Recognize the importance of creating learning environments that support and guide active learning
Throughout EDST 3510, I developed a strong understanding of how to create active learning environments that are engaging, flexible, and inclusive. My Kahoot midterm activity for high school students in an Indigenous Studies course is a clear example of this. Designed as a formative assessment, the Kahoot included interactive questions that allowed students to check their understanding in real time, encouraging engagement through self-paced exploration. As noted in my Case Study Pt.2, the activity was designed to balance "student choice with curriculum objectives" while offering embedded check-in questions. This allowed learners to remain actively involved throughout the experience, a principle aligned with constructivist learning theory.
Building on peer feedback and reflection, I revised the activity to include an introductory video for background knowledge and a guided discussion at the end. These additions were influenced by my reflections recorded in the “Weekly Discussion” document, where I emphasized how diverse learning formats (e.g., visual and verbal content) can foster deeper learning. In particular, I wrote about the impact of multi-modal instruction, explaining that having "multiple means of representation and engagement" made the learning process more dynamic and accessible for different learners. This approach is directly informed by the principles of Universal Design for Learning (UDL).
Further evidence of my engagement with active learning strategies appears in the Reflection on the DOA. Here, I explored how active learning can be enhanced through low-stakes participation and instructor presence. I noted that "instructor feedback and peer input created a sense of collaboration," which is vital for student motivation and knowledge construction. This insight influenced the way I structured my own activity to include collaborative follow-up discussions that allow students to co-construct meaning from the quiz material.
Moreover, the structure of our weekly EDST 3510 modules modeled an active learning approach: content was introduced through articles and videos, then reinforced through collaborative discussion posts and peer interaction. My participation in these discussions reinforced my understanding of how varied learning tasks can support student engagement. In my Weekly Discussion summary, I mentioned how this structure helped me stay connected and reflective, stating: “Using weekly forums with clear prompts gave me space to explore ideas, reflect on practice, and build off of others’ perspectives.”
Overall, my work in this course demonstrated that active learning is best supported in environments that offer flexibility, diverse content formats, clear expectations, and space for interaction. By intentionally designing learning experiences that integrate these elements, I’ve learned how to create inclusive online environments that support sustained engagement and deeper understanding.
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