Posts By katenelson1
Peer Response Post #4:
Hi Elena,
Great post! I really appreciated your deep dive into Open Pedagogy and the core principles that drive it. It’s exciting to see how you underscore the shift from traditional teaching to a model that champions student empowerment and collaborative learning. Your enthusiasm for Open Educational Resources (OER) shines through, especially when you talk about their adaptability and how they’ve personally enhanced your learning journey.
I’m also impressed with how you navigate Creative Commons licensing to ethically use and share materials. It’s super helpful to hear about these practical applications in a real-world context.
Thanks for such a vibrant and informative exploration of these educational strategies!
Peer Response Post #3:
Hi Amira,
Great post on Open Pedagogy and OER! You’ve effectively highlighted how these resources can transform educational experiences by fostering active participation and collaboration. Your discussion on Creative Commons licensing also thoughtfully emphasizes the benefits of sharing knowledge openly and responsibly.
Building on your points, I’m curious about how addressing the digital divide might further enhance the reach and effectiveness of OER, particularly in less-resourced areas. Your blog encourages deeper consideration of how we can provide all learners with the tools they need to fully benefit from open educational resources.
Thanks for sharing your insights!
Blog Post #4: Embracing Open Pedagogy
Introduction
My academic journey has been profoundly influenced by the discovery and use of Open Educational Resources (OER). These resources have opened up new ways for me to access, interact with, and understand course materials, making learning more adaptable and accessible.
Understanding Open Pedagogy:
By New Africa on AdobeStock
Open Pedagogy has revolutionized the traditional teaching model by fostering an environment where learning is a collaborative process. Unlike conventional methods that often promote a passive reception of information, Open Pedagogy encourages active participation and co-creation of learning materials, which provides a larger toolbox of knowledge for educators and students alike. This approach has empowered me to take a more active role in my education, allowing for a deeper connection with the course content.
Practical Application of Open Pedagogy:
A standout example of Open Pedagogy in action was during on elf my sociology seminar classes last year. The majority of the semester was dedicated to student-driven learning, where we worked in pairs to teach the entire class. Each group selected a topic, developed a comprehensive presentation, and then led the class discussion. This method not only enhanced our understanding of the sociological concepts, but also honed our skills in research, presentation, and collaboration, embodying the core attributes of Open Pedagogy such as student-centered learning and empowerment.
Empowering Students through Open Pedagogy:
The experience in my sociology class is a testament to how Open Pedagogy can transform the educational experience. Katherine Cadwell’s TEDx talk on how students should lead the classroom further underscores this point. She discusses the shift from teach-led to student-centered learning, which resonates deeply with my own experiences. Her insights serve as a powerful reminder of the potential of Open Pedagogy to create educational environments where students feel genuinely involved and valued.
The Role and Impact of OER:
OER have been instrumental in my studies, providing accessible, high-quality resources at no cost. These resources have alleviated the financial burdens associated with expensive textbooks and offered diverse learning tools that cater to different academic needs and learning styles. Katie Gosa’s Tedx talk on OER highlights how these resources reduce educational costs and improve accessibility, further enhancing the equitable and innovative nature of teaching methods across diverse educational landscapes.
Conclusion:
The adoption of OER and the principles of Open Pedagogy have not only facilitated my personal and academic growth but also subtly influenced my perspective on education. These approaches encourage a more connected, accessible, and flexible educational environment, where learners and educators alike can thrive.
Resources:
Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3–13. http://www.jstor.org/stable/44430383
https://connectedlearningpathways.ca/category/edci-339-a01-module-4/
Blog URL: https://katenelsonstudies.opened.ca/blog-post-4-embracing-open-pedagogy/
Peer Response Post #2
I really enjoyed your post on Universal Design for Learning (UDL), accessibility, and ethical EdTech. You did a great job explaining UDL’s three core principles and how they can be adapted to both traditional and digital classrooms to support diverse learning needs. Your personal examples added a great ayer of relatability, highlighting the importance of accessibility tools like screen readers and adjustable font sizes. Additionally, your discussion on the ethical concerns of data privacy and equity in technology access was particularly insightful, underscoring the need for vigilant and inclusive educational practices. Your post effectively captures the essence of creating supportive and secure learning environments.
Thank you for sharing!
Peer Response Post #1
Hi Elena,
Fantastic post on Universal Design for Learning (UDL)! You’ve highlighted how UDL promotes inclusivity in both physical and digital classrooms by providing various engagement methods. It’s great how you connect these principles to ensure every student finds a learning format that suits them.
Expanding on your points, integrating UDL with tools that support social emotional learning (SEL) – such as online bulletin boards for check-ins – could further enhance online environments, making them more inclusive and responsive to student needs during transitions between in-person and remote learning.
Your example of moving dance classes online showcases UDL’s practical application in maintaining educational continuity.
Thank you for sharing!
Interactive Learning Resource: BC Native Trees
EDCI 335 Spring 2025
Ella Meldrum, Kate Nelson, Omid Izadi
OVERVIEW
British Columbia is home to a diverse range of native tree species, shaped by the province’s varied climates and ecosystems. Accurately identifying these trees is crucial for forest management, conservation efforts, and ecological research. Tree identification relies on several key characteristics, including leaf morphology, bark texture, reproductive structures, and habitat preferences. Some of the most common native trees in BC include Douglas-fir (Pseudotsuga menziesii), Western redcedar (Thuja plicata), Sitka spruce (Picea sitchensis), and Garry oak (Quercus garryana). Douglas-fir is distinguished by its thick, furrowed bark and pointed buds, making it one of the most widespread conifers in the province. Western redcedar, known for its reddish-brown, peeling bark and scale-like leaves, dominates coastal rainforests and holds cultural significance for Indigenous communities. Sitka spruce thrives in moist coastal environments and is identifiable by its sharp, stiff needles and thin, scaly bark. Garry oak, BC’s only native oak species, features lobed leaves and rough, ridged bark, mainly found in the province’s southern regions.
- Government of British Columbia. (n.d.). Tree species compendium. Retrieved from https://www2.gov.bc.ca/gov/content/industry/forestry/managing-our-forest-resources/silviculture/tree-species-selection/tree-species-compendium-index
- Great Bear Rainforest Trust. (n.d.). Tree book: Learning to recognize trees of British Columbia. Retrieved from https://dev.greatbearrainforesttrust.org/wp-content/uploads/2018/05/Treebook.pdf
CONTEXT:
The learning context focuses on elementary school students. These students are in the early stages of developing an understanding of their natural environment and are naturally curious about the world around them, and it is important to help them develop meaningful connections with the surrounding environment.
Educational Background & Prior Knowledge
- Students may have basic exposure to trees and nature through outdoor activities, schoolyard observations, or family outings.
- They may recognize common trees but might not yet understand species differences, ecological roles, or conservation importance.
- The course is done in British Columbia so it is safe to assume that all the students can have access to parks and natural spaces.
Interests & Lifestyle
- Many children in this age group enjoy hands-on learning, outdoor exploration, and interactive activities.
- They engage well with visual and tactile learning methods, such as nature walks, tree sketching, and group discussions.
- Digital tools, such as interactive worksheets and online platforms, can enhance their engagement.
Specific Learning Needs
- Providing simplified terminology and structured guidance helps younger learners grasp complex ecological concepts.
LEARNING THEORY
Constructivism:
The constructivist learning theory emphasizes that learners build knowledge through active exploration, experience, and social interaction rather than passive memorization. In this approach, students construct their own understanding by engaging with real-world concepts, asking questions, and drawing connections to prior knowledge. Learning is most effective when students interact with their environment, engage in hands-on activities, and collaborate with peers. Constructivism encourages critical thinking and inquiry, making it particularly useful for subjects that involve observation, classification, and pattern recognition, such as tree identification.
Rationale:
This theory is well-suited for teaching tree identification in BC because it allows students to engage directly with their surroundings, reinforcing learning through observation, discussion, and practical application. Instead of simply reading about trees, students participate in nature walks, sketching, and interactive identification exercises, making the learning process experiential and meaningful. By constructing their own understanding, students are more likely to retain information, develop problem-solving skills, and foster a connection with the natural environment. This approach also encourages environmental awareness and conservation, as students learn not just to recognize trees but to appreciate their ecological significance.
LEARNING DESIGN
The inquiry-based learning design encourages students to explore, ask questions, and actively seek answers through observation and investigation. Instead of passively receiving information, learners take an active role in constructing knowledge by engaging in hands-on activities, such as nature walks, tree identification exercises, and collaborative discussions. This design aligns with the principles of constructivism, allowing students to build understanding through real-world experiences and guided discovery. Inquiry learning promotes critical thinking, problem-solving, and curiosity, making it an ideal approach for topics that involve classification, observation, and environmental awareness.
This learning design is particularly effective for teaching tree identification in BC because it immerses students in their natural environment, making the learning process engaging and meaningful. By exploring local trees, students observe differences firsthand, test hypotheses, and refine their understanding through trial and discussion. Inquiry-based activities, such as identification games, nature journaling, and peer discussions, help learners develop pattern recognition skills and connect knowledge to their daily lives. Additionally, this approach fosters a sense of environmental stewardship, encouraging students to appreciate and protect their surroundings. By allowing learners to actively participate in their own discovery process, inquiry-based learning makes tree identification both interactive and impactful.
INCLUSION
To ensure all students can engage meaningfully with the tree identification resource, we apply Universal Design for Learning (UDL) principles from CAST. These principles, Multiple Means of Engagement, Representation, and Action & Expression ensure accessibility, flexibility, and inclusivity.
Engagement: Making Learning Relevant and Motivating
Students will have choices in how they interact with the content, such as through nature walks, interactive slideshows, or video-based learning. Activities will connect to real-world experiences, including Indigenous perspectives on BC’s native trees. Group discussions and peer collaboration will support social learning, while scaffolding and optional challenge levels will allow for differentiated support.
Representation: Providing Information in Multiple Ways
To accommodate diverse learning styles, tree identification materials will be available in various formats. Visual supports include infographics, comparison charts, and labeled images, while auditory learners will benefit from videos with captions and audio recordings. Tactile learners can engage through hands-on exploration, such as collecting leaves and touching bark. Language supports, including bilingual resources and Indigenous terminology, will make learning more inclusive for all students.
Action & Expression: Offering Flexible Ways to Demonstrate Learning
Students will have multiple ways to show their understanding. They can create digital or physical nature journals, present findings through slideshows or videos, or complete interactive worksheets. Assistive technology, such as speech-to-text tools and alternative input methods, will support students with writing or motor challenges. Group projects and peer feedback will further encourage engagement and diverse perspectives.
By incorporating UDL and CAST principles, this learning resource ensures that all students, regardless of ability, background, or learning style, can develop ecological literacy in a way that works best for them.
A rationale for your technology choices.
The technology selected enhances interactive, inquiry-based learning, making tree identification engaging and accessible for elementary students.
- Padlet facilitates peer collaboration by allowing students to upload tree photos and descriptions, promoting discussion and shared learning.
- TreeBee provides an interactive tree identification tool, aligning with inquiry-based exploration.
- YouTube videos, infographics, and slideshows support visual and auditory learners, making ecological concepts easier to understand.
- QR codes and discussion forums encourage students to share and compare findings on tree importance.
- Nature walks with digital journaling integrate hands-on learning, reinforcing constructivist principles.
- Speech-to-text tools and digital platforms (Google Classroom/Moodle) ensure accessibility and flexibility, allowing students to learn at their own pace.
These tools create a dynamic, inclusive, and engaging learning experience, ensuring students actively explore, collaborate, and apply their knowledge.
LEARNING OUTCOMES
At the end of this course:
Module 1:
Students will be able to recognize and name different BC native trees.
Module 2:
Students will be able to identify different types of trees based on their physical attributes.
Module 3:
Students will be able to understand the ecological importance of BC native trees.
COURSE OUTLINE:
MODULE 1: BC Native Trees
Let’s embark on an exciting journey into the world of British Columbia’s native trees! In this module, you will learn about the diverse coniferous and deciduous trees that are vital to our local ecosystems. You’ll get to identify these trees, discover how they adapt to different environments, and understand their roles in nature.
Coniferous Trees:
- Characteristics: These are strong trees that keep their green needles all year round and grow cones for reproduction. They are also known as evergreens or softwoods.
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(From left to right: Douglas-Fir, Sitka Spruce, Western Red Cedar)
- Key species:
- Douglas-Fir: These trees come in two forms; the coastal and the interior, which vary in height and habitat. These provincial classics are characterized by their flat, pointy yellow needles, cones with bracts, and thick dark grooves. You can also tell them apart from the rest based on its overall shape, which is triangular, pointing towards the top with a long bare trunk.
- Sitka Spruce: These trees are the humongous type! While these coastal greats can be recognized for their scaly, flaky greyish bark, they also have features such as sharp slightly flattened needles with four sides and yellowy-brown seed cones.
- Western Red Cedar: These trees are mighty beasts! The tree of British Columbia, this tree has a very tall trunk with large hanging branches. They are typically easy to recognize, but you can find them with details such as their scale-like leaves, grey stringy bark, and egg-shaped cones.
- Learning Highlight: You’ll explore how these trees withstand the changing seasons and why they are important to both our environment and our communities.
Deciduous Trees:
Characteristics: These trees celebrate the seasons by changing colours and shedding their leaves each fall. They reproduce by growing flowers that turn into fruits or nuts. They are also known as broadleaf trees or hardwoods.
- Key Species:
- Bigleaf Maple: This mighty tree is something special, the tallest species of Maples in Canada! These trees tend to grow differently according to their habitat, but in forests they are quite narrow at the top. Their leaves are among the biggest in Canada, which earned it its name, some of the leaves being as wide as a ruler! To recognize the tree for its leaves, you can see a dark green and shiny top, and when the seasons change they turn yellow. This tree produces small greenish-yellow flowers in the spring and winged seeds in the fall.
- Black Cottonwood: These trees are quite unique! While they are strong, large, and straight, they also have massive buds that are sticky (also called catkins)! You can recognize these trees by their dark green and shiny leaves, their big catkins, and the released seeds that are white and fluffy!
- Bitter Cherry: This tree is on the smaller side! While they appear more like shrubs, these trees can be recognized by their oval-shaped leaves, small white flowers and dark red bitter fruit. While you probably wouldn’t enjoy the fruit from this tree, there are a number of uses of the bark, such as the way the Indigenous people made waterproof baskets and mats.
- Learning Highlight: You’ll investigate how these trees support wildlife and what happens in their life cycle throughout the year.
LEARNING ACTIVITY IDEA:
Tree Exploration Walk: Put on your explorer hats as we go on a nature walk around our school or a nearby park. You’ll observe different trees, gather interesting facts, and see firsthand the trees we’re learning about. This will help you connect what we learn in class with the real world!
MAIN ACTIVITY:
Tree Profile Journal
- Objective: You will create a Tree Profile Journal that will serve as your personal guide to the trees we study. This booklet will include your own observations, drawings, or photos, and facts about each tree.
- Components: Each tree will have its own page featuring visual and textual information, including the tree’s common and scientific names, key characteristics like whether it produces cones, fruits, or nuts, its bark texture, and a personal observation or interesting fact.
- Instructions:
- Research and Observation: Gather information through our walks and available digital and print resources.
- Booklet Creation: Use the provided template to create an informative and visually appealing booklet.
- Personal Insight:Write a section on why you think each tree is important or interesting, helping you to connect personally with the material.
Tree Profile Journal template
Edited OER Resource: https://drive.google.com/file/d/1XcjdqTznjlS4Q6kCOvoh6BGw6QzMxPso/view
https://natureinspiredlearning.com
Tree Book – learning to recognize trees of British Columbia
https://portal.fpbc.ca/Files/students/Gr4-5wonderfulworkingsofwood.pdf
MODULE 2: Identifying Trees Physical Attributes
Deciduous Trees:
Leaves:
Simple: just one leaf, undivided
Compound: the leaf is composed of many leaflets
- Pinnately Compound: The leaf is made up of many leaflets and they are arranged on both sides of a central stalk
- Palmately Compound: The leaf is made up of many leaflets and they come from one point. Think of it like your fingers coming out from the palm of your hand
Arrangements of leaf buds:
Opposite: the leaves or branches are attached directly across from each other
Alternate: The leaves or branches are attached singly and alternate.
SMOOTH ROUGH
Edges of the leaves:
Smooth: the leaf edges are smooth or the lobes of the leaf are wavy
Rough: The leaf edges are toothed or the lobes of the leaf are pointy.
Narrow Broad
Blade Shape:
Broad: Leaves wider at the base then the tip.
Narrow: Leaves longer than they are wide.
Coniferous Trees:
Needles: The needles are attached to the step, either in bundles or singly.
- How many needles are in a bundle?
- What is the length of the needles?
Scales: The leaves are overlapping scales
ACTIVITY:
Tree Identification
Instructions:
- After learning the different characteristics used for classification
- Go into your backyard, find a tree and answer the questions on the website that matches the physical characteristics to identify what tree it could be.
- If you are unable to find a physical tree within nature choose an image from the internet of a tree and use its physical characteristics to complete the activity.
- Follow the link to the website, where you will answer a series of questions based on the characteristics of the tree you have chosen.
https://treebee.ca/identify-a-tree/
ACTIVITY DISCUSSION:
Instructions:
- After you identify the tree that you find using its physical characteristics add the picture you took and the description of what tree it is to the discussion forum on padlet!
- See what characteristics other people found and what trees they identified!
https://padlet.com/ellameldrum99/post-your-pictures-and-descriptions-that-you-found-w0tc8x50tlg7hkh1
MODULE 3: The Ecological Importance of Trees
I’m sure we have all heard that trees are important to us as human beings and our environment, but why are they important? In this module you will learn through multiple resources the ecological importance of trees, you will be able to then explore the importance of trees within your own research! After viewing the material I have provided for you, you will find your own resources that you find, then you can explore the resources that your peers have found!
VIDEO:
Watch this video to learn more about why trees are important through specifically learning about the 6 key pillars of how trees help us and our environment.
READING:
Read the following article to understand the importance of trees:
https://www.savatree.com/resource-center/tree-varieties/why-trees/
DISCUSSION ACTIVITY:
It is now YOUR turn!
Instructions:
- After engaging in the material I have provided you with throughout this module, you will now use the internet to research and find your own resources that demonstrate the importance of trees.
- Look for articles, images, videos that you think demonstrate the key in why trees are important to us as humans and the environment. Add a comment on why you chose that resource.
- View and explore other resources that your peers find to understand the concept further!
Scan the QR code or press the link and add a discussion post to the forum
https://padlet.com/ellameldrum99/why-do-you-think-trees-are-important-to-ecosystems-89q82luynxce3cdb
ASSESSMENT Plan Overview
Formative Assessments:
Formative Learning Activities:
Each module has a formative assessment that is engaging for the learner.
- Module 1: Tree Profile Booklet – This activity can be printed or submitted online. 20%
- Module 2: Tree Identification Activity/ Discussion – This activity is in the form of a padlet. 20%
- Module 3: Research Discussion Activity – This activity is in the form of a padlet. 20%
Formative Assessment Rationale
Module 1: Tree Profile Booklet
This formative assessment allows students to apply their understanding of how to identify different BC native trees by their basic physical characteristics, in a way that engages them with their immediate natural environment. Students will select trees within their local surroundings, such as schoolyards, parks, or neighbourhood areas, and use the information they’ve learned about tree characteristics to detail each tree’s identity in their Tree Profile Booklets. This inquiry-based formative assessment encourages students to actively interact with their real-life surroundings to demonstrate and reinforce their knowledge of the material covered in class.
Feedback for this assessment will be provided to learners individually, focusing on their engagement and participation in creating the booklet and their interaction with the content. Additionally, feedback will address their contribution to discussions in class and any shared insights on their peers’ observations, fostering a collaborative learning environment.
Module 2: Tree Identification Activity/ Discussion
This formative assessment allows students to discuss their understanding of how to identify trees using their physical attributes in a way that engages them through their physical surroundings and understanding the different characteristics of different trees. Students can choose their own tree within their environmental surroundings and use the information they have learnt about tree characteristics to identify its name. This inquiry-based formative assessment will enable students to engage in their real-life surroundings to demonstrate their knowledge about the material they have learned.
Feedback for this assessment will be provided to learners individually regarding their engagement and participation in the activity and discussion and their interaction with others’ discussions and comments.
Module 3: Research Discussion Activity
This formative assessment allows students to demonstrate their understanding of the importance of trees by researching and sharing the resources they find and engaging with resources other peers find. This allows the instructor to assess the learners’ understanding through their chosen resources and their comments. This inquiry-based formative assessment will enable students to engage in their own research and build their own knowledge through the exploration of resources.
Feedback for the assessment will be provided to the learners individually in regards to their resource selection and more specifically their reasoning for their selection, as well as their engagement with peers’ resources researched.
Summative Assessments:
Tree Ambassador Portfolio (40%)
Overview:
The Tree Ambassador Portfolio invites students to embody the role of an ambassador for a tree they have studied, demonstrating a deep understanding of its characteristics and ecological importance. This project is thoughtfully designed to be inclusive, ensuring all students can fully participate and express their learning, regardless of any barriers they might face.
Components:
- Research Compilation: Students gather comprehensive information about their chosen tree, including identification details, physical attributes, and ecological roles, utilizing a blend of classroom resources and accessible online tools.
- Creative Element: Each ambassador creates a piece that connects personally to their tree, which can be in the form of art, a digital presentation, or a written story, tailored to suit individual capabilities and resources.
- Conservation Message: Portfolios include a proactive plan detailing how the students, as ambassadors, would advocate for their tree’s conservation within their community (e.g., planting trees, removing invasive species, etc.).
- Presentation Options: Flexibility in presentation methods allows students to choose from live demonstrations, digital submissions, or detailed written descriptions, accommodating various comfort levels and access to technology.
Flexible Completion Options:
- Digital Portfolios: Enables students to use digital tools to assemble and present their portfolios, ideal for those with physical limitations or who prefer a tech-based approach.
- Home-Based Activities: Adjustments to allow observations and activities to be conducted in familiar environments, such as home or nearby parks, ensuring all students have the opportunity to engage with the project.
- Assistive Technologies: Encouragement of technologies like speech-to-text and video recording to assist in the research and compilation phases of the project.
Assessment Rationale:
The Tree Ambassador Portfolio is designed as a comprehensive summative assessment that encapsulates all learning outcomes from the course, facilitating a deep integration of knowledge about British Columbia’s native trees. This project is structured to assess students’ understanding across multiple domains: content knowledge, creativity, conservation advocacy, and presentation skills. Each of these areas is critical for students to effectively function as ambassadors for their chosen trees, advocating for environmental stewardship within their communities.
The assessment criteria are mapped to the proficiency scale below, that includes ‘Emerging,’ ‘Developing,’ ‘Proficient,’ and ‘Extending’ levels, which are particularly suitable for elementary students as they reflect gradual and achievable progressions in learning. This scaling helps in accurately gauging the student’s current stage of understanding and provides a clear path for future improvement. It also ensures that the assessment is adaptable to a wide range of abilities, making it inclusive for elementary-aged students.
- Content Knowledge focuses on the accuracy and depth of the students’ understanding of tree characteristics and ecological roles, foundational for any subsequent conservation efforts.
- Creativity and Personalization assess how students express their connection to the tree, fostering a personal relationship with nature that is crucial for long-term environmental engagement.
- Conservation Advocacy evaluates students’ ability to apply their knowledge in developing practical strategies for tree conservation, emphasizing the application of learning in real-world contexts.
- Presentation Skills are crucial for effectively communicating their ideas and advocacy plans, a skill essential for their roles as ambassadors.
Grading:
British Columbia’s elementary schools use a proficiency scale instead of letter grades for K-grade 9. Therefore our grading scale will be based off of the proficiency scale using “emerging” “developing” “proficient” “extending” that are clearly outlined and described below:
- Instructors also provide written feedback to the learners.
Resources:
https://dev.greatbearrainforesttrust.org/wp-content/uploads/2018/05/Treebook.pdf
https://docs.google.com/document/d/1xQI5vEcnfEQh7dZBuhLfmncvFOUYkkDBzbSxMJjP9qc/edit?usp=sharing
https://drive.google.com/file/d/1XcjdqTznjlS4Q6kCOvoh6BGw6QzMxPso/view
https://www.fpbc.ca/public-interest/student-resources/educational-resources/
https://natureinspiredlearning.com/pinecone-coloring-pages/
https://padlet.com/ellameldrum99/post-your-pictures-and-descriptions-that-you-found-w0tc8x50tlg7hkh1
https://padlet.com/ellameldrum99/why-do-you-think-trees-are-important-to-ecosystems-89q82luynxce3cdb
https://portal.fpbc.ca/Files/students/Gr4-5wonderfulworkingsofwood.pdf
https://programmingconcepts.opened.ca/
https://www.savatree.com/resource-center/tree-varieties/why-trees/
Blog Post #3
4. Consider the learning environment for your current design. What potential barriers can be reduced or eliminate to provide more pathways for learner success?
When designing a learning resource on British Columbia’s native trees, we want to ensure that every learner can participate and succeed. Our project introduces elementary students to common species like Douglas-fir, Western red cedar, and Garry Oak, helping them understand and appreciate the natural environment around them. One of the main activities from our Blueprint assignment is a nature walk, where students observe and sketch different types of trees in their local area. This hands-on approach encourages curiosity and allows learners to practice identifying features such as leaves, bark, and cones. However, we recognize that this may present barriers if some learners lack access to safe green spaces or face mobility challenges.
To address these issues, we plan to offer alternative or virtual options. For example, we can use online photo collections, short videos, or tools like Google Earth to showcase various tree species and habitats. This ensures that students who cannot participate in an in-person walk still have meaningful opportunities to observe and learn. According to the Right to Education resource from Inclusive Education Canada, education providers must identify and address barriers to learning, making it essential to offer flexible solutions that accommodate all students.
Beyond the nature walk, we believe that flexibility is key to supporting diverse learners. Instead of relying on one type of assignment, we include choices such as writing a journal, creating a slideshow, or completing an online quiz. This range of formats allows students to showcase their knowledge in ways that align with their strengths and personal circumstances.
By proactively reducing barriers – like access to nature, technology, or different learning preferences – we’re creating a more inclusive experience for everyone involved. Our goal is for each student to gain a deeper appreciation for BC’s forests and develop the skills needed to explore, enjoy, and protect the natural world in their own communities.
Blog post URL: katenelsonstudies.opened.ca/blog-post-3-2/
Blog Post #3
From my perspective, Universal Design for Learning (UDL) is a powerful framework that challenges the traditional “one-size-fits-all” mindset in education. Instead of waiting to adapt materials once barriers are identified, UDL encourages instructors to proactively design courses and classrooms so that all students, regardless of their backgrounds or abilities, can fully engage. The UDL guidelines, developed by CAST, center on three foundational principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression. By intentionally weaving these principles into teaching – from how content is presented to the ways students are allowed to demonstrate knowledge – an environment emerges where every learner can thrive.
For example, an instructor might post diverse materials – like captioned videos, infographics, and articles at varying reading levels – to cater to different preferences or needs. Students, in turn, can choose how they best consume information, whether they prefer reading, listening, or watching.
Applying UDL and Accessibility Principles
Reflecting on one of my classes from last semester, I noticed significant gaps in how UDL principles were applied. The physical classroom layout immediately posed a challenge: the projector screen was positioned in such a way that students seated along the wall had a limited view of the lecture slides. This setup unintentionally excluded anyone who, for various reasons, might need or prefer to sit in a less central part of the room – whether they deal with mobility concerns or simply strive late and find themselves in the periphery. Additionally, the course relied heavily on specialized software that had to be accessed through a laptop or designated campus computer labs. At the time, I only had a tablet, making it much harder to complete certain assignments and fully participate in the in-class exercises.
To better align with UDL, the instructor could have offered multiple ways to access the software—perhaps through web-based platforms or simplified mobile-friendly applications. They might have also ensured that the classroom was arranged so that no student’s view of the presentation was obstructed. Furthermore, providing alternative devices or loaner laptops would have helped ensure equitable access for those who did not possess the required technology. Even simple steps like rotating seats or posting lecture materials in an online repository would have gone a long way toward creating a more inclusive environment.
Ultimately UDL is not about accommodating a select few; it is about designing learning experiences that adapt to the variety of ways people learn. By mindfully incorporating the UDL guidelines, instructors can cultivate a sense of belonging and agency among all students – fostering an atmosphere where everyone is encouraged to succeed on their own terms.
URL for this blog:
katenelsonstudies.opened.ca/?p=197
Post 2 – Experiential Learning
Experiential learning has been one of the most meaningful ways I have learned new skills. Unlike traditional instruction, which often involves memorization and passive learning, this applied approach allows me to actively engage, make mistakes, and truly understand concepts through practice. Rooted in constructivist principles, this approach encourages real-world application, self-reflection, and collaboration to help learners develop a deeper connection to their subject matter.
My Experience with Experiential Learning
One of the most memorable applied learning situations I’ve had was working as a barista. I wasn’t handed a textbook on customer service – I had to learn by doing. Making drinks, handling customer interactions, and problem-solving on the fly forced me to engage with the learning process actively. I made mistakes, received immediate feedback, and improved over time. This practical method reinforced my understanding of customer service far better than a traditional lecture would have.
If I were designing a learning environment for sustainability education, I would incorporate this approach by integrating hands-on community initiatives. Instead of just reading about climate change, students could participate in conservation efforts, analyze environmental impacts, and create sustainability initiatives, such as tree planting. This type of learning fosters critical thinking and a stronger engagement with the content – something I believe is essential for genuine understanding.
Insights from My Peers and Research
Darren Zhang’s post on experiential learning reinforced my belief that balancing real-world engagement with structured feedback is crucial for meaningful learning. Unlike direct instruction, which often provides immediate correction but limited application, experiential learning requires learners to take an active role in their development. Zhang’s insights highlight why structured feedback is particularly vital in this context—without it, the hands-on experience may lack direction or lead to reinforcement of incorrect assumptions.
Neuroscientific research supports this idea as well. Sorenson-Unruh (2019) explains that active engagement helps strengthen neural connections, which improves long-term memory retention. This aligns with my own experiences – learning by doing has always helped me remember and apply knowledge more effectively.
Yangtao Kong’s research (2021) also reinforces my perspective. He emphasizes how practical application in education boosts motivation and classroom engagement. I completely agree – when I feel that my learning has real-world relevance, I’m much more invested in the process. Language learning, driving practice, and this class are great examples of the constructivist approach to learning I have witnessed in my own life that are useful for real-world scenarios.
Why Experiential Learning Matters
Experiential learning isn’t just about gaining knowledge – it’s about understanding concepts in a way that sticks. Compared to traditional teaching methods, which focus on passive absorption of information, this interactive method requires learners to engage, reflect, and adjust their thinking based on experience. This makes learning more meaningful and applicable.
Incorporating experiential learning into instructional design can create richer, more engaging learning environments. Whether it’s in a classroom, a workplace, or a personal learning journey, real-world practice fosters deeper comprehension and long-term retention. For me, learning through practice has been the most effective way to develop practical skills, and I believe it should be integrated into more educational settings.
Zhang, D. (2025). Post 2: Experiential Learning [Blog post]. https://maweika.opened.ca/2025/02/
Sorenson-Unruh, C. (2019). Reflective Teaching Evolution: Learning – The Neuroscience and the Neuromyths. https://clarissasorensenunruh.com/2019/04/20/5r-adult-learning-assignment-learning-the-neuroscience-and-the-neuromyths/
Wighton, D. J. (1991). Simulation debriefing: applying Kolb’s model of experiential learning to improve classroom practices. https://dspace.library.uvic.ca/items/4f3aa288-0ef4-4a0a-b296-d46484d2b73a
Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Frontiers in Psychology, 12, 771272–771272. https://doi.org/10.3389/fpsyg.2021.771272
URL for Blog Post #2: https://katenelsonstudies.opened.ca/post-2-experiential-learning/
Blog Post #2: Learning Theories in Practice
For this blog post, I chose the prompt that resonated the most with me. As I continue my journey in this course, I’ve been reflecting on learning theories and how they shape the way we engage with knowledge. Constructivism, in particular, stands out as a powerful framework for understanding education in digital spaces.
Constructivism in Online Learning: Creating Knowledge, Not Just Consuming It
The first time I took an online course, I felt disconnected. Without a classroom or in-person discussions, I wasn’t sure how to engage. I submitted assignments, watched lectures, and participated in forums, but something was missing. Then, as I interacted more – reading classmates’ responses, questioning ideas, and applying theories – I realized I wasn’t just absorbing information. I was constructing my own understanding.
This realization aligns with constructivism, a learning theory that sees knowledge as something we build rather than passively receive. Through discussion, reflection, and hands-on application, constructivist learning turns education into an interactive, student-driven process.
Applying Constructivism in Online Learning
So how does constructivism translate into digital learning? From my experience as both a student and a classroom volunteer, three key elements stand out:
1. Interaction and collaboration
One of the biggest concerns about online education is isolation. In my first blog post, I reflected on how face-to-face learning fosters community. However, I’ve since come to appreciate how digital spaces create connection in different but equally meaningful ways.
The Community of Inquiry (CoI) framework (Garrison et al., 2000; Kreijns et al., 2014) highlights three essential components of successful online learning:
- Cognitive presence – engaging critically with ideas.
- Social presence – feeling connected to peers.
- Teaching presence – instructors guiding learning.
When courses integrate discussion boards, peer collaboration, and interactive activities, students engage dynamically, reinforcing the idea that knowledge is something we co-create rather than just receive.
2. Reflection and Low-Stakes Assessments
Blended and online learning work best when they encourage ongoing reflection rather than relying solely on high-stakes exams. Constructivist learning thrives when students:
- Reflect regularly through blog, discussions, or journals.
- Apply knowledge in real-world ways, such as case studies or projects.
Even writing this blog post is an example of constructivist learning – rather than just summarizing theories, I’m connecting them to my experiences and generating new insights.
3. Students as Knowledge Creators
One of the most powerful aspects of constructivism is that students are not just passive recipients of knowledge – they actively create it.
In my volunteer work in a Grade 2 classroom, I’ve seen how digital tools – such as interactive literacy resources and instructional videos – allow students to engage with content at their own pace and take ownership of their learning. This mirrors Online Collaborative Learning (OCL), which encourages students to generate and share knowledge rather than simply absorb information (Bates, 2014: Teaching in a Digital Age: Learning Theories and Online Learning).
In online university courses, this constructivist approach might look like:
- Student-led discussions, where learners pose their own questions.
- Collaborative projects, where students build on each other’s ideas.
- Creative assignments, where learners apply theories to real-world contexts.
This shift – from passive learning to active knowledge creation – is what makes constructivism so effective in digital and distributed education.
How Constructivism will Shape my Teaching
As a future elementary school teacher, I plan to:
- Foster interactive, discussion-driven learning spaces.
- Encourage students to apply knowledge to real-world contexts.
- Use digital tools to support student-directed learning.
- Prioritize engagement, reflection, and meaningful assessments.
In particular, I also now recognize the importance of instructor presence as discussed by Barnes (2020). A well-designed online or hybrid course isn’t just about content delivery – it’s about the teacher engaging students, fostering discussion, and providing meaningful feedback. Without teaching presence, even the best-structured online courses can feel disconnected.
Rethinking “Place” in Online Learning
In my first blog post, I explored how distributed education challenges our ideas of place in learning. “Place Is Differently, Not Less, Important Online” reinforces this, arguing that online learning environments are not lesser versions of traditional classrooms – they are simply different. (Bayne et al., 2020)
Students today learn from anywhere – cafés, dorm rooms, libraries, workplaces. Learning isn’t about being in a physical classroom; it is about connection, interaction, and engagement.
Final thoughts
Looking back – from struggling with online learning to embracing digital and hybrid education – I see how constructivism has shaped my experience. When courses foster collaboration, reflection, and student-driven learning, online education becomes more interactive, engaging, and meaningful.
As both a student and a future educator, I know constructivism will guide the way I teach and learn – because education isn’t about location, but about engagement, reflection, and growth.
Infographics and Resources:
Blog: Reaffirming the core of hybrid learning: pedagogy before technology. https://www.cypherlearning.com/blog/k-20/pedagogy-first-technology-second-the-key-to-successful-hybrid-classes
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