Educational Technology for a layman means, Computer, internet, iPad, smart boards, Zoom etc. For tech savvy people it is fun, enjoyable, challenging, amazing……. But probably not intimidating but for people who have been more towards the kinesthetic experience of education find it difficult to catch up with the pace of Edtech. And how much ever unfamiliar we may find it, but generally we all are making sincere efforts to catch up with it, learning our bank apps, school, college apps, uber taxi and delivery apps, doctor apps, various video calling and meeting apps etc. People from all ages mostly have an Email address and a smart phone. This means technology forms a part of our identity, this is the virtual address and our connect with the outer world. Technology has made life organized, flaw-fully perfect for people at all ages; making studies more fun, experiential, people with degenerating body and mind have smart homes, reminders, help at a click, technologically developed medical equipment so on and so forth. People who are at ease with technology

In the education world; technology has brought humungous disruption. As all super good stuff has some trade-offs so does technology have it. This “Faustian Bargain” has given and taken both at the same time and that technology is an unmixed blessing (Postman, 1998). Undoubtedly the knowledge has become readily and easily available for all and anytime. The education industry is researching, exploring ways to make life & learning easy, comfortable, efficient by using newer technology.  This may seem like an achievement however personally I feel the gain is when technology will make learning effective by keeping the human connections alive, will facilitate human cognition, enrich our understanding not through information but knowledge and will connect stakeholders through a mental, emotional and cultural connect.

As an educator in the corporate world, I have frequently used technology to facilitate knowledge disbursement and less for evaluation. My motto has always been to ensure human connect, emotion exchange, knowledge exchange and development, and I have used technology to make the process better and effective.
The comic strip in thismodernworld.com.is what makes it a “Faustian bargain”

https://www.austinchronicle.com/comics/2023-06-16/this-modern-world/

Postman, N. (1998). Five things we need to know about technological change. Recuperado de http://www. sdca. org/sermons_ mp3/2012/121229_postman_5Things. pdf.

Online and blended learning have transformed the way we approach education. With this course of EC&I 834, I have been able to make sense of the depth that the course has. The pandemic era has introduced the knowledge community to a magic approach towards learning which happens with a keystroke. With online learning, we can access a vast array of courses and resources from the comfort of our homes, making education more accessible and flexible than ever before. It has helped us to set our own pace, adapt to various learning styles, and balance other commitments alongside our studies. On the other hand, blended learning combines the best of both worlds, offering the benefits of face-to-face interactions in physical classrooms and the convenience of digital tools for assignments and discussions. This hybrid approach enhances the learning experience, encouraging collaboration with peers and instructors while leveraging technology for enhanced engagement. Whether we’re pursuing new skills, advancing our careers, or simply expanding our knowledge, online and blended learning have opened up exciting opportunities for lifelong learning and personal growth.

So right on the day 1, we had a discord community as a platform for communication with the classmates, instructor announcement, resource sharing and which proved incredibly useful. That is how I actually got to know about alternate tools for content creation.

The first task of the course was to create a WordPress Blog and write the first blog post on online and blended learning and our own introduction.
Blogging proved to be fantastic way to create a close-knit learners’ community with many benefits. When learners write and share blogs, they can exchange knowledge, experiences, and expertise, enriching everyone’s learning journey. Engaging in blog discussions encourages interaction among community members and builds strong connections, providing support and inspiration. And it was mandatory for all students to read and comment on the posts. This was one good step towards creating inclusive community.

Next assignment was the ADDIE as an instructional design tool. My first ADDIE template was about a module ASAP- Adroit’s soft skills and accent reduction program. The second one was about communication dynamics in Relationships 101 – I built a course profile based on the latter template.

The next step was – creating audio/visual content through Lumi platform is an outstanding tool for online education! It is a user-friendly and interactive platform that enables educators to create engaging content for their students. With Lumi H5P, educators are able to create interactive assessments, presentations, games, and other multimedia activities that make learning enjoyable and efficient. Students can actively participate and learn through hands-on activities, which helps them retain information better. The platform also supports various content types, ensuring versatility in creating lessons that suit different learning styles. What’s even better is that Lumi H5P seamlessly integrates with various Learning Management Systems (LMS), making it easy for educators to share their content with students on existing online learning platforms.

The final assignment was a walkthrough of the entire course prototype. The students had a choice to select the LMS and I chose Google Classroom.
The course prototype is based on a module called The ABC of Image. The full form of ABC is the Attitude, behavior and communication of Image.

The prototype is a reflection of the enormous amount of work that can be done to create flawless classrooms for students regardless of age, place and subject

https://watch.screencastify.com/v/TRk7a1N2ONPTsG8DeNaT

References:

Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Vancouver, B.C.: Tony Bates Associates Ltd. Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Hicks, Cat, Emeline Brulé, and Roberta Dombrowski. 2020. “You Have to Put Your Class Online: Simple Things to Think About.” Online resource.

Hamraie, Aimi. 2020. “Accessible Teaching in the Time of COVID-19.” Mapping Access.

https://www.niu.edu/flexteaching/resources/inclusion-equity-and-access-while-teaching-remotely.shtml

So that concludes another course, Thank you to everyone who helped me learn throughout this short semester, Here is a recap of everything I learned during the course of the semester! Let’s go on a journey to investigate the transforming influence of these learning approaches, powered by various LMS systems, and the myriad of benefits they provide to learners all over the world. Studying in online and blended learning has been a rewarding experience, providing me with a variety of valuable skills and perspectives. Through these classes, I improved my digital literacy, becoming skilled at navigating numerous online platforms and successfully utilizing digital technologies. Because of the adaptability of these learning environments, I’ve developed exceptional time management skills, allowing me to balance my education with other commitments. Furthermore, the emphasis on self-directed learning has enabled me to take responsibility for my education, set clear goals, and independently examine course materials, building critical thinking abilities. Collaborating with peers from various backgrounds has broadened my perspective and enhanced my virtual communication abilities. Overall, the combination of technology-driven education and face-to-face contact has given me a well-rounded education.

As we near the end of our semester in online and blended learning courses via various LMS systems, it becomes clear that these digital tools have revolutionized education in unprecedented ways. In this technologically advanced era, online and blended learning, complemented by a variety of LMS platforms, have allowed learners all over the world to take care of their education, encouraging self-directed learning and developing critical skills for the future. Thank you for teaching this course, Katia! You taught me so much

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Here is the link to the video of my summary of learning

Hello everyone

I’d want to start by stating that I thoroughly enjoyed the course’s material and feel like I learned a lot of skills, resources, and knowledge. The course module development process was both fascinating and hard, and I intend to continue improving and implementing it in the future. I loved all of the comments and feedback, as well as Katia’s encouragement and push to stretch myself; I felt like my ability to build a usable, accessible blended unit had significantly improved. My main takeaways were the use of video to assure accessibility, involvement, community, and instructor-student connection. It was an exciting and educational journey. It was difficult for me at the outset of this course to build an online course for EC&I 834. I had to decide on a target student demographic, a course style and toolbox, course content and objectives, course evaluation needs, and how the course prototype would be organized overall.

Summary of the course

Grade -4 , Social Studies -Origins of the Cultural Diversity and Impact of the Land on the Lifestyles and Settlement Patterns in Saskatchewan communities.DR 4.1 & 4.2

DR4.1 -(Dynamic Relationships DR 4.1)Impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan

DR 4.2-(Dynamic Relationships DR 4.2 )Relationship of First Nations and Métis peoples with the land.

Targeted Population( Age, Grade, Gender) The audience for this subject is students in grade 4, who are the target group for this learning. They range in age from 6 to 12. At this age, kids start examining their environment and beginning to wonder about the various shapes of the items.

Accessibility features include the ability to expand fonts, buttons, and videos, as well as films that read courses aloud, alternate text, open-form assignment submissions, and an evaluation and needs form. 

Integrations with technology: Jam Board Screencastify (interactive films and videos), Lumi (videos, dragging and dropping, and filling in the blanks), Google Docs, Slides, and Forms

Demographics- All of the students taking this course nowadays have access to modern technologies like laptops and computers. The population of Regina, the capital of Saskatchewan, is very diversified, which greatly diversifies the audience that is being targeted. The population is more diverse since not everyone has access to technology equally

Here is the link of my course walkthrough video

I’ve personally enjoyed learning about the Online/Blended course creation, the tactics, and tools for producing quality and interesting instructional content etc. The curriculum was organized into a timeline that led us through different phases of course development and promoted group learning activities.

The course began with the basics of online and blended learning over the first few weeks of the course. then all that happened through 4 weeks was a highly intensive course and I wished it was longer. The technology aspect was great and really useful which was interspersed with the instructional design.

This is a very short course, and I’m thrilled that the process gave me the chance to explore and develop an online course that I can utilize later. Now I am ending up with this video. Because of the planning and writing of this specific summary of learning, I was able to reflect on my development and learning throughout my Master of Education program at the University of Regina. The expectations, learning preferences, and interests of students are constantly changing the ways teaching and learning are done. The most recent developments, which changed the conventional classroom, were all centered on technology. As a result, blended learning has become more popular. I now know a lot more about learning management systems, course tools, and the potential future of education with blended learning at its forefront. I want to express my gratitude to you all for your assistance and the knowledge you have provided. I enjoyed a lot in this course with my peers and Katia. It was an amazing journey for me, and I enjoyed the process. 

Here is the link to the video of my summary of learning

https://youtu.be/-DMtRuM45GQ

Here is my final walk-through blog. It was a great journey full of knowledge. At the start of this course, It was a struggle for me to develop an online course at the start of EC&I 834. I had to choose my target student demographic, a course style and toolkit, the course’s content and objectives, the course’s assessment requirements, and basically how the course prototype would be organized overall. I chose Grade 3’s geometrical shape topic from the curriculum as my course prototype. All of the courses and activities in the course that study various types of 2D and 3D shapes will be tied together for the final project. The program will also be related to Saskatchewan’s Grade 3 math standards. Google Classroom will include all lectures and exercises, including tutorial videos that can also be viewed on a YouTube playlist. I made a very interactive video on Lumi. In the beginning, I found it difficult to use the LUMI app. I had never used this kind of online platform before in teaching; even during COVID time, I only taught students through Zoom sessions and Google Slides. It was a great challenge for me to make a video on Lumi but I’ve been motivated by EC&I 834 to work more, learn new skills, and apply them in the real world.I wrote several blog posts that describe various aspects of the creation process You can view them into my blog list.

Lesson plan

My lesson plan is based on Grade 3 Mathematics related to geometrical shapes, which discusses two and three-Dimensional shapes and their vertices and attributes. Here is the link to my lesson plan video.

https://app.lumi.education/run/366QoN/

After attending the class, students will be asked to give answers to the following questions:

1. what are shapes?
2. What is the difference between 2D and 3D shapes?
3. What shapes can you think of that you either see, use, or come across daily?

Throughout the courses, I used a variety of instructional strategies, interactive digital resources, and opportunities for textual and visual learning for the students. I used Google Forms and Kahoot to make a quiz.  I make a presentation on Google Slides to make them understand the concept of geometrical shapes. I also added a worksheet to it. I also tried to incorporate Google Jam boards and quiz activities that would help the students relate their classroom learning to real situations. I used the ADDIE template in this course The ADDIE template was a very helpful tool that really helped me out with the development of my lesson plan. With the help of a template, I planned and organized the course content, assessment tools, and course layout.

There is no doubt that technology makes learning exciting and engaging now that I’ve learned about a range of tools, online and digital resources, and pedagogical components related to online learning environments. An excellent approach for attracting students to interactive learning is through technology. Our classroom doesn’t have to be set up the same way it was in the past because of technology. Technology in education has been the biggest game-changer in teaching that we educators will ever see. So, I believe that technology enhances learning, and realizing this fact was the major takeaway.

The link for my final walkthrough video is here:

https://watch.screencastify.com/v/V5sEiB2JYBMNOZlmwtwK

In the classroom, collaborative learning fosters a supportive and welcoming atmosphere where students and teachers cooperate to accomplish shared objectives. During collaborative activities, there is more opportunity for connection, support, and the sharing of experiences, all of which help to develop deep and meaningful relationships between students and teachers. A strong student-teacher relationship in the classroom is an engagement that tries to foster mutual respect and trust. Getting to know your students better, providing them with alternatives, and inspiring them to study more successfully every day are all ways to build a closer relationship with them. Teachers who engage in this way appreciate their students and acknowledge their individuality. When students and educators get along, a safe and pleasant learning atmosphere is generated in the classroom. This accelerates students’ intellectual advancement. The application of collaborative learning involves teachers and students both learning from one another. There is a sense of mutual progress and appreciation as a result of the teacher appreciating the significance of the contributions provided by the students and the students appreciating the instructor’s efforts to facilitate their learning. I believe that groups can participate in a range of activities, from spontaneous talks to more organized collaborative group activities. Collaborative group learning is one method that students can use to communicate with other students in the course. Successful collaborative group activities give participants a sense of community and give them a shared active role and responsibility within their existing groupings. In well-designed learning environments, higher-order thinking abilities are developed, meaningful learning takes place, and an eLearning community where cooperative group activities are encouraged begins to form for online learners.

It takes time and work to develop a great classroom community, but the rewards are enormous. While supporting students’ social and emotional growth and improving academic achievement, a supportive and connected learning environment can have a long-lasting effect on their general well-being. Online discussion forums are one of the simplest ways to promote student participation and enhance everyone’s learning in order to promote a sense of community in the classroom. Post discussion ideas on a daily or weekly basis to promote discussion and encourage students to approach the course material in new ways. The solution to a dynamic and fascinating online discussion is to use open-ended discussion questions that promote opposing viewpoints. It will be beneficial for me to encourage students to assess the sources, share their opinions, and possibly even stir up some disagreement.  

In my course prototype, I made a video on Lumi, and I also use Google Classroom, where I upload videos, and activities for students. Google Slides, rubrics, and quizzes. I Try to add notes, links, or voice explanations right to the images to make sure students are engaged with my material. These interactive features direct the student and assist them in paying attention to the information we wish to highlight.

In addition to this, I like Zoom and video conferencing because they allow students to connect in smaller groups when they need any kind of aid. Even in a remote setting, Zoom meetings for collaborative learning can be quite productive. To solve their problems, I can set up Zoom meetings. On this platform, I am best able to continually and consistently instruct my students. The Visual Prompt will also be used by me to guide pupils when they closely analyze an image. To separate students into smaller groups for teamwork exercises and conversations, I can use Zoom’s breakout rooms function. Give each group a distinct assignment or subject to work on. Through this learning activity, students learn how to develop conceptual learning techniques, how to think critically, and, how to notice and understand.

In conclusion, for online learners to achieve success and be happy, a sense of community is crucial. Teachers can provide possibilities for the community by planning a course, interacting with students, and providing activities. The work to develop these chances will probably prove to be well worth it. Even when students are only staring at a computer screen, collaborative learning practices can help them feel engaged and connected. Planning ahead and using the right tools are essential to facilitating participation, and I’ll undoubtedly use a variety of technologies to make my course prototype engaging and create a collaborative learning atmosphere in the classroom.

After having a discussion on this topic, I personally think that the sudden change to online learning may exacerbate already-existing inequalities. Due to the digital divide (unequal distribution and access to technology) and the consequences of a global pandemic on diverse socioeconomic and racial groups, many students will be disproportionately impacted by the switch to remote work. This requires teachers to consider pedagogical concerns as being inseparable from logistical and technological ones. Creating an inclusive pedagogy that prioritizes fair access to the learning environment requires taking into account all the variables that might have an impact on a student’s performance. Access to the learning environment for all people is one issue that needs special attention. Given the swift change in learning environments, how can faculty and instructors guarantee that all students have access to the materials they need to succeed in the course? So, In order to ensure that all learners may succeed, it is critical to investigate trends in equality and access as more students rely on digital resources for their education.

While teaching online, I need to prioritize the requirements of the students as much as I would with face-to-face instruction when I’m thinking about installing or utilizing digital resources in my classroom. When developing content, I must take into account the knowledge, expertise, and learning preferences of my students, as well as their access to technology and areas of interest.While planning this To be more effective, I must make sure to use a range of strategies. To make studying more approachable, we will try to incorporate a variety of textual, audio, and visual cues. Because some students can feel more at ease using particular methods than others, I must also offer a wide range of opportunities for them to demonstrate and apply what they have learned. For example, some students feel bored while doing the same activities, and most of the students do not like doing discussions. So, I planned different activities to make learning more interactive.

I have to think about how I can help all students succeed when teaching online courses, whether they are delivered entirely online, partially in person, or both.  For in-person classes, inclusive techniques involve creating inclusive learning environments where students feel valued and included, outlining specific requirements for coursework and deadlines, and ensuring that the learning and evaluation are approachable and relevant to all students. When in-person classes are canceled and learning shifts to online spaces and methods, these ideas can still be applied, but access and equity can look very different in online teaching contexts, and become increasingly complicated when students are no longer on-campus. Transparency, accessibility, and adaptability are essential components of inclusive teaching and learning that can be addressed when applied to online learning environments.

Transparency

Students can be encouraged to learn and can achieve better success if the justification for instructional decisions is made clear to them. However, the added difficulties of distance learning make it even more crucial to be aware of concealed expectations and curricula that we can take for granted. As a result, we must be careful not to assume anything about what our students already know or are capable of. Transparency is emphasized in inclusive techniques by setting clear, mutual expectations for both students and teachers. 

Accessibility

Students who are expected to work from home might not have access to reliable, high-speed internet connections or cutting-edge software and hardware, or they could have to share devices and bandwidth with parents or siblings who are also working from home. Data plans for students who rely on mobile devices can be exhausted or run out before the conclusion of the semester. Unfortunately, due to state and local rules, community-based facilities like libraries and coffee shops that we might have wanted to recommend to students are probably no longer open. Remote instruction might be particularly challenging for kids with disabilities. 

In my course, when preparing for online teaching, I USED A QUESTIONNAIRE TO CONTACT STUDENTS such as:

In case we need to switch to the internet, do you have dependable internet and a computer at home? In case we need to use Zoom or another video conferencing solution, does your computer have a camera?

Do you have any accessibility requirements for me about online teaching, such as the need for readings in alternative formats, conversation transcriptions, certain discussion board strategies, or a preference for video discussion over discussion boards?

Flexibility

Working with students’ diversity in a variety of ways is a key component of equitable and inclusive education. Right now, that entails taking into account all of the different ways that their lives are impacted. It is crucial to be as adaptable as possible as I become used to the new standard of distance teaching and learning. To do this, I need to change the way I approach teaching. For example, I might balance synchronous and asynchronous tools and course materials so that students have multiple access points, refocus on active learning strategies, offer multiple options for assessment and evaluation, and give students some latitude to meet deadlines within reason.

 In the context of online and blended learning, various ethical and social considerations are essential, in addition to accessibility and equity. Social connections between students may be impacted by online and blended learning. To overcome feelings of isolation and stimulate collaborative learning, it is important to develop a sense of community and meaningful relationships. Long-term use of technology for learning can cause digital addiction and distraction, which have a negative effect on student’s ability to concentrate and their general well-being. It’s critical to strike a balance between screen time and other endeavors. Moreover, global viewpoints and cross-cultural interchange can be fostered by connecting students and educators from other countries through online learning. But it’s critical to approach this discussion with consideration for various cultural norms and beliefs.

“Online learning offers the promise of personalized education, tailoring the learning experience to each student’s needs and learning style.” – Sir John Daniel

Online learning has grown as a powerful and accessible educational platform in recent years, providing endless chances for individuals to pursue academic and professional goals from the comfort of their own homes. While the flexibility and convenience of online learning are undeniably enticing, the sense of community it produces has proven to be equally important in enriching the learning experience. In this blog article, we’ll look at the importance of community in online learning, and how it improves the learning experience and adds to student success. This week, I liked learning about the collaborative aspects of online and blended learning. I have to explain to them that with the advancements in online learning, I honestly don’t feel like I lose out on that side because we can still have chats online and I appreciate the flexibility it gives me while I am teaching full-time.

When I think of an online community, I think of When I think of a LinkedIn page, my mind immediately goes to that. However, if we consider what the term “community” implies in broad terms, we can see that it is and may be the gathering of any group of people for the sake of commonality, whatever that may be: religion, culture, family, school, or interests. An online community is a virtual gathering of people who share common interests, goals, or activities using digital platforms and communication technologies. Online communities, unlike traditional face-to-face communities, transcend physical boundaries and time zones, connecting people from all walks of life on a worldwide scale. These virtual communities allow individuals to engage, collaborate, and share ideas. These virtual communities generate a sense of belonging and mutual support by allowing participants to connect, collaborate, and engage in meaningful debates. Members of these communities can exchange expertise, share experiences, seek assistance, and celebrate achievements through forums, social media groups, online courses, and other online platforms. Online communities have been useful in a variety of disciplines, including education, professional networking, hobbies, and advocacy. The effectiveness of online communities resides in their ability to foster a sense of camaraderie and connection, allowing people with similar interests or aims to connect and enrich each other’s lives and experiences despite being physically apart.

Knowledge Sharing and Collaborative Learning –Online learning communities provide a unique possibility for collaborative learning. Students from all origins and locations can gather to exchange their knowledge, experiences, and viewpoints. Collaborative projects, group discussions, and study sessions allow students to approach subjects from several perspectives, resulting in a deeper comprehension of the material. This interaction can also help participants acquire important cooperation and communication skills that are useful in professional situations.

Overcoming Challenges Together-Online learning is not without its hurdles. Technical difficulties, time management issues, and academic challenges can be discouraging, leading some learners to consider giving up. However, when part of a community, students can find solace in knowing that they are not alone in facing these challenges. Collaborating with others who have experienced similar obstacles can provide valuable advice and strategies for overcoming them, instilling a sense of resilience and determination in learners.

These are some of the platforms I’ve implemented for online communication.

while reading 6 Strategies for Building Community in Online Courses I focused on Group projects (blended classroom), Videos for teachers and information (interactive and non-interactive), Video tutorials, Blog writing, Discussion Forums, Google Form Submissions.

Lifelong Connections through Interactive Learning-Interactive learning has the extraordinary ability to connect learners for life. In contrast to passive learning, interactive learning actively involves participants, motivating them to participate, discuss, and problem-solve together. Learners not only acquire knowledge but also form meaningful relationships with their classmates through group discussions, team projects, and interactive activities. These connections frequently continue beyond the classroom, establishing a sense of community and support that lasts long after the course or programme is completed. Participants form long-lasting ties as a result of their shared experiences, struggles, and accomplishments, allowing them to continue exchanging ideas, offering support, and celebrating each other’s successes. Lifelong connections built through interactive learning transcend time and geography, providing learners with a crucial network of support and inspiration throughout personal and professional journey.

Creating a Sense of Belonging-Recognizing and celebrating the successes of those being educated is critical to creating a pleasant and caring learning environment. Whether it’s recognizing big successes or celebrating an individual’s growth, giving opportunities for positive reinforcement helps learners feel like they belong in the community and enhances their sense of self-worth. Recognizing major accomplishments and celebrating individual growth are critical components in establishing a thriving learning community. When students reach key milestones or make considerable progress, recognizing their achievements through positive reinforcement fosters a culture of gratitude and support. Learners will feel valued and recognized for their efforts as a result, establishing a sense of belonging within the community. Furthermore, celebrating personal growth instills a sense of pride and self-worth in people, increasing their confidence and determination to keep learning and growing. Learners are empowered to embrace their unique skills and contributions as a result of this culture of support and appreciation, producing a pleasant and loving learning environment in which everyone feels encouraged to attain their greatest potential.

Finally, a strong online learning community fosters connection, progress, and empowerment. Its success is based on providing an environment in which students feel supported, valued, and inspired to attain their greatest potential. Such a community becomes a catalyst for individual and collective achievement in the world of virtual education by encouraging involvement, collaboration, and positive reinforcement.