Learning Through Life

A documented timeline of a lifelong learner ~ Thank you for joining me

Post 3 ~ Assessment

June 6, 2025 / / 0 Comments
Photo by Nguyen Dang Hoang Nhu on Unsplash

When I think of ‘Assessment’ my initial response is an anxious pit in my stomach because instead of thinking, “Oh! A method of displaying my understanding and to help the teacher/receiver know what to review,” I think, “I’m not going to get a high enough mark/grade to satisfy me.” I presume quite a few people feel the same way about assessments. What is concerning is that I fear I will transfer these anxieties onto my students.

While reading through Chapter 1 of Assessment Strategies for Online Learning by Dianne Conrad and Jason Openo, I was struck with the mentioned theory of CoI, which was defined as “a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence” (2018). When exploring more about the CoI theory on the website, I found this helpful Venn diagram to portray the connection between the three interdependent elements:

The CoI website describes the three interdependent elements as follows:

Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities” (Garrison, 2009, p. 352).

Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001).

Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

Garrison, Anderson, & Archer (2000)

This provides great insight for how I need to consider my actions and presence as a future -and current- teacher. It suggests that I need to foster the social, teaching, and cognitive presences of my students but also reflect that in my own instruction. I expect that this will need to be more deeply addressed in developing a community within the classroom: one that fosters meaningful connections and learning experiences that invest in the students’ interests.

I have much more to explore on the website and theory and feel I have only scratched the surface. Please feel free to share your perspectives in a comment!

References:

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.

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

Free Inquiry ~ Summary of Our Journey

June 4, 2025 / / 0 Comments
Photo by Markus Winkler on Unsplash 

Our Free Inquiry project has been driven by our shared desire to find technological resources to support differentiated learning for our future students. We are all aspiring teachers and recognize the need for more support in schools and the expanding demands for modified instructional styles to fit the needs of the students. In our personal and professional experiences, we have noticed the academic world needs to adapt to the increasingly diverse student body, including recognition and resources for students with disabilities, new students in Canada, mental health challenges, and socioeconomic differences. Residual factors from COVID, such as lockdown, trauma experiences, and the mismatch between grade level and skill levels are all contributing factors to the growing epidemic of students struggling to perform at their expected grade level. 

The four technologies we researched aligned well with open and distributed learning principles. Some of the resources found were entirely new to us like, Open Educational Resource Commons (OER Commons) and Augmented and Alternative Apps such as Proloquo and TouchChat, while others were more familiar, like Khan Academy and Speech-to-Text. 

In this video, the teacher, Samantha Kirch, explains how she integrates technology into her classroom by using a Smartboard and iPads for the students. She also outlines how a similar engagement style can be utilized with whiteboards. 

So where does this project leave us? What now? Since exploring these resources, we all have a better grasp on ways to integrate differentiated instructional styles into our teaching, but the next move is to try them out with students and find the best supports and resources for differing ages, abilities, languages, and personalities. We know every student is unique and has individual needs and finding the best fit for each student will support their probability of success in their studies and in life. 

All of the technologies that we have explored throughout this free inquiry project are ones that we think would be great resources for educators looking to expand their competencies in relation to open and distributed learning. Overall, this project was an interesting and educational research opportunity that allowed us to explore resources that will benefit not only ourselves but also our future students, as was our learning goal from the beginning: To discover the best resources to support our learners through the use of differentiated technology with a focus on open and distributed learning. We hope you have also found some of the resources interesting and will get to try them for yourselves or in your future classrooms. 

Thank you for joining us (Anna Palmer, Mady Chase, Hanne Deener, Nicole Bell) on this educational inquiry journey. 

Post #5 ~ Speech-to-Text 

June 4, 2025 / / 0 Comments
Young entrepreneur reading an e-mail on computer while recording voice message on smart phone during late night work in the office.
Image Published on August 25th, 2022 Licensed under Unsplashed+ Getty Images 

Intro:

Last week, we examined Khan Academy’s availability and limitations. We found that it follows the principles of open and distributed learning. This week, we decided to take a look at Speech-to-text technology. As a reminder, our learning goal is to discover the best resources to support our learners through the use of differentiated technology. So let’s delve in! 

What is Speech-to-Text?

Speech-to-text, also known as voice-to-text, is a technology that changes spoken words into written text. This technology uses Artificial Intelligence to transcribe, dictate, assist, and navigate. It can transcribe audio from recordings, interviews, lectures, etc. This technology is also used in voice-controlled navigation systems. However, we will focus on dictation to keep this topic relevant to K-8 classrooms. Dictation is the process of taking speech and turning it into written text. This could be in a document, email, search engine, etc. Students with disabilities commonly use speech-to-text technology.

Availability

Speech-to-text technologies are widely available and are becoming easier to use. For example, Windows has a built-in voice typing tool that pops up when you click the Windows key + H. Microsoft Word and Google Docs also have free built-in voice tools. This means students can write papers or assignments by speaking rather than typing. Schools support this technology and tend to include it in students’ IEPs. There are many free versions. However, some are paid programs. Paid programs are designed for people with more advanced needs and offer more accuracy and complex tools.

Limitations

Although this technology is widely accessible, it has many limitations. Accuracy issues like misrecognition of words, messing up homophones (there, their, and they’re), and no punctuation (unless specified) are common. Users also need access to technology such as a device, wifi, and a microphone, without which they are left unsupported. Due to various factors, some students don’t have this kind of technological access. There is also the concern for the environment.  The classroom may be too loud with background noise, or an individual might feel awkward or shy to speak out loud. Language and accents also play a role, as this technology sometimes can’t understand what the speaker is saying. Lastly, the paid programs can cost a lot of money, and many students can’t access them without financial aid.

Relation to Open and Distributed Learning 

Speech-to-text technology fits into the principles of open and distributed learning. Openness refers to the practice of removing barriers to education to make it accessible to everyone. Speech-to-text fits this principle as it is free, can be used on various devices, can be used on open educational resources (Google Docs, discussion forums, etc), and allows for greater equity in participation. Distributed learning is education that occurs over various times and locations, often referring to online learning. Speech-to-text fits this well as it can be used at home, in class, on the go, and on various devices. This technology also allows students to work independently at their own pace, which is ideal for asynchronous courses. Overall, this tool supports open and distributed learning.

Personal Experiences with Speech-to-Text – Mady Chase

I have extensive experience with speech-to-text. This tool is extremely helpful to me as someone with dyslexia. I have used it in professional and casual settings. I’ve used it to write papers, reflections, emails, texts, lectures, etc. Spelling is one of my biggest challenges, to the point where auto-correct and Grammarly don’t always know what I’m trying to write. However, speaking the words helps the word processor understand what I’m trying to spell. I also tend to waste time trying to spell a word, so speech-to-text speeds up the process. Although it works great and is easily accessible, I have to edit it and speak slower than normal so it picks up what I’m saying. I also need to speak the punctuation parts, which can sound funny and mess up the flow of my speech. Overall, I love this tool and its openness to those who can benefit from it.

Post #4 ~ Khan Academy

June 4, 2025 / / 1 Comment
Image from Clever Library, illustrating Khan Academy

What Is It?

We chose to dive deeper into one of the open online resources. Khan Academy is a nonprofit, American based educational organization. This platform shares a range of useful content, lessons and practice exercises on a variety of schooling subjects. Students can use this website to find instructional videos and articles along with interactive practices on math, science, arts, humanities and more. This technology gives students an engaging opportunity for additional or alternative teachings on everyday class content. 

Availability

Khan Academy is widely available and free to sign up. This is a resource that is used by millions of people all around the world and is available through their online website as well as their mobile app. The Khan Academy is a resource that provides multiple language lesson translations (Spanish, French, Brazilian and Portuguese).

Limitations

Although Khan Academy is used worldwide and benefits many individuals, just like any other technology there are limitations. Khan Academy is an online source that lacks interaction and collaboration with others. Its focus is on independent study/ learning through video. The auditory/ visual teaching style can also limit a student’s engagement with the content as it’s not the best for that individual to learn. Another limitation that is embedded in Khan Academy’s practice is the strategy of memorization. Students are able to work through a course/ lessons and redo an activity until it is complete. The students ability to memorize the answers of an already completed activity cause their to be less actual content learning 

Relation to Open and Distributed Learning

The principles of open and distributed learning focus on accessibility and flexibility on diverse learning needs. Khan Academy aligns with these principles, this platform provides a free, open, educational resource that can be accessed by anyone, anywhere. This platform is designed for personalized learning experiences where students engage with the content at their own pace and place!

Experience with Khan Academy

Our experience with Khan Academy, as detailed by one member of our group, is the high regard for reliable and user-friendly access to school subject support with teachers who are excellent at explaining the concepts to learners and educators alike. I like this resource, recommend it to others, and will continue to use it.

Post #3 ~ Open Online/Educational Resources

June 4, 2025 / / 0 Comments
Photo by Marvin Meyer on Unsplash

What is it?

Open Online/Educational Resources as a concept. Let’s talk about it! First, what are Open Online/Educational Resources, or OER? Continuing along with our learning and discovery journey of compiling multiple aspects for supporting our students with differentiated technology, we started looking at Open Online Resources, also known as Open Educational Resources, Open Pedagogy, or OERs, which are “teaching and learning resources created with the intention of being freely accessible to all” (Simon Fraser University, 2024). This means that members of the general public and private sectors all have open and free access to educational resources and materials as they wish.

OERs are available through internet connections (WiFi or Ethernet) on personal, professional, or other, devices such as computers, tablets, phones, or iPads. They are utilized often in educational settings like schools and post-secondary institutions, but can be offered in employment settings such as for training or upgrading purposes.

Availability

The availability for these resources is to be free and easy to access for users. As our group is comprised of aspiring middle school and elementary teachers, we wanted to focus on the resources we would be using in our classroom and suggesting to our students. That being said, these are still available for anyone’s use. Let’s take a closer look at some examples of OERs for elementary and middle school students specifically.

  • Khan Academy ~ a classic open educational resource, but for good reasons. Khan Academy is a free website dedicated towards supporting coursework in schools and can be an excellent resource for learning at home, especially with parents, guardians, or family members that can benefit from following along with the learner! What we like about Khan Academy is made by teachers and features teachers explaining concepts in bite-sized pieces with visual and audio recordings. More information can be found in the next blog post here.
  • Open Educational Resource Commons (OER Commons) ~ an educational hub for students from kindergarten to grade 12 that offers resources for course supplementation or full course. They have resource collections to use at home or in a class (online or in-person) that are organized by grade level, subject, and provider.
  • Bored Teachers ~ a collection of educational websites for elementary students specifically, but not exclusively, that targets learning (of course) and having fun while doing so!
  • We Are Teachers ~ hundreds of online learning resources that are available for teachers, students, or parents that cover elementary and middle-school subjects with some printable materials, online lessons, and game-type activities. There are many resources that help support differentiated learning styles and students with disabilities.

Limitations

The limitations to OERs are the requirement for access to internet and technology and the need to set up non-invasive accounts with a couple of the platforms, which requires an email. While the world steadily marches towards even more reliance on technology and automation, the technological divide tends to increase with growing socioeconomic inequalities which decreases the availability to education when more learning is conducted online.

Relation to Open and Distributed Learning

The relation of OERs and open and distributed learning is quite high with potential for a dependent relationship between the two. As Open and Distributed learning relies on having resources and materials that are available for distanced learners, OERs fulfill the Open aspect, the flexibility, and the availability for students to learn from their residence. The relationship between the two also offers enhanced student engagement and reduces the costs of an educational experience while offering access for students who may have life responsibilities that conflict with a traditional school schedule. OERs encourage educators to continue modifying and improving content which makes the materials more directed to the learner’s needs and goals. OERs, just like Open and Distributed Learning go hand-in-hand with prioritizing student-centered education and offer diverse methods of instruction.

Experiences with OERs

We have limited experiences with identified OERs as it is a recent discovery for us, but may have unknowingly used them in the past. We’re looking forward to integrating the technological resources into our own pedagogical approaches when we become teachers.

Post #2 ~ Augmentative and Alternative Communication

June 4, 2025 / / 0 Comments

Image from Pitt-Hopkins Research Foundation illustrating Proloquo2Go, 45 Core Vocabulary 

In this free inquiry project, we are exploring technologies that support diverse learners in educational settings. Our learning goal is to discover the best resources to support our learners through the use of differentiated technology. Over the coming weeks, we will share our findings on several tools designed to make learning more accessible and inclusive!

What is it?

The first technology that we explored is Augmentative and Alternative Communication, or, AAC. AAC refers to a variety of methods and tools that support or replace spoken communication. AAC can be an incredibly useful resource for children and adults who have difficulty speaking or are non-verbal. It includes everything from simple picture boards and social stories to advanced apps like Proloquo and TouchChat, which are widely used in elementary schools.

These apps transform iPads into interactive communication devices. Users can tap symbols, words, or phrases, which the app then speaks aloud. Proloquo even includes a companion app called Proloquo Coach designed to help parents and educators facilitate the learning process. This technology allows users not just to select single words but also to build sentences by dragging and dropping icons, which encourages expressive language development.

Availability

AAC apps like Proloquo and TouchChat are available for download on iPads and other tablets. These tools are most commonly used in schools with students who have autism spectrum disorder (ASD), Down’s Syndrome, speech delays, hearing impairments, or other challenges affecting verbal communication. 

Limitations

While AAC technology is incredibly beneficial, there are some concerns about potential over-reliance. In one case I encountered, a former educational assistant shared her experience using TouchChat with a student who had Down’s Syndrome. While the app proved to be incredibly helpful, she noted that it led to the student becoming overly dependent on the technology, even though they were capable of speaking more on their own. The technology, in this sense, was almost too effective, and illustrates that, in some cases, students can become so comfortable using the app that they start to view it more as a toy or activity as opposed to a tool for communication. As a result, they may become reluctant to speak without it, even if they are ready and able to do so.

Relation to Open and Distributed Learning

AAC aligns extremely well with the principles of open and distributed learning by providing accessible, personalized communication tools that can be used anytime and anywhere. These apps can extend learning beyond traditional classroom boundaries, empowering students to express themselves independently and actively participate in their education. This approach aligns perfectly with our learning goal: to discover the best resources to support our learners through differentiated technology. AAC apps offer highly customizable experiences tailored to individual communication needs, making learning more inclusive and equitable.

Post 4 ~ The World Online Outside of a Teacher’s Classroom

June 3, 2025 / / 0 Comments
Photo by dlxmedia.hu on Unsplash

In a world where mostly everyone is on social media of some kind, what is the role and representation that teachers have to uphold? Does the mentor and ethical exemplar expectation carry on at every point of existence in the public eye? These are the questions I contemplated while reading through this week’s materials.

In the Networked Pedagogy: Teaching in Higher Ed Podcast by Bonnie Stewart, she notes how openness must be embraced while maintaining boundaries in interactions with students and how networks -virtual and physical- can shape human experiences… especially those with students.

Stewart addresses the overall existence of one’s online profile with three facets:

  • profile: what’s visible to an audience, private or public
  • practices: how you act online and the pictures or posts you share
  • presence: how you engage socially and spatially in networked spaces

During my Technology and Innovation course (EDCI 336), we learned about how our presence online can be perceived and the implications of various interpretations. For example, what does a shared image of alcoholic beverages or a lively night out imply for the audience when you hold the role of a teacher.

Photo by Jeppe Mønster on Unsplash

In EDCI 336, we also conversed about the standard to which teachers, especially elementary education teachers, are held and what kind of limitations that causes us to put on ourselves. It’s a hard personal decision when you want to post or share something but you also know that you’re representing a position of authority and often admiration. Furthermore, we frequently quickly assume that someone’s virtual presence represents how they conduct themselves in person because this is commonly true, but not always.

Below is a video I found interesting and can help understand a little bit more about the expectations and responsibilities of a teacher, even during outside hours.

Video by Teachers Need Teachers on YouTube

So where does this leave us as aspiring teachers? It’s important to walk the line of professionalism and personal practices with ease, if possible, and to have confidence in your decisions. It can also be integral to think about how you want to be perceived, not just what you want the world to see or know about you, but what an audience will assume about your character and practices with the content you share with the outside world. It is important to remember that mostly anything can be found with enough digging so considering the consequences of this can be crucial in making the decision to hit ‘post’ or not.

Post 2 ~ Design Thinking

June 1, 2025 / / 0 Comments
Assorted-colour sticky notes on a whiteboard
Photo by Hugo Rocha on Unsplash

What Is It?

Design Thinking, as described by Jess Mitchell in a blog post, Planning Frameworks, is an “iterative approach to learning that encourages learners to prototype (as designers) in response to a challenge or problem” (2023). This means that learners are in a process of refining their learning or theories by actively testing them then integrating feedback for further improvements. It can be thought of how designers produce models or develop solutions to problems.

How Does it Work?

Design Thinking aligns similarly with the scientific method of proposing a hypothesis, or an initial product, then working towards producing an improved version rather than aiming for perfection or a finished product with the first try…

Below is a video detailing more about how Design Thinking is developed and what the process entails:

Video by Sprouts on YouTube

The Flow of Design Thinking

Step #1: Empathize ~ Through the process of interviews, or other information collections like gathering from comment or conversational forums, the designer empathizes with a specific situation or concern to then address. Here, you’ll want to engage a large sample size in order to find the most accurate and prominent information. Essentially, find a problem to help fix!

Step #2: Define the Problem ~ After conducting the information-collection process, the designer will need to identify the main problem that emerges from the interviews or forums then formulate the ‘Problem Statement:’ a statement that defines what the identified problem is.

Step #3: Ideate ~ Begin brainstorming various ideas that could be involved to help solve the defined problem and share them with the ideas with the people involved in the ‘study,’ or information-gathering process, to receive feedback on the ideas proposed.

Step #4: Prototype ~ Take the time during this step to consider how the feedback and ideas would fit together then work to develop and complete the final prototype design for the defined problem.

Step #5: Test ~ With the prototype in the testing process, subjects must be willing to participate to test the effectiveness of the design. It’s crucial to remain neutral while receiving feedback here in order to garner uninfluenced comments, criticisms, and questions. After all, the feedback helps the designer to continue refining and improving!

How Does this Relate to Other Knowledge?

When I think of Design Thinking, I find it closely resembles the mindset one must hold in order to engage in Design Thinking. Can you guess to which one I’m referring? Here is a good infographic from Mentorloop that helps outline the differences between growth versus fixed mindset:

This related because it is critical to hold a growth mindset during Design Thinking so the designer stays motivated, impartial, open to being wrong and learning from others, embracing feedback, views the challenge as an opportunity to improve, and stays focused on the refining process rather than trying to skip immediately to the end result.

How Does this Relate to the Lesson Design Blueprint?

For our Lesson Design Blueprint, we focus on the process and lesson of literary devices and their impact in writing poetry. Design Thinking may be relevant here in the process of refinement for quality work to be produced. While there may not necessarily be a defined problem identified for students learning about literary devices and writing, we may be able to combine the two aspects to develop an assignment that would require a problem to be addressed with literary devices!

We’ll have to keep thinking about this one. Any suggestions and feedback is encouraged and greatly appreciated!

Free Inquiry ~ Learning/Project Plan

May 30, 2025 / / 0 Comments
Photo by Nick Morrison on Unsplash

A group project by Anna Palmer, Mady Chase, Hanne Deener, Nicole Bell

Learning Goal: Our goal is to discover the best resources to support our learners through the use of differentiated technology with a focus on open and distributed learning.

In each post, we plan to include an overview of what each resource is and why it is useful or helpful to our future careers and experiences. We will be adding the relation to our learning goal and delve into the drawbacks or limitations, if any. There will also be a section about where the resources are utilized or available and our own experiences using the resources! 

Week 1:

  • Came up with the topic
  • Blog post #1 – Augmentative and alternative communication

Week 2:

  • Blog post #2 – Open Online Resources
  • Blog post #3 – Khan Academy

Week 3:

  • Blog post #4 – Text-to-speech 
  • Blog post #5 – Summary

Stay tuned for more updates on our learning/project plan journey! 

Lesson Design Blueprint ~ Group Assignment

May 30, 2025 / / 1 Comment

Learning Blueprint – Poetic Devices

A wooden table topped with books and pens
Photo by Matúš Gocman on Unsplash

A project by Anna Palmer, Mady Chase, Nicole Bell, Hanne Deener, Finlay Jessop

Overview

As identified in the article, Why Literary Devices Matter by Lorraine K.C. Yeung, the impact of literary devices in fiction and poetry plays a crucial role in evoking emotions among readers and writers. According to Yeung, the purpose of literary devices is to contribute to the emotional depth of a piece and grasp readers’ attention “in a way that prompts their emotional engagement even before any meaningful content for cognitive judgments is available to them” (p. 35). Similar to Yeung’s analysis of literary devices and looking into how literary devices are important in poetry, Joan Peskin from the University of Toronto talks in her article, The Development of Poetic Literacy During the School Years about the impact these devices have on poetry. For example, she states how “… poetic interpretation is driven by the intrinsic textual features of a poem. There is now evidence that poetic processing is both reader-driven and text-driven (p. 77).” Therefore, to fully grasp the importance of literary devices in poetry and other writing, we need to be learning and teaching this topic in a variety of ways, such as auditory or visually.

One of the most common misconceptions about poetry is that it is boring. One of the biggest reasons for this is that, specifically with young students, it is thought that all poetry must rhyme, which they may find uninteresting or juvenile. Another misconception in relation to poetic devices is that they don’t actually hold a purpose within the poem. Students think that devices are unnecessary and just for show; however, they don’t realize that the devices are often what gives the poem a deeper meaning and a more impactful effect.

This topic is of particular interest to us because all of us are hoping to be elementary or middle school educators. This is a resource that would be useful to elementary school teachers who are introducing poetry to their students, and show them that poetry can be interesting and fun.

Lesson Design Planning Template 

Resources

  • PowerPoint presentation
  • Example poems 
  • Writing materials or personal computers 
  • Paper or journals 

Roles and Responsibilities

Mady: One misconception (Poetry is boring) in the Overview, Learning Outcomes portion of the Lesson Design Planning Template
Anna: Connection to common practice in our field in the Overview, Big Ideas portion of the Lesson Design Planning Template
Nicole: One misconception (that poetic devices in literacy don’t hold a purpose) in the Overview, Evidence of Learning of the Lesson Design Planning Template
Hanne: One academic resource (Why Literary Devices Matter) in the Overview, Assessment portion of the Lesson Design Planning Template
Finlay: One academic resource (The Development of Poetic Literacy During the School Years) in the Overview, the learning activities portion of the Lesson Design Planning Template

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