Summary of my Learning

Here is the link for my entire course journey. I must say, I am really happy to be part of EC&I 834. I have learned so many new things!


Thank you for watching

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This course profile was collaboratively done by me and my peer Jasvinder. Three months ago, we embarked on our journey together, but we lacked any idea of where we were going because neither of us had any teaching  experience with online platforms. In the first blog, I simply posted my REFLECTION about the past experience with the online learning .Then, me and Jasvinder together  created our  ADDIE MODEL as a course profile for refugees literacy classes. After reading various texts by Bates and watching videos, we tried hard to improve my module via CANVAS, and we thoroughly enjoyed creating LUMI videos for my work. One of the most helpful stage in building our course prototypr was getting feedbacks from the peers. It was genuinely helpful as well as  interesting, and after incorporating feedback, we enhanced our course profile. So, here is the final link to our course prototype:


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Integration of AI in Education

After watching Dr. Couros video, Jasvinder and I gained insights into the various aspects of using AI and its different features. For the first time, we became aware of various websites that help in performing different tasks. He explained how AI can be used to enhance the skills and knowledge. As he also explained in the video, sometimes AI helps educators in creating worksheets, multiple-choice questions (MCQs), and other content, thereby saving their time. Artificial intelligence  integration has transformed teaching and learning in today’s constantly evolving educational atmosphere.  AI has the potential to transform education by enabling students with unique learning possibilities and minimizing administrative work. Teachers may get ideas to develop plans for lessons that are tailored to the needs of the course. With the assistance of technology, individuals can save time at work and allocate more time to spend with their family. Additionally, with the assistance of websites like ChatGPT, individual can improve their lesson planning if it is weak or unclear. The ability to create coursework can provide teachers with additional possibilities, improving the interaction and intellectual richness of class planning. From the previous feedback exercise, we (Anchal & I) identified several loopholes in the ADDIE Model, and we can improve it by using these AI tools to increase the efficacy. Further in his video he gave many ideas that how can an individual use ChatGPT in selling a product at marketplace etc. I really appreciate the example he included in the video, where with the help of AI he narrates a story to his son and twist it according to the situation.


Cheating and Academic Misconduct

When Jasvinder and I joined the university, we attended our first workshop on AI and plagiarism. To be honest, we were not well-versed in this area as we had never used any AI for assignments before. However, we have occasionally relied on ChatGPT for tasks like composing emails, crafting resumes, and other informal purposes. However, we understand that utilizing AI or ChatGPT for classroom assignments is strongly discouraged. In our course profile, AI enhances the learning outcomes for refugee immigrants. Within our modules, students utilize Google Translate to translate content and facilitate communication. They complete assignments using various tools. However, for this course profile, with the assistance of AI, students feel more comfortable and are more inclined to communicate with us.

Even though ChatGPT and AI might be useful tools for enhancing learning, they should not completely replace standard methods of instruction. AI should be applied carefully, with defined learning goals and opportunities for students to interact with the content in a way that promotes critical thinking and deeper comprehension.

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About “Feedback”

We are deeply grateful for the insightful feedback the reviewer provided for me and Jasvinder’s course profile. Your logical viewpoint from a different perspective is immensely valuable to us. The feedback that our classmates provided helped us pinpoint areas where we could channel extra efforts to enhance our course. It enables us to refine our course materials and structure effectively. Their insights have provided us with valuable direction, and we are eager to incorporate them into our upcoming course modules.

We truly appreciate the peer review opportunity that Katia has provided us, which has exposed us to various perspectives. We recognized that there were a few areas that needed improvement after looking over our peers’ course reviews. Alongside, we also got remarks and appreciation. The fact that the course is simple to use, that the main idea is apparent, that the interactive videos are interesting, and that the modules were skillfully designed for beginners is encouraging. We switched from Google Classroom to Canvas throughout the course preparation process because we felt it would better meet the needs of our students. Firstly, we acknowledge the suggestion for proofreading to enhance the professional appearance of our course profile. Secondly, we have noted the feedback regarding the absence of explicit objectives in our course modules, whereas another reviewer understood our intention to foster spoken language skills without a rigid curriculum. But the suggestion is more welcoming because we recognize the importance of incorporating clear objectives. We will ensure to include objectives in our course modules.

One of the reviewers asked, What if students join the class late? So, the answer is that in our classroom, RIWC makes sure students who arrive late are seated with peers who are at the same level. We provide one-on-one tutoring sessions beforehand to help them adjust to the regular class sessions.

Thank you once again for your invaluable feedback and support in our journey towards continuous improvement.


Access and equity


Well! The last classroom lecture was very informative, and after reading Katia’s reading, we got to know many things. Through this, we learned about some completely new prospects that we didn’t think about while creating our course profile. We can say we have considered some points about our course profile’s usefulness and accessibility for our students after getting feedback on it. Even though we’ve worked hard to make the course modules easily accessible, there is room for improvement. We will be updating the Canvas module website to improve accessibility and optimize navigation, thereby simplifying the process for students to obtain course materials. Still, online platforms have multiple drawbacks that can’t be solved, like sometimes housing things that come in front of the camera that can be embarrassing for the student, weather conditions, and many more.


In the context of this, we can see learners are getting adjusted to a new country, and they are also keen to learn a new culture. However, the class teachers always choose topics that do not hurt their dignity, and the ethical culture also, it is created in a way so that every person gets the chance to introduce themselves in front of others, it is always welcoming and makes them feel comfortable.



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Interactive H5P for literacy classes

With a lot of perseverance, Jaswinder and I set out on the difficult task of constructing H5P video. We were annoyed at first because we were unable to seem to access H5P functions. We have been wondering for the past week why we find it difficult to share our models, yet our classmates seem to be sharing them actively. We started to realize how important it is for individuals to grasp the concept of technology. We overcame this challenge because we were passionate about incorporating H5P video into our prototype, which helps communities of refugees in areas where language problems are common. We are certain that our students will gain a great deal from using H5P in our teaching strategy. Although developing H5P takes time,  once you have done so, your students can learn a lot from it.
With H5P we recently created an interactive  YouTube video that shows the difficulties experienced by communities of refugees. It is certainly not easy to leave one’s beloved hometown and seek shelter in a foreign land where learning a new language is required. Here is the link please click.

We chose the first level of our course prototype to describe through H5P videos, as our primary motive is to make them speak, so we incorporated basic routine-based topics in this session. However, we will tailor our teaching according to the learning capacity of these learners so that they will build their confidence.

Module 1 How to Greet Someone 


Interactive video 

Worksheet 1

Module 2 Grocery shopping  


I have created this Module 2, in order to build their understanding of English by watching it remembering it solving the questions that are being asked through the interactive videos. In this interactive video, various types of questions are incorporated, including statement choices, True/False questions, and single-choice questions to engage the learners. I covered terminology relating to groceries and payment procedures in Module 2. The first warm-up question in the module asks students to state their basic needs. After that, an exercise in role-playing dialogue is set up. Grocery matching quiz is also included . In the last they will write a paragraph writing.

Interactive video 

Worksheet 2


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Prototype in context of building an online community for refugees…….

This week’s asynchronous class readings and videos were incredibly informative and motivational. We were particularly impressed by the flow of the videos and the positivity they instilled regarding teaching online and moving forward with our course prototype. Michael Wesch’s videos were especially enlightening, sparking so much excitement that we ended up watching 2-3 more on his YouTube channel. Jasvinder and I have been wondering how to implement these strategies in our teaching program, especially considering the shyness often observed among immigrant populations. We found the introductory part of Wesch’s videos particularly insightful, where he emphasized the importance of introducing oneself genuinely. We also resonated with the motivational quote, “Everybody worships; the only choice we get is what to worship.” We aim to create a nurturing community for refugee immigrants, providing them with a supportive environment where they feel comfortable expressing themselves and sharing their challenges. After watching all the videos and going through the topics in the weekly plans, Jasvinder and I believe that creating introductory videos aligns with the first step of our course. We aim to help refugees feel comfortable introducing themselves and speaking in front of others. While recording a video, they can proceed at their own pace, allowing for multiple takes and adjustments to make it perfect.
For the formative assessment, we will use Zigsaw, which we got to know through 6 Strategies for Building Community in Online Courses earlier we were using Zoom. In breakout rooms, students will be engaging in one-on-one interactions. Our goal is to encourage them to speak, so for sentence formation we will assign them daily routine-based topics and they will submit it in the Google Forum. Adding to this, we are also planning to share recorded videos of speaking conversations so that they can watch them at their convenience and try to speak. Throughout the speaking sessions in breakout rooms, they will get feedback from their peers as well as from the instructor that will be instant. For summative assessment reading comprehension and essay writing submission Google Forums will be used.
Topics that are routine-based are assigned so that they can feel their learning is productive and applicable to their daily lives. Instant feedback encourages them to do more and learn new things, enhancing their knowledge
In short, the assessment will be based on Google Forums, and, frankly speaking, this is not an academic course where pass or fail matters. It is a course designed to help those in need, enabling them to build a brighter future in a new country. Participants will be judged based on their performance. If somebody is performing well, we will promote them; if not, we will try to modify our teaching approach so that they can learn. Through this interactive approach, not only students but also we will enhance our teaching skills, acknowledging that we are always in the process of learning and can never be perfect.

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A Journey of Hope & Progress…..

Greetings, everyone! Jasvinder and I are international students from India who arrived here in the fall. Both of us hold master’s degrees in zoology and have experience teaching elementary science classes in our home country. We are not employed as school teachers and initially felt uncertain about which topic to choose for our project. During our first semester, we were assigned an action project where we had to dedicate time to volunteering. Through this assignment, we discovered the Regina Immigrant Women Centre (RIWC) and have been actively involved with them since. As graduate students, RIWC has allowed us to lead literacy classes for refugee immigrants from countries such as Ukraine, China, and Afghanistan. To our surprise, we encountered refugees who hold permanent residency here but struggle with English proficiency due to their mastery of their regional language. RIWC is dedicated to assisting new immigrants in settling into their new lives here and aiding them in finding employment. Currently, we are conducting English classes for them via Google Classes.



When analyzing an orientation session for new immigrants, it is critical to comprehend the particular demands and difficulties they confront. Upon arrival, immigrants face a multitude of challenges, ranging from adjusting to strange surroundings to obtaining necessary services and negotiating local traditions. Disregarding these requirements may result in feelings of loneliness, annoyance, and reduced efficiency. While participating in volunteering, we met numerous refugees facing language barriers. Abdullah and Rabia are two of them, assigned to us for English literacy classes. They have undergraduate degrees from their country but struggle to find jobs. They moved here last year, but in the settling months, they found difficulty finding jobs. Job employment and language learning are crucial for them at that point. However, this is a minimum of a nine-week course and was created in such a way that each student will feel more excited to finish each training session to progress to the next advanced class. Since all of the students are at similar learning levels, they feel comfortable asking the instructor whatever they want to know. They may express themselves freely in group discussions and debates, which makes it possible for students to initiate speaking in front of others while having fun in the classroom. They learn and remember new vocabulary terms by working through puzzles and quizzes. The environment is designed to be friendly and engaging, ensuring they don’t feel nervous. Watching English movies with subtitles improves both their receptive and productive skills. We have included some musical songs in the course that they can listen to of their choice with subtitles, and we have given them exercises to sing along with the singer. Through this, they practice speaking English and try to improve their listening skills as well. Since English is not their first language, it can be challenging to sing at the same pace as the singer; yet, by doing this exercise, they can get better at speaking and listening as well as gain a better understanding of Western language and culture. For the next level of training, we start their training with some fundamental grammar courses as soon as they start participating in the above-mentioned activities, which will improve their language skills on a professional level.


Through a variety of engaging activities and opportunities for hands-on learning, participants can actively work towards mastering the skills and knowledge outlined in the workshop’s objectives. Ultimately, students will learn how to create resumes in the second phase, and after this, they will get an assessment According to their performance in formative and summative examinations, and based on their performance, they move on to the next learning step of the training. In the third step, one-on-one sessions were used to practice interviews. These classes give refugees a chance to fully engage with a new culture. They now have the opportunity to enroll in several educational courses and more after learning the fundamentals, setting the foundation for their future. There would be one compulsion for the students throughout their coaching period: they have to participate. They must participate so that they can learn, and the best part about this course is that it is free, as the Google sites are freely accessible. Only one must have a personal device and proper access to the internet.

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My first Blog

Well, I would love to share my personal experience with this online learning and blending platform. I used it during my Master’s degree back in India. When COVID-19 started, I took on a part-time job as an English tutor. Initially, classes were conducted online due to the pandemic Situation. It turned out to be a unique experience as it allowed me to provide my students with real-life Experiences by conducting mock interviews, especially when preparing them for UK embassy interviews. The online sessions gave them a genuine feeling, and they learned exceptionally very well. On weekends, I also conducted in-person classes, offering a different direction to my teaching. For me, it served as a significant advantage because it was very convenient for people living far from me. I enrolled several students and earned well. As for the disadvantages, I observed that students with a weak foundation in English, meaning those whose English basics were not clear, faced difficulty accessing the class due to a shortage of time. Additionally, some students encountered network issues due to technical errors, leading to unclear doubts at times. Like a coin with two sides, online learning and blending have both pros and cons. During my first semester online, the main challenge I faced was the lack of an in-person opportunity to do my practicum.
This is all about my experience, and since blogging is new to me, there might be some mistakes in my posts.

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