Summary of Learning

Thank you, everyone!

It has been a great semester learning with you all. Your feedback, discussions, and great ideas have made this learning journey fun, fulfilling, and a positive experience all around.

Here is the link to my Summary of Learning video!

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Summary of Learning

And that’s a wrap! Thanks to my EC&I 834 classmates for the feedback, camaraderie, and support over the semester.

Below is my Summary of Learning – I touch on the Bates continuum, adapting available programs to ‘create’ our own LMS, AI, and the importance of community.

Click to view my Summary of Learning, created in Canva!

Summary of Learning

This is my last blog post for EC&I 834 and I am happy to share my Summary of Learning video with you.

I am grateful to have taken this class and learn new content related to technology in education. Thank you to Katia for instructing this class and for everyone in our course who shared content and experiences with me. I appreciate learning from all of you and I wish everyone the best in your masters program.

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…& They All Lived Happily Ever After: The Ending of Online Course Creation

…& that’s a wrap! Well for now. In a way, this also feels like the beginning as I definitely plan to further explore everything I have learned throughout this course. I look forward to creating more online learning content to use in my practice!

I am thrilled to (FINALLY!!!) share my course prototype final submission! At the beginning of the semester, I definitely did not anticipate the amount of time and effort that would go into this project, but seeing the finished product was worth it all!


Once upon a time there was a brave educator, set out on an adventurous journey to create an incredible blended learning course….

For my course prototype, I created two online learning modules to transform my (in-person) grade three, ELA fairy tale unit, into a blended unit. I chose ELA 3 for a few different reasons: 

1 – I LOVE teaching ELA, especially the fairy tales unit. Also, students enjoy this topic, so the initial engagement is already there!

2 – I have taught this unit before. Considering the technology side was brand new to me, I thought being familiar with the unit content would be helpful (it was).

3 – ELA requires a lot of language considerations, to support young learners and ELL learners with reading, writing and speaking, all of which technology can help with – assistive learning options, choice of verbal or written response on my platform, repetition of content as needed and individual work pace are a few key features that support student learning.

4 – In practice, it’s my next ELA unit, so I am able to put these online modules to the test! I will soon be trialing these modules with my current group of learners.

My unit is blended and will take place synchronously, during the school day. Students will access the learning modules on Seesaw, a platform they are familiar with, using our school shared devices. All other online materials needed within the modules (Lumi, Storyboard That, instructional videos, Youtube read alouds) are easily accessible, on Seesaw, and are free.

I am thankful for the beginning steps of this process, as my detailed course profile and thorough ADDIE model planning, helped start this unit with a very strong foundation. Initially, I focused heavily on my desired learning outcomes, to ensure these modules would be useful and relevant for my teaching practice and support the ELA 3 curriculum. To read more about my course planning, see my initial course prototype blog post: Once Upon a Blending Learning Course!

Or, feel free to access the following links:

BLOG POST – Introduction to Course Prototype (Profile & ADDIE included):

Course Profile Google Docs link:

ADDIE model Google Docs link:


The galiant educator faces many challenges throughout her journey including: online interactions, LUMI, peer feedback, equity/access, AI, and a fire-breathing dragon!

She persevered.

The weekly EC&I 834 course content was extremely helpful to my online module creation. 

Learning about the importance of interaction and community in online learning had not been a consideration of mine. Especially because my blended unit is taking place in class, within a mostly in-person unit, I hadn’t explored the ways I was going to maintain our strong sense of classroom community as students moved to work through the online modules independently. See my full blog post reflection on ‘Maintaining Meaningful Interaction in a  Blended Learning Course’ here! I explore how I can use Seesaw to maintain meaningful interactions student-to-teacher and student-to-student! As well, using Lumi, receiving peer feedback, managing course accessibility, and considering AI use, were all helpful experiences or considerations and really pushed my course prototype to be the best it could be. Read my full blog posts on these topics here:

BLOG POST – Online Learning Interactions (Use of Seesaw):

BLOG POST – Lumi Experience & Module One Creation:

BLOG POST – Response to Feedback & Equity Considerations:

BLOG POST – AI & Education:


The daring teacher was ultimately successful in her quest to create a blended unit! Although, her exciting adventures in the land of blended and online learning do not end here…stay tuned.

I am extremely proud of how my course prototype turned out! My two modules are on Seesaw, via activities, making them very accessible and easy to follow for my learners. I used Canva for design enhancement and was able to embed links to other resources as well as include live assessments right in Seesaw. Check out my modules here:

Seesaw activities photo

 Module 1 (Seesaw Activity link):

Module 2 (Seesaw Activity link):

To provide some context to this blended unit, I created a unit plan on MS Teams. As my course is blended, this outline displays the in-class learning that will be happening before and after the online modules, to give a full picture of the bigger unit! As MS Teams is not accessible to those outside my division, I reviewed this in my final course walkthrough video.

Final Course Walkthrough:

Course Walkthrough Photo

I would love to hear your thoughts on my course prototype and I’m excited to see yours too. Thank you for a wonderful semester of learning.

– Teagan

Final Course Prototype

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:-



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EC&I 834 – Summary of Learning

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!

All the best to everyone!

Course Overview – Welcome to Regina

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!

ECI834 Final Course Prototype Submission

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)

Here are links to relevant documents:

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:

And here are separate links to my LUMI instructional videos as well as an example “Journal About Math” video I created as an exemplar for students:

Thank you to Katia and classmates for making this course what it was. All the best to you all!