Type of Interaction
The video I selected for this blog post is a youtube video titled āAlzheimer’s Disease: Risk Factors, Testing, Treatments | Mass General Brigham.ā by the Mass General Brigham (2024). This video was also selected for my teamās Interactive Design Blueprint (IDB). It is themed around Alzheimerās Disease, and includes various general information about our IDB. The video is meant as a form of ālearner-contentā interaction. While this video does not force a response from learners, it aims to give them more information about the topic which, for the purposes of the IDB, will be a stepping stone for activities and assessments.
Interactive Design
After viewing the video in our IDB, we tasked learners with documenting some facts they came across in the video. This included grabbing a pen and paper or using electronic or mobile devices to collect information on the video. Afterwards, learners are tasked with answering some questions about the video such as āHow do we diagnose Alzheimer’sā¦ What are some potential treatments of Alzheimer’s?ā This aims to help students learn more about the topic, which will help them with the subsequent assessments.
Feedback
When it comes to feedback, learners are tasked with documenting the contents of the video and responding to questions posed by the IDB. However, it does not stop there. Learners are also encouraged to complete other reading activities regarding Alzheimerās. Moreover, Learners are later tasked with completing multiple Kahoot assessments to test their knowledge on the subject.
Manageability
This activity would not consume a significant amount of time and effort for myself/learners. The work involves taking notes on the videoās contents, as well as responding to questions on the materials. Additionally, the video is approximately only 5 minutes long, making it easy to watch, especially for students with shorter attention spans. This activity is selected because it can be completed individually or in groups. Furthermore, it can also be scaled for a larger number of learners if need be.
Reference
Mass General Brigham. (2024, August 16).Ā Alzheimer’s Disease: Risk Factors, Testing, Treatments | Mass General BrighamĀ [Video]. Youtube. https://www.youtube.com/watch?v=ot1bea0-OXk&t=1s
Introduction
Our groupās Interactive Learning Resource discusses Alzheimerās Disease, and its impact on human life. More specifically, the Interactive Learning Resource focuses on the multiple stages of Alzheimerās Disease, the various symptoms that patients may develop, and possible treatment options for Alzheimerās Disease. Throughout the project, we have created multiple obstacles and challenges that aim to test, educate, and ultimately reward our learners with knowledge they can use, and share with other people. Our designated learners, high-school students, are given the task of traversing our Interactive Learning Resources, reviewing reading materials, completing activities, and performing a Kahoot assessment to test their learning.
Adjusting For Learner Needs
As of the writing of this blog post, our activities are a work in progress, and involve the review of numerous articles to gain additional insight on our learning outcomes for Alzheimerās Disease. This may pose an issue for some learners, as our activities entail a lot of reading. For ordinary students, this may still pose an issue, as reading multiple articles is an arduous process, and takes time and focus. Refer to the āselective attention testā video under week 8, āInclusive Learning Designā on the EDCI 335 website (University of Victoria: Educational Technology, 2025). The video and the overall post suggest that learners can easily miss information if they are not intently paying attention throughout the process.
To provide learners with āmore pathways to success,ā we ought to lower barriers to learning, to make the process more manageable (University of Victoria: Educational Technology, 2025). To do this, we can use images and videos to convey information in a digestible format. This can take the form of a youtube video showcasing a āselective attention test,ā a diagram of the five stages of Alzheimerās, or a labeled image of a ānormal human brainā versus an āAlzheimerās Disease human brainā followed by a concise explanation. Ultimately, there are many ways for us to make learning easier for learners, and it is our duty to find those ways.
Reference
University of Victoria: Educational Technology. (2025). Inclusive Learning Design. https://edtechuvic.ca/edci335/inclusive-learning-design
Inquiry Approach – Overview
When it comes to learning, inquiry places the responsibility on the learner to feel motivated to understand the topic at hand. According to Queenās University (n.d.), inquiry-based learning is defined as āan array of classroom practices that promote student learning through guided and, increasingly, independent investigation of complex questions and problems, often for which there is no single answer.ā A key component in inquiry-based learning is the studentās ability to ask questions, identify relevant materials, determine how to use those materials to answer questions, and share progress with others (students, teacher, etc.)
Queenās University (n.d.) identifies four elements that are central to the idea of inquiry-based learning: inquire (ask questions and discuss topic to improve base understanding), research and reflect (find relevant sources on the topic), evaluate (verify sources for accuracy and reliability), and construct (modify information into something of substance).
If a student follows up with the four elements of inquiry-based learning, they will improve their inquiry and learning skills over time. Not only will they improve their knowledge and expertise on the topic at hand, but they will also: improve their ability to ask the right questions, enhance their ability to research any given topic for relevant information, improve their ability to vett information, and improve their ability to communicate information (either through written or verbal means).
Alignment With Topic
In the context of our first assignment, Inquiry-based learning is aligned to our chosen topic, āAlzheimerās Disease.ā The reason for that is due to the structure of our Learning Design Blueprint. When we completed the assignment, we made available a variety of learning methods for prospective students. These methods exist to guide the students to a deeper understanding of the material, and include online articles, several health organizations, and multiple examinations to test learning competency on the topic. Overall, Inquiry-based learning is about asking questions, then answering those same questions, and our blueprint provides learning with the ability to do just that.
References
Inquiry-Based Learning. (n.d.). Queenās University: Centre for Teaching and Learning. https://www.queensu.ca/ctl/resources/instructional-strategies/inquiry-based-learning
Blog 1
Comment 1 (Link) (to teammate Therese Taruc): “I like how you progress throughout the blog, learning new skills and techniques to guide you through courses (and the university experience). Having taken these courses before, I can attest to how difficult they can be in terms of memorization and midterms. I also like your inclusion of course content, such as behaviorism, in your blog. Overall, it is a good post.”
Comment 2 (Link) (to Omid Izadi): “I like how you talked about the key topic of week 3 in your blog. I do think the blog was written very well. Nevertheless, the blog explains each feature of learning and its importance in the learning process. Moreover, it summarises the topic rather well. Good post.”
Comment 3 (Link) (to Gaia Iturralde): “I like that your post was aabout a relatable experience (math). I also liked how you tied the course material to your experience. Moreover, I liked how you tied each of your strategies to learning and understanding. Overall, it was a good post, and I enjoyed reading it.”
Blog 2
Comment 1 (Link) (to teammate Therese Taruc): “I liked how you used bullet point format to explain the key areas of direct instruction. Your post provides insight into direct instruction and its importance. Moreover, I also liked the way you tied direct instruction to our topic of Alzheimer’s Disease. Overall, a decent post, with some minor grammar issues (at the time of typing this).”
Comment 2 (Link) (to David Xie): “I like how you link all subtopics to the constructivist approach to learning. Moreover, you adequately give examples of how your learning environment promotes a constructivist approach to learning. Overall, good post.”
Blog 3
Comment 1 (Link) (to teammate Mansahaj Singh Popli): “I liked your use of personal experiences to tie into the material. Your post gives a prespective into what inclusive design would look like in practice. I also liked how you discussed issues such as rigidness in educating, which can make it more difficult to teach even regular or brighter students. Overall, your post was insightful.”
Comment 2 (Link) (to Dawson Charles): “I liked the use of the Olympic athlete analogy, as well as the GPS analogy in your post. I found the framing of universal design as the removal of barriers to be a good prespective to have for educators. I agree with the idea that inclusive design aims to make education possible for everyone. Overall, a decent post.”
Blog 4
Comment 1 (Link) (to teammate Mansahaj Singh Popli): “I like that you included the video at the beginning, as well as providing a summary of its contents at the start of the blog. Moreover, I appreciated how concise your post was, effectively describing how learners are meant to interact with the material at hand. I also liked how you mentioned making the video inclusive by creating a transcript, which would be helpful for blind learners and the like. Overall, it was a good post.”
Comment 2 (Link) (to Dawson Charles): “I liked how you included an overview on your subject at the beginning of the blog, as it provides valuable insight into the rest of the post. One of the things you mentioned learners are encouraged to do is take notes, which is something our team has suggested for our video, with the same reasoning as your post. Moreover, I believe it is a good thing to make learning more inclusive whenever feasible. Also, I like the fact that you linked your video in the blog post, but I would have liked it more had you embedded the video into your post. Overall, it was a good blog post.”
Introduction
Learning is about obtaining new information and using it to tackle a problem. Whether it is learning a skill that helps you solve a problem you are facing, or out of pure interest or enjoyment about the topic, learning is all about seeking information, and putting it to use.
Computer Science 375
I have learned many things throughout university, and I still have much more to learn. My best learning experience thus far has to be from the Fall 2024 semester, in the third year of my Health Information Science (HINF) program. During that semester, I had my best learning experience in communication and teamwork. One course sticks out, “Computer Science 375: Introduction to Systems Analysis” (CSC375), taught to us by Professor Roberto A. Bittencourt. Teaching CSC375 was a learning experience for Professor Bittencourt as well, as it was his first time teaching it, but I digress.
In CSC375, students were divided into 24 groups of six, and were instructed to work on a large-scale group assignment that would total 70% of our grade by the end of the semester. The assignment was broken into 9 components, and all six of us were involved in those components. When starting the semester, I had a difficult time assimilating with the group, especially since I was meeting some teammates for the first time.
A Constructivist Approach to Communication
However, throughout the semester, I took on a constructivist approach to learning how to communicate and work in a team. To elaborate, a constructivist approach to learning means I took on new experiences and advanced my learning using a hands-on approach (Ertmer, P. A., & Newby, T., 2018). I created an Instagram groupchat to facilitate inter-group communication, and I chose a leadership position in the group to cultivate my communication with all other members. More specifically, we all had different roles, and I was the Project Manager.
As a Project Manager, I progressively learned to create in-person meeting times and locations, discuss/allocate responsibilities, and communicate with all team members. This not only allowed me to know my teammates much better, but it also improved my communication skills, a category I previously underperformed on.
Conclusion
Overall, I believe that taking CSC375 has taught me how to communicate more effectively. This occurred through a constructivist approach of persistently communicating with multiple people throughout the semester. Ultimately, I learned how to communicate better, and I will continue to learn more.
References
Ertmer, P. A., & Newby, T. (2018). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Foundations of Learning and Instructional Design Technology: https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism
Introduction to Alzheimerās Disease
Overview
Alzheimerās disease is a neurodegenerative condition where brain cells gradually lose function and die, leading to the destruction of memory, thinking skills, and the ability to perform even basic tasks (National Institute on Aging, 2023). Neuroinflammation refers to the inflammatory response within the brain or spinal cord, which can lead to immune cell recruitment, edema, tissue damage, and potential cell death (DiSabato et al., 2016). Alzheimerās progresses through stages, generally starting with preclinical brain changes, advancing to mild cognitive impairment (MCI), and eventually severe dementia, where patients lose the ability to communicate and perform daily functions (Mayo Clinic, 2023). Despite ongoing research, there is no cure for Alzheimerās, emphasizing the need for effective management strategies (Kumar et al., 2022). This gradual decline creates a significant emotional and physical burden on individuals and caregivers, making Alzheimerās a pressing public health issue.
Misconceptions
It is commonly believed that memory loss is a normal part of aging, but significant memory loss and cognitive decline, like those seen in Alzheimerās, are not. Forgetfulness is part of aging, but Alzheimerās shows signs of persistent forgetfulness and individuals may fail to recognize familiar faces and places. Another misconception is that Alzheimerās only affects older adults. While it is more common in individuals who are over 65, early-onset Alzheimerās can affect people as young as their 30s or 40s (National Institute on Aging, 2022). This āold personās diseaseā perspective often leads to delayed diagnoses and missed symptoms. By raising awareness, the importance of recognizing these misconceptions can offer early intervention and better support.
Rationale for Learning Resource
Alzheimerās disease has a widespread impact on patients, families, and caregivers all over the world. Although there is currently no cure, early detection and awareness can improve the quality of care and preparation for people who might be affected by this. A learning resource can help educate the younger population to recognize the early signs of Alzheimerās using a cognitivism approach, preparing them for the physical, emotional, and financial challenges they may face when caring for a loved one with the disease. This is done by teaching them about the disease in the form of a blog post, and walking them through various sources of information, performing activities, and undergoing assessments to ensure understanding.
Learning Context / Target Audience
The learning resource is designed for high school students ages 13 to 18, helping them explore and understand Alzheimerās disease. The course will be offered in English and provides guidance to available support services within the community for students who may have a loved one affected by the disease. Additionally, the resource will be accessible to anyone with access to a computer or mobile phone and they can access the website and tests online. Students who might be working part-time can do the coursework in their own time and can test themselves using the assessments provided on the platform. This flexibility allows students to understand and empower themselves on learning about Alzheimerās disease, while accommodating their busy schedules.
Platform for Hosting
The learning resource will be hosted on a user-friendly website that is Notion. The website will offer content, quizzes, and Kahoot games that are accessible across devices. Additional features on videos will include closed captioning thereby making the resource more inclusive for users with disabilities.
Accessibility and Inclusion
Learning Context
This course focuses on teaching high school children on Alzheimerās with a basic foundation of biology. The course will teach the content through direct instruction which allows āteachers [to deliver] detailed, guided, and explicit instructionsā for learners to understand the complex disease of Alzheimerās (Tremblay, 2023). It allows for students to understand the beginning and later stages of the disease, along with pain management and treatment. Having a step-by-step process can allow engagement in the students to be invested in the topic.
To expand on Alzheimerās core concepts, the definition of the disease must be clearly outlined. According to the National Institute on Aging (2023), Alzheimerās disease is a neurodegenerative condition in which it slowly damages the brain, making it harder to remember things, think clearly, and handle daily tasks. Over time, it gets worse, affecting even the simplest activities. There are many aspects that surround Alzheimers, however the main topics that the course offers involves the stages, management, and impact of the disease. These topics will be covered in this course and will teach the student the core concepts of Alzheimerās disease.
Inclusive Design
All learners must have their needs met and in order to do so, applying the universal design for learning (UDL) approach will identify and reduce any potential learning barriers for students. The universal design for learning approach is a framework that helps āimprove and optimize teaching and learning for all people based on scientific insights into how humans learnā (CAST, Inc.). Lastly, inclusion refers to the integration of both typically developing and special needs children in the same learning environment, fostering co-learning while ensuring a balanced and supportive atmosphere for all students (Tanwar, 2018).
Some of the main barriers that can make it difficult for people with disabilities to engage with the materials include visuals, auditory, and possible fast-paced or overwhelming assessments (i.e. Quizlets). To address visual and auditory barriers, we provided a list of YouTube videos for students to watch, an illustrative diagram, and Quizlet. This platform allows for subtitles which the learner can customize the appearance (i.e. contrast, font, size). Along with these adjustments are multilingual support where learners can change the captions to another language they understand the most and can retain the material better.
As for the diagram provided in the course, this will allow for students with āvisual impairments to increase the efficacy of their learningā (Tanwar, 2018). This will cater to students who grasp concepts better through visuals than through text and allows for complex concepts to be simplified, thereby making it easier to process. Furthermore, the colors and easy-to-read fonts avoid clutter and highlight the main ideas from the course material for the students. Lastly, Quizlet allows options where students can use text-to-speech and adjust the color contrast adjustment for visually impaired users, as well as the dark mode option which reduces eye strain for low-vision users. By addressing accessibility barriers in learning material, this ensures that all students can engage with the course material effectively.
Assessment Plan
Core Concepts
- Progression and Impact of Alzheimerās Disease
Alzheimerās disease is a progressive neurodegenerative disorder that significantly impacts cognitive function, memory, and daily life, affecting not only individuals but also families and caregivers. Understanding the stages of Alzheimerās (preclinical, mild cognitive impairment, mild dementia, moderate dementia, and severe dementia) is crucial for early recognition and effective management. - Early Detection and Management
While there is no cure for Alzheimerās, early detection and management of symptoms can improve quality of life. Learning about available treatments, lifestyle interventions, and the importance of early diagnosis can empower individuals and communities to take action.
Essential Questions
Question 1: How can you determine which stage of Alzheimer’s Disease an individual has?
Question 2: How can you tell if a symptom (such as facial blindness) is caused by Alzheimer’s Disease, or some other cause(s)?
Question 3: What is the best treatment method for Alzheimer’s Disease?
Learning Outcomes
- Identify the 5 stages of Alzheimer’s Disease.
- Describe the symptoms and progression of Alzheimer’s Disease.
- Understand available treatment options of Alzheimer’s Disease.
Sources To Study
- Stages of Alzheimer’s Disease:
- Symptoms and Progression of Alzheimer’s Disease:
- Current Treatments and Emerging Therapies:
Learning Activities
Interaction Design
the following learning activities aim to improve understanding of the topic and further prepare learners for the assessment portion of the Interactive Learning Blueprint. The assessments follow a learner-content format, encouraging students to interact with the material directly, and generate their own ideas and understanding as a result.
Stages of Alzheimer’s Disease
To help you get a better understanding of the learning outcomes, the diagram below demonstrates the five stages of Alzheimer’s. Please take a look at the diagram, noting the difference between the stages.
The first stage is Preclinical Alzheimer’s, where an individual does not experience any symptoms of Alzheimer’s Disease, and is relatively healthy (barring other potential health issues). In the second stage, individuals usually experience some memory issues, forgetting recent events. In the third stage, it becomes apparent that the individual is experiencing problems with memory and thinking. People in the third stage may experience changes in personality and behavior, trouble with problem solving and critical thinking, and issues locating lost items (such as a phone or TV remote).
In the fourth stage, personality changes become more apparent, further reducing critical thinking abilities, and causing greater memory loss. In this stage, individuals may require assistance with daily activities (from family members or medical professionals) such as being clothed or using the bathroom. In the fifth and final stage, individuals lose the ability to communicate or even move, requiring assistance with most daily tasks. Overall, people with Alzheimer’s live around 3-11 years after diagnosis, but some live for 20 or more years. Eventually, people succumb to pneumonia, malnutrition or dehydration due to the inability to swallow in the late stages of the disease.
Symptoms and Treatments
The video below talks about Alzheimer’s Disease. Keep the following questions in mind before watching the video:
- What are some symptoms of Alzheimer’s?
- How do we diagnose Alzheimer’s?
- What are some potential treatments of Alzheimer’s? Can it be cured?
Before watching the video, take a minute to think about the questions above. Grab a pen and paper, and write down your answer to each of the questions above. Then, after watching the video, write down your answer for the questions again.
Having watched the video above, take a minute to think about your answers from earlier. Compare how different your answers are before and after watching the video. Did you learn anything new? Were you surprised with anything in the video? Were you curious about anything else that was not discussed? Keep those ideas in mind, because you will be tested on them soon!
Assessment
Assessment Process
- Quiz 1 (5 questions) – Alzheimer’s Stages (16.67%)
- Quiz 2 (5 questions) – Alzheimer’s Symptoms (16.67%)
- Quiz 3 (5 questions) – Alzheimer Treatment (16.67%)
- Test (15 questions) – Cumulative Examination (50%)
Note that if the student misses one or more quizzes, the weight will be added towards all other quizzes and exam. There will be no makeup quizzes so please do your best to do the course work.
To determine the learner’s final standing with the module, the learner will be tasked with creating a self-assessment to determine their overall grade for the module. To do this, the student will have to:
- Complete all quizzes and test.
- Count the number of questions you got correctly.
- Divide by the total number of questions (30, if no quizzes were missed).
Example:
- Quiz 1: 3/5
- Quiz 2: 2/5
- Quiz 3: 5/5
- Test: 12/15
Total: 3 + 2 + 5 + 12 = 22
Total: 22/30 = 73.33%
Assessments
This module features multiple activities in the form of Kahoot quizzes. Each of the following links will redirect students to a Kahoot test. The first test will examine the student’s ability to discern the stages of Alzheimer’s Disease development. The second test will test the student’s ability to identify symptoms of Alzheimer’s Disease. Lastly, the third test will examine the student’s ability to comprehend treatments for Alzheimer’s Disease.
Kahoot Quiz 1: Alzheimer’s Stages
Kahoot Quiz 2: Alzheimer’s Symptoms
Kahoot Quiz 3: Alzheimer’s Treatment
Kahoot Final Test: Cumulative Test
The intended outcomes will have been met if students get a grade of 80% or higher on the aforementioned assessments. This module directly assesses the student’s grasp of Alzheimerās Diseaseāfrom understanding its progression and stages, identifying and categorizing symptoms, and comprehending different treatment methods.
Formative Assessments
The course offers opportunities for feedback through the quizzes, each worth 16.67%, which students must complete in a timely manner online. The students will have a clear goal and success criteria throughout the course (formative assessment) to improve their learning. According to Yale Poorvu Center For Teaching and Learning (2021), the quiz highlights potential misconceptions and learning throughout the course and addresses any learning gaps. The quizzes promote active recall, increasing student engagement and providing instant feedback to help students identify misconceptions and correct them immediately.
Summative Assessments
The summative assessment consists of 15 multiple choice questions that covers the topics of stages, symptoms, and treatment that was discussed throughout the course. Students will have access to the quizzes throughout the semester, allowing them to identify and correct misconceptions while preparing for the cumulative test worth 50% at the end of the course. To earn course credit, the students must achieve a minimum grade of 50% and above. The final grade depends on the cumulative tests and individual formative assessments combined.
Roles and Responsibilities
| Name | Section | ||||||
| Bashar Kabd | Roles and Responsibilities & Assessment | ||||||
| Therese Taruc | Introduction & Assessment & References | ||||||
| Mansahaj Singh Popli | Assessment & References |
Bashar is responsible for creating the Kahoot Assessments and Assessment Process, Learning Activities, team communication and meeting planning, and assignment formatting. Mansahaj is responsible for the Assessment Plan, including Core Concepts, Learning Outcomes, and Sources for Study. Therese is responsible for the topic Introduction, including Overview, misconceptions, Rationale, Target Audience, Hosting, and Formative & Summative Assessments.
References
Alzheimerās Association. (n.d.). Stages of Alzheimer’s. Alzheimerās Association. https://www.alz.org/alzheimers-dementia/stages
Cleveland Clinic. (n.d.). Alzheimerās disease: Overview, symptoms, & treatments. Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/9164-alzheimers-disease
DiSabato, D. J., Quan, N., & Godbout, J. P. (2016). Neuroinflammation: the devil is in the details. Journal of Neurochemistry, 139 Suppl 2, 136ā153. https://doi-org.ezproxy.library.uvic.ca/10.1111/jnc.13607
Five stages of Alzheimer’s Disease. (n.d.). Research Gate. https://www.researchgate.net/figure/The-stages-of-Alzheimers-disease_fig2_379727687
Kumar, A., Sidhu, J., Goyal, A., & Tsao, J. W. (2022, June 5). Alzheimer Disease. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK499922/
Mass General Brigham. (2024, August 16). Alzheimer’s Disease: Risk Factors, Testing, Treatments | Mass General Brigham [Video]. Youtube. https://www.youtube.com/watch?v=ot1bea0-OXk&t=1s
Mayo Foundation for Medical Education and Research. (2023, June 7). Alzheimerās stages: How the disease progresses. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/alzheimers-disease/in-depth/alzheimers-stages/art-20048448
National Institute on Aging. (2022, October 18). What Are the Signs of Alzheimerās Disease? National Institute on Aging. https://www.nia.nih.gov/health/alzheimers-symptoms-and-diagnosis/what-are-signs-alzheimers-disease
National Institute on Aging. (2023, April 5). Alzheimerās Disease Fact Sheet. National Institute on Aging; National Institutes of Health. https://www.nia.nih.gov/health/alzheimers-and-dementia/alzheimers-disease-fact-sheet
Tanwar, P. (2018). Use of Tactile Diagrams in Teaching Science to Visually Impaired Learners at the Upper Primary Level. Disability, CBR & Inclusive Development, 29(4), 109ā116. https://doi.org/10.5463/DCID.v29i4.772
Yale Poorvu Center For Teaching and Learning. (2021). Formative and Summative Assessments. Yale.edu; Yale University. https://poorvucenter.yale.edu/Formative-Summative-Assessments
Hello, and welcome to anyone reading this! My name is Bashar, and I am a 3rd year Health Information Science (HINF) Student. I enrolled in HLTH321 because I wanted to take a health-related senior elective to learn more useful information about healthcare. To my groupmates reading this, I hope we get along!
Before proceeding with this first blog post, we expect you to consider your privacy preferences carefully and that you have considered the following options:
- Do you want to be online vs. offline?
- Do you want to use your name (or part thereof) vs. a pseudonym (e.g., West Coast Teacher)?
- Do you want to have your blog public vs. private? (Note, you can set individual blog posts private or password protected or have an entire blog set to private)
- Have you considered whether you are posting within or outside of Canada? This blog on opened.ca is hosted within Canada. That said, any public blog posts can have its content aggregated/curated onto social networks outside of Canada.
First tasks you might explore with your new blog:
- Go into its admin panel found by adding /wp-admin at the end of your blogās URL
- Add new category or tags to organize your blog posts – found under “Posts” (but do not remove the pre-existing “edci335” category).
- See if your blog posts are appearing on the course website (you must have the the edci335 category assigned to a post first and have provided your instructor with your blog URL)
- Add pages, if you like.
- Include hyperlinks in your posts (select text and click on the link icon in the post toolbar)
- Embed images or set featured images and embed video in blog posts and pages (can be your own media or that found on the internet, but consider free or creative commons licensed works). To embed a YouTube video, simply paste the URL on its own line.
- Under Dashboard/Appearance,
- Select your preferred website theme and customize to your preferences (New title, new header image, etc.)
- Customize menus & navigation
- Use widgets to customize blog content and features
- Delete this starter post (or switch it to draft status if you want to keep it for reference)
Do consider creating categories for each course that you take should you wish to document your learning (or from professional learning activities outside of formal courses). Keep note, however, that you may wish to rename the label of the course category in menus (e.g., as we did where it shows “Learning Design” as the label for the “edci335” category menu. This will enable readers not familiar with university course numbers to understand what to expect in the contents.
Lastly, as always, be aware of the FIPPA as it relates to privacy and share only those names/images that you have consent to use or are otherwise public figures. When in doubt, ask us.
Please also review the resources from our course website for getting started with blogging:
- WordPress resources
- Using RSS feeds to read blog posts from your networks (e.g., Feedly)
- Privacy resources
- Copyright resources
- Finding images you can use
This postĀ will appear in a few places:
- in the blog feed on the front of your website
- in the Learning Design menu on your website. This is because we have applied the “edci335” category to this post and the menu item “Learning Design” has been created from the category “edci335.” For every post you make for this course, please assign the “edci335” category to it. You are welcome to use this blog for your personal hobbies or for other courses, in which case, you could create additional menu items and categories for them.
- if you give permission, your posts categorized “edci335” will be aggregated onto the Blog Feed on the EDCI 335 Course Website.
Feel free to delete this post once you understand this. If you have any questions, please reach out to your instructor.
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