My Learning Journey-->

Category: edci565

F2F and Online Learning

To answer this prompt, I am going to start with a story outlining a timeline of some of my learning environments.

Comparing my online and face-to-face learning experiences is interesting to consider. To put it into perspective, I have had many online learning experiences. I have experienced online experiences due to a pandemic where everything went online suddenly and I have also registered in various courses designed to be online.

First off I think it is important to differentiated synchronous and asynchronous learning as I think this plays into my experiences with online learning. I couldn’t decide which one to share so I included both.

Starting in Grade 11, I participated in Photography online which was asynchronous and personalized learning and provided many opportunities to use the skills taught and go out in nature to complete the assignments. Throughout this course I had little interaction with the instructor but still enjoyed being able to explore and follow a more personalized and self-paced learning design.

In Grade 12, I then took another asynchronous class but this time it was more academic (Biology 12 through SIDES). This course is designed online and I had more opportunities to connect with course instructor if I chose to (I think there was office hours and open sessions at SIDES for those who wished). However at the time, I was doing IB classes and just did the Bio class on my own time through Moodle I believe.

Both these experiences I enjoyed and appreciated the asynchronous aspect. I have always had motivation to learn so little to no contact with my instructors did not impact my learning. Although, I know for some they did not enjoy that there was no collaboration and limited real time-communication. It was very much an independent experience where you had to reach out for help if you needed it and you had to be motivated to complete the assignments.

Next University, I started my university experience with only in person classes and started to create a community as I transitioned to post-secondary. Then COVID hit in 2020 and I all my courses switched to online. This I would say was probably the hardest transition for everyone as classes were not designed for online. We would try to do pair shares which in zoom is not easy and has to follow more of a breakout session instead of a quick talk with your partner. The classes primary went to a very lectured format. Where we as a cohort would connect before or after as a group to just chat like in a room. Although this informal chatting was lost in Zoom, we made it work and professors transitioned to this experience we were all living.

Something that was a transition for me was at the time, I was co-president of our Education Student Association and we were planning our Career Fair which invites school districts to come showcase their teaching opportunities in a table fair format. However, during this time it was not possible and designing a whole new structure had to be made. Many considerations had to be made. First off a sign up for districts participating and also in an online format sign up for participants. If in person, we didn’t need a sign up as it was an open event people came and attended as they can. This was tricky as we had to pre-determine peoples districts of interest all while insuring no breakout room was left empty and had it more presentation style because there was no informal questions that promoted discussion and no free merch to entice students to view. I thought sharing this experience was helpful as it was challenging and I learned lots about planning an entire online event for over 200 people.

Finally, after all of this I decided I should enroll in the Information Communication Technology Professional Specialization Certificate, which I then took numerous online courses for as well as some Art Education courses. Art Education courses followed a similar experience to my Photography course in high school. These course had both synchronous and asynchronous aspects. Whereas the Certificate courses opened doors to various resources and ways to still promote communication (outside just discussion posts). Most used similar structures to our current Masters course. Using tools such as Jamboard, Padlet, Twitter,, blog, breakout rooms to name a few. Most of these classes were asynchronous but it did not feel like it as you were constantly collaborating and that communication piece was prevalent and felt almost like face-to-face classes . This made me like online courses again and really value them when they are designed to be online. Ultimately, I have always valued the flexibility of online environments and the ability to return to lessons as you need to or go quickly through lessons you already understand. It really follows a personalized approach in my opinion but lacks the interactive aspects. 

All in all, I believe that all learning environments have benefits and it truly depends on the learner and instructor. My experience was shaped by many factors and if you would of asked me in the pandemic if I wanted to complete another online course I would have said no. That is no longer the case and because I am motivated and use various tools to promote that collaboration, I have enjoyed all my online courses within this Masters program. Again, this is because it was designed to be online and not thrown online. The design itself is important and last term, we saw that first hand as Michael created a learning community by incorporating thoughtful tools, assignments and resources to promote connections and learning from each other.

I created this poster of some of the differences that come to mind between Face to face and online learning. I found this article interesting regarding some of the challenges for online learning .

What is only possible when face-to-face and what is only possible when online? What are the shared elements from both a face-to- face and online learning experience that create meaningful learning? Discuss with examples

To address this question, I think it depends on the design of online learning. I do believe that with today’s tools and technologies there are lots of opportunities to foster collaboration and community, which I think previously could of lacked if not well thought out. This could also be true in a classroom though as well, if design is not thoughtful. Something that comes to mind is that with online learning, I believe (although I have never taught in an online environment), that you would have to be even more organized with the platforms you are using as well as the technology you are working with. There seems to be more preparation and thoughtfulness involved. Whereas in face to face settings, it is more easy to adapt and adjust according to behaviours and needs in real time. As an example, you see that the children in your class are very wiggly, you could call a movement break. Another example, would be to do an impromptu turn and talk as the class seems to need more time to discuss or are perhaps more chatty and want to share examples. These two examples are harder to do in online settings. It is not impossible, it is just more challenging. Those are just some main examples as well as some in my poster .

I think that this article does a good job at summarizing the importance of online learning and with its title (Why Not to Quit after First Attempts into Online or Hybrid Learning) really circles back to the idea and importance of learning

Learning Theories and Second Language Learning

In order to discuss some learning theories, I have broken it down into theories and provided some key examples. I also specifically connected it to French Immersion/language learning as this context sometimes creates a few different considerations. The final video by CLILandthings makes me as a French Immersion teacher reflect on these things even more.


Although behaviorism tends to be a “old” theory, I think that there is still place for it and many teachers still use it in order to set up expectations and routines. Lots of positive reinforcement is applied to show students what is expected. Comments like I see so and so ready to learn, who else is ready to learn? As well as in French Immersion specifically, many teachers use this approach to promote French speaking in their classroom, this can be done through French tickets or various programs (here are some to name a few) that follow the reward idea of this theory. Follows this approach. In terms of language learning this theory really focuses on imitation and repetition, which is important for vocabulary acquisition but it is not the only teaching practice. This theory tends to be combined with other theories in order for our students to be able to make mistakes and explore language.

This Ted Talk does a really nice job at emphasizing the importance of making mistakes in language learning.


In terms of constructivism, I value that this theory recognizes more of the learning process as it allows students to make their own connections and make meaning. Therefore various answers will be shared when asking students “what did you learn?”. This theory aligns with BC curriculum as it promotes the learner to go beyond their learning and take risks. This leads into the idea of making mistakes which is so important in language learning and within our classrooms. In order for children to feel like they can do this a classroom community needs to be established so that we are respectful to all ideas and mistakes. This is often done through behaviorism approach. 

Constructivism and Experiential learning

Constructivism and experiential learning really focuses on the learning experience and process. In my teaching and past learning experience. I really benefit from this approach as it helps learners make connections and see beyond the concepts. Notably, it opens our learning to our community by participating in field trips or personal projects guided through inquiry.

What theory best describes your belief around how learning takes place?

I am not sure I can select one learning theory as I believe they are all interrelated and various aspects can contribute to learning. I do have a strong belief about the connectivism learning theory, experiential and inquiry. These theories help create a learning environment where we can be curious, creative and learn from each other while we valuing our strengths and interests.

My most memorable experiences where those I got to share my interests (dance performances as I spoke about in earlier posts) and make personal connections and I think for my students it would be the same. They talk about the inquiry projects and field trips we do. It is never about what they failed it is about the experiences. Whether that was an experiential learning field trip or a project, anytime they got to share and be involved was key.

Ultimately this video does a nice job summarizing how we can take elements from each learning theory to benefit our practice and that there is no best practice as everyone learns differently.

Post 2: Best Structured Learning Experience

I also answered this question in EDCI 335 post during my undergrad and I would have to say that my response is very similar. Any experience I get to perform or do dance and art in any form. This aligns nicely with the pedagogy that High Tech High followed through their use of an exhibition which is resumed nicely in the following video.

Every time I had the opportunity to share my artistry or learning with an audience I felt motivated and inspired. This is still true and I still continue to dance.

Accordingly, I really value this statement from Bates, 2015, chapter 2.1 “All teaching is a mix of art and science. It is an art because any teacher or instructor is faced with numerous and constantly changing variables, which require rapid judgement and decision-making.” 

What made it memorable and worth writing about?

This experience of dance and performing was valuable because I always felt I was working towards a goal. Something that really came to light last dance performance for me was the importance of the process as well. This is talked about a lot in Education and teaching but less so in the arts. Often in dance, you work towards the final product and only showcase that but last year the studio I dance with showcased the learning along the way through a video montage. Thus valuing the journey and process of learning and much like in our classroom through surfaces like digital portfolios I believe this is also important. Yes an exhibition is important but documenting the steps to get there and talking about the successes and failures is even more meaningful. Dance in my experience has been about your learning.

My dance experience ranges from very structured to flexible classes and self-choregraphed dance sessions. I did very structured exam dance classes including RAD and ISTD syllabus work where you had to engage in an examination performance based on the syllabus which is a very similar model to Education and our curriculum and these experiences where also very memorable as I was working towards showing others and performing for them. In my opinion, this is very different from a test because there is no response from an audience. During dance exams or performances you get to see the examiner smiling and the audience engagement. It is really the performance aspect that makes this experience very memorable and the personalization that dance seems to have as no one does one move the exact same way even in a group dance.

Dance for me is a passion, but it is also a learning experience as no dance class is the same and throughout you learn various life skills. This ranges from confidence, independence, goal setting, creativity, teamwork, performance and time management to name a few. This Instagram post addresses many of the benefits I see in performing arts and education.

All in all, performing arts is at the heart of my pedagogy as a teacher now likely because of the positive learning experiences I had. I also value arts as they foster a sense of belonging for children and there are many benefits for inclusion and those of diverse abilities. Dance is a form of expression and this is well explained in the following video.

Introduction EDCI 565


Welcome back! I cannot believe it is term 2 of my Master’s degree in Educational Technology and I am back to teaching grade 1-2 French Immersion in Victoria as well. You can read more about me on my home page or this previous post as it really dives into, my beliefs and pedagogy surrounding dance and art. Furthermore, to expand on the benefits of dance pedagogy, through my recent years of teaching I have really been able to learn new tools and programs that have further developed my teaching skills and helped put the student at the center of their learning. One of the programs I have been learning relates to French Language Learning and is called AIM. This year my plan is to do my first AIM play as it follows an inclusive model, that promotes engagement and aligns with incorporating arts as a tool for learning.

The creative process of art. Students designed their own snowflakes.

I could elaborate on this model more, but let’s set that aside for a separate blog post and focus on the key questions of learning design.

Why you are interested in learning design?

I am interested in learning design as teaching is constantly changing and I believe that there is no proper way to teach but rather it is important to be flexible and continue your learning to adapt to your classrooms needs and strengths. Ultimately, this week we looked at a film called Most Likely to Succeed Film (2015). This film looked at a School called High Tech High -which as their moto connects the classroom to the world . I always have had a large appreciation for Inquiry and Innovation and this school really puts forward the idea of creativity and life skills related to learning. As a dancer and connecting this back to my belief of the Arts in Education, I value the idea of creativity and producing new things and performing/presenting at an exhibition. Thus, I believe that this model is teaching essential life skills, as stated within the film.  I can honestly say that my little brother and I had very different school experiences. In High School, my brother went to Pacific School of Innovation and Inquiry and followed a similar structure to what the film discussed, which has only made him transfer those skills and create super interesting projects to this day. Notably he created this . He learned how to code through Arduino, he designed it and various subject areas were evaluated. He also not only did this within school, now as a graduate from this school, has started his own business, where he is able to use the skills learned at PSII to help him have success in his career.

What experience do you have with learning design and how might you explain your process of designing learning experiences?

Finally the experience I have with learning design is acknowledging that it must be purposeful and intentional. Getting students involved in the process makes learning meaningful for them. I value our curriculum as it provides opportunities to design lessons where students gain these skills and in BC we are lucky that this aligns with our Core Competencies and as reporting is changing it seems that we are moving towards more inquiry models and goal setting experiences. In the Most Likely to Succeed Film (2015), it talked about building student confidence as an example of a skill. It also elaborated on the process of learning and the motivation. These are crucial in the learning design process. In a second language learning environment this is also very crucial as students are encouraged to take risks and learn from each other. If that is not set up or encouraged then how can students do this…

To explain my process of designing learning experiences here is a brief summary:

I believe that learning experiences is not only about a lesson, but also about the environment. I recognize however that I as a teacher have a vision and not everything is able to occur. For me this is not a linear process but rather one that I am constantly thinking about and changing but I do try to consider all of these elements to make for a great learning experience.

  • Setting up the space. I am grateful to have my own classroom and be able to move tables and switch it up for my learners. If I had a big budget and was able to design the class, I know I wouldn’t have desks. However, at this time, I only have access to desks and therefore have much like the video, set up my class in a square. I also do group pods as well to promote collaboration.  
  • Thinking of the classroom walls, there are many theories but in a French Language Learning environment and in all classrooms, effectively making the classroom with the children has been very beneficial for my learners. We create our sound and word walls (there is limited up on the walls when students arrive). It is purposeful.
  • September and even before you know your class, getting to know students within the school hallways. Then when in your class, diving in to your students interests, passions and strengths. I have really found it beneficial to run lunch clubs to get to know the kids even more.
  •  Furthermore, thinking of your students alongside the curriculum by making expectations with the students and having a goal for the learning.
  • I have really enjoyed using our digital portfolio and connecting with parents this way as well as I hope to have more celebrations of learning exposition type events in the future.
  • Finally collaborating as students it is important but also as teachers, reaching out to staff. Sharing resources and using school resources is so important. We can’t always be reinventing the wheel so having activities that are easily modifiable are essential.

As a final example, one activity I and my students enjoy which fosters oral language practice is using an image and some sentence starters to create a story. This can be easily modified as you can select image that are of interest to your students. Last week I did one about volcanos and mountains as this year I have a huge interest in them. This helped motivate my students.