Category: edci335

Choose one (or more) of your planned learning activities from your Blueprint and identify any barriers to student success. How can you alter or adjust your current plan to reduce those barriers?

1. Learning activity: Listening to Examples

Learners are to watch and listen to YouTube videos and answer anonymously on a word cloud of phrases they heard in the videos. This activity may have barriers that include difficulty hearing the videos, or the speed at which the videos are played. One possible adjustment would be to slow the YouTube video playback, which is fairly easy to do as it is in the YouTube settings itself where you can adjust the speed to 0.75x, or 0.5x, etc. Then, playing the videos more than once would benefit the learners to be more comfortable and confident with their answers on what they heard. Another adjustment could be to add an additional component to the activity where the learners would come back to the video once they answered on word cloud, then watching the videos again with subtitles added on. This method would require instructors to add subtitles into the video, but may be important support for those who may have struggled with answering the prompts and phrases from the activity. It would give the learners a chance to reflect and understand what they missed before proceeding to the next activity. Overall, this activity is designed in a way to safely and comfortably introduce the topic to the learners and get their brains warmed-up.

2. Listening and Speaking: Review

This learning activity is designed to review the new material in a casual way of assessment, where there is no grading or pressure on the learners to know exactly what they learned. They will partake in a listening quiz, then answer out loud if they know the answer. One barrier that may prevent learners from taking full benefits from this activity could be the method of answering the prompts. If one learner answers before the other learners have the chance to think about the correct answer, these other learners will miss the opportunity to find the correct answer for themselves. One possible alteration that could be made to this design would be to have the class collectively answer. This way, even if a learner gets the answer wrong, there is no fear of embarrassment as everyone will be speaking at the same time.

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/

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Inquiry-Based Learning (IBL) is constructed on the belief that learners need critical thinking rather than memorization skills (Justice et al. 2009). This type of learning approach puts the learner in the driver seat and works towards developing academic skills with guidance from the instructor. The learners develop questions, then find their own answers with the instructor guiding them in the right path (Justice et al. 2009).

There is heavy emphasis on learner engagement and connection to real-world situations. As seen in this course, real-world situation and application is related to the constructionism learning theory, which emphasizes input from realistic settings to be the necessary environment for learning to occur (Ertmer & Newby, 2018). In addition, IBL takes place in environments where learners must be open-minded in learning and assessing information, as well as building a new understanding whilst actively seeking knowledge (Justice et al. 2009). This idea ties into Ertmer & Newby’s classification of constructionism learning theory, where learners must construct their own understanding and then validate new perspectives (2018), which connect closely to IBL.

IBL also looks at motivation as a result of the curiosity to explore and discover the answers to the learners’ questions as they work to develop problems to solve on their own (Justice et al. 2009). As motivation comes from the natural desire to learn and be proficient at something (Merrill, 2018), that means that motivation can only be an outcome of engaging and effective lessons.

Of the First Principles of Instruction (Merrill, 2018), IBL seems to emphasize activation, application, integration, and problem centered principles. Activation refers to using prior knowledge to build new skills off of (Merrill, 2018), which IBL uses in a way that learners use their prior knowledge to think of questions, then act on finding answers for those questions (Justice et al. 2009). Application is defined as how learners use their new knowledge in real practice or situations (Merrill, 2018), which IBL covers through active participation in questions and answers and incorporating real-life tasks within lessons and based on its alignment with the constructionism theory. IBL includes integration, which is explained as learners sharing and reflecting on their work collaboratively (Merrill, 2018), through “open minded discussions, the questioning of assumptions, and critical assessment of information, evidence and argument.” (Justice et al. 2009). Lastly, the link between IBL and problem centered principles is a major part of IBL, as these lessons are designed off of problem-based learning (Justice et al. 2009). Overall, IBL highlights the first principles of instruction very well, hence making this method of learning highly efficient and practical for deeper understanding of topics that go beyond merely memorizing information.

Our Learning Resource is based on English language learning, and with any languages, I believe that it is best to work with colleagues and focus on interaction to enhance learning. IBL is similar in the way that we designed our lesson in the way that there is peer collaboration and students are put in the spotlight rather than the instructor. The instructor serves as a support figure rather than a lecturer.

References

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-Based Learning in Higher Education: Administrators’ Perspectives on Integrating Inquiry Pedagogy into the Curriculum. Higher Education, 58(6), 841–855. https://doi.org/10.1007/s10734-009-9228-7

Ertmer, P. A. & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

Merrill, M. D. (2018). Using the First Principles of Instruction to Make Instruction Effective, Efficient, and Engaging. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/using_the_first_principles_of_instruction

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Blog Post 2

Learning English Through Listening and Speaking: Ordering at a Restaurant

Overview

Learning a language through speaking focuses on using the language in conversations and interactions to develop proficiency. This hands-on approach is different from passive methods like reading or writing. 

Learning a new language through oral communication offers multiple benefits, the first being immediate feedback. When speaking with native speakers or other proficient speakers they can immediately provide corrections and also suggestions for further improvement. This loop that is then created of constant feedback is crucial for developing a deeper understanding of the language and its patterns. (Pachler et al., 2024)

One of the other benefits that comes with the oral aspect of learning a new language is the need to think on your feet and respond quickly, which is unlike written exercises, where you have plenty of time to respond and can use resources to escape the risk of responding poorly. The spontaneity encourages the learner to internalize the grammatical rules and vocabulary more often. (Blaz D., 2018)

Interactive speaking offers a dynamic way to not only receive feedback but also apply it in future scenarios. Adaptability is vital to gain a deeper understanding of the language in real life contexts such as going out to dinner, playing sports and many other scenarios. This also provides the opportunity for the learner to learn specific slang that is used day to day and how it compares to formal language that is taught in class. (Pachler et al., 2024)

All in all, learning a new language through speaking provides the learner with stronger fluency, accuracy and cultural understanding. It allows them to learn the language in a practical setting which when paired with constant feedback expedites the learning process and builds a deep understanding that can be applied to real-world activities. 

A common myth is that the only way to really improve your language skills is by talking to native speakers. Sure, interacting with native speakers helps with understanding cultural nuances and hearing the language in its natural form, but it’s not the only path to progress. Practicing with skilled non-native speakers like other learners, or experienced instructors can also be incredibly effective. Structured practice sessions, language exchange programs, and conversation groups offer great opportunities to boost your speaking skills. (Michael, 2016)

Another misconception is that just listening to the language will automatically improve your speaking abilities. While good listening skills are crucial, you need active speaking practice to truly develop fluency, pronunciation, and confidence. Interactive situations that involve both listening and speaking will ensure that the learner develops oral and listening skills that work with each other to improve language learning. Listening alone doesn’t give you the interactive practice needed to use the language in real-time conversations, which is key for mastering speaking skills and vice versa. (Lampariello L., 2023)

Creating a learning resource that focuses on speaking is all about practical application. Emphasizing speaking helps learners engage directly with the language, refine their pronunciation, and boost their conversational fluency—areas that are often neglected in traditional classroom settings. This approach better prepares learners to use the language confidently and effectively in everyday situations.

Learning Design Plan

Big Ideas
Listening with intent supports our acquisition and understanding of English.	Acquiring English can help us to interact with the Anglophone world.	Expressing ourselves and engaging in conversation in English involves risk taking and perseverance in an authentic context.
Essential Questions
What words and phrases are commonly used in a restaurant setting? How can we use our knowledge of English vocabulary to answer questions and express our choices in a restaurant setting? How can we speak clearly and confidently when expressing our choices or asking questions in a restaurant setting?

Learning Outcomes and Proficiency Indicators
Comprehend common words and phrases involved in ordering from a restaurant (Listening)	Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant (Speaking)	Confidently ask questions and express choices in English (Speaking)
Proficiency Indicator: Understands descriptions given and questions asked by restaurant staff	Proficiency Indicator: Can respond to questions when asked by restaurant staff Can select appropriate words and phrases to express choices	Proficiency Indicator: Formulates clear and relevant questions about menu items Use appropriate intonation, volume, and body language

Assessment Plan
Assessment	Learning Outcomes
Pre-Assessment Learners will fill in a Google Form answering the following questions: What is your name, where are you from, and what languages do you already know?  Write how you could respond to each of the following questions you might be asked in a restaurant scenario: How many people are in your party? What would you like to order? Can I get you anything else? Write 2 questions that you might ask a server while ordering from a restaurant.	This assessment will gauge what the learners already know, inform the designer where to begin and adjust the levels of difficulty for the lesson, and be the initial communication from the learner to instructor on their foundations.
Surveys (Self-Assessment) Learners reflect on their learning by evaluating their own skills and progress at the beginning and end of the course. On a scale of 1-5 (1= not confident at all, 5=very confident), how confident are you in your ability to order from a restaurant in English? Has your answer to question 1 changed from the beginning of the learning activity? Why or why not? What was your biggest area of growth over the course of this activity? What skills would you still like to work on?	Comprehend common words and phrases involved in ordering from a restaurant Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English
Wordcloud (Formative) Anonymously submitting words and phrases they heard from the YouTube videos into a word cloud survey, then the class gets to view the results and the instructor	Comprehend common words and phrases involved in ordering from a restaurant
Listening Quizzes (Formative) Learners watch videos and answer questions to practice identifying key words and phrases.	Comprehend common words and phrases involved in ordering from a restaurant
Group Video (Formative) In Groups of 4, Learners create a video that shows the process of ordering from entering the restaurant to getting the bill.  Learners will receive feedback on their video from the instructor that they can use to practice for their summative assessment	Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English
One-on-one Learning Conference (Summative) Learners have one-on-one conversations with the instructor where they model a conversation between a server and a customer.	Comprehend common words and phrases involved in ordering from a restaurant Choose appropriate vocabulary, phrases, and pronunciation and accurately formulate sequential sentences when ordering food at a restaurant Confidently ask questions and express choices in English

Learning Activities
Topic	Learners Activity
Pre-Assessment + Introduction to lesson	Learners Reviews Learning Outcomes : Learners Reviews description of learning outcomes and is introduced to the topic of ordering food in restaurant settings.  Learners Survey and Introduction: Learners will fill in a Google Form answering Pre-assessment and self-assessment related questions.
Listening to examples	Comprehension: Learners will read and listen to common phrases (questions and potential answers) on YouTube videos shown by the instructor – https://www.youtube.com/watch?v=Ik7B4iYFRTU – https://www.youtube.com/watch?v=sIWm5Fi8Z7Q Interactive Videos: Learners will watch 3 different short videos showing people ordering from restaurants. As they watch, the learners will be prompted to complete selected response questions in which they identify phrases used in the video
Speaking: putting phrases together	Partner Practice After watching the videos, learners will be given a cheat sheet to refer to with phrases they can use in sequence to recreate the restaurant ordering setting. The learners will be split into pair groups and practice phrases of both the customer and waiter of the restaurant and alternate.
Listening and Speaking: Review	Review: Common Phrases Learners will come back to the group zoom call and the instructor will have a listening quiz, where learners will hear a recording and answer the prompt out loud.
Group Task: Ordering at a restaurant and waiting tables	Video Assignment In Groups of 4, learners create a video that shows the process of ordering from entering the restaurant to getting the bill.
Individual Task: Restaurant Role play with Instructor	Interview Learners will have a one-on-one meeting with the instructor online where they are prompted with random questions from restaurant settings that they have learned throughout the lesson. This will exercise both their listening and speaking skills and be assessed by the instructor based on their proficiency.
Post-lesson reflection	Learners will fill in a Google Form answering questions relating to their confidence and new findings based on the lesson.

Resources

Resources
Resource Title	Type of Resource	Link
Course WordPress Site	Online Tool	https://wordpress.com/
Zoom	Online classroom resource	https://zoom.us/
Mentimeter	Survey, assessment	https://www.mentimeter.com/
At the Restaurant	Youtube Video	https://www.youtube.com/watch?v=sIWm5Fi8Z7Q
Ordering a Restaurant	Youtube Video	https://www.youtube.com/watch?v=Ik7B4iYFRTU
In the Community	Online Textbook	https://collection.bccampus.ca/textbooks/in-the-community-an-intermediate-integrated-skills-textbook-norquest-college-160/
Communication Beginnings	Online Textbook	https://collection.bccampus.ca/textbooks/communication-beginnings-an-introductory-listening-and-speaking-text-for-english-language-learners-portland-state-university-library-81/

Roles and Responsibilities

References (Using APA 7th Ed.)

Blaz, D. (2018). The world language teacher’s guide to active learning : strategies and activities for increasing student engagement (Second edition.). Routledge.

Pachler, N., & Redondo, A. (Eds.). (2024). A practical guide to teaching foreign languages in the secondary school (Third edition.). Routledge.

Lampariello, L. (2023, July 20). Is it possible to learn a language through listening and reading alone? – Luca Lampariello. Luca Lampariello. https://www.lucalampariello.com/learn-a-language-through-input/

Michael. (Dec 18, 2016). Why it is crucially important to talk with native speakers. (n.d.). Italki.
https://www.italki.com/en/article/911/why-it-is-crucially-important-to-talk-with-native-speakers

From what you’ve seen of the course so far, and in the course outline, which of the assessment strategies in your reading this week are being used in this course?

A lot of assessment strategies come from the authentic assessment characteristics described in the readings this week. There are points about introducing educational values first, which was discussed in the introduction to the course as well as topics regarding privacy and technology use. Assessments are broken up into multiple stages where feedback can be provided and used to enhance and achieve the learning outcomes. This course also has relevance in the real world, where simulations mimic instances where we would be required to work in team environments to curate a lesson for online-learning. This assignment also delves into the self-reflective aspect of authentic assessments, where learners think in their own ways of how the information we have learned is being used in practiced.

Which are not being used?

From what I see thus far and in the outline, they are mostly in the form of assessments rather than evaluations, which was covered in the reading as “product oriented, summative, and judgemental.” Of course, there is still some inevitable evidence of these strategies of assessments like at the end of the course, but they are less of the focus.

What Learning Theories (from Weelk 1) do these connect to?

These learning theories connect largely to the constructivist theory. These foundations are based on curating collaborative and meaningful, personal experiences. They are based on real world experiences, which the assignments give the freedom to explore. In addition to these points, there is no indication of a single “right” answer to these assignments or learning goals, so these mental representations of knowledge are flexible and open to change. Along with the constructivist theory, we learned many other views and ideas that help shape our own personal understandings of these theories.

How does it compare to other courses you’ve taken in your studies?

In my recent years, especially in university there is a lot more emphasis on collaborative work and professors implementing multiple stages into creating a final assignment, such as a paper. They have also used more peer-feedback and assessments in our work on top of the multi-stage feedback that we get. I find this method a lot more time consuming, but well rewarding overall. I am looking forward to making something similar in my own collaborative project and further my depth of understanding of assessments and design.

References:

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. AU Press, Athabasca University.
https://doi.org/10.15215/aupress/9781771992329.01

Ertmer, P. A. & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. In R. E. West (Ed.), Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

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Blog Post 1

Hello! My name is Kana and I am a student of University of Victoria. Below, I have answered a self reflection for the learning pod project!

What is your preferred mode of remote communication?
Texting/social media apps (eg. Instagram).

What are your communication strengths?
I am good at giving feedback and being supportive.

What are your communication weaknesses? Where would you like to grow?
I would like to be more responsive when I am communicating.

Do you consider yourself an introvert or extrovert?
introvert.

What time zone are you in?
MST.

What time of day do you prefer doing academic work?
Morning or late at night.

When you are upset do you tend to share this with others or keep it to yourself?
Keep it to myself.

What do you like about group work?
Distributed workload and being able to ask for opinions and input from group members.

What don’t you like about group work?
Scheduling conflicts.

What else would you like your team to know?
I’m a linguistics major and I’m hoping to design a learning resource related to language, but I am open for any subjects! I have also taught figure skating in the past, so I have some experience in teaching and learning.