Category Archives: teaching

Course Prototype – LUMI!

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Meagan and I worked together to create introductory lessons for our blended course prototype. For our prototype, Meagan and I are having our students create a radio play. Our prototype design combines in-class instruction with digital components, and Lumi was used as a tool to contribute to an engaging and interactive introductory digital lesson for our students.

You can find my Lumi module here.

My colleague and partner Meagan (please find Meagan’s blog here) focused on introducing Foley Artists and the art of creating sound effects, and I focused on a complementary introductory lesson on the elements of soundscapes. Students will be working toward creating radio plays and will be responsible for creating their own Foley sounds and applying the elements of soundscapes within their work; therefore, it is important for students to understand the world of Foley and the three distinct elements of soundscapes. Lumi allowed Meagan and I the opportunity to create short, interactive launch lessons to introduce both concepts. In addition to using the Lumi platform, we used YouTube and Canva to assist in our final Lumi lessons.

The idea behind my lesson was to introduce the three elements of soundscapes (soundmarks, keynotes, and sound signals), provide the opportunity to identify soundscapes in the classroom, and explore examples of each element in a concise video. I utilized an open-ended question to begin the lesson to gauge what students knew about soundscapes before the lesson. Throughout, I used both multiple-choice and fill-in-the-blank questions as an interactive formative assessment for understanding. For my summary task, I posed the following question to close my lesson: what makes an effective soundscape? This will then lead to further exploration and dialogue on the topic.

I will be honest; it took me a little bit of time to get the hang of using Lumi, and I had many frustrating, and at the same time, AHA! moments. I feel that I have just got started with Lumi and acknowledge that there is so much potential for further exploration and further opportunities for student engagement. I reflected on other interactive options that I could have or should have used, as there were so many options! However, I was satisfied with the product for my first go with Lumi!

One of the features I appreciated about using Lumi was creating our own grading scale, which was relatively reflective of the grading scale that Meagan and I indicated in our initial ADDIE profile. The immediate feedback to students is outstanding and provides an opportunity for formative assessment of this unit. 

Another benefit of using Lumi was the accessibility features that are present on the platform. I was pleasantly surprised and impressed that there were options to translate and allow for spelling mistakes (fill-in-the-blank questions). As identified in our ADDIE model, we have a large percentage of EAL students; these features would be especially helpful for these students.

Pros Cons
– Allows for immediate student feedback.
– Easy assessment for teachers and facilitators.
– Database to access lots of resources made by other educators.
– Shareable link for completed projects.
– Accessibility features to meet the needs of a variety of learners.		– Time consuming to create interactive resources.
– Limit on length of videos/size of files in the free version.
– Would work better for older students; while there are features conducive to younger grades, it would be more difficult for early learners to use this tool.

This pros/cons list is based on the limited and my first-time use of Lumi, and I am sure there are plenty more to add! Meagan and I look forward to hearing back from our colleagues on our respective modules, and we look forward to hearing about your experiences with Lumi as well!!

Course Prototype – Community in Online Learning: Guidelines

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For our prototype, Meagan and I are having our students create a radio play. Drama can be a subject that takes many students out of their comfort zone; therefore, doing so in a blended learning environment can meet the needs of many students. Our design is a mix of in class instruction with digital components to create our summative piece of a radio play.

Our prototype incorporates Microsoft Teams, Seesaw,and WeVideo. Along with these digital pieces, we will also be incorporating in class learning to teach some important pieces and have students work face-to-face in small groups.

One of the six strategies mentioned in the article is Creating a plan for communication. Using Teams to create this assignment is a one-stop shop to keep everyone informed and on the same page. We can use the class notebook, which is embedded in teams, to put handouts and resources the students will need to complete the project. In addition, we can use the assignment feature for students to hand in formative assessments along the way and keep track of the due dates not only for these pieces but for the summative as well. Finally, Teams also allow students to communicate with others through the channels where they can chat and pose questions to the teachers or to their peers. By doing this, teams also meet the criteria of establishing a social presence, which is another strategy for building community in online courses.

We decided to use We Video as our editing platform because, in Regina Catholic, teachers in the connected education program can apply for free licenses for the students to use. This allows access to the full version, allowing students to use all the features as opposed to paying or only using the trial version. This version not only allows teachers to create projects but allows students to work collaboratively on the assignment. Again, meeting is another important strategy and “reduces the feelings of isolation.” Being able to use this digital platform as a group is great for students who may be more timid to express themselves in a face-to-face setting, especially in a subject such as drama. Therefore, being in the safety of their own home, in front of only a computer, may allow them to express themselves more effectively to their peers than in the constraints of the classroom. I think being able to work collaboratively live on the project is an essential part of the overall success.

We also decided to use Seesaw to teach various components of the project, such as how to use sound to create effects and other digital pieces.  SeeSaw allows interactive and engaging lessons for students, which helps with engagement without a teacher’s presence. The other important feature of Seesaw is the ability to connect with parents so they can be informed and keep up with the progress of the student. There is also a journal where students can reflect, and parents can comment on their work, which is an effective motivator for many students.

The assessment pieces will all be formative pieces supported by teacher and peer reviews throughout. The Seesaw activities will be formative pieces building the knowledge they need to use soundscape within their radio plays. In class learning will focus on using We Video and how to write a script. Teacher and peer editing will be done periodically to revise their script until it is ready for the final performance. Students will also have a chance to peer and self-evaluate according to our criteria, which we will have established in the beginning.

In order for the project to be effective and meaningful, clear guidelines and expectations need to be set at the beginning during face-to-face instruction. Going forward, weekly check-ins, posting new articles on Microsoft Teams, and posing questions in the chat will help keep students focused on the project. Taking the time to connect with each group during face-to-face time and seeing their progress is also important to ensure the final deadline is met. Teacher interaction and engagement in the process are crucial to the overall success.

There are many things to think about in this project and some digital learning pieces for the students, which I know we will come across along the way. I think new lessons will develop as the project progresses, and we may have to stop and adjust to meet the students where they are. I know it will be a learning experience for everyone!

Course Prototype – Community in Online Learning: Guidelines

Posted on by

For our prototype, Meagan and I are having our students create a radio play. Drama can be a subject that takes many students out of their comfort zone; therefore, doing so in a blended learning environment can meet the needs of many students. Our design is a mix of in class instruction with digital components to create our summative piece of a radio play.

Our prototype incorporates Microsoft Teams, Seesaw,and WeVideo. Along with these digital pieces, we will also be incorporating in class learning to teach some important pieces and have students work face-to-face in small groups.

One of the six strategies mentioned in the article is Creating a plan for communication. Using Teams to create this assignment is a one-stop shop to keep everyone informed and on the same page. We can use the class notebook, which is embedded in teams, to put handouts and resources the students will need to complete the project. In addition, we can use the assignment feature for students to hand in formative assessments along the way and keep track of the due dates not only for these pieces but for the summative as well. Finally, Teams also allow students to communicate with others through the channels where they can chat and pose questions to the teachers or to their peers. By doing this, teams also meet the criteria of establishing a social presence, which is another strategy for building community in online courses.

We decided to use We Video as our editing platform because, in Regina Catholic, teachers in the connected education program can apply for free licenses for the students to use. This allows access to the full version, allowing students to use all the features as opposed to paying or only using the trial version. This version not only allows teachers to create projects but allows students to work collaboratively on the assignment. Again, meeting is another important strategy and “reduces the feelings of isolation.” Being able to use this digital platform as a group is great for students who may be more timid to express themselves in a face-to-face setting, especially in a subject such as drama. Therefore, being in the safety of their own home, in front of only a computer, may allow them to express themselves more effectively to their peers than in the constraints of the classroom. I think being able to work collaboratively live on the project is an essential part of the overall success.

We also decided to use Seesaw to teach various components of the project, such as how to use sound to create effects and other digital pieces.  SeeSaw allows interactive and engaging lessons for students, which helps with engagement without a teacher’s presence. The other important feature of Seesaw is the ability to connect with parents so they can be informed and keep up with the progress of the student. There is also a journal where students can reflect, and parents can comment on their work, which is an effective motivator for many students.

The assessment pieces will all be formative pieces supported by teacher and peer reviews throughout. The Seesaw activities will be formative pieces building the knowledge they need to use soundscape within their radio plays. In class learning will focus on using We Video and how to write a script. Teacher and peer editing will be done periodically to revise their script until it is ready for the final performance. Students will also have a chance to peer and self-evaluate according to our criteria, which we will have established in the beginning.

In order for the project to be effective and meaningful, clear guidelines and expectations need to be set at the beginning during face-to-face instruction. Going forward, weekly check-ins, posting new articles on Microsoft Teams, and posing questions in the chat will help keep students focused on the project. Taking the time to connect with each group during face-to-face time and seeing their progress is also important to ensure the final deadline is met. Teacher interaction and engagement in the process are crucial to the overall success.

There are many things to think about in this project and some digital learning pieces for the students, which I know we will come across along the way. I think new lessons will develop as the project progresses, and we may have to stop and adjust to meet the students where they are. I know it will be a learning experience for everyone!