Month: September 2025

Week 3 Blog: Foundations of Online & Open Education

26 September 2025 /
Teacher at desk on her computer
Photo by Vitaly Gariev on Unsplash

In week 3 in EDCI 339, we explored the foundations of online and open education, focusing on what makes digital learning effective and inclusive.

The Digital Learning Framework

One of the key readings was the Digital Learning Framework created by Dr. Valerie Irvine and Dr. George Veletsianos for the BC Government. The framework was written during the early stages of the pandemic and outlined how BC could strengthen digital learning for the future.

It explained the importance of strong leadership, collaboration across institutions, and additional training for educators to teach online with confidence. It also highlighted the need to make digital learning accessible for everyone, including students in rural areas or those who need flexible options. One of the main takeaways was that many experienced “emergency remote teaching,” not authentic online learning. Real online education should be designed to promote inclusion, flexibility, and accessibility from the start.

Equity and Design in Learning

This reading helped me understand how design and equity are central to effective online learning. Moving lessons online is not enough; educators must also consider how to engage all students and create meaningful learning experiences across different formats. The idea of “shifting the conversation” resonated with me, as it encourages viewing online education as an opportunity for growth rather than just a backup plan.

I also noticed how the framework connects to what we’re doing in this course. Forming pods to support each other’s inquiries reminded me of the framework’s emphasis on collaboration and community. It shows that le arning online can still be social and relational when designed thoughtfully.

Computer screen with visuals screen of everyone on zoom call.
Photo by Chris Montgomery on Unsplash

Reflection and Future Application

After reflecting on this week’s learning, I want to bring these ideas into my future teaching. My goal is to design lessons that give students different ways to participate and show what they know, while making sure all learners feel supported and included.

As I start working with my pod on my Free Inquiry Project about game-based learning, these ideas will guide me in exploring how digital tools can boost engagement and inclusion in online spaces. 

Free Inquiry I Week 1

19 September 2025 /
Child on computer playing an online game
Photo by Annie Spratt on Unsplash

Exploring Game-Based Learning: Can Play Improve Online Education?

I chose this topic because, as a learner, I am motivated and engaged when there are competitions and games involved. I find I learn naturally when it’s in a game format. One example that comes to mind is Kahoot, a fun interactive game the class can participate in while learning at the same time. I wanted to explore whether game-based learning can improve academic outcomes in an online setting.

My initial questions I came up with:

  • Does game-based learning improve academics?
  • How do game-based learning tools help students stay motivated?
  • Can games help students remember new information for longer?
  • How can we create fun online games that are also educational?
  • How can teachers use games in synchronous and asynchronous classes?
  • Which game-based learning tools work best for elementary students?

Starting my Research

I plan to begin researching game-based learning by doing the following:

  • Search for online articles about game-based learning, such as the UVIC database.
  • Ask a teacher about their experiences using game-based tools in the classroom.
  • Have discussions with my inquiry group about their personal experiences with game-based learning, either as students or in their own teaching practice.

These upcoming steps will help me refine my inquiry questions by conducting research and reflecting on the topic.

Week 2 Blog: Data Privacy, Consent and Copyright

15 September 2025 /
Lock on computer with credit cards.
Photo by Towfiqu barbhuiya on Unsplash

Understanding FIPPA and PIPA

The course blog also introduced Freedom of Information and Protection of Privacy (FIPPA) and Freedom of Information and Protection of Privacy Act (PIPA), reminding me that privacy isn’t just a policy issue but an ethical responsibility. As teachers, we should clearly explain what data is being used, why, and give students meaningful choices.

Creative Common Licensing

We also explored Creative Commons licensing, which is a non-profit organization that provides CC licenses and public domain tools to give every person and organization a way around copyright permission for creative and academic work.

How to Make a Good Blog Post?

After reading post,  What Makes a Good Blog Post, I focused on how to implement this into my own blog posts. focused on adding hyperlinks, embedding visuals, and writing with a personal, authentic voice to make my posts engaging and accessible.

Photo by Fikret tozak on Unsplash

From Learner to Teacher

As I move toward Assignment #1, I’ll keep these lessons in mind, designing with privacy, consent, and openness in mind while creating online learning content.

Looking ahead to my future classroom, I can see myself teaching students how to protect their digital identities and recognize credible sources online. I would do this by implementing Creative Commons resources and encouraging students to license their own creations.

Week 1: Learning in the Open

11 September 2025 /
Blogging concept with man
Designed by Freepik

Introduction

This week helped me understand what it truly means to learn and teach in an open and connected way. The course website, our blogs, and shared reflections all demonstrate how learning can occur in an online space.

Learning About Open Education

Reading the articles by Graham and Roberts (2019) and Irvine et al. (2022) made me realize how much thought goes into creating open learning environments. The Open Hub Model illustrates how a central hub, like a course blog, can connect students’ individual blogs and help them build confidence before engaging with wider online networks. The Multi-Section Open Course Design article explained how this type of openness also allows instructors to share resources, collaborate, and ensure course content can be accessed after the course semester.

Key Takeaways

What stood out to me is that open learning isn’t just about technology, it’s about community, trust, and choice. Students have the freedom to decide how public their work is, how they want to express their ideas, and how they connect with others. 

Looking Ahead

In the future, I want to continue exploring what openness means for me as a learner and future educator. I want to include blogs, open resources, and shared digital spaces to make learning more creative and inclusive in my classroom.

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