It is hard to believe this class has come to an end. I have learned so much over the past month when it comes to online and blended learning. This course did an excellent job of breaking down the different components of creating an online/blended prototype and provided us with the opportunity to engage with the intricate process. After careful consideration, I opted to create a blended course prototype for this class that could support what we learn in class and hopefully push my students to further their learning in French while providing them with different activities that will explore different concepts we learn in French Language Arts. When we had to pick a topic to center our course prototype around, I knew I wanted to create a resource I could use in my classroom with my kiddos and I figured French is a huge component in the Grade 2 curriculum in French Immersion that would allow me some flexibility and variety when creating my lessons.

The ADDIE template was an incredibly helpful tool that really helped me out with the development of my course prototype that allowed me to plan and organize the course content, assessment tools, and course layout. This template encouraged me to consider the reasons a blended prototype of this nature would be beneficial to my students and it encouraged me to link clear outcomes with my course objective. It was definitely a helpful tool in the development stage of my blended course prototype.

Choosing an LMS (Learning Management System) was a little tricky due to all the different options that were available to choose from. Among some of the different choices for different learning management systems we could choose from were the following: Microsoft Teams, Blackboard, Google Classroom, Canvas, and Moodle just to name a few. Seeing as I wanted to create a blended course prototype that I could use with my students in the fall, I opted for an LMS that is supported by my division that I would have access to and the kids would as well. Google Classroom turned out to be a great choice for an LMS for my blended course. It is incredibly user-friendly and this LMS has allowed me to organize my course content efficiently while making it accessible to my students. I like that there is a Google Meet link assigned to our course in case we ever need to meet online as well as a class code that will help students gain access to the Google Classroom. Classwork was super easy to set up and organize; you could easily create different topics and add assignments, quizzes, and material, or even reuse a previous post. Once my assignment – Module 1 – was created, I was able to effortlessly upload videos, activities, google slides, boom cards, Quizizz/Quizlet activities, and even Flip activities. Another nice feature was being able to write prompts for your assignments where you could provide students with additional information and instructions. I really love that we can add other teachers to our Google Classroom which is a nice feature in case you plan to work with other staff when planning the course material. I plan on adding my LRT (Learning Resource Teacher) and Administration Team so they can be aware of what we are studying now.

Having the opportunity to create interactive videos was another fun feature we learned to use in this class. I was not familiar with Lumi and did not know how to make videos interactive before this course. I was happy to have learned about this program because my pre-recorded lessons were a little long and I was looking for ways to keep my students engaged when having to watch a 20-minute lesson. Lumi allowed me to insert different activities throughout my pre-recorded lesson that I chose to use as checkpoints with my students by including some true and false questions, multiple choice questions, and links to a couple of activities on Quizizz. I am really looking forward to playing around with this tool and finding other ways to make my activities and lesson interactive.

Getting a chance to meet with our classmates and receive feedback was incredibly useful. I loved getting to see all the different courses and how everyone’s prototype was different and unique. One of my classmates used Microsoft Teams, while the others used Canvas and Blackboard. Two of us in our breakout room opted for using Google Classroom – but I loved how we each set it up in our own way to match the needs and vision of our blended course. It was super informative to get a walkthrough of all these different learning management systems. I was happy to hear from my group members that they enjoyed the Flip activity I included for my kiddos and that my course was easy to follow (so fingers crossed that my students think the same thing in the fall haha); I have made a mental note to continue incorporating Flip activities in my following modules after our group discussion and if my students end up liking them, we could plan for two or more Flip activities within each module. Looking forward to “going live” in September!

Here is a link to my course prototype walkthrough: Course walkthrough

And here is a link to my Summary of Learning for this semester: Summary of Learning – EC&I 834

“Keep your eyes on the finish line and not on the turmoil around you.”

Rihanna

Summer semester went way too quickly. It was overwhelming at the beginning of the course. There was a lot of content to learn. Now that the semester is almost over, it is time to look back and reflect on what we have learned together in this course. I am grateful to Dr. Katia and to everyone for being part of my educational journey.

Developing a course prototype was a painful process. However, it helped me greatly in advancing my knowledge and skills in online and blended course. I did not know where and how to begin. I had one focus: teaching art! I had to figure out my way and fit my steps in the outline provided. This opportunity allows me to adapt to an ever-changing education and grow as an educator. Much has changed in my ADDIE format since I first shared it in my blog. I can say that the template makes more sense now and has a direction. I have included aspects of accessibility, assessment, and online collaborative learning. I have added my colleagues’ suggestions on the assessment part. The themes or contents that I wanted to include in the course are clear and aligned to the learning objectives, assessment, and teaching practices. Finally, I can produce the course prototype. It may not be the best in the class, but I am proud of my learning and accomplishment.

AP Art 2D Course

Here is the video of the course prototype: AP2D Art

Here is the summary of the knowledge and skills I learned from the course. I am forever grateful!

Summary of Learning

I am pondering taking on teaching advanced credit in art. I taught art history as an elective this past semester for grade 12 students. The students learned the historical part of art but did not have much time practicing their skills in the studio. They asked if I could teach them again in the coming school year for more studio practice.

Advanced Placement (AP) Art is a course intended for highly motivated high school students who are not able to attend a regular secondary program (i.e., pregnancy, physical and psychological health reasons, economic, etc.) Students will earn university credits while they are still in secondary school. AP offers advanced courses in art like 2D, 3D, and art history. Students will complete both asynchronous and synchronous activities for a year until they submit a digital portfolio to the AP College Board as a final assessment of their work. Passing the course will grant students an advanced credit in the university.

Students will hone their skills in 2-dimensional (2D) Art and develop an extensive portfolio. They will begin with the fundamentals of 2D composition and progress to a more advanced body of work. They will explore a variety of techniques and media to showcase their ideas and techniques. Students will work on their own and attend mandatory synchronous meetings which will have the chance to explore other artists works, learn from each other, and share their knowledge and skills.

Northern Saskatchewan communities have always been a source of fascination and inspiration for me. The land, the trees, the lakes, the light, and the people inspire me to look at life in positive and bright perspectives. It has been four years since I left La Loche, I still think about the place. It continues to inspire my art. This inspiration moved me to do something in return, to give back and to show my gratitude to the land and the people. I thought about many ways to show my gratitude. I think that helping Dene students make art and show their talents would be beneficial. This online and blended art education course for high school students answers the need to earn credit in their postsecondary while they are still in high school.

“I want to make videos that students want to watch, enjoy watching, want to watch more, and want to discuss.”

Michael Wesch

Online interactions in a blended course can be a daunting task. Fortunately, we now have a trunk of technological wealth to implement allowing students to engage and collaborate in a meaningful and supportive learning environment. In a blended Advanced Placement (AP) 2D Art course, the online community learning (OCL) tools range from using the main Learning Management System (LMS) forums; Microsoft (MS) Teams, Discord, virtual art workshops, virtual museums and galleries, and online seminars and webinars in Art.

Padlet, Discord and MS Teams

Set up online learning platforms (formal setting) as well as social media groups (informal setting) where students can post their thoughts, share their artworks, and provide feedback to each other, share their progress, seek advice, and inspire each other in both formal and informal learning environments. Instructors can moderate and guide the discussions to encourage critical thinking and constructive criticism. AP 2D Art is the LMS platform where students can access anytime.

Virtual Workshops in Art

Organize virtual art workshops where students can participate in live demonstrations, ask questions, and practice various art techniques together in real-time. There are online workshops that students can help develop their skills like Virtual Art Workshops, courses offered at the Museum of Modern Art MOMA website and Google Art and Culture. Host webinars or invite guest speakers, such as professional artists or art historians, to interact with the students online. These events can offer unique insights and perspectives on the art world.

Guidelines or assessment practices

Harasim (2017, as cited in Bates, 2019) proposed Online Collaborative Learning (OCL) where students are encouraged and supported to work together, created knowledge, invent, explore ways to innovate, and to solve problems. AP 2D Art course views students as active and engaged learners. Students must adhere to the course expectations and create artwork that are guided by the AP College Board guidelines AP Art Guidance for Artificial Intelligence Tools and other Services.

Blending these online community learning forms with in-person or face-to-face interactions in the classroom can create a well-rounded and enriching experience for students in AP Art course. It fosters a supportive and interactive learning environment that promotes creativity, communication, and collaboration.

“The power of the Web is in its universality. Access by everyone regardless of disability is an essential aspect.” – Tim Berners-Lee

Accessibility cannot be disregarded in an online learning environment. A stellar course outline is futile if accessibility and potential challenges to learners are ignored. While online learning has the potential to be more accessible in certain ways, it also presents its own set of challenges and ethical considerations.

A few considerations were included in the Advanced Placement (AP) Art Blended course. Designed for highly motivated and skillful high school students in art, the course allows them to earn an advanced college level course in Art. Although the online part of the course is designed to be accessible to all interested students, there are possible issues that may impede their learning. Accommodation is offered to potential students who may not be able to attend synchronous classes due to work, family commitments, or living far from the school. Also, to students with physical limitations, mobility impairments or visual impairments. In these cases, flexible learning environments and materials that can be adapted for various needs, like screen readers and closed captions are available for them. Seeing AI is one good example of an application that students can use.

Issues related to accessibility and equity are considered in the course. These issues are significant challenges that need to be addressed to ensure true accessibility and equity in online learning. Some students may not be able to afford a computer at home. Another is individual knowledge and skills in technology. Some students may face difficulties in using technology due to their limited knowledge. The course also considers some ethical or social considerations like inclusivity, differentiated instruction, individual privacy and security, and responsibility in technology use. Accessibility and equity in online learning is significant for students’ success in the course. It requires collective efforts from the senior teachers, school administration, parents, and school division to address the challenges and ethical considerations to create a truly inclusive and equitable blended course.