comments
Blog 4
I think your analysis of using H5P for a complex topic like race and racism is incredibly thoughtful. You made a great point about how basic multiple-choice or true/false setups only offer a limited, surface-level interaction that can lead to guessing rather than actual understanding. Your idea to use scenario-based questions and case studies is a perfect way to upgrade the tool, and pairing the quiz with a small-group follow-up discussion is a brilliant strategy for managing instructor workload in larger classes without losing that deep, meaningful reflection. It really shows how light technical tools can serve as a great jumping-off point for much richer, human-centered learning.
I love your focus on using the AsapSCIENCE video as a mirror rather than a lecture, and your idea for a Digital Habit Audit is a brilliant way to make a passive medium deeply reflective. Your connection to Bates’ theory about internal, reflective interaction is spot on and really elevates the activity from a simple viewing task to an intentional mindfulness exercise. The focus on identifying the specific cue and loop behind our digital habits makes the abstract psychology behind persuasive design immediately practical for university students. It is also great that you considered instructor workload by suggesting a macro-level feedback strategy, showing that an impactful, UDL-aligned activity can still be entirely manageable to facilitate at scale.
Blog 3
I really like your point about designing for accessibility upfront rather than trying to patch things in later as an accommodation. Your critique of that software tutorial is so relatable because video guides can be incredibly frustrating when you miss one tiny step and the whole thing breaks, so breaking it down into smaller sections with written instructions alongside it is a perfect UDL fix. Your ideas for handling a sudden online shift with asynchronous materials and straightforward tech tutorials are super smart too, since struggling with a new platform shouldn’t get in the way of the actual learning. It really shows how proactive, inclusive design makes a course way more resilient for everyone, no matter what unexpected changes happen.
Blog 2
I really like how you tied Kolb’s experiential learning theory into your group project, especially the focus on making algebra feel relevant to everyday life. Your point about motivation completely disappearing when students can’t relate to the material is so true, and using Nearpod to have them create their own real-world problems is a clever way to bridge that gap online. The Takis example at the grocery store is perfect because that is exactly how teenagers actually think outside of the classroom, and it proves that grounding the math in everyday experiences doesn’t water down the actual concepts. It shows a really deep understanding of how to take a heavy theoretical framework and turn it into something practical that can actually keep grade 9 students engaged, revealing the mathematical connections that were already all around them.
Blog 1
I really liked reading about your co-op experience because having a good mentor makes such a huge difference when you are starting out. The way you explained how your supervisor slowly gave you harder tasks is a perfect example of scaffolding, and it makes total sense why that hands on style helped your confidence way more than just reading manuals. It is cool how you tied that into constructivist and cognitivist theories without making it feel forced. Do you think you would have preferred diving into the deep end with the independent problem solving right away, or was that gradual step by step buildup exactly what you needed to feel comfortable?
Your post about CS50 really resonated with me because it is so easy to lose motivation when the work feels completely disconnected from your actual interests. You made a really good point about how the course relies so heavily on behaviorist repetition, and I hate doing the same math problems over and over too when you just want to build cool, creative things. Your suggestions for open ended assignments like making browser extensions would make the intro level so much more engaging. Do you think courses like this stick to those boring math problems just because they are easier for a computer to auto grade, or is the curriculum just kind of outdated?