Author: delilahscavarda (Page 2 of 2)

This week, we participated in an EdCamp, a user-generated conference often called an “unconference.” Unlike traditional professional development, EdCamps are free, open to all, and entirely participant-driven. Anyone can propose a topic, and you don’t need to be an expert—just passionate about an idea. A key feature is the “Rule of Two Feet”, which encourages participants to move freely between discussions that interest them, making the experience informal, flexible, and engaging.

In my small group, we explored the idea of creating a classroom garden. We discussed easy-to-grow plants that students could take home, mushroom-growing kits to observe mycelium in action, and the importance of making it truly student-centered. Instead of relying on parents to do the work, students would take ownership, learning through hands-on experiences.

We also considered funding options like grants and volunteers and how a class garden could be deeply cross-curricular, integrating science, art, and Indigenous education. Even in classrooms without outdoor space, indoor plants could provide similar benefits, including improving mental well-being.

After doing some research I found a really cool resource called “Farm to School BC”. Farm to School BC is a program that supports schools in British Columbia in integrating healthy, local, and sustainable food systems into their communities. The website provides resources on school gardens, local food procurement, farm connections, and food literacy education to help educators and students engage with fresh, locally grown food. Key features include guides for starting school gardens, lesson plans, funding opportunities, and community partnerships to promote hands-on learning and food sustainability. The program emphasizes student engagement, Indigenous food knowledge, and environmental stewardship, encouraging schools to create meaningful connections between food, learning, and community well-being.

This past week’s class got me thinking about the pros and cons of virtual learning. As someone who has experienced both online and in-person classes, I’ve come to appreciate the unique benefits and challenges that each format presents.

The Pros and Cons of Online LearningOnline learning has become an integral part of education, offering convenience and flexibility. One of the biggest advantages is the ability to attend class from home. There’s no commute, which saves time, and it’s easier to take notes and follow along with slides. I’ve also noticed that attendance tends to be higher in online classes—perhaps because it removes barriers like transportation or scheduling conflicts. Another great aspect is the ability to bring in guest speakers from anywhere in the world. In a past class, I remember students attending from as far as China, making for a diverse and engaging learning environment.

However, online learning isn’t without its downsides. Group discussions can sometimes feel awkward, and there’s often a hesitation to turn cameras on, something that has frustrated professors in the past. Distractions at home can also be an issue—I know I’ve caught myself getting sidetracked more than once. And then there are the inevitable technical difficulties, like professors struggling to unmute themselves or slides not loading properly.

In-Person Learning: A Different Dynamic Being in a physical classroom brings an energy that’s hard to replicate online. It’s exciting to engage in face-to-face discussions and try out new learning experiences. Guest speakers can still make an impact, and there’s something about being in a room full of people that fosters spontaneous discussion and connection.

Yet, there are challenges to consider. Not everyone has reliable access to technology or the internet, which can create accessibility issues. In a household with young children, someone might need to be home to supervise them, making online learning difficult. Distractions can still be present in-person, whether it’s side conversations or environmental noise.

The Power of Influential Media in EducationThroughout my education, influential media has played a huge role in shaping my learning. Growing up, Bill Nye the Science Guy was a staple in science classes. His experiments were exciting, engaging, and made science feel fun and accessible. Whenever an episode was shown in class, it was something to look forward to. Bill Nye is a figure that most people recognize, and his ability to make complex topics digestible is something that still sticks with me.

As an adult, my exposure to influential thinkers expanded. Kimberlé Crenshaw has been particularly impactful in my gender studies degree, helping me understand intersectionality and its implications in society.

Educational media has also introduced me to powerful documentaries like Angry Inuk and Kanehsatake: 270 Years of Resistance. These films have transported me to new perspectives, providing firsthand Indigenous narratives and shedding light on protest movements that are often overlooked.

One of the greatest strengths of media in education is its ability to make learning memorable. Documentaries, lectures, and educational shows offer ways to engage with material beyond traditional readings. They allow us to step into different worlds, learn directly from the people whose stories need to be heard, and move beyond a Western-centric perspective.

This week we had a guest visitor to help teach our class about how to use iMovie and the software Audacity. I learned some essential skills for creating high-quality video and audio content. The class was also introduced to the library resources, including the “Ask Us” desk at UVIC where students can borrow gear and use the podcast room, which can be booked in advance.

In class we has the opportunity to practice editing videos below are some examples.

In the goat video above I learned how to add a title, add transitions, end credits as well as how to add music. I learned some helpful tips for video editing, such as how to “scrub” through the video using the spacebar to stop and navigate efficiently.

In the above bike clip I learned how to add an intro transition, how to slow down part of the video, add sound and how to make it fade into black.

In my own time I decided to make a stop motion with clay! I used iMovie to add in sound and transitions.

In this week’s class, we discussed the Multimedia Learning Hypothesis, which explains that people learn more effectively from words and pictures together rather than from words alone. This idea is based on dual coding theory, which suggests that the human mind processes information through two separate channels—one for visual information and one for auditory information. Since each channel has a limited capacity (cognitive load), combining them thoughtfully can enhance learning.

We also talked about how learning is an active process of filtering, selecting, organizing, and integrating information based on prior knowledge. For example, understanding how a bicycle pump works is much easier when a diagram accompanies the explanation rather than relying on text alone. Graphics help make complex or unseen concepts more accessible and improve comprehension.

Some key takeaways from class:

• Spatial Contiguity Principle – Students learn better when related words and pictures are placed close together on a page or screen.
• Using graphics effectively – Color coding, diagrams, and annotations can enhance understanding.
• Creating graphics for teaching – We explored tools like Photoshop, Illustrator, GIMP, PowerPoint, and Google Slides to create visuals for worksheets and lessons.

Overall, I found it really interesting to see how well-designed visuals can make learning more engaging and effective. Below I experimented with creating some graphics using Canva and create a meet the teacher page and my own little logo.

I also tried using Microsoft Designer to create an AI colouring page. The prompt I used was “Grade two class salmon cycle” this is what is created. Even though it did not really generate the salmon cycle, I thought this would be a cool tool to create interesting colouring pages as younger grades love doing colouring books!

This week in class, we discussed Open Educational Resources (OER). These are educational materials that are accessible online and openly licensed, allowing users to retain, reuse, remix, revise, and redistribute them. I believe OER is incredibly beneficial, particularly for new teachers, as it provides inspiration and serves as a helpful starting point for lesson and activity planning.

When I first learned about OER, it made me feel more confident about creating lessons and activities. As someone with no formal teaching experience yet, exploring OER has given me inspiration and ideas for topics I might want to teach in the future. However, I think it’s important not to use these resources as-is but to adapt and personalize them to fit your teaching style and your students’ needs.

In another class, it was pointed out that some OER materials may not align with the BC curriculum. This makes it especially important to review and revise them to ensure they meet the required standards. Editing these resources allows teachers to make them more relevant and tailored to their specific educational goals.

Overall, OER provides an invaluable resource for educators at all levels. It encourages collaboration, creativity, and accessibility in education. By thoughtfully adapting these materials, teachers can craft meaningful learning experiences that are both engaging and aligned with their students’ needs and curricular requirements.