Reflection on Developing an Online Learning Module and Peer Review Process



The transition from planning a course to building it in an online learning management system (LMS), such as Canvas, is a critical step in ensuring that the course is both engaging and effective for students. The Canvas LMS offers numerous tools and features that help bring the course structure outlined in the storyboard to life. At this stage, the course will be developed in a shell, and the next step will be joining a peer-review group, allowing for valuable feedback before delivering the module to a live audience. This reflection will explore the importance of this process, the role of peer review in course development, and how the integration of Canvas tools can enhance the overall learning experience.

Building an Online Learning Module in Canvas

The Canvas LMS provides a robust platform that supports a wide range of teaching strategies, such as video integration, discussion forums, quizzes, and multimedia presentations (Instructure, 2020). As I begin developing the course shell, I will be able to organize content in modules, which will mirror the structured pieces laid out in the storyboard. The Canvas platform allows me to upload content, create assessments, and implement interactive learning activities in a centralized space. By utilizing features such as assignments, discussions, and quizzes, I can foster engagement and ensure that the course structure remains consistent with the learning objectives.

One key advantage of using Canvas is its ability to track student progress through various assessments. This functionality will be essential for monitoring how well students are engaging with the course content and whether the learning objectives are being met (Anderson, 2008). By creating formative assessments throughout the course, I will be able to gather data on student progress, which will guide any necessary modifications to the course content or teaching strategies in real time.

The Role of Peer Review in Course Development

Joining a peer-review group is a crucial next step in refining the online module. Peer feedback plays an essential role in improving the quality of the course design by offering diverse perspectives and insights that might not have been considered during the initial development process (Chickering & Gamson, 1987). In the context of online course development, peer reviews can help identify potential issues with content clarity, pacing, and engagement strategies before the course is delivered to a live audience (Morrison et al 2019).

In the peer-review process, I will not only receive feedback on the structure and clarity of my course but also on the use of Canvas features, ensuring that the tools employed (e.g., quizzes, multimedia, discussions) effectively enhance student engagement. Providing constructive feedback to peers will also allow me to evaluate the effectiveness of their course designs and reflect on how I can integrate similar strategies into my module (Garrison & Vaughan, 2008). This reciprocal review process fosters collaboration and ensures that the course meets the diverse needs of learners.

References

Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press.

Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education (UK).

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

Instructure. (2020). Canvas learning management system: Product overview. https://www.instructure.com/canvas/

Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.


Power, R. (2023). Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions.

Comments

Post a Comment

Popular posts from this blog

Welcome to my Reflective Journal for EDUC5209G: Critical Issues in Leadership Education

Image
My name is Kari, and I am a passionate and dedicated nurse educator with a deep commitment to fostering supportive, inclusive, and empowering environments for nurses. I believe that creating a strong, collaborative culture is essential for providing the best patient care, and I work tirelessly to ensure that both nursing staff and students feel valued, supported, and prepared for the challenges they face. Currently, I serve as a Clinical Practice Leader in an Intensive Care Unit (ICU), where I have the opportunity to oversee and guide the clinical practice of nurses working in one of the most demanding and high-stakes environments in healthcare. In this role, I am responsible for supporting nurses’ clinical development, ensuring the implementation of best practices, and maintaining the highest standards of patient care. This experience gives me a unique perspective, blending the demands of critical care with the necessity for strong leadership and mentorship. In addition to my clinical...
Read more

Abstract: Pressure Injury Prevention for Healthcare Professionals

These online teaching modules will provide healthcare professionals with essential knowledge and practical strategies for preventing pressure injuries (PIs) in clinical settings. Pressure injuries are a significant concern in healthcare environments, particularly in high-risk populations. The risk is increased in those with limited mobility, and individuals undergoing prolonged hospital stays or surgical procedures. These injuries compromise a patient's well-being and can lead to longer hospitalizations, increased healthcare costs, and poor quality of life. These modules will be driven by evidence-based strategies for the prevention, early identification, and management of pressure injuries. The course will be taught using a blended learning approach. The modules will combine theoretical knowledge with interactive activities and real-world case studies to ensure participants understand how to assess patient risk, implement prevention measures, and evaluate outcomes. The modules are...
Read more

Navigating the Post-Pandemic Shift: Reflections on Digital Pedagogy in Higher Education

As a graduate student in the Faculty of Education at Ontario Tech University, I'm constantly reflecting on the evolving landscape of higher education, especially concerning innovative digital pedagogies. This week's reading, "The Effects of COVID-19 on Higher-Education Teaching Practices" by Power, Kay, and Craig (2024), offers a compelling synthesis of how Canadian higher education institutions adapted to online teaching during the pandemic and the lasting impacts on teaching practices. The abrupt shift to online learning in 2020, necessitated by the COVID-19 pandemic, forced many instructors into unfamiliar territory . However, as Power, Kay, and Craig (2024) highlight, this transition also sparked widespread innovation in the use of digital technologies and pedagogical approaches . This study, drawing on data from 35 survey respondents and six focus group participants across two Canadian universities (Cape Breton University and Ontario Tech University), focused on ...
Read more