After a semester full of reflection, design, feedback, and a few late-night Canvas meltdowns… it only felt right to wrap up EC&I 834 in the most me way possible—a podcast! In this 7-minute episode, I share my learning journey through the course: from wondering whether HyFlex was a yoga move to designing an asynchronous Workplace 20 course that’s flexible, interactive, and student-centred. You’ll hear about my favourite tools (looking at you, Lucid Spark and Canvas), my most “aha!” moments, a few fails, and everything in between. Spoiler: I may have gone from level 50 to 1000 as an educator. 🎧 Listen here : Stick around to the end of the…

As the semester draws to a close, I find myself reflecting deeply on the journey of creating my “Flexible Learning for Student Athletes – Workplace 20” prototype. This project has been far more than just an academic exercise; it’s been a personal exploration into the intersection of education, technology, and the unique needs of a remarkable group of students: student-athletes. Course Prototype Overview: A Holistic Approach to Workplace Math Readiness The Online Workplace 20 course was conceived with the understanding that student-athletes juggle an immense array of responsibilities. They are not just students; they are athletes, often training and competing at high levels, which leaves them with limited time in…

Welcome Back: Feedback Edition Receiving feedback is always a valuable part of the course design process, and I’m incredibly grateful for the insights shared by my peers during our Week 7 class and through their thoughtful reviews. After reviewing the feedback, I have a clearer understanding of how I can refine my course prototype to better meet student needs while ensuring a positive, inclusive learning environment. Key Takeaways from Feedback The feedback highlighted several strengths of my Workplace Math 20 course prototype, particularly regarding its organization, clear navigation, and the use of interactive tools like Desmos. Reviewers appreciated the real-world connections in the activities and the flexibility that my asynchronous…

As a high school math teacher, I know that math can sometimes feel like a solitary subject—just you, your calculator, and an endless sea of numbers. But learning is never truly an individual pursuit. Some of the best “aha!” moments happen through collaborative problem-solving, peer discussions, and asking the right (or wrong) questions. That’s why, in my blended Workplace 20 course, I plan to create meaningful student-to-student and student-to-instructor interactions that go beyond just answering questions in a discussion board. So, how do we bring a sense of community into an online or blended math classroom without it feeling forced? How do we make learning interactive and engaging while maintaining…