Welcome to my final course prototype on understanding the difference between living and non-living things in Grade 1! Have you ever wondered why a tree is considered alive, while a rock is not? These questions might seem simple, but they open up a fascinating world of biology and science. In this course, I will explore the characteristics that define living organisms and distinguish them from non-living objects. In my course prototype, I use everyday examples and engaging activities in which the kids show involvement. Here is the YouTube video of my course walkthrough:-
Hello EC&I 834 colleagues! Working with and learning from you during our time together this semester has been an absolute pleasure! Thank you for all the great work on your respective course prototypes. Well done!
Please enjoy my Summary of Learning for EC&I 834 – Designing for Online and Blended Learning. I used Canva to create this artifact. Here is my Summary of Learning for EC&I 834!
The Welcome to Regina course design envisions an alternative mode of delivery of the new immigrant orientation course offered by Regina Open Doors Society. The process was challenging but rewarding. It started as an idea of meeting students’ needs through a new course design, building a course profile identifying a suitable course shell, adopting a design model (pre-determined in this case: ADDIE), developing the course within the model framework, identifying the kind of content to use, accessibility issues and how Artificial Intelligence can contribute to the interactivity and course efficiency, and lastly, invaluable peer feedback. This has been done over three months.
The course is a blended option to the existing in-person classes. The main reason for this is accessibility since new immigrants are often inundated by the different challenges of settling in a new environment. Being able to know about the environment from the comfort of your new home and in a concise course format is a major advantage of this course. Aside from the online interaction through comments, online classes are held on Zoom and the BigBlueButton conferencing tool on Canvas. In addition, there will be a few physical classes to complement the online learning through roleplay and social interactions.
The course is built on Canvas, which has a user-friendly mobile browser and mobile application interphase. The course is set to have 5 modules delivered over four weeks. The first two modules have been developed: Community Resources and Cultural Orientation. While the community resources module is more hands-on since it requires learners to achieve some milestones practically, the cultural orientation module is more interactive and relational. Initially, cultural orientation was the first module but it was flipped because learners will need more time and support to accomplish the tasks (and explore) the city’s resources.
Using the ADDIE model was appropriate because of its streamlined and functional phases. However, a programme planner should not be boxed into a model because models do not plan programmes; people do (Cervero & Wilson, 2006). As such, some of the factors that ADDIE would not have considered such as the socioeconomic and political issues were considered in crafting the course.
Even though this course has been designed without any formal connection to Regina Open Door Society, its structure and usefulness tempt me to approach the relevant authorities to adopt such a course for the ease of newcomers. How about I give you a walkthrough of the course? Be my guest!
We made it folks! Based on conversations in small groups during class, I don’t think I’m the only one who is a little awestruck that this day has finally come. Don’t get me wrong; this isn’t to say that I’m glad this course is (almost) over or that it was painful to endure (well… maybe a little but in the thick of H5P creation and total reconstruction of initial course plans). What I mean is that it was a challenge to create a course from scratch! But because of this, I consider this to be the most valuable course I’ve taken as part of my Ed. Tech. certificate program. It pushed me in ways the other courses didn’t and ultimately taught me valuable skills I will undoubtedly use in my future educational endeavors.
Here’s a quick breakdown of the course I created:
It is a blended, asynchronous course for grade 7 mathematics
The course topic is fractions, decimals and percent
It spans over roughly 2 months
It intends to function as a fully online course for students completing it at home and/or as review material for students who are present for face-to-face instruction
It is an inquiry based math course involving a less-traditional approach (think more journaling and less drill and practice)
This blog post from March 19th is an accurate representation of the overall creation process of my course. As I mention in my post, the peer reviews were an invaluable opportunity to have fresh sets of eyes view the course and give honest, constructive feedback. I didn’t quite expect to change so much of my course after the peer reviews, but after reading the feedback and suggestions and tweaking this and that, things just kind of snowballed and my course got a pretty significant makeover.
Here is a link to the final walkthrough of my course:
It’s so hard to believe that we are finally here, posting the final course prototypes. What a ride it has been….
(Haha, just kidding – I’m not really dead inside, but very, very tired. Course development is apparently a lot of work).
This final blog post was a real eye opener – I got a kick out of seeing how my ideas and attitudes have evolved over the last few months. Clearly I’ve been learning! Before I started this course, I thought it was enough (albeit dull) to just post a PowerPoint presentation online with a quiz for my safety training. As long as the information makes sense, that is sufficient, right?
(The above has been my experience in non-UofR online classes – and sadly might have been the experience of those who took my past online safety training courses).
I’ve always done well when taking these classes, so I saw nothing wrong with this. But I see now that there was potential for so much more, and how the format was fine for my own learning style/abilities but likely not suitable for others.
The rationale for my compressed gas safety course, the course profile, and ADDIE template were discussed in detail in a previous blog post. To summarize, the current safety training for research lab users (Engineering grad students, staff and faculty) at the UofR only briefly mentions the hazards and safe handling of compressed gas cylinders. Yet, we have a LOT of these cylinders in my faculty, and they can be extremely hazardous if not handled correctly. (In the United States, there are approximately 20 deaths and 6,000 injuries annually. Even that innocent looking helium cylinder at dollar stores could kill you if you knocked it over….my husband refuses to enter these stores with me, as I’m constantly reminding their staff about this). While we are fortunate there haven’t been any incidents in our labs, compressed gas issues are frequently cited on our internal and external safety audits. The needs analysis clearly shows a gap in our training.
My goal was creating an online course that is inclusive to all learners. I chose the Cree Language as instructional material because I wanted to share the message that Indigenous languages are accessible to all students in every school in Canada. Through online learning platforms, Indigenous educators have a wonderful opportunity to create accessible programs for learning languages. Using time honored instructional methods from the Cree perspectives of learning and using tech applications to support learning was the focus of this prototype assignment.
First Language is learned in context and experiential focused. Students will be prompted to take part in culture and language lessons using video formats and live experiences on the land and community participation modules. Here are some examples:
Cree introductions. Students learn conversational Cree to create a climate of mutual respect for self/others and home place. Basic introductions are a way to initiate conversation and open up a forum to begin learning about one another.
Cree language apps. Popular online applications used in our school are part of this course. I encourage the practical usage of technology to assist with learning. Access to technology promotes independent learning when our students can use online tools to assist with Cree language learning.
Cultural Pedagogy. Embedded in the design of this course are lessons that validate Cree ways of knowing and ways of learning, such as Elders as knowledge keepers and storytellers, learning on the land, respect for the land and importance of community and kinship.
Creating Content using Technology and applications. Generating lessons on how to incorporate Cree language as a base for an online program was challenging, mainly because time was a factor in learning how to use Lumi and LMS Canvas. The Cree language content exists and is applicable in everyday life. Finding online material to support the topics I chose was also time intensive especially sources that would validate the Cree ways of learning. I overcame these challenges by finding sources that gave practical explanations and instructions and seeking advice from colleagues/peers that had experience with content creation. Accommodating 21st century learners by investing time and resources to digital pedagogy was worth the effort this semester. I am proud that I chose the field of language for this prototype and give Indigenous language an online platform accessible for all learners.
The course prototype on which I have been working is for kindergarten students and the activities are very easy and simple. Therefore, I believe that incorporating AI for very young learners is not vital. However, if in the future I make any course prototype for higher classes, I will consider incorporating AI tools to boost teaching and learning processes as well as various problems, including cheating and plagiarism.
To automatize the administrative functions of the course, I would make use of AI programs for marking assignments, providing feedback, and managing the course schedule(Blanco et al.,2020). The human language process algorithms (NLP) can be used to assess and estimate the quality of the student’s comprehensive appraisal and grading process, shortening the period of grading and finally introducing a personalized feedback system.
In teaching AI consciousness to students, it is important to create programs on respectful AI usage(Greenhow et al.,2022). This would consist of training students on ethical aspects, privacy issues, and the consequences of AI in different areas. As an example, actual practice could see you using AI tools for your research or as a part of your data analysis, creative activities, etc.
AI use is a really dangerous thing, so to protect it, I would apply strategies like plagiarism detection software, test questions randomization, and exam proctoring applications(Aref et al.,2024). Also, the assignments that are assigned to students in such a way that they have to apply critical thinking, creativity, and problem-solving skills make this kind of [AI] content less likely to write themselves.
Generally, the introduction of AI in the regular operation of teaching and learning can result in more efficiency, convenience, and safety, thus helping educators better cater to the student’s skills development and also minimize risks associated with academic dishonesty.
Hello EC&I 834 colleagues! Our course prototype was co-designed with my colleague Meagan McLellan and is based on the Saskatchewan Grade 7 Drama Outcomes.
In our blended and synchronous course, grade 7 students will learn about the elements of radio plays, how to create soundscapes, and how to use Foley sounds to create sound effects. They will also record, edit, and produce their own radio plays in small groups. The focus is not on writing skills so that they will use pre-written stories; however, they will edit and adapt the stories to use soundscapes, effects, and voice acting wherever possible.
Drama can be a daunting and less desirable subject for students, especially those who are anxious or lack self-confidence. Meagan and I wanted to create an opportunity for students to meaningfully participate in the subject in a way that would ease these anxieties and fears and allow for freedom of expression and creativity in a FUN way.
When developing and mapping out our A.D.D.I.E. Course Profile, we considered our student audience at the foundation of our course. Our previous blog post details our A.D.D.I.E.Course Profile.
The course creation process begins with our learning objectives of this blended and synchronous course. By the end of this course, we hope students will be able to:
Express ideas about the importance of place (e.g., relationships to the land, local geology, region, urban/rural environments) in drama and/or collective creation.
Empowered Learner (Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.)
Some important notes regarding our creation process are that many of our students are EAL learners. This course is meant to foster an environment that promotes language development while meeting Arts Education’s curricular outcomes. All but one of our students have access to technology at home, and Meagan and I are a part of the Connected Educator Program with Regina Catholic School Division (one-to-one device access per student), which allows for ample opportunities for this course to be successful.
Some important notes regarding our creation process are that many of our students are EAL learners. This course is meant to foster an environment that promotes language development while meeting Arts Education’s curricular outcomes. All but one of our students have access to technology at home, and Meagan and I are a part of the Connected Educator Program with Regina Catholic School Division (one-to-one device access per student), which allows for ample opportunities for this course to be successful.
We have used three platforms to execute our course prototype. The first was Microsoft Teams, which was used as the central hub to post assignments and hand-in areas, chat with students and teachers, monitor student progress, and provide feedback and assessment grades. This was considered as our Microsoft-based school division, which provides free access to teachers and students. Secondly, we used SeeSaw to foster and promote home-school connections. Students access some of the tasks on this platform, and it invites parents and guardians to view their children’s work to see their progress in the course. Thirdly, we used WeVideo, which is a licensed and cloud-based platform that allows students to work in teams to upload, record, mix, splice, edit, and layer sounds. This is used to create their final product. Last, we used Lumi to create introductory videos for Modules 1 and 2 and BBC Sound Effects to access thousands of audio files, which are safe and free to download.
Here are links to our other course prototype blogs that highlight our learning process and development:
Finally, our finished product! We want to thank our EC&I 834 colleagues for their valuable feedback, which was used to reflect on and improve our course prototype for our students.
Hello EC&I 834 colleagues! Our course prototype was co-designed with my colleague Arkin Kauf and is based on the Saskatchewan Grade 7 Drama Outcomes.
In our blended and synchronous course, grade 7 students will learn about the elements of radio plays, how to create soundscapes, and how to use Foley sounds to create sound effects. They will also record, edit, and produce their own radio plays in small groups. The focus is not on writing skills so that they will use pre-written stories; however, they will edit and adapt the stories to use soundscapes, effects, and voice acting wherever possible.
Drama can be a daunting and less desirable subject for students, especially those who are anxious or lack self-confidence. Arkin and I wanted to create an opportunity for students to meaningfully participate in the subject in a way that would ease these anxieties and fears and allow for freedom of expression and creativity in a FUN way.
When developing and mapping out our A.D.D.I.E. Course Profile, we considered our student audience at the foundation of our course. Our previous blog post details our A.D.D.I.E.Course Profile.
The course creation process begins with our learning objectives of this blended and synchronous course. By the end of this course, we hope students will be able to:
Express ideas about the importance of place (e.g., relationships to the land, local geology, region, urban/rural environments) in drama and/or collective creation.
Empowered Learner (Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.)
Some important notes regarding our creation process are that many of our students are EAL learners. This course is meant to foster an environment that promotes language development while meeting Arts Education’s curricular outcomes. All but one of our students have access to technology at home, and Arkin and I are a part of the Connected Educator Program with Regina Catholic School Division (one-to-one device access per student), which allows for ample opportunities for this course to be successful.
We have used three platforms to execute our course prototype. The first was Microsoft Teams, which was used as the central hub to post assignments and hand-in areas, chat with students and teachers, monitor student progress, and provide feedback and assessment grades. This was considered as our Microsoft-based school division, which provides free access to teachers and students. Secondly, we used SeeSaw to foster and promote home-school connections. Students access some of the tasks on this platform, and it invites parents and guardians to view their children’s work to see their progress in the course. Thirdly, we used WeVideo which is a licensed and cloud-based platform that allows students to work in teams to upload, record, mix, splice, edit, and layer sounds. This is used to create their final product. Last, we used Lumi to create introductory videos for modules 1 and 2, and BBC Sound Effects to access thousands of audio files, which are safe and free to download.
We developed four modules in our course prototype and will use our school division’s four-point assessment scale to consistently assess and provide formative and summative feedback on assignments and tasks.
Here are links to other course prototype blogs that highlight our learning process and course development:
Finally, our finished product! We want to thank our EC&I 834 colleagues for their valuable feedback, which was used to reflect on and improve our course prototype for our students.
Please enjoy our course walkthrough.
**Note – if you would like to jump straight to the modules, they begin at 6:17**
