Author: Jasvinder Kaur

Hello everyone! I'm Jasvinder Kaur, currently enrolled in the Master of Education program with a focus on teaching, learning, and leadership at the University of Regina.

Final Course Prototype Walkthrough

Hello everyone! Here is the final submission of our course prototype, developed by me and Anchal . It has been quite a long journey over the last few months, learning new and innovative technologies. As I was not initially tech-savvy, I encountered several challenges with using different platforms. However, with time, I became more accustomed to them. I occasionally faced issues with logging in and accessing certain features, but eventually, I managed to overcome them with the help of technology.

Initially, Anchal and I struggled to decide the coursework since we are not currently teaching. However, we ultimately decided to create a profile based on the voluntary work we are involved in and we chose English Literacy classes for refugee immigrants.  In my first blog post, I shared my REFLECTION and experience in online learning. I particularly enjoyed using the Learning Management System (LMS) and the LUMI interactive videos, which were new to me and quite fascinating. One of the most valuable aspects of this course was receiving feedback on our course prototype. It was a bit of a game-changer, and I have since made improvements to my course profile.

While this work is not yet complete, it marks the beginning of a long journey in this digital platform.

Here is a link of final submission. Thank you for the wonderful terms.

Integration of AI in Education

After watching Dr. Couros video,  Anchal’s 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 Anchal’s 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.

Feedback Reflection

We sincerely appreciate the reviewer’s informative comments on both Anchal’s and my 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.

Interactive H5P for Literacy Classes

With a lot of perseverance, Anchal and I set out on the difficult task of constructing H5P.  We was annoyed at first because we were unable to seem to access Lumi’s functions. We have been wondering for the past week why we find it difficult to share our modules, 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 overcome challenges because we were passionate about incorporating interactive into our prototype, which helps communities of refugees in areas where language problems are common. Although developing these interactive video take time, but once you have done your students can learn a lot from it. With H5P’s help, we recently uploaded a video from YouTube 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 a link please click

NOTE: The worksheets follow the guidelines set forth by RIWC and are made to be easily understood by students who use Google Translate, especially those who might require explanations in Ukrainian. These worksheets are designed at a basic level so that each student’s abilities are addressed.

Module-1 of Interactive English Classes:

How to Greet Someone

I developed Module 1 for this prototype, which teaches students how to greet people in English using both the formal and informal language. One of the worksheets in the curriculum walks students through various greetings ways. The second exercise offers a discourse between two friends. Exercise 3 explores how contractions are used in English. In the last task, students practice writing a brief message by using the knowledge they have gained throughout the session. In the first interactive video I have included MCQ. True/False and Fill-up to make the video interactive. Module 2 of prototype is developed by my friend Anchal

Canvas Worksheet 1 

Interactive video

Module- 2  Grocery shopping

Canvas Worksheet2

Interactive video


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. Anchal 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, Anchal 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 them 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.

A Journey of Hope & Progress…..

Greetings, everyone! Anchal 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 Class room.


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.

Here is a template of ADDIE model. Please click on the link. Thankyou!!


My First Post

Greetings everyone! I’m thrilled and a bit nervous to dive into my first blog post. While I may not be the most tech-savvy person, I’ve embarked on a journey to update my skills and knowledge. The excitement of taking this captivating course motivated me to share my experiences and challenges with blended learning. Back in my school days, it was all about the traditional blackboard-style learning. However, in my professional career, I’ve encountered the world of blended learning. During the pandemic, schools shifted to online classes, where lectures were recorded, allowing students to access and understand them remotely. Some students opted for face-to-face classes either over Zoom or physically in the classroom.

One major challenge arose for science students (as I was teaching science subjects) who found it difficult to maintain their practical exposure through virtual classes. The absence of hands-on experiments impacted their learning significantly. Additionally, many students faced issues with devices and high-speed internet connections, hindering their seamless participation in virtual classes. In my upcoming posts, I look forward to exploring more facets of blended learning and sharing insights into how we can enhance this educational approach for a more inclusive and effective learning experience.


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