support students to know what to do in
Support students to understand how to get to
Guide students to recognize “the U Curve,” and the stages of cultural adjustment
36.
Introduce students to controversial topics/ political issues in the US Support students to understand gender Identities
engagement
38.
Support students to understand gay Marriage
Describe and demonstrate an understanding of
39.
Support students to understand abortion
the principles of academic integrity 29.
35.
37.
in NYC
40.
41.
Introduce Flushing, Queens and provide
15.
Support students to know what to do in Flushing,
Memory In
Remind students attending an OGS Mandatory Check-in (F-1 and NYU-sponsored J-1 only)
42.
Dirksen, J. (2015)
Describe and demonstrate the basics of keeping legal status in the US as an F-1 or J-1 international student
43.
Guide students to identify their own visa type
44.
Guide students to identify their 4 essential
I'm looking for student clubs at NYU, where can I find them?
immigration documents 45.
Describe and demonstrate the basic requirements to work legally in the US
46.
Describe and demonstrate the requirements to work legally in the US and responsible citizenship within and beyond the campus community
47.
Introduce students to regulation of sexual harassment, and remind students of completing
Describe and demonstrate differences and
Where is the NYU library?
How do I apply for an on-campus job at NYU?
the sexual respect training module: https://
similarities between the Chinese and the U.S.
www.nyu.edu/life/safety-health-wellness/
higher education system
sexual-respect/prevention-and-training/sexual-
What is an I-20/DS-2019?
misconduct-training-for-students.html 48.
guidance to students to visit Flushing, Queens 14.
Memory Out
Introduce students to OGS and guide students OGS
Chinatown 13.
Digital Media Design for Learning
to find and use the contact information to reach
Introduce students to University Clubs, and encourage students to attend on-campus events
Guide students to identify appropriate campus resources and opportunities that contribute to
28.
34.
Guide students to identify and apply strategies
the academic experience, goals, and campus
Introduce Chinatown and provide guidance to
and personal space
Remind students enrolling in 12 units or more
Guide students to do laundry at a Laundromat
Chinatown. 12.
32.
for academic success
students to visit Chinatown 11.
on Albert
VIORIENT
Chapter 4. Visa/ Legal Status
adjustment and coping skills Introduce students to primary American values
each semester, (required to maintain visa status.) 26.
Offer students resources related to cultural
31.
graduate study
NYC 7.
30.
policies, processes, and procedures related to
Guide students to apply for on campus housing Guide students to seek off campus housing in
Chapter 3. Socio-Cultural Adjustment
Introduce students to minimum legal drinking
What's the effect of arrest on my immigration status?
age 49.
Do F-1 and J-1 students need health insurance to study at NYU?
Introduce students how to apply for learner
Queens
permit and driver’s license and restrictions of
Support students to understand how to get to
permit and driver’s license
How do I register for classes?
Flushing, Queens 16.
Introduce students to NYU Student Health Center
17.
Guide students to schedule an appointment with
How can I get an NYU ID Card? What do I need to do once I reach the US?
the doctor at NYU Student Health Center. 18.
Support students to understand the importance of NYU students health insurance plan and how to access their insurance card online.
19.
How do I pay for classes?
Guide students to fulfill the immunization requirement
20.
Introduce different methods of paying for tuition and guide students to pay for tuition in different ways
Tong Wang tongwang.com | tongwang@tonewang.com
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VIORIENT
VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
TUTORIAL VIDEO COURSES
Words
SENSORY MEMORY
Ears
WORKING MEMORY
Selecting Words
Sounds
Organizing Words
LONG - TERM MEMORY
Eyes
Selecting Images
Images
Organizing Images
ACADEMICS
Pre
Verbal Model Integreting
Pictures
TUTORIAL VIDEO COURSES ACADEMICS 5.
Next
Prior Knowledge
Pictoral Model
Introducing Online Course Registration (Albert)
2min
5.1
Searching for Classes and Register on Albert
2min
5.2
Change of Schedule
2min
5.3
Refunds for Withdrawals
2min
5.4
Auditing A Course
2min
5.5
GRADES
2min
5.6
Computing the Grade Point Average
2min
5.7
W Grade
2min
5.8
Pass/Fail Option
2min
00:12/ 03:00
Motivation & Metacognition 1. Activating NYU Email Activating NYU Home
2. Account
DUAL CHANNEL Our underlying concept is that human learners possess a dual-channel, limited capacity, and active processing system.Thus we are taking advantage of both pictorial and auditory modes of presentation. Video tutorials in multimedia learning are based on a dual-channel assumption. People learn more deeply from words and pictures than from words alone (Mayer, 2014, p.43).
4min 3min
3. Introducing NYU Albert
2min
4. Introducing Enrollment Status
2min
SELF-PACED LEARNING With self-paced learning, new Chinese international students can determine to take the course they need and arrange their own schedules instead of learning within a structure that was placed for them by an instructor.
SEGMENTING PRINCIPLE We dedicate to break down the large segments into smaller segments. The detailed term that is commonly used with the segmenting of information is breaking everything down into bite-size segments. Segmenting principle means the way complex lessons are broken into smaller parts, which are presented one at a time (Clark & Mayer 2011).
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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VIORIENT
Digital Media Design for Learning
Digital Media Design for Learning
Dirksen, J. (2015). Design for how people learn. New Riders. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Mit Press. Wenger, E., White, N., & Smith, J. D. (2009). Digital habitats: Stewarding technology for communities. CPsquare. O’Donnell, Angela M., and Cindy E. Hmelo-Silver. “Introduction What is Collaborative Learning?: An Overview.” The international handbook of collaborative learning. Routledge, 2013. 13-28. Vygotsky, L. (1978). Interaction between learning and development. From: Mind and Society (pp. 79-91). Cambridge, MA: Harvard University Press.
Tong Wang tonewang.com/viorient | tongwang@tonewang.com
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