My experience with asynchronous learning began alongside many others, during the Covid-19 Pandemic. My classes went fully online when I was in Grade 10, and I found that I procrastinated all of the work until the very last two days, when I spent 48 hours doing a semester worth of work. In High School, I found synchronous learning worked better for me because it had hard deadlines.
In University, I began commuting to school, 1.5h each way. With set 8:30am classes each morning and no flexibility, I found that synchronous classes were my downfall. I work every night, so at most I get about 6 hours of sleep, because all my time goes into commuting rather that learning. Asynchronous classes worked so much better for me, because I could put time into learning, doing the work, and being engaged (rather than tired) over just commuting back and forth.
So we get this interesting sort of juxtaposition between my experiences with asynchronous classes. When looking back, what I think it really boils down to is design. My Covid classes were designed to by synchronous, so they felt unengaging and unmotivating when taken asynchronously, while my University classes were asynchronous by design.
The difference between classes that you do and forget about, and classes that stick with you and shape how you think, is almost entirely based on instructional design. Concepts like backward design, understanding by design, design thinking, learning outcomes, and project-based learning are more than just buzzwords, but tools that explain why some learning experiences felt meaningful, while others felt like busy work.
Backward Design and Understanding by Design
The idea of Understanding by Design is a educational framework which operates in three stages:
Determine Evidence – assessments to show learning (performance tasks, projects, tests, etc.)
Plan Learning Experiences & Instruction – align activities to outcomes and evidence
Basically, start at the end and end at the start, or, more eloquently, design backwards.
I would work from the centre outwards, similar to how backward design works
The idea of starting with the end in mind sounds obvious once you hear it. I used to be obsessed with those mazes you’d find on diner kids menus, and I always solved them end to beginning, because it was the most efficient strategy. I see the appeal of backward design, and it blows my mind that this is barely mentioned in the Bachelor of Education programme. Backward design would be fantastic, except we don’t even get our assessment class until the second semester of year 3. If I was exposed to this theory earlier, I would’ve implemented it into my practicum.
My high school Calculus teacher was one of my favourite teachers ever. She had a doctorate in math and, looking back on her class, I think she infused the idea of backward design into her lessons. She had clear exams, even practice test so we could familiarize ourselves with what kind of material would be on the exam. She never used scantron because she understood that, although math is either right or wrong, it’s easy to make mistakes, and one mistake shouldn’t cost you your grade. Finally, she only assigned homework to students who needed extra practice, understanding that for students who understood the material, it was just busy work. Her class, and her teaching style, will always stand out to me because of her clear instruction, assessment, and lack of busy work. Her class felt meaningful and learning felt fun.
Backward design ensures that the lessons are rooted in learning goals, rather than busy work or random activities. Educators must ask themselves, “What is it that I want my students to be able to do by the end?” which creates a better planned, laid out, and more holistic learning experience.
Design Thinking
Design thinking is an educational concept which is stretched over five phases:
Empathy – who is impacted and what are their needs?
Define – clarify the problem, constraints, and resources
Ideate – brainstorm possible solutions
Prototype – build or sketch possible solutions
Test – share, refine, repeat
What stood out to me about design thinking is the emphasis on empathy. Problem-solving requires looking at the problem from an outside perspective, or even by stepping into someone else’s shoes. The moment I learned about this, it reminded me of an old quote:
To be loved to the point of invention, that is the goal. This story, of the creation of rubber gloves, is a romantic view of design thinking. The surgeon had to step into his wife’s shoes, see how her hands were being irritated at work, and create something to solve this problem. This process mirrors design thinking perfectly.
In my future teaching practice, I plan to invoke this framework into lessons on Indigenous land, climate change, invasive species, and more. By allowing learners to see these problems from an alternate perspective, they themself are suddenly aware of challenges presented, which makes the process of problem-solving much more meaningful.
Learning Outcomes and Taxonomies
I am more than familiar with Bloom’s Taxonomy, but I have never heard of the SOLO (Structure of Observed Learning Outcomes) Taxonomy until now. Bloom’s goes into what students should be able to do at the end, using clear, measurable terms, while SOLO’s measures the depth of student learning.
Vague Verbiage
Specific Learning Outcomes
Students will know hip hop culture
Students will be able to describe the cultural significance of hip hop dance
Students will do a hip hop combo
Students will be able to demonstrate basic hop hop moves in sequence
Students will perform a dance
Students will be able to create and perform a 16-count hip hop dance
To me, I think Bloom’s is more helpful in learning design, while SOLO is more helpful in learning assessment. While I’m more familiar with Boom’s and thus partial to it, I am sure I will be getting good use out of both of these in my future career.
Better Learning Design
Surface vs Deep Learning
Surface-Level Learning
Deep Learning
Minimal effort, memorization, low-level skills
Applying, analyzing, evaluating, critiquing
Reflecting on my experiences in school, I definitely fell into surface-level learning quite a bit. I would memorize formulae and facts to pass an exam, and the moment I would see that “A,” I would completely forget everything that I learned. I was not learning the material because I was engaged, but simply because I needed to pass that test and move onto the next thing.
Me, (third from left), dancing for Raino Dance at the most recent June show
This contrasts completely with how I am in dance classes. I’ve been an avid dancer for six years, trained in every style you can name except ballet. In dance class, my learning is deep. I went above and beyond memorizing moves, I would practice and apply concepts of rhythm and style that still stick with me now. Between these two experiences, the design is what sets them apart. School felt objective, disconnected, and focused more on grades, while dance was hands-on, iterative, and engaging.
Inquiry and Project-Based Learning
As an education student, inquiry and project-based learning is something I’m all-too familiar with. When students get to explore something they’re interested in, using authentic questions, they feel a sense of ownership over their learning. My work in the Bachelor of Education programme has shown me this first-hand, as a large portion of our assignments are inquiry-based. These kinds of projects allow students to guide their own research, which can feel a lot more meaningful and motivating than traditional assignments.
This approach creates a more holistic learning experience and fosters a deeper connection to content, especially when tied to personal interests. Of course, it comes with many challenges too:
ensuring that inquiry projects align with the BC cirriculum
managing time for inquiry projects
providing enough structure while still allowing freedom of choice
Every good thing comes with a challenge, and I believe that the benefits of inquiry-directed learning outweigh the challenges. Project-based learning prepares students for the world outside of school, where learning comes from exploration and collaboration.
Conclusion
Module 2 helped me connect the dots between theory and practice. Backward design ensures clarity, design thinking centers empathy, Bloom’s taxonomy strengthens outcomes, and project-based learning gives students real-world ownership. Together, these ideas push learning beyond surface-level memorization into something that really sticks.
As I continue in education, I want to keep asking myself: Am I designing for deep, lasting learning?
I work at Red Robin and the Savory Steakhouse burger is hands-down the best thing on the menu. It’s got bacon, tomato, lettuce, and everything else you could ever dream of. So for this module’s community contribution, I decided to create learning objectives which focus on students learning how to make this legendary burger!
Students will be able to list the required ingredients for the Savory Steakhouse burger
Students will be able to assemble the Savory Steakhouse burger by following the recipe steps in the correct sequence
Students will be able to create their own personalized variation of the burger, while keeping the essence of the Savory Steakhouse
Hi Max! It was great to look into your blog. I wonder if you could go a little deeper in your “About Me” section by explaining what occupational therapy really is. That might help readers who aren’t as familiar with the field connect more with your perspective. While I love how your blog post is laid out so nicely, including a lot of multimedia, it would be awesome to see you infuse a bit of colour into your website to really make it pop!
I really liked how you described learning as something that comes from practice and real-life application. Your example from anatomy shows that you have strong strategies for your own learning by watching crash course videos, studying ahead of time, and taking notes. Hearing that you hand-write notes is awesome, that definitely makes the material stick in your brain! Nowadays in lecture it seems like everyone is on laptops and they’re definitely missing out on that opportunity. I’m glad to hear that these strategies helped you feel less overwhelmed and more confident.
I really relate to what you said about cognitivism. Having information organized and easy-to-follow makes such a difference when learning. I love how you connected this to your work experiences, and it’s awesome that using clear documents and hour-by-hour outlines not only helped you, but also made things go smoother for the people you were working with.
Lastly, I liked your point about self-concept in adult learning. Wanting to try things on your own first shows that independence, but also knowing when to ask for help is a super important balance. That mix of self-reliance and willingness to seek support will definitely help you in both school and your future career.
Hi Sasha! When I first looked into your blog, it was pretty basic, but it looks like you’ve really individualized it! I loved seeing the difference between you in Kindergarten and then your first day as a student teacher, that’s super cute! I know you said you wanted to infuse some colour into your site, so here is a YouTube video I found that can help you out with that!
I loved how you described learning as not just receiving information but also in the way that we interpret and connect it to the world around us. Your experience as an Early Childhood Educator really highlights how much learning is tied to trust, relationships, and early literacy. It’s easy to dismiss how much kids learn before they even get to school, just by observing and interacting with the world around them.
I understand what you said about struggling with online learning, although I’d rather be engaged in an online class than tired and disengaged because I’d dragged myself to an 8:30am. It’s not for everyone, but online learning definitely makes education more accessible. It’s great that you’ve found strategies like flashcards and Quizlet to make online learning more manageable.
Your point about confidence really stood out to me. It’s so true that students are more likely to try when they believe they can succeed, I definitely feel that way too. I like your reminder that teachers should highlight what students are already doing well, not just what they need to fix, building trust and motivation.
Lastly, I appreciate how you talked about biases in adult learning. Your math example showed how an engaging teacher can completely change how we see a subject (any chance that prof was Tom Thompson??), which is such an important concept in the career we’re going into!
Hi Sophia! I really enjoyed looking into your blog and reading your “About Me.” While I love all the multimedia you integrated into your first blog post, I wonder if you could look further into captivating titles and which title words get capitalized!
I like how you connected memory to learning and I agree that the two really go hand-in-hand. Your point about cramming really stood out to me. I’ve done that too many times, and while it works short-term, I always forget the material quickly. As an education major, I think moving assessment away from grade-based exams where students will cram to get that A toward deep-learning inquiry assignments is so important. Breaking down memory into encoding, consolidation, and retrieval makes it l easy to understand why real, deep learning takes time and practice.
I also thought it was interesting how you linked your dance teaching to these theories. Even without knowing the names of the theories at the time, you were already using them in practice, which shows how natural some of these approaches can be when teaching.
Finally, I really enjoyed your knitting example with Jenny. It showed how all the theories can overlap to make a lesson engaging and meaningful. I think if I were in her class too, I’d feel confident because I’m set up for success.
Does listening to classical music, like Mozart, make you smarter? This is a neuromyth commonly referred to as the “Mozart Effect.” The idea that listening to Mozart boosts your IQ was popularized in the ’90s in a book by Don Campbell. This neuromyth spread fast, and by 1998 the state of Georgia spent over $100 000 to distribute classical music to families with newborns. The Mozart Effect was debunked a year later.
I definitely remember hearing this neuromyth while growing up. While music can improve mood and focus, it cannot directly increase intelligence. For me, as a current learner and future teacher, this research helps me see the role of music in education. Knowing this allows me to make design choices to support learning, like using music to create an environment for concentration and creativity.
Hello and welcome to my first (of many) EDCI 335 blog posts. I am Emma, and I am currently in year 3, working on my Bachelor of Education alongside an Information Technology Certificate. The biggest experience I have had that has shaped my journey as an educator is definitely the three-week practicum I completed in May. I taught Math and Social Studies in a Grade 8 class at Rockheights Middle School and it was such an eye-opening experience. Taking EDCI classes is one thing, but to actually be in the classroom, interacting with and teaching students, taught me more than a textbook ever could.
Me, running a booth for The Education Students’ Association at Thunderfest this year
To me, learning is more than just the acquisition of knowledge. I would argue that is is also the ability to identify, interpret, and organize information, connecting it to prior knowledge. I am a dancer at heart, and I think that dance can be one of the best examples of learning in action. When I learn a dance, I observe and analyze my dance teacher, try it myself, refine and practice this until it becomes muscle memory. Learning dance dips into all three non-digital learning theories: behaviourism, cognitivism, and constructivism, but I think (for me) it connects best with constructivism, as it ties new learning with my own experiences.
As for motivation in regards to the ARCS model, the biggest factor that motivates me is the A: Attention. Although Relevance, Confidence, and Satisfaction definitely play parts too, I think I am most motivated when something challenges me. Rising to a challenge excites me much more than doing something easy. This is why I’m taking seven courses this semester, and why I’ve been taking extra math courses as I’ve been at UVic: I crave a challenge. Of course, a challenge is nothing without the achievement of success. My motivation is Attention, but Satisfaction too: the satisfying outcome of completing a challenge.
A certificate of achievement I received for Calculus I.
As an adult learner, I bring a lot of past experience into new learning. Dance has taught me persistence through challenges, how to pick up new ideas quickly, and how important critique and feedback is. Growing up in the age of technology has made me comfortable and confident in using digital tools inside the classroom.
Today I looked into a grade 7 unit on podcasting. This unit introduces students to what podcasting is, before delving into “how to speak,” or, the importance of tone, emphasis, pace, and volume. These are key elements of storytelling, especially from a digital standpoint. This unit helps students become not just great podcasters, but effective communicators too.
I think this unit would be super fun and engaging for grade seven students. Most kids at this age probably don’t listen to podcasts, so this is a great way to get them interested into this new form of media. Giving students a chance to make their own podcast taps into this interest in a hands-on way.
What works well in this unit is the structure. It begins with an informative look at what a podcast is, then explores the components of one, allows students to create their own, and ends with a student reflection. The process of learning, creating, and reflecting supports a full learning cycle, building students’ confidence with this technology. This is such a creative unit to help students build literacy skills in a fun way!
Today, I looked into a unit on Podcast Circles, written by an old teacher of mine, Nora Havelaar! While I didn’t have Ms Havelaar for English (and thus did not do this unit in high school), I did have her as my grade 11 French teacher and she was awesome! I think that this podcasting unit makes great use of digital features, bringing in elements like Google Slides and digital articles.
I think I would’ve loved doing this unit in school. I was big into podcasts like Misfits and The Storage Papers during high school, and would’ve loved to take my interests and dive into learning in this unit.
What works the best in this unit is the variety of tasks. Students work through a one-pager, character analysis, find quotes, and connect with articles to deepen their understanding. The flexibility and scaffolding in this unit is amazing!
Today, I looked into a unit plan on teaching friendship. This sixth grade unit plan on friendship includes great digital features that I believe students would thoroughly enjoy. Using engaging videos like Ron’s Gone Wrong and Partly Cloudy makes the lessons fun and relevant. The use of podcasts and online articles give student alternative ways to learn, instead of textbooks and lectures. My favourite part of this unit was probably the fact that students can create a Choose Your Own Adventure story using Google Slides!
I think this unit will work well because it connects with students via engaging videos and real stories. The mix of fiction and nonfiction, poetry, and media allows for every student to connect with something. Adding on class discussions about friendship really hammers these concepts in. The only change I would make to this unit is building in time for students to learn about Google Slides and how to use it, so the Choose Your Own Adventure is fun and not stressful.
Like many of my peers, my assessment story takes place upon the shift from high school to University. In high school, I achieved fantastic grades, consistent straight As, and I was even the Valedictorian of my class. When I moved on to University, I was aware that my grades would probably not be the 100s I was used to, and I was alright with that. However, what I did not expect was to no longer get As because professors “did not believe in giving As.” Within my first year at UVic, I had professor after professor mark my essays, my research papers, as high Bs with no critiques. When I asked what I could’ve improved upon to get an A, they would respond “Oh, nothing, I don’t give As.” If I were to get an A, maybe an 80%, the professor would tell me it was “perfect” but a perfect mark is a 100%, and they “just don’t give those.” I’ve had professors complain about this, that the University doesn’t want their grade average to be so high. So professors are forced to undercut students’ grades.
This is the most frustrating part of University, being told my work was strong but being penalized by arbitrary ceilings. The idea that perfect work is 80% contradicts the very nature of formative assessment. I wasn’t being assessed on clear criteria, but against a moving target. As a future educator, this displeases me. Students are shooting for a target that doesn’t exist, leading to frustration and academic burnout. If you have no critiques, no way to improve an assignment, it should be 100%.
In contrast, the BC Curriculum is taking a much more student-centred approach. Moving away from percentage grades and toward a proficiency-based assessment. This allows educators to provide constructive and actionable feedback so students can clearly see how to improve. Assessment is an opportunity to grow, rather than a final judgement.
On paper, the proficiency scale seems like a great way to make learning about learning, instead of grades. However, this scale is brand-new, and I, and many others, still have concerns about it. The proficiency scale doesn’t map neatly onto percentage or GPA scales. A “proficient” could be a B, A, or A+ depending on the person. “Extending” is reserved for great work, but some educators may argue that “great work” is still proficient, because that’s what students are aiming for. When applying to Universities (especially international ones), the proficiency scale may undervalue student achievements, as universities will see “Proficient” as average.
I have 3 little sisters, and we have discussed the proficiency scale greatly. No matter the label, students are still referring to grades with letters, except now, an “A” is unattainable. One of my sisters is in Grade 8, and she has voiced her frustration on this time after time. She gets 100% on every math worksheet, on every math test. She brought her report card home, and had received a “Proficient” in Math. She felt lost, confused, because how does she improve from 100%? The goal of “Extending” (or “A”) is gone. If she had gone through school at the same time I did, she would’ve received an A.
So, while BC is trying to become more student-centred, this is creating the same disparity I feel in University. Being perfect gets you the same mark as a 70%. Fully understanding (and being able to show your understanding) is no longer marked as “complete understanding.”
In sum, while the proficiency scale supports deep learning and can reduce anxiety around grades, it can cause great disadvantage for students going into post-secondary. Moving forward, the Ministry of Education should provide clear supporting documents which can be used to translate the proficiency scale to a regular percentage or GPA scale for post-secondary institutions.
