Author EdTech Admin
We have been taught to accept that humans are not using their brains to their full potential. Popular culture reinforces this myth by portraying the idea that the use of certain drugs can help one tap into their full potential… Continue Reading →
As part of my early teaching years I worked in a school that included learning styles as part of their school-wide advisory program. We would work with the students to explore different styles and through directed activities and reflection the… Continue Reading →
One of the best metaphors for understanding what a Universal Design for Learning experience might feel like would be by studying how we use GPS (Global Positioning System) technology. Our GPS units provide us with timely interventions to support us… Continue Reading →
Another way of categorizing learners has been by sorting people as either left-brained or right-brained, with right-brained people being more creative thinkers, and left-brained people defined as more logical thinkers. It is still common to hear this myth being presented… Continue Reading →
This myth has been used for decades to discourage the traditional lecture format of the factory model schools and encourage the move towards student-centred experiential learning. It continues to feature in current educator professional development as a guiding principle for… Continue Reading →
đ What is the mass of a cubic centimetre of water? đ How many kilometres are there between UVic and Swartz Bay? đ What is the volume of books in the library? Each of these questions may be answered with… Continue Reading →
I am a professor in educational technology at the University of Victoria in the Faculty of Educationâs Department of Curriculum and Instruction.  I am very much looking forward to working with you this term. My research focuses on learning design practices, the development of digital literacies, and supporting… Continue Reading →
In higher ed, there is an expectation that student work will be of sufficient academic quality, often called ‘rigour’. This is why the University of Victoria publishes the grading standards in every syllabus, and why we also published information about… Continue Reading →
Feedback Please take a few minutes to read Hattie’s book section Feedback in Schools, linked here. As you read, make note in particular of the three feedback questions, Where am I going?, How am I going? and, Where to next?… Continue Reading →
Validity and reliability are two important ideas that must be considered when thinking about assessment in any context, and especially in learning environments. An assessment is considered valid if it directly measures the product of the stated outcomes, or, stated… Continue Reading →