Final Submission- A course Walkthrough

Thank You very much Dr. Katia Hildebrandt

The process of creating the course prototype was enjoyable for me. I was initially concerned since I had never used anything like this before, and even at Covid, I had just used Google Slides and used Google Classroom for the assignment submission. Although I had no idea what it would take to create a course, I was eager to attempt something

new. I liked how the weeks built on each other; not only did it make the prototype seem less daunting, but it also introduced me to new technology that I may not have attempted otherwise. I discovered that I could improve and engage my prototype by adding something new every week.

It was a game changer for me in this course to be able to adapt this task to my own classroom. I wanted to make something that I could use with my pupils. However, this did cause some difficulties in the design process. As I discussed in earlier posts, I designed this Chemistry Basics for the Beginners course for my Grade 9 &10 students. It is always difficult to create useable technology for young learners. At times, I worried that I wouldn’t be able to use certain elements of the course, particularly the cooperation pieces. I enjoyed watching how other people created collaborative spaces using various applications, but when I considered my own course, I did not believe it would complement it in the same manner.

In practice, I too found the interactive video on LUMI to be a bit difficult. I thought it was a wonderful tool, however combining exam questions with reading is challenging, especially early in the school year. Despite these obstacles, I was able to design a course that I believed contained many vital topics while also (hopefully) working for my students. I discovered that making the initial Google Classroom was straightforward, and that using the ADDIE template allowed me to simply structure the course. Adding activities and adding , webpages, and lumi was a breeze. Learning about accessibility forced me to slow down and fill out all of the accessible features LUMI had to offer.

I was comfortable after our feedback session that I was on the correct course. I told my group that I didn’t think I’d done enough, and that it was difficult to compare my work to that of other students. My group made me feel confident and comfortable to prepare the modules. We discussed how we each have to bring the technology into our own contexts and make it work for our students. I found the entire course to be really intriguing; I’ve already discussed LUMI with several of my coworkers, and I’m thrilled to attempt this course in the fall and bring what I’ve learned about online and blended learning to my friends.


    A Course Walk through-

                            Chemistry Basics for the Beginners



Welcome to the Chemistry Fundamentals for Beginners course, an exciting and instructive trip into the realm of chemistry! We will give a complete tutorial on how to navigate our Google Classroom and enhance your learning experience in this blog post. This step-by-step guide will help you explore the essential ideas of chemistry with ease and enjoyment, whether you are a high school student, a curious learner, or someone returning to chemistry after a long hiatus.

Step 1: Accessing the Course

To begin your chemical journey, sign in to your Google account. If you do not already have an account, creating one is quick and easy. After logging in, use the browser ( or the Google Classroom app on your mobile device to access Google Classroom. Then, in the upper-right corner of the page, click the “+” symbol and select “Join class.” Your teacher will supply you with a unique class code to enroll in the Chemistry for Beginners course. Enter the code and click the “Join” button to join!

Step 2: Utilization of the Classroom User Interface

When you enroll, you will be directed to the course webpage. The course title, instructor’s name, and a brief explanation of what to expect from the course may be found here. On the site’s left side, you’ll discover a user-friendly navigation menu featuring categories such as “Stream,” “Classwork,” “People,” and “Grades.”

Step 3:  This step is to gain access to course materials.

To begin your educational adventure, go to the “Classwork” page. This is where all of the course materials are kept. There are modules or weeks in the course that cover various subjects. Each module will have a descriptive title and overview to assist you in navigating the topics and skills you will acquire during that time.

Step 4: Interaction with Course Content

Each module is jam-packed with interesting and helpful information. We provide everything from informative text-based courses to engrossing video lectures, interactive tests, and even downloadable tools. Take your time exploring the resources, internalize the knowledge, and cherish the learning experience. Remember, chemistry may be both enjoyable and intellectually engaging!

Step 5: Fifth, complete all assignments and examinations.


Instructor will provide evaluations and tasks throughout the course to check your knowledge and progress. When an assignment or test is due, go to the “Classwork” tab and click on the associated title. Make sure you read the directions completely, complete the assignment or assessment, and then submit it via Google Classroom. The instructor will provide you immediate feedback to help you grow and improve!

Step 6: Engaging in Conversations

We’ve added the “Stream” part since learning is a communal activity. This area serves as a hub for communication between you and your classmates. Your teacher may make announcements, start debates, and provide interesting course-related materials. The chemistry community is here to help you, so please feel free to engage in conversations, ask questions, and share your ideas. For playing the interesting game related to subject, I have added the Kahoot. I have included the link below.

Step 7: Keep Track of Your Progress

Are you curious about your performance? Google Classroom makes it easy to track your progress. You can get a summary of your performance in the course under the “Grades” option. Keep track of your grades to find areas for growth and to celebrate your achievements as you go.


Congratulations! You have just finished the guided tour of our Google Classroom course Chemistry Fundamentals for Beginners. We hope that this step-by-step tutorial has provided you with the information and confidence to begin your chemistry studies. Remember that education is a lifetime journey, and we are honoured to be a part of yours. So, let us begin, exploring the world of atoms and molecules and discovering the wonders of chemistry. Good luck with your studies!

For my Summary of Learning Click here.

For the Course walk through Click here.

Once again Thank you very much Dr. Katia Hildebrandt. 










Self Introduction- Embracing Blended Learning to Make Chemistry Easy and Accessible

Who am I?

Good day to all of you, whether you’re a student or a chemist! I just fogot to introduce myself and my field of study in the busy schedule of learning of Online and Blended Learning course.  I’m Thenmozhi Babu, and I couldn’t be more happy to launch my blog and begin sharing with you some of the things I’ve learned from my experiences and observations. After spending more than a decade in the classroom instructing chemistry, I’ve come to the conclusion that the discipline is so much more than a topic; rather, it’s a fascinating examination into the very fabric of our day-to-day lives. Through this body of work, I want to demonstrate that everyone, if they have the right mindset, is capable of appreciating the aesthetic value of chemistry.

My Interest

My first interest in chemistry was prompted by the inextricable connection of the topic to our everyday lives, which continues to keep me interested to this day. Chemistry is a fascinating field of study due to the fact that it permeates every aspect of our lives, from the air we breathe to the water we consume. Over the course of my teaching career, I’ve seen several students struggle to grasp the concepts being covered in class, and many of them eventually gave up because they found the subject too challenging. Because of this challenge, I’ve been trying to come up with innovative methods for teaching and studying chemistry in the hopes of making the subject more appealing to a wider audience.

Use of Blended and Online Learning

The use of blended learning and technology in my classroom has resulted in a dramatic makeover of the space, which has enabled me to interact with students on a far deeper and more meaningful level. My education has been able to go much beyond the limitations of a traditional classroom as a direct result of my use of these cutting-edge tools. My channel on YouTube is one of the primary forums through which I provide practical information on how one might study Chemistry in a more effective manner. I am able to break down complex concepts for my pupils by using material that is pleasing to the eye. This allows them to more easily and enthusiastically absorb the information.

The incorporation of blended learning and technology into my work environment has proven to be tremendously useful, but the transition has not been without its fair share of challenges. Adjusting to the new techniques of teaching and the materials that were made available to them required some time and effort on their part. However, the benefits it brought to my children more than made up for the trouble it required. In addition, the environment of the internet has its own unique set of difficulties, such as the need to guarantee equitable access, to accommodate a variety of educational needs, and to cultivate community in spite of the existence of a digital divide.

In the future, one of my goals is to develop up the Basics of Chemistry curriculum modules using what I’ve learned about the successful design of online and blended learning environments. I’m really looking forward to that! My objective is to broaden access to these courses among a diverse range of students by making them engaging, thought-provoking, and independent learning experiences. My goal is to make studying Chemistry a fun and interactive experience for students by using multimedia, quizzes, and experiments that the students will carry out on their own.

My goal with this blog is to provide a forum in which I can discuss my ideas on blended and online education, as well as any other relevant materials that I come across. Together, we may study the many educational possibilities afforded by the advances in technology that have occurred in recent decades. I am certain that if we adopt the proper approach, put in the necessary amount of effort, and make use of materials that are up to date, we will be able to assist any student in feeling at ease with chemistry.

I am delighted that you have chosen to accompany me on this adventure, and I really hope that our time spent together is as enjoyable to you as it is to me. Please don’t hesitate to utilize the comments section to make any suggestions or ask any topics that you’d want me to address in forthcoming posts. Let’s put our heads together to find ways to simplify chemistry for everyone

I have designed the Basics of Chemistry modules for the Beginners in higher studies who feels the chemistry is difficult to approach.

Click here to go

That’s a wrap! 😊🥳👏

It is hard to believe this class has come to an end. I have learned so much over the past month when it comes to online and blended learning. This course did an excellent job of breaking down the different components of creating an online/blended prototype and provided us with the opportunity to engage with the intricate process. After careful consideration, I opted to create a blended course prototype for this class that could support what we learn in class and hopefully push my students to further their learning in French while providing them with different activities that will explore different concepts we learn in French Language Arts. When we had to pick a topic to center our course prototype around, I knew I wanted to create a resource I could use in my classroom with my kiddos and I figured French is a huge component in the Grade 2 curriculum in French Immersion that would allow me some flexibility and variety when creating my lessons.


The ADDIE template was an incredibly helpful tool that really helped me out with the development of my course prototype that allowed me to plan and organize the course content, assessment tools, and course layout. This template encouraged me to consider the reasons a blended prototype of this nature would be beneficial to my students and it encouraged me to link clear outcomes with my course objective. It was definitely a helpful tool in the development stage of my blended course prototype.


Choosing an LMS (Learning Management System) was a little tricky due to all the different options that were available to choose from. Among some of the different choices for different learning management systems we could choose from were the following: Microsoft Teams, Blackboard, Google Classroom, Canvas, and Moodle just to name a few. Seeing as I wanted to create a blended course prototype that I could use with my students in the fall, I opted for an LMS that is supported by my division that I would have access to and the kids would as well. Google Classroom turned out to be a great choice for an LMS for my blended course. It is incredibly user-friendly and this LMS has allowed me to organize my course content efficiently while making it accessible to my students. I like that there is a Google Meet link assigned to our course in case we ever need to meet online as well as a class code that will help students gain access to the Google Classroom. Classwork was super easy to set up and organize; you could easily create different topics and add assignments, quizzes, and material, or even reuse a previous post. Once my assignment – Module 1 – was created, I was able to effortlessly upload videos, activities, google slides, boom cards, Quizizz/Quizlet activities, and even Flip activities. Another nice feature was being able to write prompts for your assignments where you could provide students with additional information and instructions. I really love that we can add other teachers to our Google Classroom which is a nice feature in case you plan to work with other staff when planning the course material. I plan on adding my LRT (Learning Resource Teacher) and Administration Team so they can be aware of what we are studying now.


Having the opportunity to create interactive videos was another fun feature we learned to use in this class. I was not familiar with Lumi and did not know how to make videos interactive before this course. I was happy to have learned about this program because my pre-recorded lessons were a little long and I was looking for ways to keep my students engaged when having to watch a 20-minute lesson. Lumi allowed me to insert different activities throughout my pre-recorded lesson that I chose to use as checkpoints with my students by including some true and false questions, multiple choice questions, and links to a couple of activities on Quizizz. I am really looking forward to playing around with this tool and finding other ways to make my activities and lesson interactive.


Getting a chance to meet with our classmates and receive feedback was incredibly useful. I loved getting to see all the different courses and how everyone’s prototype was different and unique. One of my classmates used Microsoft Teams, while the others used Canvas and Blackboard. Two of us in our breakout room opted for using Google Classroom – but I loved how we each set it up in our own way to match the needs and vision of our blended course. It was super informative to get a walkthrough of all these different learning management systems. I was happy to hear from my group members that they enjoyed the Flip activity I included for my kiddos and that my course was easy to follow (so fingers crossed that my students think the same thing in the fall haha); I have made a mental note to continue incorporating Flip activities in my following modules after our group discussion and if my students end up liking them, we could plan for two or more Flip activities within each module. Looking forward to “going live” in September!


Here is a link to my course prototype walkthrough: Course walkthrough


And here is a link to my Summary of Learning for this semester: Summary of Learning – EC&I 834

At the End of the Tunnel

“Keep your eyes on the finish line and not on the turmoil around you.”


Summer semester went way too quickly. It was overwhelming at the beginning of the course. There was a lot of content to learn. Now that the semester is almost over, it is time to look back and reflect on what we have learned together in this course. I am grateful to Dr. Katia and to everyone for being part of my educational journey.

Developing a course prototype was a painful process. However, it helped me greatly in advancing my knowledge and skills in online and blended course. I did not know where and how to begin. I had one focus: teaching art! I had to figure out my way and fit my steps in the outline provided. This opportunity allows me to adapt to an ever-changing education and grow as an educator. Much has changed in my ADDIE format since I first shared it in my blog. I can say that the template makes more sense now and has a direction. I have included aspects of accessibility, assessment, and online collaborative learning. I have added my colleagues’ suggestions on the assessment part. The themes or contents that I wanted to include in the course are clear and aligned to the learning objectives, assessment, and teaching practices. Finally, I can produce the course prototype. It may not be the best in the class, but I am proud of my learning and accomplishment.

AP Art 2D Course

Here is the video of the course prototype: AP2D Art

Here is the summary of the knowledge and skills I learned from the course. I am forever grateful!

Summary of Learning

Summary of Learning

I can’t believe that four weeks have passed and EC&I 834 is over already! It has been such a pleasure participating in this class. This class has been very engaging and I wish I had more electives so I could take more classes on online learning and using technology in the classroom. I will admit I knew little at the start of this class however through lectures, peer feedback, and discord I now have so many tools in my toolbox moving forward.

Please watch my Summary of Learning video below to see what I’ve learned.

Thank you to my peers and Katia for a wonderful class!

Grade 5 ELA Course Walkthrough

In reflecting on this class and developing my course module, I am extremely proud and excited about what I have accomplished. It’s been a quick and wonderful semester. I’ve learned a lot along the way, and I’m anxious to put my knowledge to use in my classroom in the fall. Teaching a new grade level can be challenging, but having resources like a blended ELA class can be tremendously beneficial. I’m hoping that my module will meet the different demands of my students. As we learned about different topics through lectures, literature, and our peers, this module took hours upon hours of modifying and adding in more elements.

It was an honour to be placed in a breakout room with Miranda, Durston, Kate-lynn, and Navneet to obtain peer feedback on my module prior to submission. This breakout room was a breath of fresh air because we all had various viewpoints and approaches to our course module project. I received a lot of favorable feedback on the arrangement of my layout when I presented my course module to my group. I am grateful for this because I had various doubts along the way. 

My group also provided me with various suggestions for additions to my course module. Miranda and I talked about how disappointing it is that Google Classroom does not have a decent system in place for goal/outcome sharing with students. Miranda came up with the concept of including a “Big Ideas” section under each topic title to offer student-friendly outcomes and questions for deeper understanding with my students. I adore this concept and have incorporated it into my course module. Another simple and enjoyable suggestion Kate had was to incorporate emojis into topic titles. This adds another visual tool for students and may make it easier for them to find specific topics within Google Classroom. Like Kate’s suggestion to include emojis in the topic titles, there are various components of my module that I would never have considered before this class. 

Picture of the Big Ideas section with Student-Friendly Outcomes and Questions for Deeper Understanding

Accessibility, equality, and building a sense of community in an online class are all things I’ve never considered before. Taking EC&I 834 expanded my understanding of online education and allowed me to better meet the requirements of all students. I am excited not just to construct my course module and test it with students, but also to see how my module develops. Moving forward, I intend to expand my module to include a whole school year of grade 5 ELA blended learning. I intend to expand on each of the themes for which I have already given headings in the future. As I expand my blended ELA class, I recognize and accept that there will be adaptations and changes along the road. Many of our teaching approaches, I feel, are trial and error, which only makes us better educators in the end as we grow and change lessons as needed to make them better.

Please let me know your thoughts about my course module!

Week #1.5 You’re good at it? Get university credit!

I am pondering taking on teaching advanced credit in art. I taught art history as an elective this past semester for grade 12 students. The students learned the historical part of art but did not have much time practicing their skills in the studio. They asked if I could teach them again in the coming school year for more studio practice.

Advanced Placement (AP) Art is a course intended for highly motivated high school students who are not able to attend a regular secondary program (i.e., pregnancy, physical and psychological health reasons, economic, etc.) Students will earn university credits while they are still in secondary school. AP offers advanced courses in art like 2D, 3D, and art history. Students will complete both asynchronous and synchronous activities for a year until they submit a digital portfolio to the AP College Board as a final assessment of their work. Passing the course will grant students an advanced credit in the university.

Students will hone their skills in 2-dimensional (2D) Art and develop an extensive portfolio. They will begin with the fundamentals of 2D composition and progress to a more advanced body of work. They will explore a variety of techniques and media to showcase their ideas and techniques. Students will work on their own and attend mandatory synchronous meetings which will have the chance to explore other artists works, learn from each other, and share their knowledge and skills.

Northern Saskatchewan communities have always been a source of fascination and inspiration for me. The land, the trees, the lakes, the light, and the people inspire me to look at life in positive and bright perspectives. It has been four years since I left La Loche, I still think about the place. It continues to inspire my art. This inspiration moved me to do something in return, to give back and to show my gratitude to the land and the people. I thought about many ways to show my gratitude. I think that helping Dene students make art and show their talents would be beneficial. This online and blended art education course for high school students answers the need to earn credit in their postsecondary while they are still in high school.

Online Collaborative Learning in Advanced Placement 2D Art Blended Course

“I want to make videos that students want to watch, enjoy watching, want to watch more, and want to discuss.”

Michael Wesch

Online interactions in a blended course can be a daunting task. Fortunately, we now have a trunk of technological wealth to implement allowing students to engage and collaborate in a meaningful and supportive learning environment. In a blended Advanced Placement (AP) 2D Art course, the online community learning (OCL) tools range from using the main Learning Management System (LMS) forums; Microsoft (MS) Teams, Discord, virtual art workshops, virtual museums and galleries, and online seminars and webinars in Art.

Padlet, Discord and MS Teams

Set up online learning platforms (formal setting) as well as social media groups (informal setting) where students can post their thoughts, share their artworks, and provide feedback to each other, share their progress, seek advice, and inspire each other in both formal and informal learning environments. Instructors can moderate and guide the discussions to encourage critical thinking and constructive criticism. AP 2D Art is the LMS platform where students can access anytime.

Virtual Workshops in Art

Organize virtual art workshops where students can participate in live demonstrations, ask questions, and practice various art techniques together in real-time. There are online workshops that students can help develop their skills like Virtual Art Workshops, courses offered at the Museum of Modern Art MOMA website and Google Art and Culture. Host webinars or invite guest speakers, such as professional artists or art historians, to interact with the students online. These events can offer unique insights and perspectives on the art world.

Guidelines or assessment practices

Harasim (2017, as cited in Bates, 2019) proposed Online Collaborative Learning (OCL) where students are encouraged and supported to work together, created knowledge, invent, explore ways to innovate, and to solve problems. AP 2D Art course views students as active and engaged learners. Students must adhere to the course expectations and create artwork that are guided by the AP College Board guidelines AP Art Guidance for Artificial Intelligence Tools and other Services.

Blending these online community learning forms with in-person or face-to-face interactions in the classroom can create a well-rounded and enriching experience for students in AP Art course. It fosters a supportive and interactive learning environment that promotes creativity, communication, and collaboration.

Native Studies 10 Course Module Walkthrough

Hey everyone!

I guess it’s that time… the end of another semester. I am looking forward to seeing everyone’s course modules and reading/hearing the feedback on mine!

Quick course overview refresher:

Course: Native Studies 10 - Unit3: Governance & Indigenous Leadership

Model: Blended Learning mixed with Thinking Classroom Flipped Model

Audience: 15-16-year-olds, primarily minority groups, high absence rate

LMS: Canvas Instructure

Accessibility: enlarge font, buttons and videos, videos to read lessons aloud, alternative text, open form assignment submissions, assessment and needs form.

Tech integrations: Padlet, Flipgrid, PollEverywhere, Screencastify (videos and interactive videos), Lumi (videos, drag and drop, fill in the blanks), Google Docs/Slides/Forms

Community: face-to-face/groups work, group forum discussions, live Canvas Chat group assignments

Here is the course module walkthrough:

Click to see the 10 minute course walkthrough

Accessible and Equitable Advanced Placement Art Blended Course

“The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.” – Tim Berners-Lee

Accessibility cannot be disregarded in an online learning environment. A stellar course outline is futile if accessibility and potential challenges to learners are ignored. While online learning has the potential to be more accessible in certain ways, it also presents its own set of challenges and ethical considerations.

A few considerations were included in the Advanced Placement (AP) Art Blended course. Designed for highly motivated and skillful high school students in art, the course allows them to earn an advanced college level course in Art. Although the online part of the course is designed to be accessible to all interested students, there are possible issues that may impede their learning. Accommodation is offered to potential students who may not be able to attend synchronous classes due to work, family commitments, or living far from the school. Also, to students with physical limitations, mobility impairments or visual impairments. In these cases, flexible learning environments and materials that can be adapted for various needs, like screen readers and closed captions are available for them. Seeing AI is one good example of an application that students can use.

Issues related to accessibility and equity are considered in the course. These issues are significant challenges that need to be addressed to ensure true accessibility and equity in online learning. Some students may not be able to afford a computer at home. Another is individual knowledge and skills in technology. Some students may face difficulties in using technology due to their limited knowledge. The course also considers some ethical or social considerations like inclusivity, differentiated instruction, individual privacy and security, and responsibility in technology use. Accessibility and equity in online learning is significant for students’ success in the course. It requires collective efforts from the senior teachers, school administration, parents, and school division to address the challenges and ethical considerations to create a truly inclusive and equitable blended course.