As I wrap up this course, I’ve been reflecting on the experience—not just what I created for my final project, but what I learned along the way, and how it’s reshaped the way I think about teaching, learning, and accessibility.

I started the course with a fair bit of confidence, especially around the technical aspects. I’ve had experience with LMS platforms like Brightspace, blogging, and creating interactive content with H5P. I thought, “Okay, I know my way around this stuff.” And while that was true to a point, what I quickly learned is that knowing how to use tools is different from knowing how to teach effectively with them.

What really excited me about this course was the focus on pedagogy. We weren’t just checking off a list of tech tools. We were diving into the “why” behind the design, the theories that support good teaching, and how to make learning meaningful for everyone.

One of the things I appreciated most about the course was how it modeled the kind of learning it was encouraging. The structure wasn’t top-down. It was collaborative, reflective, and built around student choice. We were invited to take responsibility for our own learning. That made a huge difference.

There was also a real sense of freedom in the assignments. We were able to pursue projects that were relevant to our own work and learning environments. For me, that meant creating a Brightspace tutorial using H5P, something I could use in a real-world context and that aligned with my own goals of increasing learner accessibility.

Another highlight for me was engaging with my peers. I want to take a moment to say how much I appreciated being part of everyone’s learning journey. Even though I didn’t reply to every blog post, I did read through many of them, and I found so much inspiration and insight in what others shared. It was encouraging to see the diversity of projects, perspectives, and approaches, and it helped me expand my own thinking.

Peer feedback was a challenge for me to be honest. Opening up your work for critique can feel vulnerable, and offering constructive feedback to others can bring up its own kind of self-doubt. But in the end, it was one of the most valuable parts of the course. Reading others’ work and offering feedback pushed me to reflect more critically on my own choices. Sometimes I found myself thinking, “Oh, that’s a great idea, I could incorporate that,” or, “That approach might work better than mine.” It created a space for growth that I didn’t expect, and I’m grateful for it.

So, thank you to everyone who made this course what it was. To all my peers, thank you for the blogs, the feedback, the ideas, and the vulnerability. Being part of this community of learners has made a lasting impression, and I’m excited to carry what I’ve learned into my future practice.

 

Shifting from Brightspace to Pressbooks: A Rationale

Access the Pressbooks Course Here

The links to Brightspace activities won’t work as you need to be a faculty or student, but most of the functionality in pressbooks will work.

 

---

Original Course Profile

Here

 

---

I Know it's almost 20 minutes, I talk slow, watch at 1.25X speed :)

When I first began designing my ECI834 course, I initially chose Brightspace as my Learning Management System. However, I quickly encountered a paradox—it felt counterintuitive to teach students how to navigate Brightspace while requiring them to already be comfortable with it. This realization prompted me to explore alternative platforms.

One of the biggest challenges I faced was accessibility, particularly for English as an Additional Language (EAL) learners. I discovered that most LMS platforms struggled to translate interactive H5P content—except for Pressbooks.

BLOG POST HERE

This alone became a deciding factor in my switch. Pressbooks also offered a cleaner layout and greater flexibility, allowing me to design the course in a way that aligned with my vision rather than fighting against platform limitations.

Another advantage of Pressbooks was its public accessibility to share with this class, also I support the OER ideology. Brightspace required institutional credentials, which limited peer review and collaboration. By moving to Pressbooks, I was able to provide open access to course content while still linking back to Brightspace for private assessments.

Prioritizing Accessibility

Accessibility was at the core of my design choices. Pressbooks’ built-in multilingual translation features stood out as a game-changer. Students could use their browser’s translation tools to convert course content into their preferred language, and I supplemented this with written instructions to guide them through the process. This became one of my favorite aspects of the course.

I also prioritized offline access by leveraging Pressbooks’ ability to generate PDFs of the course materials. While these PDFs couldn’t capture all interactive elements, they still provided a valuable resource for learners needing an alternative format.

Another key consideration was ensuring that all H5P activities had accompanying text-based instructions. This redundancy allowed students with different learning preferences—or those using screen readers—to fully engage with the material. In hindsight, I recognized an area for improvement: some visual elements in the offline version weren’t accessible to screen readers. Moving forward, I would refine these aspects to ensure truly inclusive design.

Structuring the Course for Clarity

Navigation was a major focus in my course design. Pressbooks automatically generates a linked table of contents, which streamlined the structure and ensured intuitive access to different sections. To further support learners, I included:

• Task Signposting: A designated icon for required activities, helping students quickly identify key tasks.
• Time Estimates: Each module included an estimated completion time, allowing students to manage their workload effectively.
• Pre-Existing Resources: Rather than reinventing the wheel, I embedded high-quality YouTube videos for platform navigation, leveraging familiar tools with accessible closed captions.

Engaging Pedagogical Approaches

Interactivity played a crucial role in my instructional design. I incorporated H5P activities like image sliders and drag-and-drop exercises to create an engaging learning experience. Additionally, I wanted low-stakes opportunities for learner to try thing with out the fear of failure. I included a number of exercises, including an online exam that utilizes the Respondus proctoring software, giving students hands-on exposure to digital assessment tools.

One of the most exciting elements of the course was the final assignment: student-generated content. I asked students to create a guide on a topic of their choice, in their preferred language, for future learners. This approach not only empowered students to teach one another but also fostered a diverse and inclusive knowledge base. While there was a risk that I wouldn’t understand some of the submissions, I embraced this as an opportunity to trust my students and encourage multilingual contributions. This aligns with Universal Design for Learning (UDL) principles, allowing students to choose the format that best suits them—whether it be video, infographic, written, or audio-based content.

The Creative Process: Reflection and Challenges

Designing this course was a challenging process, filled with learning moments. I genuinely enjoyed experimenting with different tools and formats, even when it meant starting over multiple times. Unlike traditional course design, where perfection is the goal from the outset, I embraced a more fluid approach—one that welcomed adaptation and refinement based on feedback.

For instance, after receiving feedback about an incorrect answer in an H5P activity, I immediately made the necessary corrections. This experience reinforced my belief in the importance of continual reflection and responsiveness in course development.

Ultimately, this experience has reaffirmed the importance of flexibility in instructional design. Course creation isn’t just about delivering content—it’s about ensuring that content is meaningful, accessible, and engaging for all students. And as I continue refining my approach, I look forward to uncovering even more ways to enhance the learning experience for future cohorts.

 

Throughout this process, it wasn’t just the peer feedback I received that helped me grow, but also the act of reviewing my own work. As I assessed the projects of my peers, I began to notice gaps and areas for improvement in my own course.

I reached a point of frustration where I realized I needed to make a major shift. I ended up switching platforms to Pressbooks, which I believe better reflects the vision I had in mind for both content and visualization. One of the main reasons for this change stemmed from the accessibility concerns we discussed in class. I struggled to get the in-browser translation feature to work properly in Brightspace, particularly when it came to H5P content. The best solution I found was to move my project to Pressbooks, where this feature would function properly.

I also found it difficult to reconcile the idea of teaching how to use Brightspace within Brightspace. It just didn’t feel right to me, almost like a logical fallacy. Now that I’ve switched to Pressbooks, I feel much more comfortable with how I can deliver the content. I’m considering using an OER-style book integrated with Brightspace for future projects within my organization. What I really appreciate about Pressbooks is its easy organization, ability to create strong visuals, and its navigation and accessibility features.

---

 

Peer Feedback

Thank you to my peers!

The feedback from my peers has been more positive than my own self-reflection. The key messages I took from their input will be critical as I move forward with refining my project. Their feedback focused on reassessing the functionality of the H5P content and placing a stronger emphasis on accessibility, which I recognize was somewhat of an afterthought in my initial design. Going forward, I plan to prioritize accessibility more thoughtfully in my revisions.

Another area that was pointed out was the lack of student-to-student interaction. This is something I’m eager to address in the next set of modules. I must admit, I was inspired by the ideas I saw in the course I analyzed, and I’ll likely incorporate message board interactions, as they align with one of my key learning outcomes. However, asynchronous interactions still feel somewhat limited, so I’m hoping to develop more engaging ideas for this aspect over time.

---

In the end, the version of the course I presented for review didn’t really align with my original vision—it felt like trying to cram a square peg into a round hole. Thanks to valuable peer feedback and my own reflections, I now feel much more confident about the direction I’m heading. I’m excited to continue refining this project and to see it come to life in a way that truly reflects my goals.

My next steps

Increase/Implement Student-to-Student Interaction

• Add discussion boards, group projects, or peer reviews.
• Consider integrating synchronous sessions (e.g., live chats or video sessions) if possible.

Check H5P Functionality

• Ensure features are working as intended
• Ensure all interactive elements work smoothly on different devices.
• Test compatibility with different browsers to confirm the best user experience.

Check Accessibility on Various Devices

• Test your course on mobile phones, tablets, and desktops to ensure it’s responsive and user-friendly across platforms.
• Check for screen reader compatibility and easy navigation for users with disabilities.

Use an Accessibility Lens to Critically Examine Content

• Reassess text contrast, font sizes, and color schemes to ensure readability for all students.
• Review alt-text for images, captions for videos, and ensure all multimedia content is accessible.
• Use accessibility tool to analyze and improve content. Content types recommendations – H5P

Course Profile:

Introduction to Brightspace for Medical Device Reprocessing Technician Students

---

LINK TO ADDIE

 

---

Course Overview 

This course is designed to introduce new medical device reprocessing (MDRT) students to the Brightspace Learning Management System (LMS). The course equips learners with the fundamental skills needed to navigate Brightspace, access course materials, submit assignments, participate in discussions, and complete online assessments. 

---

Target Student Population & Demographics 

• Intended Learners: New students enrolled in the Medical Device Reprocessing Technician  (MDRT) program. 

• Age Range: Typically 18–40 years old. 

• Educational Background: 

• High school graduates (Grade 12 education required). 

• English proficiency required: IELTS Band 6.5 overall (with a minimum of 5.0 in each component). 

• Many students are English as an Additional Language (EAL) learners, necessitating additional support and accessibility considerations. 

• Current Skill Level: 

• Little to no prior experience with medical device reprocessing. 

• Varying levels of familiarity with online learning platforms and technology. 

Course Format 

• Delivery Mode: Online Learning with LMS 

• Online (Asynchronous) via Brightspace for instructional content, discussions, quizzes, and assessments. 

• Pacing: Self-paced with structured deadlines for assignments and discussions. 

• Instructor Support: Available through discussion forums, email, and scheduled office hours. 

Course Toolset 

• Learning Management System: D2L Brightspace (hosted by the institution). 

• Instructional Tools: 

• Video tutorials and step-by-step guides on using Brightspace. 

• Interactive H5P practice activities for LMS navigation. 

• Downloadable PDF resources for offline access. 

• Communication Tools: 

• Announcements via the Brightspace newsfeed. 

• Email and discussion forums for student-instructor and peer interactions. 

• Assessment Tools: 

• Brightspace quizzes and exams. 

• Assignment submissions through Dropbox. 

• Discussion board participation. 

---

Course Content & Learning Objectives 

Primary Learning Objectives 

Upon completing this course, students will be able to: 

1. Log into Brightspace and access their course dashboard. 

1. Navigate key sections of Brightspace, including Learning Outcomes, Calendar, Newsfeed, and Exam Sections. 

1. Submit assignments through the Dropbox feature. 

1. Engage in online discussions by making posts and responding to peers. 

1. Complete an example exam within Brightspace to simulate actual course assessments. 

---

Assessment Strategies 

• Formative Assessments: 

• Creating Instructional Guides for Fellow Students

• Summative Assessments: 

• Complete an interactive tutorial with hotspots. 

• Participate in a peer review of discussion posts. 

• Complete an auto-graded sample quiz. 

 Self-Assessment & Reflection: 

• End-of-course survey to gather feedback on student learning and experience.

 

---

Considerations for Common Concerns 

Low Bandwidth & Device Accessibility 

• Course materials available in multiple formats (video, text/transcript). 

• Mobile-friendly design for students accessing Brightspace via smartphones. 

• Alternative submission methods for students with connectivity issues (e.g., email submissions in emergencies). 

EAL Learners & Language Barriers 

• Simple and clear language used throughout the course materials. 

• Visual aids and step-by-step instructional videos.

• Glossary of common LMS and technical terms. 

Attendance & Engagement Concerns 

• Asynchronous format allows flexibility for students balancing work or family responsibilities. 

 Cultural & Socioeconomic Considerations 

• Inclusive content design to accommodate diverse backgrounds. 

• Encouragement of peer collaboration for future student’s learning experiences. 

---

Rationale for Course Design Choices 

The design of this course is centered on accessibility and student success, particularly for EAL learners and those with limited digital literacy. The asynchronous approach offers for support while allowing students the flexibility to engage at their own pace. 

By focusing on essential LMS skills and providing step-by-step guidance, the course aims to build confidence and competence in using Brightspace, setting students up for success in their MDRT program. 

I want the student to work through the different task and accomplish them or make mistakes with out any repercussions, the idea is low stake opportunities to learn.  

Utilizing the theory of UDL, the final assignment is for the student to create, a piece of work that would explain to a future student on how to complete one of the tasks they completed in this course. I am working with the idea that they can use their native language for some or all the content.  My hope is that these projects could come together as a database in multiple languages to service future students.  

Although I am creating this for my class. None of the content is specific to it, and this course could be borrowed and used in any program in my organization  

 

Beatty (2019) defines HyFlex education as a course design that:

1. Combines at least two complete learning paths—one in-person and at least one online.
2. Supports ongoing student choice and flexibility among these learning paths.

Advantages of HyFlex Learning

I’ve selected some advantages that I believe are particularly relevant to my organization and areas of interest.

Increased Seat Capacity

HyFlex courses can significantly expand the capacity of educational institutions without requiring additional physical infrastructure (Beatty, 2019). For example, in a traditional model, 25 students might attend two in-person sessions per week. In a HyFlex model, institutions could offer:

• One asynchronous online learning path.
• Two separate in-person groups meeting once a week (e.g., 25 students on Tuesday and 25 on Thursday).

This approach enables institutions to serve 50 students in the same physical space, reducing the need for new buildings while increasing access for learners.

Flexibility and Schedule Control for Students

HyFlex offers unparalleled flexibility, allowing students to choose the learning path that best fits their schedules and learning preferences (Beatty, 2019). This flexibility benefits:

• Working students balancing education with job responsibilities.
• Caregivers who need adaptable schedules.
• Learners who thrive in online environments or require in-person interaction for certain topics.

Sense of Community and Increased Motivation

Initially, I assumed that community development would be limited in a HyFlex model. However, research by Chen and Chiou (2012) highlights how HyFlex environments foster a strong sense of community by providing multiple ways for students to communicate and collaborate. This flexibility also enhances motivation, as students engage in ways that are most convenient and meaningful to them (Mistahov-Rapoport, 2022).

Challenges of HyFlex Learning

Addressing Marginalized Populations

While HyFlex has the potential to reduce barriers to education, it is important to recognize the challenges faced by marginalized learners, such as:

• Limited access to reliable internet or technology.
• Infrastructural barriers that hinder hybrid learning.
• Cultural or contextual factors requiring customized support (Mayr & Oppl, 2023).

Mayr and Oppl (2023) emphasize that blended learning systems for marginalized communities must prioritize:

• Facilitator Training: Equip facilitators to effectively support students both online and offline.
• Accessible Infrastructure: Provide reliable internet, appropriate hardware, and alternative learning methods.
• Flexibility and Context: Design culturally relevant and mobile-friendly content that meets diverse learner needs.
• Human-Centered Design: Continuously gather and act on student feedback to improve accessibility and outcomes.

Additionally Mistahov-Rapoport (2022) discusses Reich’s (2020) argument that while educational technologies promise transformation, they often reinforce existing inequalities. This reminds us that HyFlex, while promising, is not a universal solution.

Bates (2019) notes that fully online learning environments often work better for older, more mature students, those with higher levels of education, and part-time students who are working or managing families. Which I feel is true, but I would like to hear from those that teach different ages if they agree.

Is HyFlex the Future of Education?

There is no denying that HyFlex offers significant advantages, especially in terms of accessibility, flexibility, and scalability. However, it’s not a one-size-fits-all solution. Educators and institutions must address its limitations to ensure it serves all learners effectively, particularly those from marginalized communities.

It is also important to distinguish between modality and pedagogy. While modality influences the learning experience, the pedagogical approach ultimately determines its effectiveness (Irvine, 2020). Mayr and Oppl (2023) stress that high-quality education depends on trained instructors who understand how to apply appropriate pedagogies.

HyFlex learning represents a promising model for the future of education, providing opportunities for flexibility and accessibility. However, educators and institutions must address challenges related to equity, infrastructure, and pedagogy.

 

References

ChatGTP used for clarification and wording, thoughts and messages are my own

• Bates, A. (2019). Teaching in a Digital Age – Second Edition (2nd ed.) [Review of Teaching in a Digital Age – Second Edition]. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
• Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. https://doi.org/10.59668/33
• Irvine, V. (2020, October 26). The Landscape of Merging Modalities [Review of The Landscape of Merging Modalities]. Educause. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities
• Mayr, A., & Oppl, S. (2023). Higher education at the margins—success criteria for blended learning systems for marginalized communities.
• Mistahov-Rapoport, S. (2022). HyFlex Teaching and Learning at Bow Valley College. Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. https://edtechbooks.org/hyflex/bow_valley_college

After contact my organizations Learning Technology support, I was granted a Brightspace Sandbox to play and develop some ideas in.

 

After our first class meeting, I am genuinely excited about the journey ahead. The session sparked immediate thoughts about potential projects, and I wasted no time in reaching out to my program head for guidance on what content would be most beneficial for both staff and students.

One suggestion that stood out was to create a tutorial for navigating D2L Brightspace, the Learning Management System used by Saskatchewan Polytechnic. While there is a generic tutorial available for students, our course could greatly benefit from a tailored version.

I am particularly interested in addressing the cultural and language nuances of my students, many of whom are new Canadians and English language learners. This consideration will ensure that the tutorial is not only informative but also accessible and inclusive for everyone.