Category Archives: EC&I 834 Course Prototype Development

Final Course Prototype Submission!!!

Hello everyone!

Exciting day! Here is my final course overview for my course prototype.

It has been a long journey from my first post where I was mostly worried we would be going online again, so my thoughts were all over the place and did not have any flow or direction when it came to the implementation, but I had a few decent ideas about the course profile and what my target audience, considerations, and outcomes would focus on!

Here is my course “Syllabus” or profile:

One item I had not even considered in my first post was the idea of collaboration. My second post looked at ideas from Alec and ECI831 last semester with blogging and social media, as well as Dr. Irvine and Bate‘s notions about asynchronous groups of students who could meet outside of class time but have group projects, discussion, and friendship building sessions. Many considerations come out of this idea, so please check out the post!

If you’d like to see my Module 1 outline and video that is uploaded to OneNote, check out this blog post! And after the feedback class, I posted some answers to common questions about the LMS I used as well as other content concepts which can be found here on blog post 4. I also posted an update about how the prototype creation was going, found here.

There were a few tricky learning curves along the way that slowed me down but were good tools to have going forward. A few notable ones are: do not use any “- = , @ &” in the tab creation in OneNote. It will not be recognized and you will have to go through each student’s “binder” to delete the tabs pushed to them and redistribute them. Secondly, and I sort of touch on this at the end of my final submission, is that once you push a page to students, you cannot edit the original page…. they do not sync. SO, again, you’d have to go to each student’s binder to delete that page and redistribute.

Finally, I have posted the videos I created for Module 2 and 3 as well as a rough overview of some trials and tribulations about creating the content.

Overall, using OneNote has been a positive experience. I have been using the tool for a few years now and I still get stuck on some of the systems it has. I would ideally like to import this notebook into Teams and function solely in Teams for messages, calls, meetings, content and homework submissions, etc. HOWEVER, the two tools still do not blend together. If it was not for the fact that I can actually use OneNote and the course I created in future years in my career, I fully believe there are better tools out there to use as LMS systems. I recently learned that the online teachers in my division can use Moodle for their platform, which I think would be far more beneficial than the tools we are provided as classroom teachers. Regardless, OneNote helped me get through online/remote learning during the pandemic and it has been a positive learning experience in creating an actual course, rather than the smorgasbord of thrown together teaching we were forced into back in 2020.

Thank you for taking the time to view my video and read my reflection on the process. Please provide any feedback or question you may have below!

Until next time…


Module 2 & 3 Update

I have been pushing through and adding content, ideas, apps, and so on to Module #2 and #3 for the ECI 834 course prototype. Yes, I am doing an extra module… not for extra marks, but it seems easiest to just finish off the course so that I have this work completed for the next time I have to teach this unit or for when/if I end up teaching this online.

Here is my Module 2 overview that students can see on the OneNote page!

And here is the Module 3 overview as well…

It is hard to really go deep into some of the assignments while keeping an eye on the clock. My idea here is that it is a brief overview for students to get a quick taste of what is expected. Then, when we have Teams Meetings or F2F meetings in the classroom, we could go over them in more detail. Kind of like giving an assignment with a rubric and breaking down the pieces with students in person and answering questions as they come up!

I actually enjoyed creating these videos and walking through the assignments for students. There are, however, a few assumptions here. One main assumption is that students know how to use OneNote as we will go over the LMS in person to show the tricks to the app. One thing that is difficult when creating overviews like this is if you forget to mention something, it is difficult to amend it. Basically, a whole new screencast must be done to include that missed piece (if you want it in the video, that is).

Thus, in Module 3, I did not mention in the video that students will create the Minecraft simulation of a healthy and unhealthy ecosystem and then use WeVideo to go over it and show students their work. Similar to what I have done in creating the course, students will then export their video (unlisted) and share it to Youtube, at which point they can add their creation to their Fan.School (former Kidblog) for other students to see their work!

A bit of a long process, but I am happy with how they turned out. Stay tuned for my final overview of the course!!


ECI 832 and 834 Major Project Updates

Well, it has been a very busy couple of weeks with classes, school, keeping up on marking and preparing for Student Conferences next week. Anyway! The projects are coming along nicely!

I would say that my ECI834 Course Prototype is about 90% complete, with just a few things to add and tweak before the final submission in two weeks!

My ECI832 Digitial Citizenship resource is coming along. Right now, I am modelling it after the Prototype format from 834 and creating an online digital citizenship/literacy unit that I can use synchronously or asynchronously with my students present and future!

834 Science 8 Prototype has three modules, number one is complete and I am fine-tuning modules two and three as we speak! 832 will have four (maybe one more) modules with a few “sections” beneath each one. I have citizenship and literacy topics grouped into these sections with a small activity or larger

assignment attached to each. This unit could take up to a few months to complete, or work through at a quicker pace, depending on the classroom needs for scheduling. If I were to continue developing this unit, I would include refreshing activities to complete throughout the year (if we remember to come back, which we often forget to do!)

In the effort for our division to require digital citizenship to be taught in all classrooms, we actually have outcomes that have been added to the Practical and Applied Arts strand in Religion. So, for grades 7&8, we actually have outcomes to cover in this area of study.

“PAA 7.1 & 8.1: Explore elements of Digital Citizenship to understand how to navigate and participate in a digital world guided by faith”

Many students have been talking about having a course or specific outcomes from the Ministry and I completely agree that we should have something a little more streamlined from the government that makes digital citizenship a staple in teaching ELA or Health; it should no be up to individual divisions to incorporated those concepts and ideas into the curriculum.

What are your thoughts on including outcomes in the curriculum? Would that help you build content in your classroom, or should it be left to the teachers and school divisions to mandate Digital Citizenship/Literacy?

Feedback from Module 1

I received great quality feedback from Bret and Leona for Module 1 of my course prototype! Thank you for taking the time to review it and giving critical feedback, as well as many compliments! I am happy that my brainwaves were able to be organized in a sense that colleagues say they could pick up the documents and teach the course no problem!

Question or critical comment:My Attempt at an Answer:
Addressing tech and wifi issues at homeThe pandemic taught us a great deal about the need for access around the globe. Students’ wifi access will need to function in order to accomplish the goals of the class. If a student cannot access wifi one day, the option would be there for them to come to the school or make alternate arrangements. In theory, if a student is registered in an online course like this, then parents should be prepared to have the appropriate necessities at home to allow students access and thus success. That being said, any and all situations would be dealt with on a case-by-case basis!
How you will address any learning needs in your classroom. Are there adaptations that will be made for EAL or LRT students?OneNote has been a great resource for my EAL and LRT students in the classroom. With immersive reader and dictation, the platform supports a variety of learners. The videos I shared could be close captioned for anyone with auditory issues, and speed/frequency can be adjusted on Youtube. As always, I would rely on our EAL and LRT teachers to help individual students where necessary. Perhaps one-on-one Teams calls could be an option for those who struggled with the initial instruction videos?
I’m wondering if there needs to be a purpose laid out for the students – I know many elementary teachers like to use the “I can statement” or “students will be able to”.I have used “I Can Statements” before, however, my division has moved away from them in the last few years. In the f2f meetings or Teams calls, we could address expectations for that day or section.
I see you will be using a rubric for your poster project.  Where does that come from?I make all of my rubrics! I use the specific outcomes (often I will add a few more when entering in the system) and then general guidelines that students can see what is expected of them to get the “EU” grade! I usually look at the internet for inspiration and then start plugging away in MS Word.
I see that you are asking them to add information about the slides to their Padlet. Are you using Padlet like a digital note-taking book?Yes! The Padlet will be used as an ongoing, class note-taking database where anyone can add information to help study and recall facts later in the term.
If a grade 8 heard supplemental they would think “optional” and not actually go through the slides.  Do you want them to complete the power points for a purpose? Or is it really just for extra?I agree. Supplemental might be the wrong word. I will adjust that for the final submission!
We will be going over the slides in class or on a Teams call. Students also have access to that content in the textbook too.
Have you ever used CANVA.COM – it is a pretty good online tool for making posters and brochures – Many free aspects to it.I have had my students use Canva for infographics and posters before! Great website!
I wasn’t able to become a student in the course. I’m assuming you can’t give me access to the OneNote class because this is your school board secure site. The video showed that all tabs and links were working.I hate that I cannot share the Notebook with anyone outside of my division. I have put Katerine and Amaya as students in the OneNote so they can view it, but the screencast or WeVideo will have to do for now. But yes, all links and tabs work! 🙂
Where do students hand assignments in? OneNote doesn’t really have a place to submit work. You can submit assignments in MS Teams but it becomes harder to track. In the past, I have added a hand-in tab where students can insert their own document and the teacher can easily locate all submitted work. Not nearly as easy as other LMS platforms but it was the path of least resistance for me!
Have you seen “Science Max Videos” – He’s my new favourite – I call him the new and younger “Bill Nye”.I have not seen Science Max videos but after your feedback, I Googled the videos and they look like a great resource for science. I will definitely use them in my upcoming science unit! Thank you!
I’m going to assume like any LMS that is chosen to be used by a teacher for any type of course some pre-teaching will need to be completed on how to use the LMS.  Once that has been accomplished it looks as though One Note is a fairly simple LMS to navigate. The course video is a good idea – However, maybe could it be a SreenCast instead so that if students really do need assistance on how and where to click and find things they can do rather than just listen – catch those visual learners.Yes! Pre-teaching the OneNote process is key. It is tricky to get going with, but once you get the hang of it, the platform works really well! I am lucky to have had a few Connected Educators teach the previous grades, so on day one of Grades 7&8, students hit the ground running with formatting their devices, joining OneNote and all other sites we use. Most of the additional sites used in this prototype are available in my division and can be accessed by Clever (which is a comprehensive site that holds all subscribed apps and can be accessed using their student O365 sign-in!)
Good point about the screencast! One of my videos was a screen share of what to do, and one was just listening to me blabber on about the course haha.

Again, thank you for the critical feedback and guidance in the right direction. Many questions brought up in the review were very timely with last nights’ class that was centered around accessiblitiy. I created my course based on my classroom right now, and I am very fortunate to have a strong class with very few LRT and EAL considerations (at this time…) thus, there were some gaps in my course! Thank you for steering me in the right direction! I am happy that the bulk of the criticisms were based on clarifications and understanding of the platform, rather than serious structural issues that I would have to go back and revamp the unit. I appreciate the feedback and I look forward to seeing the rest of Bret, Leona, and Brianne’s Science 8 unit on Life Science: Cells Tissues and Organs and systems coming together. It is great that we can both critique each others’ work that is built around the same subject matter and we can share ideas and collaborate together!  

Until next time,