OLTD/MEDL Major Project and Process Papers

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Major Projects and Process Papers from the Faculty of Education's Online Learning & Teaching graduate Diploma.


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Now showing 1 - 5 of 71
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    Foundations of instructional design practices in online learning
    (Electronic version published by Vancouver Island University, 2023) Coon, Tammie L.
    Effective instructional design decisions can be made when they are founded on evidence-based research into the science of learning and the science of instruction. Together these disciplines form the foundation and provide the framework to guide the instructional design process to ensure successful student learning. This Project addresses the Critical Challenge Question (CCQ): How can an understanding of the science of learning and the science of instruction support effective instructional design practices for online learning? Through the process of conducting a literature review on this topic, many overlapping concepts and connections were found among the constructs, theories, principles, and models. This research was the basis for my MEdL Project Build, a website resource for myself and other educators who seek to design instruction that results in effective and successful learning for all students.
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    Assessing competencies in fully online asynchronous high school courses
    (Electronic version published by Vancouver Island University, 2023) Vachon, Claudia M.H.C.
    With the introduction of British Columbia’s new curriculum, BC teachers have been mandated to adopt concept-based and competency-driven approaches with a focus on development of competencies. Competency-Based Learning offers a number of advantages but also requires set standards that students must achieve in order to progress to the next level. Yet, the Province has not established what constitutes proficiency for each competency and grade. Competency assessment is further complicated in online Senior Mathematics, where content can be abstract and asynchronous learning prevents any types of real time interactions. The purpose of this thesis was to explore the literature with regards to Mathematics instructions, competency assessment, and asynchronous online learning, to offer a response to the Guiding Question: “What are best practices for assessing competencies in a fully online and asynchronous learning environment with a focus on Senior Mathematics?” The literature shows that project-based learning is the best way to develop competencies and rubrics are usually used to assess competencies. A Best Practices Framework for Assessing Competencies in an Online Mathematics Course was created based on the literature and taking into consideration BC education system’s constraints as well as the limitations associated with an asynchronous online learning environment. The document is available in pdf format at the link below and the full version is also included in Appendix A. It provides best practices and resources, as well as a four-step guide to create a Competency-Based online course, including practical examples in Senior Mathematics.
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    Strategies and tools for applying the community of inquiry to support adult learners in online professional development programs
    (Electronic version published by Vancouver Island University, 2023) Massicotte, Mary Clare
    Professional Development training programs for adult learners are enhanced by applying leadership strategies and using digital tools to help build community in online and blended learning environments. Learning organizations that design and deliver informal and non-credit Professional Development training programs to adults may benefit by applying leadership strategies such as the Community of Inquiry (CoI) Framework and Kolb’s Experiential Learning Cycle model. This Project addresses the Critical Challenge Question (CCQ): What are the strategies and tools that Professional Development leaders can employ for engaging adult learners in online learning environments? Through the research, I developed a conceptual adaptation to the CoI Framework for adult learning training through Connection, Leadership, and Lifelong Learning. The research enabled a thoughtful conclusion to the Project package consisting of a website, a downloadable Facilitator’s Guide, and a Gamified Digital Adventure, “The Facilitator’s Way.” The intended audience for this research are instructional designers, facilitators, trainers, and learning organizations that deliver informal and non-credit training to adults online or via blended learning.
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    Gamification and growth in high school English language arts
    (Electronic version published by Vancouver Island University, 2022) Chapman, Kimberley L.
    Game-Based Learning (GBL) and Gamification are increasingly popular strategies to engage and motivate young people in learning. Gamification, which is the use of game elements in an educational setting, can mean the implementation of a variety of different strategies. These strategies can foster motivation that is intrinsic, extrinsic, or both. This Project addresses the Critical Challenge Question (CCQ): How can high school English teachers incorporate gamification into their practice with the goal of increasing student motivation and competency-based growth? I have sought to explore the way in which motivation, growth mindset, standards-based assessment, and gamification can intersect. My assessment strategies engage in British Columbia’s curriculum redesign, and focus on Curricular Competencies. The Project resulted in a redesign for my New Media and Composition 10 course, along with a WordPress website to assist students on their learning journey. The website was designed with User eXperience (UX) in mind, and followed relevant web-design principles.
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    Strategies for utilizing a learning management system to create robust and interactive, fully-online secondary math courses to increase student motivation and engagement
    (Electronic version published by Vancouver Island University, 2022) Swan, Cheryl E.
    As online learning continues to grow in popularity and becomes increasingly necessary with the spread of Covid-19, it is crucial for educators to offer well-developed courses that meet the requirements of their learners. A well-designed online course can enhance learning and enable students of all needs and abilities to succeed. For the most part, Open Source, senior-level Mathematics courses that are found online today lack variety and motivating content. However, motivation is essential for a student's success as it guides their actions and fosters engagement. The literature shows that for learners of Mathematics to be successful, Mathematical self-efficacy and a positive mindset are necessary. The purpose of this Process Paper was to utilize existing research and technologies to address the Critical Challenge Question, 'How can a Learning Management System be utilized to create robust and interactive, fully-online secondary Math courses to increase student motivation and engagement?' A comprehensive Literature Review and utilization of Insturcture’s Canvas Learning Management System (LMS) has contributed to the creation of a fully online, asynchronous Pre-calculus 12 course based on British Columbia’s current curriculum. Using a modularized learning approach, the aim of creating this course was to provide Maple Leaf International School (MLIS) secondary students the opportunity to learn in a well-designed, accommodating, and flexible environment that offers a means to develop self-efficacy with regard to successful learning in Mathematics.