EDCI 335

Post 4

March 8, 2025 / / 0 Comments

This is the YouTube video that I might use with my students  to engage them  with video-based learning. This video serves as a valuable instructional tool, fostering engagement and deeper understanding. Below is a structured breakdown of how students might interact with the video and how their learning can be enhanced through designed activities and feedback.

1. Inherent Interaction

The video naturally requires students to engage cognitively by processing the information presented. If it includes questions, prompts, or thought-provoking content, students might be compelled to reflect or attempt to answer them mentally. If it’s a tutorial or instructional video, students may feel inclined to follow along and apply what they see.

2. Learner-Generated Response

Students are likely to respond in various ways, depending on their individual learning styles. Some may take notes to capture key points, while others may pause and replay certain sections to reinforce their understanding. If the video presents a problem or concept, students may independently try to solve it or analyze it critically.

3. Designed Post-Video Activity

A meaningful follow-up activity could be a reflective summary or a problem-solving exercise related to the video content. For example:

• Activity: Students could create a short presentation or infographic summarizing the key points. Alternatively, they could complete a case study or real-world application task.

• Skill Development: This would enhance critical thinking, comprehension, and application skills.

• Medium/Technology: Students could use Google Slides, Canva (like this video) or a shared document platform (e.g., Google Docs) to collaborate and present their insights. Teachers can expand worksheets into whiteboards to create collaborative workspaces for students. 

4. Feedback Mechanism

Feedback can be provided through various methods:

• Peer Review: Students can review and comment on each other’s work using Google Docs’ commenting feature or a discussion forum.

• Instructor Feedback: The teacher can provide direct feedback through video responses (e.g., Loom or Flipgrid), written comments, or a rubric-based evaluation. It is important that teachers use presentations to present their lesson content.

• Automated or Self-Assessment: If the activity involves quizzes or concept checks, tools like Kahoot or Google Forms can provide instant feedback.

Teaching in a digital age requires that educators be proficient in creating interactive lessons for their learners.  By integrating the video with structured interaction, response, and feedback, students can engage in active learning, making the content more meaningful and applicable.

Post 4

March 8, 2025 / / 0 Comments


This is the YouTube video that I might use with my students  to engage them  with video-based learning. This video serves as a valuable instructional tool, fostering engagement and deeper understanding. Below is a structured breakdown of how students might interact with the video and how their learning can be enhanced through designed activities and feedback.

1. Inherent Interaction

The video naturally requires students to engage cognitively by processing the information presented. If it includes questions, prompts, or thought-provoking content, students might be compelled to reflect or attempt to answer them mentally. If it’s a tutorial or instructional video, students may feel inclined to follow along and apply what they see.

2. Learner-Generated Response

Students are likely to respond in various ways, depending on their individual learning styles. Some may take notes to capture key points, while others may pause and replay certain sections to reinforce their understanding. If the video presents a problem or concept, students may independently try to solve it or analyze it critically.

3. Designed Post-Video Activity

A meaningful follow-up activity could be a reflective summary or a problem-solving exercise related to the video content. For example:

• Activity: Students could create a short presentation or infographic summarizing the key points. Alternatively, they could complete a case study or real-world application task.

• Skill Development: This would enhance critical thinking, comprehension, and application skills.

• Medium/Technology: Students could use Google Slides, Canva (like this video) or a shared document platform (e.g., Google Docs) to collaborate and present their insights. Teachers can expand worksheets into whiteboards to create collaborative workspaces for students. 

4. Feedback Mechanism

Feedback can be provided through various methods:

• Peer Review: Students can review and comment on each other’s work using Google Docs’ commenting feature or a discussion forum.

• Instructor Feedback: The teacher can provide direct feedback through video responses (e.g., Loom or Flipgrid), written comments, or a rubric-based evaluation. It is important that teachers use presentations to present their lesson content.

• Automated or Self-Assessment: If the activity involves quizzes or concept checks, tools like Kahoot or Google Forms can provide instant feedback.

Teaching in a digital age requires that educators be proficient in creating interactive lessons for their learners.  By integrating the video with structured interaction, response, and feedback, students can engage in active learning, making the content more meaningful and applicable.

University of Victoria
Photo by Flickr user serdarkaya under CC license: BY-NC-ND 2.0

Post 3

February 27, 2025 / / 0 Comments

An effective interactive learning resource must be designed with inclusivity in mind, ensuring that the needs of all learners are met. This can be achieved through various strategies, including accessibility considerations, differentiated instruction, and engagement techniques that cater to diverse learning preferences.

One key aspect of my interactive learning resource would be its accessibility. Ensuring that content is available in multiple formats, such as text, audio, and video, would allow learners with different needs to engage with the material in ways that suit them best. For instance, subtitles and transcripts for videos would support those with hearing impairments, while screen reader compatibility would make the resource more accessible to visually impaired learners. Additionally, using clear fonts, high-contrast colors, and simple navigation would benefit those with cognitive or learning disabilities. Technological advances have made learning more accessible which were nearly impossible more than twenty years ago. A  friend in her 40s shared that when she was studying at UBC’s Allard School of Law twenty years ago, one of her classmates who was deaf needed to have a transcriber to be present during every lecture she attended. If the transcriber fell sick, she would have to look for another transcriber which could be disruptive. 

Another important element is differentiated instruction. Learners have varying levels of prior knowledge, learning speeds, and preferences, so my resource would incorporate multiple pathways for engagement. For example, interactive quizzes with adaptive feedback would help students learn at their own pace, while branching scenarios would provide personalized learning experiences. This would ensure that both struggling learners and advanced students can find content that is appropriately challenging.

Engagement strategies would also play a crucial role. Incorporating gamification elements such as badges, progress tracking, and interactive simulations would increase motivation and make learning more enjoyable. Additionally, including opportunities for collaboration through discussion forums or group activities would support social learning, helping learners develop communication and teamwork skills.

In my specific context, I would also consider cultural inclusivity and relevance. Ensuring that examples, case studies, and language are representative of diverse backgrounds would make the resource more relatable and meaningful for a wide audience. Furthermore, providing multiple language options or translation tools could help non-native speakers engage more effectively.

By applying these principles, my interactive learning resource would cater to different learning needs, making education more inclusive, engaging, and effective for all learners.

Workplace Mental Health: Building Resilience and Promoting Well-Being

February 3, 2025 /
  • Overview:

Mental health in professional settings refers to an individual’s emotional, psychological, and social well-being in the workplace. Mental Health in the Workplace. It affects how employees think, feel, and behave, as well as how they handle stress, interact with colleagues, and perform their job responsibilities. A mentally healthy workplace supports employees in managing stress, maintaining productivity, and achieving work-life balance. Mental Health at Work.

Office environments can present various stressors and challenges that affect employees’ mental health and productivity. The most common ones are:

1. Workload and Job Demands

2. Work-Life Balance Issues

3. Job Insecurity and Career Uncertainty

4. Workplace Relationships and Conflict

5. Lack of Recognition and Support

6. Workplace Discrimination and Inequality

  • Misconceptions: 

Misconception #1: “Mental health issues are a personal problem and should not affect work.”

Misunderstanding: Many people believe that mental health challenges are strictly personal matters and should not interfere with professional responsibilities. This leads to the stigma that employees should “leave their problems at the door” when coming to work.

Reality: Mental health is just as important as physical health in the workplace. Stress, anxiety, and depression can impact productivity, decision-making, and teamwork. A supportive workplace that acknowledges mental well-being fosters a healthier, more engaged workforce.

Common Mistake:

• Employers may ignore signs of mental distress in employees, assuming it does not concern the workplace.

• Companies may lack policies or resources to support mental health. 

Misconception #2: “High-performing employees don’t struggle with mental health.”

Misunderstanding: Some believe that only struggling or less productive employees experience mental health challenges, while high-achievers are immune to stress, burnout, or anxiety.

Reality: Mental health issues can affect anyone, regardless of job performance. In fact, high-performing employees often face intense pressure, perfectionism, and burnout. Just because someone appears productive does not mean they are not struggling internally.

Common Mistake:

• Employers may overlook mental health concerns in top performers because they assume success equates to well-being.

• Employees may hesitate to seek help, fearing it could make them appear weak or incapable.

  • Rationale:

In today’s fast-paced work environment, many employees experience anxiety and even depression due to high-intensity tasks and constant pressure. The inability to maintain a healthy work-life balance, for example, often makes it difficult to distinguish between normal job-related stress and chronic stress, leading to serious mental health challenges.

Research shows that employees with better mental health are more productive and have greater opportunities for career growth. However, mental health issues in the workplace are not solely personal struggles—company management plays a crucial role. Unfortunately, many organizations fail to prioritize mental health or lack the knowledge and resources to implement effective support systems. As a result, employees often suppress their emotions rather than seek help.

We believe that mental health is a universal concern that everyone will encounter at some point in their career. Raising awareness and fostering a positive workplace culture are essential to creating healthier and more supportive work environments.

Our goal is to provide learning resources that help individuals develop a deeper understanding of mental health, improve emotional resilience and adaptability, and apply practical, actionable strategies. By integrating theory with real-world applications, we aim to promote workplace well-being, encourage a more inclusive and supportive culture, and ultimately enhance job satisfaction.

  • Learning Design Plan:

 â€śA Healthy Mind at Work Leads to a Thriving Workplace”

This central concept emphasizes that mental health is not just an individual concern but a key factor in workplace success. A supportive, mentally healthy work environment boosts productivity, job satisfaction, and overall well-being. Organizations that prioritize mental health create a culture of resilience, collaboration, and long-term success for both employees and businesses.

By reinforcing this idea throughout the learning experience, participants will not only gain awareness but also develop actionable skills to foster mental well-being in professional settings.

​Learning outcomes:

1. Understanding the importance of workplace mental health. 

    2. Impact on productivity.

    3. Identify key factors that could influence mental health in professional situations.

    4. Foster a supportive work environment. 

    5. Demonstrate ways to reduce stigma around mental health and have open discussions in the workplace. 

    6. Recognize common workplace stressors.

    7. Analyze how workload or workplace relationships contribute to stress and mental health.

Learning activities:

  1. Case Study- Learners can examine real world workplace that has mental health challenges. And groups can analyze the situation based on best practices.
  2. Peer Feedback- Learners can provide feedback on communication and techniques
  3. Role Playing- Learners can engage in role playing exercises to drill home the message. 
  4. Discussion sessions- Allow participants to share personal experiences and challenges.

Assessment plan: 

  1.  Quiz: Comprising short-answer and multiple-choice questions designed to evaluate the students’ understanding of workplace mental health concepts and stress factors.
  1. Case Study Analysis: Learners are tasked with evaluating a real or hypothetical workplace mental health case, with the objective of identifying stressors and proposing solutions.
  1. Discussion Reflection: Participants are required to submit a summary of key takeaways from the discussions, linking them to real-world applications.

This learning design will conclude with a detailed analysis of workplace mental health strategy, evaluating its strengths and weaknesses, and recommend improvements.

Action Plan Report: Learners are tasked with the creation of a personalised plan for fostering resilience in their own work environment, outlining steps for mental well-being initiatives.

Resources:

https://www.annualreviews.org/content/journals/10.1146/annurev-orgpsych-120920-050527

https://www.who.int/news-room/fact-sheets/detail/mental-health-at-work

Post 1

January 26, 2025 /

The design of a high school social studies class on climate change would differ significantly depending on whether the teacher adopts a behaviorist, cognitivist, or constructivist approach. Here is how each perspective would shape the learning experience:

1. Behaviorist Approach

Focus: Observable behaviors and mastery of factual knowledge about climate change.

Learning Design:

• Objective: Students will memorize and recall key facts about climate change, such as definitions, causes, and impacts.

Activities:

• Drill-and-practice exercises, like matching terms (e.g., greenhouse gases, global warming) to their definitions.

• Multiple-choice quizzes to test retention of key facts.

• Use of rewards (e.g., praise, badges) for correct responses and immediate corrective feedback for mistakes.

Assessment: Structured tests or quizzes measuring recall and factual knowledge.

2. Cognitivist Approach

Focus: Understanding mental processes, such as organizing, processing, and applying knowledge about climate change.

Learning Design:

• Objective: Students will understand and explain the causes and effects of climate change, and categorize different solutions.

Activities:

• Present information through multimedia (e.g., videos, infographics) to aid comprehension.

• Use graphic organizers like concept maps to connect climate change causes (e.g., deforestation, fossil fuels) with effects (e.g., rising sea levels, extreme weather).

• Encourage reflection through prompts such as, “How does human activity contribute to climate change?”

Assessment: Short-answer and essay questions requiring explanation, comparison, and analysis.

3. Constructivist Approach

Focus: Active, student-centered exploration where learners construct their own understanding of climate change in real-world contexts.

Learning Design:

• Objective: Students will investigate climate change’s impact on their local community and propose actionable solutions.

Activities:

• Facilitate project-based learning, where students research a specific aspect of climate change (e.g., local flood risks or renewable energy).

• Encourage group collaboration to develop presentations or campaigns to raise awareness about climate change.

• Incorporate inquiry-based learning: Students ask questions like, “How does climate change affect agriculture in our region?” and research answers.

• Simulations or role-playing, such as a mock UN climate summit, to explore global and local perspectives.

Assessment: Authentic tasks like group presentations, community action plans, or reflective journals documenting their learning process.

Key Differences:

• Behaviorist: Prioritizes knowledge retention and drills; learning is teacher-centered and focuses on repetition and reinforcement.

• Cognitivist: Aims to deepen understanding and foster mental connections; learning emphasizes comprehension and problem-solving strategies.

• Constructivist: Encourages exploration and real-world application; learning is student-centered, collaborative, and experiential.

Each approach reflects different goals, from building a foundational knowledge base (behaviorist) to fostering critical thinking (cognitivist) and empowering students to apply knowledge in meaningful ways (constructivist).

Welcome

January 12, 2025 /

Feature Photo by John Schnobrich on Unsplash

My name is Zejun . I am in my third year at UVic, and I major in Economics and minor in Business. When I took my first accounting course and fell in love with it immediately. I decided to pursue economics and business. I prefer macroeconomics because it touches on issues like inflation which is an important factor in maintaining a healthy and vibrant economy.

Attributions

Image Attributions

© 2025 EDCI 335

Theme by Anders Noren — Up ↑