As we enter our second module of the course, I appreciate all the participation, questions, and engagement with our course tasks, activities, and readings. New course topics and tasks will be published on this site for each module. This is a friendly reminder that all of the module tasks must be completed by the end date of the module. If you have any questions about this, please let me know through Mattermost.

Here is the schedule for each module

  • Module 1: September 3 to September 16 (2 weeks)
  • Module 2: September 17 to September 29 (2 weeks)
  • Module 3: October 1 to October 14 (2 weeks)
  • Module 4: October 15 to October 28 (2 weeks)
  • Module 5: October 29 to November 18 (3 weeks)
  • Module 6: November 19 to December 3 (2 weeks)
Please note: Module 2 will end on Monday, September 29, in recognition of the National Day for Truth and Reconciliation on Tuesday, September 30. This adjustment provides space to honour and reflect on the significance of the day.

As of today, you should have completed setting up your blog, contributed to it with your first blog post, signed up for PodGroups, and completed the learning pathways survey.

Reminder: Your Learning Design Blueprint (this assignment is completed in your PodGroups) is due on Friday, October 10th at 11:59 p.m. (PST). Please ensure that you connect with your PodGroup members quickly and efficiently, as I can provide more support sooner rather than later.

I will also be available on Zoom on Tuesday, September 23rd from 4:00 – 5:00 p.m. for optional drop-in office hours. This is a chance to ask questions, get support, or check in. If this time doesn’t work for you, you are always welcome to book a meeting, phone call, or text with me throughout the semester.

I am more than happy to support you in your learning throughout this course. Please email me if you have any questions or comments or need help completing any of the module activities.

Module Two Topics

Planning for Learning

Designing effective learning experiences requires more than choosing activities or digital tools. It begins with intentional planning that keeps the end in mind. In this module, we explore frameworks that help align goals, assessments, and instructional strategies so that learners can build both surface knowledge and deeper understanding. By considering how outcomes are written, how assessments provide evidence of learning, and how activities are structured, educators can create designs that are purposeful, engaging, and responsive to learners’ needs.

Backward Design and Understanding by Design

Backward design is a structured way to plan learning. Instead of beginning with content or activities, educators first identify what learners should be able to know and do at the end of the experience. They then decide how learning will be assessed and finally plan activities that align with those outcomes. The Understanding by Design framework gives teachers a practical template to apply this process. While no planning model is a perfect fit for every context, backward design helps ensure that assessments and learning activities are connected to long-term goals.

Learning Outcomes and Bloom’s Taxonomy

Clear learning outcomes are at the core of planning. A learning outcome describes what a learner will be able to do, not just what they will experience. For example, “learners will be able to evaluate digital tools for accessibility” goes further than “learners will review digital tools.” Bloom’s taxonomy provides a way to think about outcomes across different levels of thinking, from remembering and understanding to analyzing, evaluating, and creating. Choosing strong, measurable verbs helps educators design outcomes that promote meaningful learning rather than surface recall.

SOLO Taxonomy and Cognitive Depth

While Bloom’s taxonomy focuses on levels of cognitive processes, the SOLO taxonomy highlights the quality and depth of learners’ responses. Learners move from simple, surface-level knowledge to more complex integration of ideas. For example, a surface response might list features of a digital platform, while a deeper response might explain how those features impact collaboration and inclusivity. SOLO is especially useful for designing assessments that measure how learners’ understanding evolves over time.

First Principles of Instruction

The First Principles of Instruction offer a set of evidence-based guidelines that apply across many contexts. These principles emphasize solving real-world problems, activating prior knowledge, demonstrating new knowledge, providing opportunities for practice, and encouraging learners to integrate their skills into new situations. Together, these steps ensure that instruction is more than exposure to content; it becomes an active, problem-centered process.

Learning by Doing: Surface and Deep Learning

Research consistently shows that learners build stronger understanding when they are actively engaged. However, not all activity leads to deep learning. A surface approach focuses on memorization and minimal effort, while a deep approach involves connecting ideas, questioning assumptions, and applying knowledge to new contexts. Effective planning ensures that learners experience both surface-level practice and opportunities for deeper application. This balance supports retention and transfer of knowledge.

Inquiry-Based and Project-Based Learning

Inquiry and project-based approaches extend beyond traditional lesson planning. Inquiry learning begins with questions or problems that spark curiosity, while project-based learning engages students in extended tasks that connect to authentic, real-world challenges. Both approaches align with constructivist principles, emphasizing collaboration, creativity, and critical thinking. When combined with frameworks like backward design, inquiry and project-based learning provide powerful ways to create meaningful and student-centered experiences.

Readings/Videos/Podcasts

Tasks/Activities: You are expected to complete all the tasks below by Monday, September 29th (unless otherwise specified).

Watch the Module 2 video. There is a reflection prompt included in the video that you will need to complete as part of your Community Contributions assignment, so please watch carefully and take note of the prompt when it appears.

Your reflection can just be typed into the Community Contributions dropbox on Brightspace. It does not need to be posted to your blog.

 20 minutes (approximately)

Please note: these reflections must be completed during the module (cannot be submitted late).
Review the Frequently Asked Questions section for updated answers to FAQs. 3 minutes (approximately)
Review this list of others’ blogs. Visit 5 other students’ blog sites and observe what they are writing about in their blog posts and their journey so far in EDCI 335. You may see things that you want to incorporate into your blog writing, and I’d like you to continue to work on including multimedia in your blogs. These can consist of photos, videos, podcasts, etc. Demonstrating your learning, understanding, and knowledge can come in various forms, not just written work! 10 – 15 minutes (approximately)
Review the criteria and rubric for the Learning Design Blueprint assignment 10 minutes (approximately)
Everyone should have signed up for a Pod Group. Please look at this document and start communicating with your group members. You can choose how you communicate (Email, Facebook Messenger, Mattermost, etc.).

– If you already know each other, that’s fantastic! Please message each other and connect regarding the Learning Design Blueprint assignment this week.

– If you haven’t met, that’s okay as well! I would like you to send an email introducing yourself and your preferred method of communication (Mattermost, email, Facebook, text, etc.). If there are any problems connecting with group members or others who are not doing their tasks, please let me know ASAP. I can help facilitate group conversations and work as long as it’s not left to a couple days before the project is due.
Meet with your PodGroup over Zoom (or another video conferencing tool…or in person on campus) to discuss the next steps for the Learning Design Blueprint assignment. Depends…(I would recommend at least an hour meeting)
Reply to each of your Pod Group member’s Blog Post #1 (from last module). Your response can be brief, ~100-200 words, but it would actually need to build on your Pod Group member’s thoughts and ideas. If you have less than 3 Pod Group Members or if there blog is not listed on the blog list, you will select additional blog posts to respond to from here. Basically, you just need to respond to three other students’ blog posts.

Follow the guide regarding how to respond to posts through your blogs. Your response posts must be posted to your own blogs , as shown in the guide.

Peer Response Post Guidelines and Checklist
Blog Post #2: For your second blog post in EDCI 335, I would like you to reflect on the ideas introduced in Module 2. You do not need to respond to every prompt directly, but by the end of your post you should demonstrate an understanding of each of the topics listed below. Please use specific examples and connections to your own learning experiences where possible.

– Backward Design and Outcomes: How do you see the value of starting with the end in mind when planning learning? Share an example (from your own education, teaching, or professional experience) of when clear outcomes or goals made learning more effective.
– Bloom’s Taxonomy and SOLO Taxonomy: These frameworks help describe different levels of learning. Which framework do you find more useful for thinking about how people learn, and why? Try giving an example of a surface-level learning task compared to a deeper learning task.
– Motivation and Learning by Doing: Module 2 emphasized that learners are most engaged when they are active participants. Can you think of a time when hands-on practice or authentic application made a big difference in your learning? How did motivation (attention, relevance, confidence, satisfaction) play a role in that experience?
– Inquiry and Project-Based Learning: How do you see inquiry or project-based approaches connecting with your own field of study or interests? What benefits or challenges might come with designing learning around open-ended questions or real-world projects?
Submit your Blog Post #1 URL to Brightspace

If you have any troubles with the content of this module, please connect with me, and we can find ways to troubleshoot together! I am always more than happy to help support your learning as we continue our learning through our EDCI 335 course.