I can’t believe EC&I 834 is already ending. This semester has been full of learning, trying new tools that I have never used before, and growing as a teacher. To end the course in a special way, I made a short podcast!
In the podcast, I talked about how blended and online learning can be fun, fair, and helpful for students. One of the best parts of this course was writing weekly blog posts. I would like to mention that this is the first time I have done the blogs. These blogs helped me think about what I learned and how to use it in real classroom situations. I really enjoyed reading and replying to comments from my classmates which was the best part and it felt like we were learning together.
Discord became one of my favourite tools. It made it easy to ask questions, share ideas, and support each other quickly. I have asked so many questions and got a reply instantly which is really commendable. I also talked about Canvas and this is also the first time I have used it. At the beginning of learning canvas was a little bit overwhelming for me. But when I got the chance to explore I liked it to build lessons, adding interactive videos, quizzes, group discussions and so on. I learned how to make lessons simple and clear so that all students can understand and enjoy learning.
Now, I feel more confident and ready to create learning that includes everyone and makes them excited to learn. Thank you for being part of this journey!
A wonderful journey I started in January is now it is coming to an end. I thought I would learn so many things from this course and I will incorporate this learning into my teaching profession. I was absolutely right. I have learned so much from this course! The first thing I learned is how to explore the theoretical and historical benefits of blended and online learning. I also gained a better understanding of blended and online learning practices, including important technical and teaching terms.
One of the key things I learned is how to create an ADDIE worksheet and a course profile. This includes understanding demographics, course format, and more. I learned how to use the Learning Management System (LMS) in my course framework. Additionally, I discovered how to use Lumi to create interactive videos with H5P. I am really grateful to my professor and my classmates for their support throughout this journey!
I decided to design a course that reflects the in-person classroom experiences I used to conduct. Drawing from my past teaching, I structured the course to make it suitable for Grade 3 students learning about Social Studies. I had a lot to learn about making interactive videos, but I was excited to use new tools to make learning fun and engaging for my students.
My course prototype includes three modules. Module 1 focuses on recycling, where students learn why recycling is important for the environment. It includes a fun video titled “How Recycling Works,” a group discussion on “The Importance of Recycling: What Goes Where?” and a quiz to check their understanding.
Module 2 dives into the cultural aspects of our community. Students participate in a group discussion and storytelling activity about important places in their community and their roles. They also complete a matching quiz to reinforce their understanding of cultural diversity.
Module 3 is all about goods and services. Students explore what goods and services are, and they engage in an interactive sorting game where they categorize different items. They will complete a short quiz to assess their knowledge of the topic.
I have created a course profile that outlines the details of the course, including the target audience (Grade 3 students), course format, learning objectives, and assessment strategies. I also considered common concerns, such as access to technology and different reading levels, to ensure all students can participate.
I am really excited about this project, but I am also open to feedback! I know there is always room for improvement, and I am eager to continue my journey from a novice online course designer to a more experienced one. This experience has been both challenging and rewarding. I have learned a lot about creating engaging content, integrating interactive elements, and making sure the course is accessible to all learners.
Additionally, I have prepared a 10-minute walkthrough video of my course prototype. In this video, I showcase all the modules, interactive elements, and key features I designed. This allows viewers to see how everything works together to create an engaging learning experience for students.
As I move forward, I plan to refine my approach, gather feedback from my peers, and try out new ways to make learning even more engaging. This project is just the beginning of my exciting journey in online and blended learning design!
Exploring an Interactive Recycling Course: A Step Towards Sustainable Learning
Welcome to my blog! Today, I am excited to share my thoughts on the Class 3 Social Studies course prototype. This course is made to help young learners explore their world in a fun and interesting way. After looking at the feedback from our class and reviewers, I found some helpful suggestions. The feedback pointed out some strong points of the course, like how well it is organized, how engaging it is, and how it meets our goals. However, it also mentioned some areas to improve, such as making the quiz questions easier to understand and improving the feedback we give.
This course teaches participants about recycling, waste management, and sustainability. It employs interactive modules, quizzes, and real-life examples to demonstrate how our actions can impact the environment. Instead of merely sharing facts, the course encourages everyone to participate, making learning more enjoyable.
Hands-On Learning Approach
What makes this course special is its interactive activities, such as the Lumi video that allows students to sort recycling items. Participants can engage with the content in exciting ways. The course also has a point system, enabling learners to earn points and unlock rewards, which makes it even more enjoyable.
Practical Applications and Real-World Impact
The course not only provides knowledge but also teaches practical skills that can be used in daily life. Participants learn how to identify recyclable materials, understand local recycling rules, and reduce waste by making smarter choices. These practical lessons help learners take real steps toward sustainability.
Reflection on Accessibility and Equity
After thinking about accessibility and fairness, I understand how important it is to make the course as inclusive as possible. Here are a few things I plan to focus on:
Ensuring Technological Accessibility:
I will check that the course works well on different devices, like mobile phones and tablets.
All multimedia elements (videos, images, interactive activities) will have descriptions and captions for better understanding.
Supporting Diverse Learning Needs:
The course will use different ways to present information, like text, pictures, and audio, to help different learning styles.
Activities will be flexible, allowing students to participate in different ways (like writing answers, recording responses, or joining discussions).
Addressing Socioeconomic Barriers:
I will make sure that resources used in the course are free and do not need high-speed internet.
Printable versions of important materials will be available for students who have limited access to digital resources.
Final Thoughts: A Great Course for Eco-Conscious Learners
Lastly, I want to say that the Class 3 Social Studies course prototype offers a fun and engaging way for young learners to explore their world in a fun way. Interactive activities and relatable content will help the students to develop a better understanding of their community. The feedback received by my classmates will help improve the course even further which will ensure that it meets the diverse needs of all students. Thank you for taking the time to read about this exciting project.
In my Grade 3 Social Studies course, I think it is really important for students to interact with each other and with teachers in different ways to make learning more fun and effective. From my own experience, I have seen that communication and teamwork make a big difference in how students learn. There should be an environment where they will learn about the studies and share their opinions and flourish there ideas.
Student and Instructor Interactions in My Course Prototype
In my course, I will use several tools to help students learn and interact with each other. The first tool I will use is Canvas. On Canvas, I will post different materials related to social studies, including video lectures, educational videos, and articles. Students will also complete assignments, worksheets, and quizzes on Canvas. This platform will be very important for managing learning activities.
The second tool I will use is Zoom. Through Zoom, students will participate in live (synchronous) classes where they can interact with each other and with me. Sometimes, I will divide them into small groups so they can discuss what they have learned during the week. This will help students share their ideas and understand the topics better.
Another tool I will include is Google Maps and Google Arts & Culture. These tools will allow students to explore different communities and learn about various places in an interactive way. They will also have discussions based on what they discover.
I will also use Padlet, which is a great tool for collaboration and idea sharing. Students can post their thoughts, comment on each other’s ideas, and work together on different topics.
Finally, I will use Google Slides for student presentations. This will give them a chance to express their learning creatively. I am excited to see how students use Google Slides to showcase their knowledge in unique and engaging ways.
These tools will make learning more interactive, engaging, and enjoyable for students while allowing them to develop important digital skills.
While exploring the insights shared by Michael Wesch and the readings on online collaborative learning, I discovered several key takeaways that can greatly improve my approach to teaching in digital spaces. I plan to share some short videos with my students.
For assessment, I have chosen two things. The first is formative assessment, which is ongoing in the class. Sometimes, students will have a discussion on a topic and do Think-Pair-Share. Then, they will complete KWL charts, followed by a digital reflection using Google Docs or drawing apps. They will also do matching or sorting activities and participate in a storytelling circle.
The second is summative assessment. A summative assessment is a type of final assessment, but it is important. For this, I have assigned an illustrated storybook on community life. Students can draw, write, or create a presentation about their daily life. Different communities can share their cultural presentation through slides, posters, or video recordings. There will also be an interactive map project, journal entries, and role-play activities.
I am excited to share my latest project—an ADDIE Model Template designed specifically for my Grade 3 class. This template is structured to enhance culturally responsive learning while aligning with the Saskatchewan Grade 3 Social Studies curriculum. I am not a teacher in a traditional schedule but I have put in my best effort to create something meaningful. I would really appreciate your feedback.
Social Studies helps young learners understand their community, culture, and the broader world. Grade 3 students are at a crucial stage of developing their sense of identity, belonging, and responsibility within society. However, without structured instruction, students may lack the foundational knowledge necessary to engage as informed and responsible citizens.
If this need is not addressed:
Students may struggle to understand historical events, geography, and cultural diversity.
They may lack the critical thinking skills needed to analyze social issues.
There may be limited appreciation for community involvement and civic responsibility
Learner personas:
Students who are in grade 3, and would range in age from 7-9.
Curious Explorer (Age 8) – Loves storytelling, asks many “why” questions, enjoys hands-on activities, and needs visual aids.
Hands-On Learner (Age 7) – Learns best through projects, excels in discussions but struggles with heavy reading, benefits from real-life examples.
Digital Learner (Age 9) – Comfortable with technology, prefers interactive learning apps and short videos, needs structured screen time with guidance.
Course overview:
This Social Studies course will focus on key themes from the Saskatchewan Grade 3 Social Studies curriculum, covering:
Community and Identity: Understanding roles, responsibilities, and diversity in communities.
Geography and Environment: Learning about maps, landforms, and natural resources.
History and Traditions: Exploring Indigenous cultures and early settlers.
Government and Citizenship: Understanding leadership, laws, and rights.
Economy and Trade: Introduction to goods, services, and decision-making.
The course aims to foster inquiry-based learning, encouraging students to think critically about social issues.
Learning environment:
Students:
Students have varied reading levels (Grade 1-3), requiring differentiated instruction.
Pairing students with similar reading levels supports peer learning.
Incorporating culturally engaging and inclusive tools ensures representation and relevance in learning.
Teachers:
Teachers, literacy specialists, and educational assistants need to balance cultural expectations with curriculum outcomes.
Training in inclusive pedagogy is essential to address diverse learning needs.
Professional development on digital literacy tools and inquiry-based learning strategies is necessary.
Subject:
Social Studies emphasizes equity, inclusion, and diverse perspectives.
The Saskatchewan Social Studies curriculum focuses on community, history, geography, and responsible citizenship.
Oral and written communication skills are integrated into lessons through storytelling, discussions, and reflective writing.
Digital literacy is incorporated through online research, mapping tools, and interactive simulations.
Technology:
Access to classroom Chromebooks/tablets for research, presentations, and digital projects.
Differentiated learning materials, such as levelled reading passages, visual organizers, and interactive activities.
Use of Zoom, Canvas, and virtual field trips to enhance engagement.
Cost:
Device accessibility (Chromebooks or tablets) varies by school funding.
Subscription costs for interactive learning platforms (e.g., Google Earth for mapping, virtual museum tours).
Printed resources and hands-on activities provide alternatives for students with limited digital access.
Course-level objectives:
By the end of this course, learners will be able to:
Analyze daily life in diverse communities by comparing housing, work, education, and cultural elements.
Examine cultural traditions and values in various communities and understand their significance.
Illustrate the interdependence of communities by researching product origins and exploring global connections.
Instructional approach:
Students will engage in:
Inquiry-Based Learning – Exploring real-world case studies, community comparisons, and cultural artefacts.
Hands-on Activities – Mapping exercises, storytelling, and cultural craft projects.
Collaborative Discussions – Peer-sharing about their own cultural experiences and perspectives.
Role-Playing & Simulations – Experiencing daily life in different communities through classroom role-play.
Multimedia Integration – Videos, virtual field trips, and interactive digital activities.
Assessments
Formative Assessments (Ongoing):
Class Discussions & Think-Pair-Share
KWL Charts (Know, Want to Know, Learned)
Digital Reflections (Google Docs, or Drawing Apps)
Matching or Sorting Activities
Hands-on Activities (Crafts, Dioramas, Role-play)
Storytelling Circle
Summative Assessments (Final Evaluation):
Illustrated Storybook on Community Life – Students draw/write about daily life in different communities.
Cultural Presentation (Posters, Slides, or Video Recordings) – Students share traditions from a chosen culture.
Group Mural on Local & Global Connections – Illustrates how products and cultures connect.
Interactive Map Project – Pinpoint origins of products used in daily life.
Journal Entries (Written, Illustrated, or Digital) – Reflects on community, culture, and interdependence.
Role-Play Activity – Act out daily life from different communities
Major platforms
Educational technologies
Technology and Tools
LMS: Canvas for assignments, worksheets and quizzes.
Google Earth/Maps – Exploring global communities.
Padlet – Collaborative idea-sharing.
Zoom: Synchronous class and discussions.
Google Slides – Student-created presentations.
How Technology Helps:
Canvas (LMS) – Acts as a central hub for assignments, worksheets, and quizzes.
Google Earth/Maps – Interactive exploration of global communities.
Padlet – Collaborative idea-sharing platform.
Zoom – Synchronous class and discussions.
Google Slides – Student-created presentations.
Course design pre-planning
Learning objective
Assessment
Learning material
Analyze daily life in a diversity of communities.
– Label and describe key aspects of daily life in different communities using a graphic organizer. – Create a “Day in the Life” journal entry comparing daily routines in different cultures.
– Pictures and videos of global communities. – Storybooks and folktales from diverse cultures. – Graphic organizers and worksheets.
Compare cultural elements in different communities.
– Group discussions and storytelling activities about cultural traditions. – Create a digital or paper collage of cultural symbols (food, clothing, traditions).
– Indigenous and multicultural storybooks. – Cultural artefacts (images, videos, guest speakers). – Art supplies for collage-making.
Compare cultural elements in different communities.
– Group discussions and storytelling activities about cultural traditions. – Create a digital or paper collage of cultural symbols (food, clothing, traditions).
– Indigenous and multicultural storybooks. – Cultural artefacts (images, videos, guest speakers). – Art supplies for collage-making.
Examine how communities interact globally.
– Research project on a product’s journey from local to global. – Draw a map showing where classroom items originate.
– Google Earth/Maps for exploring trade routes. – Labels on classroom objects (e.g., “Made in…” tags).
Illustrate examples of interdependence in communities.
– Conduct a “Trade Simulation” where students role-play as producers and consumers. – Reflection journal on how their choices affect people elsewhere.
– Interactive online maps showing global trade. – Videos on how different goods are produced and transported.
Compare the life of a child in different communities.
– Pair discussions comparing education, recreation, and family life. – Create an illustrated “A Day in My Life” book with comparisons.
– Videos and interviews with children from diverse backgrounds. – Journals and drawing materials.
References
I referred to ChatGPT for clarification and wording, but the thoughts and messages presented are solely my own.
My experience with blended learning and technology integration has been a mix of opportunities and challenges in Bangladesh. I have been teaching in Dhaka City School for over seven years, so teachers often use projectors, PowerPoint presentations and videos to make lessons more interesting and engaging for students.
Personally, I believe that blended learning is an excellent approach because it creates a good balance between traditional and modern teaching methods. When students rely solely on textbooks, paper-based activities, and reading and writing, the learning environment can sometimes become monotonous. However, incorporating online tools like PowerPoint presentations, videos, or interactive activities can make lessons more engaging and enjoyable. For example, instead of regular exams, we could ask students to create projects on specific topics, which allows them to learn in a more creative and hands-on way.
This approach helps students feel more included and engaged in the classroom. It reduces boredom and increases their interest in the lessons, making learning more meaningful and enjoyable. As a result, I believe attendance rates would improve, and students would retain the knowledge for a longer time because they feel connected to the learning process. Blended learning encourages active participation, making students feel valued and ensuring they stay motivated throughout their education journey.
During the COVID-19 pandemic, we shifted to online classes using Zoom. During COVID-19, we had to convert our classes to online platforms like Zoom and Google Classroom. While it sounds simple to say, it was actually very challenging. We had to prepare ourselves, the students, and even the parents for this big change. This was especially hard because, in most cases, the parents were working, so the children didn’t know how to use the platforms. They didn’t know how to open the apps, login, or complete their tasks without help.
Another major challenge was the lack of devices. Many families had only one device, but multiple children who needed to attend online classes at the same time. This created a lot of stress for everyone. Looking back, it might seem like we handled things well, but at that time, it was extremely difficult for educators, students, and parents to adjust and cope with the situation. It was a very tough experience for all of us.
The children in that rural area were not attending online classes because internet access and devices were not readily available. The situation there was vastly different from what I had seen in urban areas, where students could access online education more easily. In rural areas, the struggle was much harder.
I don’t want to blame anyone because everything happened so fast, and adapting to such a sudden change took time. Eventually, the rural schools came up with a solution. They introduced an alternate-day system where students would attend classes on different days to avoid crowding. For instance, some classes would take place two or three days a week while others alternated.
It was very difficult, but the government started televising classes six days a week. I am not sure how helpful these classes were for the students because there was no two-way communication. However, it was better to have something than nothing at all. Blended learning has also shown us great opportunities to make education more effective and meaningful.
