E Learning Essentials 2020 1586173112

E-Learning Essentials 2020
E-LEARNING ESSENTIALS 2020
Participants in EDUC5104G (Winter 2020)
Power Learning Solutions

Sydney, NS, Canada
E-Learning Essentials 2020 by Power Learning Solutions is
licensed under a Creative Commons Attribution 4.0 International
License, except where otherwise noted.
This publication is licensed under a Creative Commons License,

see www.creativecommons.org. The text may be reproduced for
non-commercial purposes, provided that credit is given to the
original author(s).
This book was produced with Pressbooks

(https://pressbooks.com) and rendered with Prince.
CONTENTS
Introduction 1
Cover Art Acknowledgement 3
Disclaimer 5
I. Learning Theories
1. Social Learning Theory 9
2. Elaboration Theory 14
3. Operant Conditioning 20
4. Situated Learning Theory 25
5. Experiential Learning Theory 29
6. ARCS Model of Motivational Design 35
7. Constructivism Theory 44
8. An Introduction to Problem-Based Learning 49
9. PBL: Another Take 54
10. Connectivism 59
11. Collaborative Learning Theory 63
12. Gamification 71
13. Backward Design 78
14. Social Development Theory 83
II. Instructional Design Principles

15. A Quick Overview of the Multimedia Principle 91
16. Another Look at the Multimedia Principle 96
17. Modality Principle 103
18. Redundancy Principle 108
19. Coherence Principle 113
20. Segmenting Principle 118
21. Pre-Training Principle 123
22. Worked Example Principle 128
23. Practice Principles 134
24. Learner Control 140
25. An Introduction to Collaboration 147
26. The Collaboration Principle 152
27. Thinking Skills Design Principle 161
28. The Personalization Principle 167
III. Tool Reviews

29. Articulate 360 175
30. Buncee 182
31. Canva 187
32. Explain Everything 193
33. Flipgrid 198
34. Google Docs 203
35. Hypothes.is 209
36. Kahoot! 215
37. LiveBinders 222
38. Microsoft Teams 227
39. MindMeister 234
40. Mural 240
41. Nearpod 245
42. Open EdX 249
43. Padlet 255
44. Pear Deck 260
45. Piktochart 264
46. Pixton 269
47. PowToon 274
48. Quizlet 278
49. Seesaw 283
50. Socrative 288
51. ThingLink 292
52. Trello 296
53. Web Knowledge Forum (Web KF) 301
54. Weebly 307
55. YouTube 312
56. Zoom 316
WELCOME
Welcome to the eLearning Essentials 2020 eBook! Our
focus is to provide evidence-based guidance, useful
design tools, and useful examples to guide the creation
and design of eLearning Modules.
This digital resource has been authored by participants

in EDUC5104G: Analysis and Design of Web-Based
Learning Tools — a graduate-level course offered
through Ontario Tech University. From the course
description:
This course allows students to investigate, analyze

and design web-based learning tools. Key areas
addressed include establishing an operational
definition and categorization of web-based learning
tools (WBLTs), exploring learning theories and
instructional design principles that support the
design of WBLTs, understanding the advantages and
disadvantages of using WBLTs, analyzing and
assessing qualities of effective WBLTs, and exploring
strategies for using WBLTs. After developing a
strong foundation of theory and design, students will
create their own WBLTs.
Our focus in this eBook is on providing a lasting resource

for other educators and instructional designers and
developers. The eBook has three main parts:
1. Learning Theories
2. Instructional Design Principles
3. Tool Reviews
Part 1: Learning Theories focuses on background
1
2 PARTICIPANTS IN EDUC5104G (WINTER 2020)
information, guiding principles for use, and examples of

good use in the design and development of web-based
Learning Tools. Part 2 focuses on key Instructional
Design Principles and, similarly, offers guidelines for use
and examples of good use. In Part 3, course participants
provide reviews of digital tools that can be used in the
creation of your own web-based learning tools.
Each course participant has contributed two chapters to

this eBook — one focusing on either a Learning Theory
or an Instructional Design Principle, and one tool review.
We hope you find this resource useful to help with your

design and development of your own web-based learning
tools!
Rob Power, EdD

Assistant Professor, Educational Technology
COVER ART
ACKNOWLEDGEMENT
The editor and contributors of eLearning Essentials 2020

would like to acknowledge Tim Slade of timslade.com.
The cover art for this eBook project was adapted from his
royalty-free 250+ Free Stock Photos for eLearning collection.
References
Slade, Tim (2017, February 26). 250+ Free Stock Photos
for eLearning. [Web log post]. Timslade.com. Available
3
from https://timslade.com/blog/stock-photos-for-
elearning/
DISCLAIMER
This eBook has been published through Power Learning
Solutions as a free service to the course participants who
wrote and produced the content contained herein. This
eBook has been published under a Creative Commons
licence, and Power Learning Solutions has no financial
stake in the production, hosting, or distribution of this
publication.
5
PART I
LEARNING THEORIES
7
1
SOCIAL
LEARNING
THEORY
Overview
Social Learning Theory
The Social Learning Theory, also known as the Social

Cognitive Theory was theorized and developed by Albert
Bandurais in 1963. This theory is described as a bridge
between the behaviourism and cognitive learning theory
as it involves attention, memory, and motivation. It is
9
centralized around the view that individuals learn and

grow through observation, imitation, and modelling and
that learning occurs using a 4 step modeling process;
attention, retention, reproduction, motivation.
Guidelines for Use
Guideline 1 – Attention
This phase of the instruction involves the observation

and modelling process
where the student is required to pay attention to who (the

model) or what (skill/behavior) that needs to be observed.
Learners have a greater chance of focusing on a model
if they are engaged and interested in what is being
modeled. Educators must ensure that they have the
attention of the learner through the use of unique
contexts, discussions, exciting “hooks” or “innovative
introductions”, ensuring the learner is engaged thus
capturing the learners’ attention.
Guideline 2 – Retention
Internalizing the information into our memories is a

crucial part of this process. This phase of instruction is
where the learner is required to retain what they have
observed through the mirroring or mimicking process.
The educator or their peers model the behaviour and/or
skill allowing the learner to see and practice the skill in
order to “retain” or “recall” the observed behaviour and/
or skill.
E-LEARNING ESSENTIALS 2020 11
Guideline 3 – Production
This phase of instruction is the process where the learner

is reproducing the learned behaviour, skill or knowledge.
The learner practices then replicates the behaviour or
skill that has been observed on their own without anyone
“showing/modelling” for them. By practicing the skill,
the learner is able to improve their responses.
Guideline 4 – Motivation
This phase is where the learner becomes motivated or has

a reason to continue to produce the skill or behaviour
because they see and recall the rewards/outcomes of
someone else’s behavior. This then motivates the learner
to continue to or avoid the behaviour due to recalling
the outcome thus supporting the idea that if learners see
positive outcomes of a particular behaviour, they are
more likely to repeat that skill or behaviour
independently. If the reward is not seen as ‘important’ to
the learner, they will most likely not repeat or imitate the
behaviour and/or skill.
Good Examples of Use
Example 1 – YouTube Cake Baking Tutorial
This tool helps teach the learner through the video, the
skill of baking a cake. When using YouTube, the video
captures the learner’s attention, then the learner is
observing the model to attain the skill that is being
taught. Once the learner has completed watching the
video, they then try to replicate or imitate what the model
has taught them. Lastly, once the learner has observed the
outcome, they become motivated to continue to pursue

that skill as they have recalled the model’s outcomes, in
this case the results of their cake baking.
Example 2 – Khan Academy www.khanacademy.org
This resource tool was created to help students with their

homework, giving students and parents access to
educational activities, lessons, quizzes and videos in
various strands. These videos outline the process of
various skills allowing the learner to mimic and practice
the skills online.
Helpful Resources
Resource 1 – Bandura – Social Learning Theory by Saul McLeod
This page on the Simply Psychology website was written

by Saul McLeod defining and elaborating on various
aspects of the social learning theory.
Resource 2 – Social Learning Theory By Albert Bandura
This is a text written by Albert Bandura outlining the

theory and implications for its use.
Resource 3 – Video on The Social Learning Theory by Edutopia
This video speaks to the importance of the social learning

theory and how it is a human’s first mode of learning
from birth.
Resource 4 – Youtube Video (What Is Social Learning?) by Fuse
This video (by Fusion Universal for Social Learning) is a

snippet of a series of videos explaining the social learning

theory and how this type of learning best suits the society
we live in today.
Research
Bandura, A., & Walters, R. H. (1977). Social learning theory

(Vol. 1). Englewood Cliffs, NJ: Prentice-hall.
Grusec, J. E. (1994). Social learning theory and developmental

psychology: The legacies of Robert R. Sears and Albert
Bandura.
McLeod, S. (2016) Bandura – Social Learning Theory.

Retrieved from: https://www.simplypsychology.org/
bandura.html
Author
Submitted By: Alana Craigg
Email: alana.craigg@ontariotechu.net
Bio: Primary Educator with a focus in Music, Physical

Education STEM and Global Competencies
2
ELABORATION
THEORY
Overview
Elaboration Theory (4:30)
Description
Introduced in 1979 by Charles Reigeluth, Elaboration

Theory suggests delivering instruction beginning with
simple, foundational concepts followed by more detailed,
specific and complex concepts. Information should be
chunked and sequenced to facilitate anecdotal
14
connection and allow learners an element of control over

consumption of information so they can independently
decide what information requires more elaboration or
attention in order to best master and understand
concepts being taught.
Guidelines for Use
Guideline 1 – Simple and broad to complex and narrow
Beginning with a broad and wide view (zoomed out)

without specific details allows foundational concepts to
be discussed first. With these generalized concepts
understood, learners can focus (zoom in) to more specific
details and acquire richer understandings. An example
could be understanding the shape of the earth before
understanding gravity, rotation and revolution concepts
later.
Guideline 2 – Sequencing through strategic organization
Sequencing delivery and material depending on type of

information to be learned is essential. Conceptual
Elaboration should be used when many related concepts
are to be learned (scientific concepts). Procedural
Elaboration should be used when there is order or steps
to be taken to get from a means to and end (mathematical
concepts). Theoretical Elaboration should be used when
several concepts exist, often with a cause and effect
relationship (liberal arts concepts).
Guideline 3 – Synthesize and summarize
Several times during information delivery,

summarization and synthesis should be encouraged in

order to foster opportunities for review and deeper
understanding. Comparing prior knowledge with newly
understood concepts will encourage bridges between
understandings and applications for learners to elaborate
on their knowledge base.
Guideline 4 – Analogies
Allow learners to identify a familiar idea or conceptual

understanding and use that familiarity to help define and
build into a new concept. A child with a family dog has
plenty of foundational knowledge and experience to
apply to adding a cat to the family and can elaborate from
K9 behaviour to feline behaviour – same but different but
same.
Guideline 5 – Learner control
Learners and users should have the ability to self-direct

learning through activity relationships. The amount of
time spent with material, number of times activities are
completed and order the material is interacted with
should be in control of the learner so learning can be
independently determined and applied.
Example 1 – Typing.com
Whether a user is learning to type or has a goal to

improve typing skills, this program begins with simple,
foundational exercises that develops proper use of the
homeroom and finger placement and gradually works
towards complex sentences, paragraphs and large blocks

of text with complex punctuation.
Example 2 – Khan Academy
Allowing complete learner control, this learning tool

offers instruction on many different topics, organized by
grade level and by complexity. Lessons are delivered with
examples and stories, where applicable with the option
for users to complete quizzes to evaluate whether
concepts have been understood and mastered. Learners
can skip lessons, redo lessons and move between topics,
at their leisure.
Example 2 – Google Earth
Google Earth allows users to take a zoomed out look at

large geographical areas. Users have control and ability to
zoom in to gain understanding, information and context
and zoom out again to organize and synthesize the
information.
Helpful Resources
Resource 1 – Website: Charles M. Reigeluth
Reigeluth has created and maintains this website that

includes biographical, professional and contact
information. This is a tool purposed to share theoretical
vision as well as opportunities and tools for practice with
other educators and institutions.
Resource 2 – Article: A Critical Review of Elaboration Theory
Article written by Brent Wilson and Peggy Cole offering

a critique of Elaboration Theory.
Resource 3 – Video: What Education Could Be
Video hosted by Charles Reigeluth describing different

roles and technology required to best meet the needs of
current educational requirements.
Resource 4 – Graphic: Seven Treatments of Elaboration Theory
Simple graphic illustrating steps and elements of

Elaboration Theory.
Research
David, L., (2014, July 25). Elaboration Theory

(Reigeluth). [Web page]. Learning Theories. Retrieved
from https://www.learning-theories.com/elaboration-
theory-reigeluth.html
Reigeluth, C.M. (1999). The elaboration theory:

Guidance for scope and sequence decisions. Instructional
design theories and models: A new paradigm of instructional
theory, 2, 425-453.
Reigeluth, C., & Stein, R. (1983). Elaboration theory.

Instructional-design theories and models: An overview of their
current status, 355-381.
Author
Alison Sprayson
Email: alisonsprayson@gmail.com
Bio: Post-secondary instructor with interest and focus in

technology, marketing and instructional design
3
OPERANT
CONDITIONING
Overview
Operant Conditioning (4:05)
Description
Operant Conditioning (OC) is a method of learning

developed by behaviourist, B.F. Skinner, who believed
that human behaviour is extrinsically motivated. OP is
a process of learning through reinforcers and punishers
that result from our behaviours. This learning process
20
is categorized by positive and negative reinforcers and

punishers.
Guidelines for Use
Guideline 1 – Reinforcement
Reinforcement aims to increase desired behaviour, and

can be accomplished in two ways: positively and
negatively. With positive reinforcement, behaviour is
increased by rewarding the learner with favourable
stimuli. An e-learning module could utilize positive
reinforcement by, for example, providing the learner
with tokens, badges, or desirable feedback after the
completion of a milestone or task; this would encourage
further completion of the module. Negative
reinforcement refers to the removal of an undesired
stimuli to reward behaviour. In an online game-based
learning module, negative reinforcement could be
accomplished by, for example, removing the added
pressure of a timer once the learner reaches a certain
level or milestone; this would encourage the learner to
continue playing.
Guideline 2 – Punishment
Punishment seeks to decrease undesired behaviour, and

can also be accomplished positively and negatively.
Positive punishment refers to providing a learner with
unfavourable stimuli to weaken undesired behaviour. In
an online game-based learning environment, positive
punishment can be accomplished by, for example, giving
a student an loud warning signal for not completing a
learning task in the dedicated time-frame; this would
weaken the learner’s relaxed approach to the task

completion. With negative punishment, undesirable
behaviour is weakened by removing favourable stimuli.
In a game-based learning environment, negative
punishment could be exercised by, for example,
withdrawing a student’s tokens, badges, or rewards for
incompletion of a game-based learning task in the
dedicated time-frame; this would also weaken the
learner’s relaxed approach to the task completion.
Example 1 – https://tinyurl.com/marketingsimulation
The linked PowerPoint is a guideline on how to navigate

Harvard Business Publishing’s online Marketing
Simulation. This simulation provides marketing students
with an opportunity to learn about strategic management
of segments and customers by playing the role of a
company’s new CEO. This simulation uses stimuli (i.e.,
money, customer satisfaction scale, and stakeholder
feedback) to reinforce or punish behaviour to ultimately
encourage students to develop the most effective
marketing strategy. This simulation creates healthy
competition among the class while teaching students
marketing curriculum units.
Example 2 – https://www.duolingo.com/
Duolingo is an example of a gamifying WBLT that fosters

language learning through operant conditioning
techniques. This WBLT uses stimuli (i.e., experience
points to advance levels and gain access to more difficult
exercises) to teach language learners grammar and

vocabulary lessons.
Helpful Resources
Resource 1 – https://www.simplypsychology.org/
operant-conditioning.html
This is an article that explains Operant Conditioning in-depth,
including video summaries and educational applications.
Resource 2 – https://doi.org/10.1002/9781118468135
This is an eBook explaining associative learning,

including classical and operant conditioning.
Resource 3 – https://www.youtube.com/watch?v=H6LEcM0E0io
This video provides a summary of the differences

between classical and operant conditioning, both of
which need to be understood to apply associative
learning effectively.
Research
Cherry, K. (2019, September 5). What is operant

conditioning and how does it work? [Web page]. Retrieved
from https://www.verywellmind.com/operant-
conditioning-a2-2794863
David, L. (2015, June 19). Classical and operant conditioning

(Skinner). [Web page]. Retrieved from
https://www.learning-theories.com/operant-
conditioning-skinner.html
McFeeney, F. K. & Murphy, E. S. (2014). The Wiley

Blackwell Handbook of Operant and Classical Conditioning.

West Sussex, UK: John Wiley & Sons, Ltd.
Author
Submitted
Amareen Brar
by:
Email: amareen.brar@ontariotechu.net
I have a background in Education

administration. I am a Master of Arts
Bio: (Education) student pursing my thesis and
assisting with research regarding multiliteracy
and curriculum development.
4
SITUATED
LEARNING
THEORY
Overview
An Introduction to Situated Learning

Theory (4:18)
Description
Situated Learning Theory was initially proposed by Jean

Lave and Etienne Wenger in the late 1980s. The concept
25
of Situated Learning Theory is that learning occurs

within authentic context, culture, and activity and that
it is widely unintentional. It promotes the idea that
students learn better in collaborative group settings and
when the activities are based on real-life experiences.
Guidelines for Use
Guideline 1 – Authentic Contexts
Learning involves a setting that creates an authentic real-

life context. Activities should include opportunities for
students to explore and investigate from a wide variety
of sources. The investigation should focus on a relatively
wide focus rather than smaller fragmented tasks so that
relevant information can be sought.
Guideline 2 – Legitimate Peripheral Practice/ Scaffolding
Students start at the periphery of the learning as a novice

in the subject matter and instructors become more of
a facilitator and provide scaffolding of the learning. As
the students expand their knowledge, the scaffolding is
removed, and they move toward becoming an expert in
the subject.
Guideline 3 – Community of Practice/ Collaboration
Students move from the periphery within the community

of practice circle as they learn and collaborate with one
another. Activities are designed with the group setting
that allows for various viewpoints and difference of
opinion. Opportunities for students to interact with
experts in the subject matter is another important aspect

of building their community of practice.
Example 1 – Nearpod
This tool allows the instructor to create lesson and insert

activities such as collaborate, quizzes and virtual field
trips. Nearpod lessons could be either teacher led in the
classroom or student led. There is an opportunity for
reflective practice in open ended questions.
Example 2 – Google Classroom
This tool allows the instructor to create lessons that can

be student led. There is the ability to insert activities and
links to outside sources for discovery. Instructors can
facilitate the learning and students can collaborate and
work on activities through add-ins such as Google Slides
and Google Docs.
Helpful Resources
Resource 1 – Video on Situated Learning Theory
This is a short 4-minute video explaining the Situated

Learning Theory.
Resource 2 – Situated Learning Theory on Learning-Theories.com
This website provides a brief overview of the Situated

Learning Theory.
Resource 3 – Paper on Using Situated Learning
This paper by Ron Oliver and Jan Herrington is a helpful

resource on how to use situated learning as a design
strategy for web-based learning.
Research
David L,. (2007). Situated learning theory. Learning

Theories. [Web page]. Retrieved from:
https://www.learning-theories.com/situated-learning-
theory-lave.html
Northern Illinois University. (n.d.). Situated learning.

[PDF file]. Retrieved from: https://www.niu.edu/
facdev/_pdf/guide/strategies/situated_learning.pdf
Oliver, Ron & Herrington, Jan. (2000). Using situated

learning as a design strategy for web-based learning. [Web
page]. Retrieved from: https://www.researchgate.net/
publication/
229439467_Using_Situated_Learning_as_a_Design_Str
ategy_for_Web-Based_Learning
Author
Submitted
Andrea Dyack
by:
Email: andrea.dyack@ontariotechu.net
Faculty at Southern Ontario Dental College and
current graduate student in the Master of
Bio:
Education program at the University of Ontario
Institute of Technology.
5
EXPERIENTIAL
LEARNING
THEORY
Overview
Video Description (4:59)
Description
Experiential Learning theory is based on the idea that

learning is a cyclical process involving experience,
perception, cognition, and behavior in a holistic manner
29
where all four stages of the process are necessary for

learning to occur. These stages include concrete
experience such as a lab or module, observations and
reactions, forming of abstract concepts, and applying or
testing this knowledge in new contexts. The learning
theory states that learners learn best from their
experiences and from mistakes that are made.
Guidelines for Use
Prepare the learner
Make sure the learner is prepared before the learning

event so they are aware of the expectations you have
and the needs they should be focusing on. The instructor
should pose problems, set any necessary boundaries,
explain the purpose and objectives of the learning event
and facilitate the learning process.
Sequential Ordering of Cycle Stages
Although learners can enter the cycle of learning at any

stage, it is imperative that those stages follow the
sequential order in the cycle. The first stage is concrete
experience, the second stage is reflection and
observation, followed by abstract conceptualization and
then testing knowledge in new situations. Although the
cycle must be in this order, the starting point is not
prescriptive.
Be Less Teacher-Centric
Learning events or lessons should not be teacher-centric.

Instead, they should allow opportunities for students to
show agency and active engagement by asking questions,

investigating and solving problems, and learning from
both success and mistakes with their natural
consequences. Instructors should be facilitators of
learning and sources of support.
Holistic Learning & Assessment
All class materials, readings, assessments, and activities

in the classroom or online should be directly linked to
the experience so that all learning events are connected.
Ideally, there should be a major project that guides the
learning throughout the entire course or process, which
helps keep students focused on forward momentum,
progress, and the ultimate goals of the learning. The
learning cycle itself can be seen as a rubric for any lesson.
Dynamic Matching Model of Roles
The experiential learning cycle stages should be aligned

with the learner focus, knowledge focus, subject focus,
and action focus, which in turn connect to certain roles
of educators in the learning process, where the instructor
may be the facilitator, the subject expert, the standards
setter & evaluator, and the coach.
Example 1 – Brock University’s Experiential Education Program
Brock University has experiential learning opportunities

integrated into many of their programs, including the
more traditional practicums and internships, but also
labs, simulations, design projects, and field experiences.
Example 2 – Prodigy Math Learning Platform
This engaging game based online tool allows students

to choose their own avatar and play through a series
of complex math challenges and problems. Teachers can
link this to course objectives and assignments and design
a holistic learning experience.
Example 3 – Experiential Learning at University of Calgary
This article provides five concrete examples that The

University of Calgary conducts online and in the
classroom or community. This includes community
program experiences like tutoring in libraries followed
by online reflection exercises through D2L, learning labs
on campus, placement opportunities, and intercultural
immersion experiences over reading week.
Helpful Resources
Resource 1 – Association for Experiential Education
This website gives a broad definition of experiential

learning and provides access to professional
development, research, publications, and accreditation
programs that are all based on the experiential learning
theory.
Resource 2 – Learn Through Experience
This website provides contacts of organizations and

projects that offer real-world experiential learning
opportunities and categorizes those opportunities based
on the type of experience, such as wilderness
opportunities, and the demographic targeted, such as

K-12 students or higher education opportunities.
Resource 3 – 8 Things To Know About the Experiential Learning

Cycle
This informative video details the entire experiential

learning theory and cycle and explains real life examples
and applications of the theory for educators.
Resource 4 – Ontario’s Ministry of Education
The Ministry of Education website details the

definitions, learning objectives and outcomes,
community roles, and assessment and evaluations
involved in experiential learning.
Resource 5 – Experiential Learning Online: A “how to” handbook
This is an incredibly helpful handbook on eLearning

Industry’s website that helps instructors apply
experiential learning to online learning and module and
course design.
Resource 6 – Experiential Learning Toolkit
This resource was created by Niagara College, Brock

University, and Georgian College. It’s a resource made
for instructors to provide guidance and tools to integrate
experiential learning into the classroom.
Research
CommLab India. (2011, July 7). Experiential Learning- An

Effective Learning Method. [YouTube video]. Retrieved

from https://www.youtube.com/watch?v=L8mtcFh2x04
David, L. (2007, February 13). Experiential Learning

(Kolb). [Web page]. Learning Theories. Retrieved from:
https://www.learning-theories.com/experiential-
learning-kolb.html
Kolb, A.Y; & Kolb, D. A. (2017). Experiential Learning

Theory as a Guide for Experiential Educators in Higher
Education. Journal for Engaged Educators, 1(1), 7-44.
Retrieved from https://learningfromexperience.com/
downloads/research-library/experiential-learning-
theory-guide-for-higher-education-educators.pdf
Schwartz, Michelle. (n.d.). Best Practices in Experiential

Learning. [PDF file] Retrieved from
https://www.mcgill.ca/eln/files/eln/
doc_ryerson_bestpracticesryerson.pdf
Author
Submitted by: Blair Trewatha

Email: Blair.trewartha1@ontariotechu.net
Blair Trewartha is an educator and instructional des
Masters of Education at Ontario Tech University. H
Bio:
Bachelors of Education degree, and over ten years ex
post-secondary institutions across Ontario.
6
ARCS MODEL
OF
MOTIVATIONAL
DESIGN
Overview
An brief overview of the ARCS Model

(6:18)
35
Description
The ARCS Model of Motivational Design was formulated

by John Keller in 1983. Keller was interested in exploring
how we might design learning experiences to create and
to sustain student motivation in learning new content.
Keller was interested in the concept of motivational
design because it could systematically produce replicable
results over time in improving a learner’s motivation to
learn. Keller (2016) defines motivational design as a
“process of arranging resources and procedures to bring
about changes in motivation.” According to Keller (1983),
the ARCS Model of Motivational Design suggests that an
instructional designer can routinely improve a learner’s
motivation to learn by focusing on Attention, Relevance,
Confidence, and Satisfaction (ARCS).
Guidelines for Use
Guideline 1 – Attention
The first step in instructional design for motivation is to

capture the learners’ attention through either perceptual
arousal or inquiry arousal. Using surprise, novel,
engaging, and incongruous events at the start of a lesson
will create perceptual arousal in learners and captivate
their attention. Stimulating curiosity, wonder, and
questioning by stating challenging problems and
questions will create inquiry arousal in learners and
capture their attention through intellectual or cognitive
engagement. Key Question: is the content catching and
keeping the learner’s attention?
Methods to Activate Attention:
• Active Participation: encourage active

participation by using games, roleplay,
simulations, and other hands-on strategies to
involve learners.
• Variability: use a variety of modalities (e.g.
video, infographics, audio, short lectures,
discussion groups) for presenting content.
• Humour: use cartoons, humourous anecdotes to
maintain interest.
• Incongruity and Conflict: use debate and play
the devil’s advocate with comments that go
against the learners’ past experiences.
• Specific Examples: provide specific examples of
the content through images, stories, and
biographies.
• Inquiry: Ask questions, present problems or
dilemmas for the learners to grapple with and
discuss.
Guideline 2 – Relevance
Finding ways to connect the content to the learner’s

world ensures that the learning process is useful.
Relevance helps connect the content to the real world.
You can help establish relevance by using concrete
language and examples that the learners will be familiar
with. To establish relevance, you need to consider how
the content connects to the learner’s goals, motives, and
past experiences. Key Question: Why should the learner
care about this content and how does it connect to the
learner’s world?
Methods to Activate Relevance:
• Experience: show learners how new learning

will use their existing skills and experience.
• Present Worth: help to show how the content
will be immediately useful to them.
• Future Usefulness: help to show how the
content will be useful to them in the future.
• Needs Matching: show how the content
connects to the learner’s needs.
• Modeling: show learners how to apply the
learning and what to do. This helps them to
walk the walk, so to speak. Other strategies
include guest speakers, videos, and having
learners function as tutors once they have the
content.
• Choice: Build in choice so learners can use
different ways of showing what they know. It
allows them to play to their strengths.
Guideline 3 – Confidence
Learners have to feel they can succeed. If a learner

perceives the content as being too difficult, they may not
even try to learn the content, or they may not try their
hardest because they expect to fail. If the difficulty is
too high, motivation will decrease. The content has to be
organized in such a way so that the learner feels they have
the skill and ability to accomplish the task or understand
the content. Key Question: does the learner feel like they
can succeed in learning this content?
Methods to Activate Confidence
• Provide Objectives & Prerequisites: objectives &

prerequisites empower learners to estimate
their likelihood of success. Objectives let
learners see what is expected of them by the end
of the learning. Prerequisites empower learners
to self-check if they have the prerequisite
knowledge or skills. Learners can then take
steps to address any deficiencies.
• Plan for Meaningful Success: scaffold and
organize the learning so learners can experience
success. The success should be substantial
enough, so it is meaningful and represents some
accomplishments. There is a fine balance
between too hard and too easy.
• Grow the Learners: scaffold and organize
content so the learning increases in difficulty.
This allows for growth in the learner.
• Feedback: provide feedback that supports the
learner in attributing their effort to their
success with learning the content.
• Learner Control: learners should have some
degree of control over their learning path and
assessment. They need to see that their success
is a direct result of their choices and effort.
Guideline 4 – Satisfaction
Learning should be rewarding and satisfying for the

learner. Satisfaction comes at the end of learning the
content as the learner meets the goals and objectives as
well as has their needs met by the learning. Satisfaction
can also come from achievement and praise. Key
Question: does the leaner feel good about their

accomplishment in learning this content?
Methods to Activate Satisfaction
• Intrinsic Reinforcement: encourage the pleasure

of learning for its own sake or to achieve
personal goals. Learning should be useful and
beneficial to the learner. Help them to see this
benefit by applying the learning in a real-world
setting.
• Extrinsic Rewards: give unexpected rewards
and direct encouragement to learn.
• Equity: keep standards high so learners know
they are achieving. Do not over-reward simple
tasks.
Example 1 – LinkedIn Learning (Formerly Lynda.com)
Linkedin Learning provides over 15, 000 online courses

on subjects related to technology and industry. You can
learn how to analyze big data, develop an app, or leverage
digital storytelling and multimedia to communicate a
message. Linkedin Learning courses are designed to
activate a learner’s attention through active participation
in several hands-on activities, variability in modality of
content delivery, and by providing specific examples of
how and where to use skills and content in a real-world
context.
Example 2 – Prodigy
Prodigy is a research-based, online mathematics platform

that gamifies the learning of mathematics. The platform
assesses the level learners are at with their number sense
and numeration skills, and then differentiates content
for learners based on that initial diagnostic assessment.
Prodigy activates satisfaction by extrinsically rewarding
students with in-game content and micro-credentials.
Prodigy activates intrinsic motivation by allowing
students to set their own goals and seeing growth in their
mathematical proficiency.
Helpful Resources
Resource 1 – ARCS: A Conversation with John Keller (Video)
This 1 hour 13-minute video is a recording of an

interview with John Keller. In the interview, Dr. Keller
explains the ARCS model and its grounding in research.
Resource 2 – ARCSModel.com (Website)
This website was created by Dr. John Keller to share the

concept of the ARCS Model of Motivational Design.
There is a section explaining the model in detail, as well
as a section documenting and explaining various research
themes around the contemporary study of the ARCS
Model of Motivational Design.
Resource 3 – The ARCS model of motivational design: applied in

practice (Blog)
This blog was posted by Alexander Todorov, and

workshop presenter, that teaches learners how to code.

The blog is a reflection piece that shows how the
presenter tried to employ the ARCS Model of
Motivational Design as he presented a workshop on
coding.
Research
David L. (2014) ARCS Model of Motivational Design

Theories (Keller). [Web page]. https://www.learning-
theories.com/kellers-arcs-model-of-motivational-
design.html
Keller, J. M. (1983). Motivational design of instruction.

In C. M. Reigeluth (Ed.), Instructional-design theories and
models: An overview of their current status. Lawrence
Erlbaum Associates.
Keller, J. M. (1987). Development and use of the ARCS

model of motivational design. Journal of Instructional
Development, 10(3), 2 – 10.
Keller, J. M. (2010). Motivational design for learning and

performance: The ARCS model approach. Springer.
Keller, J. (2016). ARCS Model. [Web page].

https://www.arcsmodel.com
Author
Submitted
Chad Mowbray
by:
Email: chad.mowbray@uoit.net
Web Page: https://elearning-essentials-2020.weebly.com
A graduate student exploring and learning about
Bio:
21st Century teaching and learning.
7
CONSTRUCTIVISM
THEORY
Overview
An Introduction to the Constructivism

Theory (4:29)
Description
Constructivism is a learning theory that explains how

students learn. All students have prior existing
knowledge and by using their existing knowledge
coupled with teacher-designed learning activities that are
44
active, collaborative, and socially constructed, students

can cognitively process new information. From
participation in student-centered learning activities and
experiences, students construct new knowledge and
personal meaning.
Guidelines for Use
Guideline 1 – Use Active Learning Activities
Develop e-learning modules that are student-centered.

Begin the lesson with learning activities that are active
and engage the learner’s prior knowledge. Some learning
activities may include posing a question, solving
problems, performing experiments, posing real-world
problems, and/or generating discussions. Ensure
learning activities are relative to the field of study. An
example is a lesson on mathematical word problems. The
lesson is introduced by dividing students into groups,
then providing each group with a mathematical word
problem and asking each group to explain how and what
strategies they can utilize to solve the word problem.
Guideline 2 – Educator’s Role as Facilitator
The educator assumes the role of facilitator, guide, coach,

and/or mentor whose role is to prob, question, and to
relinquish control of the learning to the learner. Students
are active learners, not passive learners. An example is
to begin a biology lesson about the anatomy of a frog
with students using a dissection simulation exercise as
opposed to a lecture. Afterward, the educator encourages
students to participate, discuss, and engage with others
on what they have learned from the dissection simulation

exercise.
Guideline 3 – Learning is Socially Constructed
Ensure students are active learners who construct the

meaning of their learning in a collaborative
environment. Learning must be socially constructed,
reflective, and include multiple perspectives. Students
take ownership of their learning. Educator’s learning
environments include group work, discussion forums,
debates, group projects, and/or journal entries. Learners
should share their learning with others to ensure
multiple perspectives are considered.
Example 1 – Problem-based Learning in Biology
Problem-based Learning is used as a learning activity in

a biology course.
Example 2 – Classroom Example of Constructivism
An educator applies a constructivist approach in a

primary classroom to conceptualize the need for a formal
unit of measurement.
Helpful Resources
Resource 1 – Constructivism in Action
This website is designed as a workshop aimed at defining,

demonstrating, exploring and providing tips on how to
implement constructivism in an educational

environment.
Resource 2 – Constructivist Learning Theory
This website is authored by Associate Professor

(Emeritus) John Lawrence Bencze on the theory of
constructivism and provides learning principles,
recommendations on how to implement this theory in
education, and has links to additional resources.
Resource 3 – Video Critique of Constructivism Theory
This 8-minute video by Craig Ferguson in 2017 provides

a critique, some challenges, and the need for further
study of constructivism.
Research
Bates, A. W., & Poole, G. (2003). Effective Teaching with

Technology in Higher Education. San Francisco, CA: John
Wiley & Sons, Inc.
BlueSofaMedia. (2012, December 30). Use a Learning

Theory: Constructivism. [Video file]. Retrieved from
https://youtu.be/Xa59prZC5gA
Reiser, R. A., & Dempsey, J. V. (2002). Trends and Issues

in Instructional Design and Technology. Upper Saddle
River, N.J.: Pearson Education Inc.
WNET/Education. (2004). Workshop: Constructivism as

a Paradigm for Teaching and Learning. [Web page].
Concept to Classroom. Retrieved from
https://www.thirteen.org/edonline/concept2class/
constructivism/
Author
Your
Charlene Di Danieli
Name
Email: charlene.didanieli@ontariotechu.net
Twitter: @CDidanieli
A professor with over 13 years of teaching
Bio:
experience in a community college in Ontario.
8
AN
INTRODUCTION
TO
PROBLEM-BASED
LEARNING
Overview
An Introduction to PBL (4:30)
49
Description
In the late 1960’s, PBL was brought to the forefront of

education by medical school educators at McMaster
University in Canada to breathe new life into traditional
teaching methods. It has since been adopted in other
disciplines such as education, law, engineering, and the
social sciences. The theory positions authentic, real-
world problems as the focus of inquiry, and in small
groups, students are given the freedom to use their prior
knowledge and critical and creative thinking skills to
solve problems in unique ways.
Guidelines for Use
Guideline 1 – Present/Identify the problem
Problems are defined by students and initiated by

ambiguous triggers provided by the facilitator (teacher’s
role in a PBL scenario). Triggers should be multi-faceted
and demand a high cognitive load from students. Some
examples of triggers are case studies, simulations, and
testing hypotheses. There are multiple strategies for
reaching a solution, as there are multiple solutions.
Guideline 2 – Group collaboration to develop a plan
Together, students develop a plan for solving the

problem. They engage in brainstorming, research, and
share their prior knowledge and different perspectives to
add layers to the problem and possible solution. The end
goal is not so much to solve the problem, but to enhance
the final presentation.
Guideline 3 – Implementation of the plan
Here students test out the plan to see if they can solve
the problem. Both solving the problem and discovering
that there may not be just one, or any solution to the
problem, are successful outcomes, as long as students can
demonstrate critical thinking and clearly articulate their
ideas.
Guideline 4 – Evaluation and Reflection
Students evaluate the implementation of the solution to

the problem and/or reflect on the process of inquiry.
Assessment is completed by self and peers and is based
on the depth and clarity of the final presentation.
Constructive and critical feedback is encouraged as
opposed to cheerleading.
Guideline 5 – Importance of authenticity
The goal is of PBL is to encourage learners to dream,

wonder, imagine, and feel empowered to solve real-
world problems. Triggering problems that actually exist
in the learners’ context is most effective to increase the
interest and motivation of the learners.
Example 1 – Brainmass
Trello uses a card system which allows team members

to interact and collaborate with each other on projects.
Users can add comments, links, files, and photos to cards.
Example 2 – Venngage Case Study
Case studies are a classic way to trigger a problem in a

PBL unit. Case studies activate analytical thinking and
reflective judgement by reading and discussing real-
world scenarios.
Helpful Resources
Resource 1 Study guides and Strategies (PBL)
This is a great link in that it provides a step-by-step

process to implementing PBL, and the descriptions are
concise, simple, and motivating to both teacher and
learner. Clearly establishing guidelines and expectations
of a PBL scenario are critical to successful
implementation, and this website delivers!
Resource 2 – PBL An Overview
This is a recent paper (2016) that describes the process of

PBL, and through research reviews, examines the efficacy
of all phases of PLB – problem analysis, self-directed
learning, and reporting to understand the long and short-
term effects of PBL on learning.
Resource 3 – PBL in 5 minutes
This is a link to a fun video which describes PBL in less

than 5 minutes. It uses simple examples to show how
using imagination and creativity is the most effective way
to learn.
Research
Gasser, K.W. (2011). Ideas for 21st century math

classrooms. American Secondary Education, 39, 108–116.
Kay, R. (2016, May 22). Learning Theories and

Technology – Part 1. [YouTube video]. Retrieved from
https://www.youtube.com/watch?v=C8nHtBzSNUw
Spencer, J. (2017, November 12). Problem-based learning

in less than five minutes [YouTube video]. Retrieved from
https://www.youtube.com/
watch?v=RGoJIQYGpYk&t=4s
Yew, E.H.J., Goh, K. (2016). Problem-based learning: An

overview of its process and impact on learning. Health
Professions
Education, 2, 75–79. http://dx.doi.org.ezcentennial.ocls.c
a/https://doi-org.ezcentennial.ocls.ca/10.1016/
j.hpe.2016.01.004
Author
Your
Deborah McDavid-Pesikan
Name
Email: Deborah.mcdavidpesikan@ontariotechu.ca
Deborah is an English as a Second Language teacher

with research interests in innovative teaching
methodologies to advance teaching and learning.
She has diverse experience in guiding and mentoring
Bio:
international students, with an inclusive
student-centered approach to ensure that learners
are supported and encouraged to achieve their
academic goals.
9
PBL: ANOTHER
TAKE
Overview
Problem Based Learning (5:03)
Description
Initially developed at McMaster University in the 1960’s,

PBL is an instructional approach that uses real-world,
open ended problems or scenarios to prompt learners to
collaboratively research, test and implement solutions. In
PBL, students create their own learning agenda, identify
54
their own learning needs and hold each other collectively

accountable for contributions (Wood, 2003). Tasks may
blend individual and group study. The goal is not
necessarily for learners to solve the challenge, but to
engage in the process of self-directed researching,
knowledge sharing, collaborative work and problem
solving.
Guidelines for Use
Guideline 1 – Prepare and support students in the rigour of

collaborative work.
Scaffold in expectations for productive group

collaboration by using community agreements and
regular meetings with groups.
Guideline 2 – Incorporate across curriculum planning
PBL usually forms a core basis of curriculum planning

and design, rather than individual lesson planning or
course delivery (Wood, 2003). Expecting learners to
engage frequently and consistently in the tasks of PBL
will enhance their intrinsic motivation, research skills,
and collaboration skills over time.
Example 1 – PBL in Practice by The University of Hong Kong (via

Coursera)
This video both explains and shows the PBL approach in

action in a university tutorial.
Example 2 – Using Project-Based Learning in the Classroom by

LD@School
This Ontario-specific resource shares examples of the

ways PBL is used in classrooms to promote global
competencies, engagement and differentiation. Scroll
down to the PBL in Action section for concrete examples,
tied to Ontario curriculum.
Example 3 – Problem Based Learning: Project Examples from

Learning is Open
These examples outline the cross-curricular integrations

and processes of applied PBL approaches in K-8 contexts
in the United States.
Helpful Resources
Resource 1 – Instructional Guide on PBL from Queen’s University’s

Center for Teaching and Learning
This resource gives an overview of this approach, why

it is in use, and it’s processes. It outlines advice for
designing and developing a PBL course, along with
suggestions for assessment.
Resource 2 – The Tutor in PBL by Dr. Allyn Walsh
Intended as a guide for faculty new to teaching in PBL

in the post-secondary context, this resource from
McMaster University clearly identifies steps, the role of
the educator, and processes to get groups started with
PBL.
Resource 3 – What Works? Research into Practice tip sheet on

Problem Based Learning in Mathematics
This 4 page tip sheet is backed by research and gives

examples of PBL use across K-8 classrooms.
Resource 4 – Fifty Years On: A Retrospective on the World’s First

Problem-based Learning Programme at McMaster University Medical
School by Virginie Servant
This article contextualises the history of how and why

PBL was developed, and offers insight into how this
method succeeded in its infancy in the McMaster
medical school.
Research
Barrows, H. (1983). Problem-Based, Self-directed

Learning. Journal of the American Medical Association,
250(22), 3077-3080.
Capon, N., and Kuhn, D. (2010). What’s so Good about

Problem-Based Learning? Cognition and Instruction 22(1),
61-79.
Hmelo-Silver, C. (2004). Problem-Based Learning: What

and How do Students Learn? Educational Psychology
Review 16(3), 235-266.
Wood, D. (2003). Problem based learning. British Medical

Journal 2003; 326:328. doi: https://doi.org/10.1136/
bmj.326.7384.328
Author
Submitted by Jesslyn Wilkinson

Contact Info: @jesslyndw
Bio: Jesslyn is the Educational Technology Officer at

Conestoga. An Ontario Certified Teacher, and a M.Ed
candidate, Jesslyn researches and promotes new
technologies for faculty to enhance pedagogical
practices. She brings to the role her experience as a
Google and Microsoft certified technology trainer and
as a classroom teacher internationally and in Ontario,
focusing on special education, tech-integrated learning
and assistive technologies.
10
CONNECTIVISM
Overview
An introduction to Connectivism (2:03)
Description
The Connectivism theory founded by George Siemens

explains learning in the digital age. Information is
circulated across networks and connects us to new
information over these networks. Without technology,
the information wouldn’t be able to be shared worldwide
as quickly as it is now.
59
Guidelines for Use
Guideline 1 – Using the Web to Expand Knowledge
The key feature of this theory states that learning can

happen over networks online. (Learning Theories, 2017)
When designing an online course taking a connectivist
way would mean to step away from the idea of teaching
and guide the students to do research online to find
answers and expand their knowledge. A module activity
can take what the student already knows and connect it
to new knowledge they will find online.
Guideline 2 – Connecting to Others
The second way to use connectivism in an e-learning

module is by using the connections the student has
outside of the classroom to gain knowledge. By using
twitter, email, and other social networks students can ask
questions to their peers to help obtain knowledge outside
of the classroom. This way they gain knowledge but as
well could receive an opinion and new viewpoint.
Example 1 – Canvas
Having access to classes online is key to being able to

access knowledge anywhere and anytime. Using Canvas
provides a community of individuals where you can
connect and share information no matter the location
that you are.
Example 2 – YouTube
Nowadays students aren’t just in the classroom and we

use online platforms such as YouTube to teach us how
to do tasks we don’t know how to do. For example, if a
student wants to learn about editing they can search a
YouTube video about how to edit a picture and follow the
instructions from the experts in the video.
Helpful Resources
Resource 1 – https://www.youtube.com/watch?v=a8kqcs2aR9c
This is a 3-minute overview video on Connectivism from

YouTube.
Resource 2 – https://www.learning-theories.com/
connectivism-siemens-downes.html
This article provides some overview of the Connectivism theory.
Resource 3 – http://edutechwiki.unige.ch/en/Connectivism
Wiki with information on connectivism created by the

University of Geneva.
Research
Accounting Videos (2016, April 22). Connectivism.

[YouTube video]. Retrieved from
https://www.youtube.com/watch?v=a8kqcs2aR9c
Connectivism (Siemens, Downes). [Web page]. (2017,

February 4). Retrieved from https://www.learning-
theories.com/connectivism-siemens-downes.html
EduTech Wiki (2019, May 17). Connectivism. [Web page].

Retrieved from http://edutechwiki.unige.ch/en/
Connectivism
Siemens, G., & Conole, G. (2011). Special Issue –

Connectivism: Design and Delivery of Social Networked
Learning. The International Review of Research in Open and
Distributed Learning, 12(3), 1.
Author
Submitted
Delaney Jones
by:
Email: delaney.jones@uoit.net
Delaney Jones works with children who have

Bio: been diagnosed with learning disabilities or
ADHD.
11
COLLABORATIVE
LEARNING
THEORY
Overview
An Introduction to the Collaborative

Learning Theory (4:34)
Description
The Collaborative Learning Theory is a process whereby

a group (or groups) of individuals learn from each other
63
by working together to solve a problem, complete a task,

create a product, or share one’s thinking. This theory
is rooted in the work of Lev Vygotsky’s (1934) social
development theory and zone of proximal development,
which highlighted the importance of communication and
social interaction in learning. In 1972, Kenneth Bruffee
introduced the learning method, Classroom Consensus
Group, in which the teacher allocated students into
groups and assigned them questions to answer or
problems to solve together.
Guidelines for Use
Guideline 1 – Distinction between Cooperative and Collaborative

Learning
Both cooperative and collaborative learning differ from

the traditional teaching and learning methods, as both
learning processes have students working together in a
group/team environment to complete a task.
Cooperative learning is a structured approach in which
the teacher is directly involved in the learning process by
making each member within the group accountable for a
specific task, and it is the responsibility of this individual
to help others learn their specific task. An example of a
cooperative learning activity would be the teacher using
a Jigsaw strategy, whereby each student is required to
research one section of the material and then teach it to
the other members of the group. Collaborative learning is
group-structured, whereby the students come together to
organize and divide the work between themselves. Each
student is responsible for his/her work separately, but
are also in charge of the work of the team as a whole.
Think-Pair-Share or Write-Pair-Share is an example of
collaborative learning where students are given a

discussion prompt, question, short problem, or issue to
consider. Individuals work briefly on response and then
share with a partner, then to the larger group.
Guideline 2 – Utilizing Informal and Formal Collaborative Learning

Groups
Informal collaborative learning groups consist of smaller

clusters of students assigned to work together,
temporarily (usually one class period), on a specific task
for a short period. An example of this type of
collaborative learning would occur in groups of 3-5
students working on the solution to a problem-solving
question. A smaller group helps to keep all students on-
task, enabling everyone to participate and share their
ideas with the solution, i.e., smaller breakout groups in
an online course. With formal learning groups, learners
are arranged into specific teams and are required to work
together for longer periods on an extensive project(s). An
example of this type occurs when an instructor defines
the learning objects and success criteria for the activity
and assigns the student groups with specific tasks. The
instructor continues to monitor the work, evaluates
group and individual performance.
Guideline 3 – Applying Problem-based Learning (PBL)
Problem-based learning is where a particular problem is

introduced for students to solve, often in groups, over
a given period. In some cases, the group may only be
given the topic and they must develop the problem to
solve. It is required that students ultimately understand
the problem before proposing a solution or response. The
PBL method can be incorporated effectively into a post-

secondary biology class to engage students in solving
authentic biological case studies to reinforce learning.
This process begins with the instructor forming small
groups and then presenting the problem statement. Each
group works collaboratively with its members to
brainstorm ideas/solutions to the problem and then
shares their results with other groups (and the entire
class) to come to a final solution, through consensus.
Guideline 4 –Integrating Technology in Online Collaborative Learning
Once students have been taught the general skills of

working collaboratively during face-to-face group
interactions, the next step is to support students in
developing their online social presence through the
integration of technology. This can be accomplished
through various online collaborative tools that provide
document collaboration (Google Docs, Sheets, Slides, or
Office 365), as well as, class discussions that can extend
online through technologies such as, Slack, WebKF,
Padlet or other Learning Management System (LMS)
discussion board. Technological tools can be a good way
for students to exchange information online whether
synchronously or asynchronously.
Guideline 5 – Providing Assessment Through Feedback and

Reflection
Collaborative learning is enhanced through assessment

as it encourages students to take responsibility for their
participation in teamwork and to help them understand
the nature of collaboration as opposed to competition.
Assessment is vital to evaluate group productivity and
how well individuals work together as effective members

within a group. Grading of individuals can be
accomplished through individual contributions and the
use of self, peer, and group assessment, feedback and
reflection. Examples of individual and group
contributions may include tests or assignments, rubrics,
performance-based assessments, participation, media
works, and/or anonymous feedback.
Example 1 – G Suite (Google Suite)
The Google Suite (better known as G Suite) of

applications is an easy and effective collaboration tool for
users working together on group tasks in a team learning
environment. It also allows group members to share
their ideas with others, while also receiving valuable
feedback and input from group members. Within the G
Suite application, there several collaboration tools such
as Google Drive, Docs, Sheets, Slides, Sites, Forms, and
Google Classroom that can be incorporated into any
collaborative group dynamics when working together on
a problem or project.
Example 2 – Padlet
Padlet is an online collaborative tool that can be used as

an ‘electronic bulletin board’ for gathering ideas, sharing
them and modifying them later. Users can organize the
information by adding links, YouTube videos, files, and
images to the Padlet notes. The link to the padlet can be
shared with others in a collaborative network, as well as,
being embedded into webpages.
Example 3 – Slack
Slack is another powerful online collaboration tool that is

essentially a chat room environment for an organization,
as a primary method of communication and sharing. Its
workspace allows for the instant organization of
communication by channels for group discussions, while
also allowing for private messages to share information,
files, videos, etc., all in one site location.
Helpful Resources
Resource 1 – Difference Between Cooperative and Collaborative

Learning
The terms collaborative learning and cooperative

learning have often been interchanged to mean the same
thing, but there are slight differences in each learning
mode. This website provides a distinction between
learning theories.
Resource 2 – Video on Collaborative Learning by SimplyInfo.net
This is a 4-minute video that explains Collaborative

Learning and its benefits. It also provides some general
tips and strategies for educators to implement
collaborative learning in the classroom.
Resource 3 – A Critical Review of Mobile-Computer-Supported

Collaborative Learning
This journal article provides a critical analysis for

implementing mobile devices as an effective
collaborative learning tool.
Research
Educational Broadcasting Corporation. (2004). Concept

to Classroom Workshop: Cooperative and Collaborative
Learning. [website]. Retrieved
from https://www.thirteen.org/edonline/concept2class/
coopcollab/index_sub1.html
Gokhale, A. A. (1995). Collaborative Learning Enhances

Critical Thinking. Virginia Tech University Libraries, 7(1).
doi.org/10.21061/jte.v7i1.a.2
Laal, M. and Laal, M. (2012). Collaborative learning: what

is it? Procedia: Social and Behavioral Sciences, 31, 491-495.
doi: 10.1016/j.sbspro.2011.12.092
Stacey, E. (1999). Collaborative Learning in an Online

Environment. International Journal of E-Learning &
Distance Education, 14(2), 14-33. Retrieved from
http://www.ijede.ca/index.php/jde/article/view/154/
379
Author
Submitted
Gary K. Lew
by:
Email: gary.lew@ontariotechu.net
Twitter: @GaryLew1506
Currently, I am an elementary school principal
within the Durham District School Board. As a
lifelong learner, I am completing my Master of
Bio:
Education program, with an interest in
instructional design and leadership in
educational technology.
12
GAMIFICATION
Overview
Gamification (3:32)
Description
Gamification is the incorporation of game-related

elements to non-game contexts such as education. In
education, gamification is used under the assumption
that the type of engagement experienced by gamers can
be translated to support students’ learning. After
considering the contexts, learning objectives and
distinctive needs of their students, educators in a
71
gamified classroom setting may integrate such game-

related elements as progress indicators, fun, narrative,
immediate feedback, mastery, player control, social
connection and scaffolded learning to impact students’
attitudes, behaviours and actions and enhance their
motivation, engagement, creativity, retention and overall
learning outcomes. The term gamification was first
penned by Nick Pelling in 2003. But gamification in
education can be traced back to Thomas Malone’s 1980
study on motivating computer games and Woodrow
Wilson International Center for Scholars 2002
exploration of game principles in public policy studies.
In recent years, Katie Salen, Jessica Hammer, Joey J. Lee,
Jane McGonigal, Jesse Schell, and Karl Kapp have further
advanced the application of gamification in education.
Guidelines for Use
Guideline 1 – Identify Context and Learner Audience
Identify the learning abilities, age group, skill set or

current knowledge of students as well as context such as
learning environment, time frame, subject or topic. For
example, the beginning of a gamified e-learning module
would state that it is aimed at biology students in grade
11 who have taken grade 10 biology and are familiar
with cell structure, specialization, and mitosis as well as
dissections. You would specify that this module is aimed
at grade 11 students and will focus on cellular functions,
genetic processes, biodiversity, evolution, and the
anatomy, growth, and function of plants.
Guideline 2 – Define the Learning and Behavioural Objectives
Define the overall learning goals that you want the

student to achieve. For example, at the completion of
the first task, the student will understand a particular
concept such as taxonomy and, also, be able to work
collaboratively with a classmate to identify parts of the
concept of taxonomy.
Guideline 3 – Structure the Learning
Decide how you want to structure the learning whether

by stages, tasks, levels, or assignments completed, time
spent, levels of complexity reached in a challenge, points
or badges accumulated, or missions completed in a
quest. Assess if you want the learning to be individually
focussed or collaborative as part of a team or group or a
mixture of both. Identify what students need to achieve,
reach, know at each point, level or stage as they progress
through their learning.
Guideline 4 – Identify and Define Rules and Means Used to Gamify

the Learning
Define the rules that govern students’ progress and

achievement of tasks. Identify the tools you will use to
track or measure students’ progress throughout the
lesson, i.e.: incorporating such game elements as points,
badges, deadlines, scores, unlocking a clue, giving them
access to the next level, etc. Pinpoint when it is
appropriate to measure, i.e.: specific stages or completion
of tasks or assignments. Evaluate if the means enable
timely and effective feedback to the student and you as
the instructor. For example, you may decide that a
student must achieve 100% on a task before progressing

to the next task. And you equate achieving 100% with 5
points for a particular task.
Guideline 5 – Decide What Gamification Elements to Apply
There are several gamification elements that can be

incorporated such as giving students the freedom to
choose but also to fail, showing student progress through
points, scores, progress bars, dashboards or leaderboards,
giving immediate, specific and individualized feedback,
creating personalized experiences or challenges,
inventing narratives or stories, enabling students to
choose different identities or roles or giving them
individual or team tasks or a mixture of both. For
example, students can choose and have control over the
shape, size or colour of a programmed object they create
when programming and have the freedom to able to
change, adjust and return to it until they are satisfied with
it or until they get it right.
Example 1 – Learning Spanish with Duolingo for Schools
This example shows how teachers can incorporate

Duolingo for Schools to create a gamified online
classroom for learning Spanish for students in various
grades Teachers can create the Spanish class, share the
link with students, schedule the class, add assignments
specific to grade level and Spanish curriculum, set up
class activities and incorporate game elements such as
personalized feedback, flashcards, power practice,
accrual grading connecting points to correct answers.
Example 2 – Learning to Program with Khan Academy
This Khan Academy video uses game elements such as

freedom to fail by allowing students to return to their
program and change the code, showing progress by
allowing them to see their coding screen and the results
of their coding, providing immediate feedback if they
have made an error in coding, enabling them to have
freedom of choice in choosing sizes, colours, shapes, and
unlocking content by giving them access to other
learners’ creations.
Helpful Resources
Resource 1 – The Innovative Instructor Blog About Gamification
This John Hopkins University blog by an instructor

defines gamification and explores the process of
gamifying education. It provides links to definitions,
research, talks, and websites about gamification.
Resource 2 – Video about Incorporating Gamification Elements in

the Classroom
In this video a high school teacher explains how she has

incorporated gamification in the classroom environment
to motivate and engage her students.
Resource 3 – The Difference Between Gamification and Game-Based

Learning.
This University of Waterloo website explains the

difference between Gamification and Game-Based
Learning, the pedagogical role of game elements, types
of gamification strategies and provides examples of

gamification and game-based learning tools.
Research
Brunvand, S., & Hill, D. (2018). Gamifying your Teaching:

Guidelines for Integrating Gameful Learning in the
Classroom. College Teaching. Retrieved from:
https://www.researchgate.net/publication/
329014473_Gamifying_your_Teaching_Guidelines_for
_Integrating_Gameful_Learning_in_the_Classroom
Caponetto, I., Earp. J., & Ott, M. (2014). Gamification and

Education: A Literature Review. Proceedings of the 8th
European Conference on Game-Based Learning. ECGBL,
1, 50-57. Retrieved from: https://www.researchgate.net/
publication/
266515512_Gamification_and_Education_a_Literature
_Review
David, L. (2016, January 26). Gamification in Education.

[Web page]. Learning Theories. Retrieved
from https://www.learning-theories.com/gamification-
in-education.html
Dichev, C., & Dicheva, D. (2017). Gamifying education:

what is known, what is believed, and what remains
uncertain: a critical review. International Journal of
Educational Technology in Higher Education. 14(9).
Retrieved
from: https://educationaltechnologyjournal.springerop
en.com/track/pdf/10.1186/s41239-017-0042-5
Huang, W. H-Y., & Soman, D. (2013). A Practitioner’s

Guide to Gamification Of Education. Research Report
Series: Behavioural Economics in Action. Rotman School of

Management, University of Toronto. Retrieved from:
https://inside.rotman.utoronto.ca/
behaviouraleconomicsinaction/files/2013/09/
GuideGamificationEducationDec2013.pdf
Landers, R. N. (2015). Developing a Theory of Gamified

Learning. Simulation & Gaming. Retrieved
from https://www.researchgate.net/publication/
268632276_Developing_a_Theory_of_Gamified_Learn
ing
Lee, J., & Hammer, J. (2011). Gamification in Education:

What, How, Why Bother? Academic Exchange Quarterly.
15(2). Retrieved from: https://www.researchgate.net/
publication/
258697764_Gamification_in_Education_What_How_
Why_Bother
Author
Submitted by: Ivetka Vasil
Contact Info: ivetka.vasil@ontariotechu.net
Bio: I am a graduate student in the M.Ed. program in

Education and Digital Technologies at Ontario Tech
University with an interest in incorporating gamification
into healthcare learning environments.
13
BACKWARD
DESIGN
Overview
Backward Design (3:54)
Description
The Backward Design allows instructional designers,

educators and or instructions the ability to create a
course, unit or lesson based on a three-stage process.
Developed by Wiggins and McTighe, the main idea of
this design is based on starting with your end goal first
78
and working backwards to unveil what your learners

need to know in order to attain the goal. The learner’s
knowledge and understanding are assessed through
activities provided. it is equally important to collect
evidence throughout this process instead of at the end to
witness their comprehension of the content.
Guidelines for Use
Guideline 1 – Identify Desired Results
Establish your desired outcome also consider the goals

and curriculum expectations. Focus on the “big idea” like
theories, points of view or concepts. Key questions here
are What do you want your learners to know? and What
is important for them to know?
Guideline 2 – Identify What is Acceptable Evidence
At this stage, assignments and specific tasks are thought

out so that learners will be able to practice and
demonstrate their skill and understanding. These could
include a combination of opportunities like tests, quizzes,
papers, presentations, small and or large group activities
projects and so much more. This is also a chance to
assess and reflect if the activities will develop learner’s
understanding and competencies through the collection
of evidence. Key questions here are What is the evidence
of understanding? and How will you know if learners
have achieved the desired results?
Guideline 3 – Design the Learning Experiences
Once there is a clear understanding of the outcome, goals

and how the learners are going to tested activities can

be designed. The activities should be developed to help
learners achieve the learning outcomes but also designed
to comprehensively work on assessment tasks. Keep in
mind that the learners should walk away with an
understanding of the content from the planned
activities. This is successful when the learner can
transfer the content to new situations or scenarios.
Example 1 – Backward Design Explained
This video provides a framework on how to use the

backward design to create post-secondary courses with
instructions on how to create objectives, choosing
learning activities as well as designing assessments.
Example 2 – Youtube Professors Explanation of Backward Design
This video provides examples of examples professors use

to create their backward design models. They discuss
and use in detail units or lessons of what their goals
are for their students to make a deep connection to the
instruction.
Helpful Resources
Resource 1 – UDL in classrooms
This resource allows educators to learn how to create an

inclusive environment using the backward design model.
Resource 2 – The Logic Of Backward Design
This website gives a step by step process of how to create

a backward design. This guide leads one through from
the beginning of the design all the all to the end and also
provides process sheets.
Resource 3 – ASCD Understanding By Design
This website provides overview frameworks, articles and

books that explain the understanding by design
framework.
Resource 4 – Education.com
This website provides lesson plans in various subject

areas. It also gives a quick overview of the learning
objectives but also gives the instructor the chance to
create with templates provided.
Research
ASCD (2020). Understanding by Design. [Web page].

Retrieved from http://www.ascd.org/research-a-topic/
understanding-by-design-resources.aspx
Backward Design. [Web page]. (2017, September 16).

Retrieved from https://www.learning-theories.com/
backward-design.html
Graff, N. (2011). “An effective and agonizing way to

learn”: backwards design and new teachers’ preparation
for planning curriculum. Teacher Education Quarterly,
38(3), 151-168.
Author
Submitted by Jamila Bentham
Contact Info: jamila.bentham@ontariotechu.net
Bio:
I am an Early Childhood Educator working in the full-
day kindergarten program. I am also currently in the
MEd program at Ontario Tech U. I am interested in
technology in education especially at the kindergarten
and primary levels.
14
SOCIAL
DEVELOPMENT
THEORY
Overview
Overview of Social Development Theory

(2:37)
Description
Social Development Theory explains that socialization

directly affects the process of learning by an individual.
83
By socializing with someone who has more knowledge of

the topic to be learned, i.e.: peers or an adult, we transfer
knowledge and start the learning process.
There are three concepts of Social Development:

1. Vygotsky states that cultural development
develops first on the social level
called interpsychological, and secondly on the
individual or personal level
called intrapsychological.
2. The More Knowledgeable Other (MKO) is a
person with a higher level of understanding of
the topic than the learner. This person can be a
peer who knows more in a given subject than
the learner. This person can also be a teacher or
a parent.
3. The Zone of Proximal Development (ZPD) is
the delta between how much is known and what
is unknown by the learner. When a learner
completes a task with their MKO and then
completes the same task independently, this is
where learning takes place.
Guidelines for Use
Guideline 1 – Observation
When creating a Web-based learning tool, it is important

for the learner to observe the instruction or task by
someone with more knowledge of the subject (MKO). For
example, in teaching a class on how to create a slide show,
it is important for a teacher or the MKO to first expose
the learner to how they would create it, and provide
explanation on how.
Guideline 2 – Application
Once the learner observes the MKO, the learner should

be able to apply the learned knowledge by themselves.
For example, once the learner observes the teacher create
a slide show, the learner will then become more
comfortable and knowledgeable in creating their own,
independent of the MKO.
Example 1 – YouTube
Learners have the opportunity to view the MKO over a

video. YouTube can be closed caption as well and has the
ability to reach more learning types.
Example 2 – Adobe Connect
Learners have the opportunity to interact and participate

with their peers and the MKO. Learners can observe
their peers or the MKO, discuss, and then apply their
understanding.
Helpful Resources
Resource 1 – Social Learning Theory & Web Based Learning

Environment
This paper examines the how social learning can be used

in design, development and execution of Web-based
learning environments (WBLEs).
Resource 2 – Social Development in Human Growth and

Development
This video reviews the three major developmental

theories.
Resource 3 – A Theoretical Analysis of Social Interactions in

Computer-Based Learning Environments: Evidence for Reciprocal
Understandings
The Journal of Educational Computing Research

analyzes the social interactions between computer-based
learning environments.
Research
Hill, J, Song, L. & West, R. (2009) Social Learning Theory

and Web- Based Learning Environments: A Review of
Research and Discussion of Implications. American
Journal of Distance Education, 23(2), 88-103, DOI: 10.1080/
08923640902857713
Järvelä, S., Bonk, C. J., Lehtinen, E., & Lehti, S. (1999). A

Theoretical Analysis of Social Interactions in Computer-
Based Learning Environments: Evidence for Reciprocal
Understandings. Journal of Educational Computing
Research, 21(3), 363–388. https://doi.org/10.2190/
1JB6-FC8W-YEFW-NT9D
Author
Submitted by: Jessica Hunter
Contact info: jessica.hunter1@uoit.net

Bio:
Jessica Hunter is a post-secondary instructor; she has a

passion for app development and universal design for
learning (UDL). She is currently pursuing her M.Ed. at
Ontario Tech with an anticipated graduation date of
2021. She has a strong passion for helping students with
accessibility needs. She hopes to write policy for the
Ministry of Education to help support students access all
of the tools they need to succeed. She is an out-of-the-
box thinker.
PART II
INSTRUCTIONAL
DESIGN PRINCIPLES
89
15
A QUICK
OVERVIEW OF
THE
MULTIMEDIA
PRINCIPLE
Overview
Instructional Design Multimedia

Principle Online Learning Quick Overview (3:21)
91
Description
The multimedia principle simply states that text and

relevant images are superior to just text or graphics in
isolation. There is a growing consensus that the
multimedia principle is one of the most recognized
principles of learning. The literature consistently
demonstrates that courses with words and graphics are
better received and people learn more deeply than just
words alone. In 10 studies, learners’ understanding
increased by 89% in the material that included images or
video compared to text-only resources.
Guidelines for Use
Guideline 1 – Include Both Words and Graphics
Words can include both written or spoken. Graphics can

include static illustrations such as drawings, charts,
graphs, maps or photos and dynamic graphics such as
animation or video.
Guideline 2 – Pictures Should Not Be an Afterthought
When using graphics, they should carefully be integrated

and planned together with the words so they create
meaning to the learner.
Guideline 3 – Select Graphics That Are Relevant
The type of optimal graphics is organizational,

transformational, and interpretive. These are superior to
presenting a decorative picture. For example, in a module
about cellular biology, a labeled diagram (organizational)
would be superior to a cartoon picture of a cell with a

smiley face (decorative).
Guideline 4 – Multimedia Principle Works Best for Novices
Novice learners can find more meaning and integrate

knowledge better through a multimedia approach. When
learners are experts on a subject it may not be as
important to have as many graphics as experts tend to
create their own versions of images while reading text.
Example 1 – Khan Academy: Genetic Linkage & Mapping
This page has a good mix between text and carefully

thought out graphics. It helps create meaning and
connections to the material being taught.
Example 2 – Crash Course: Biology Videos
These videos use spoken words and have closed

captioning to follow along. There is a great use of
animation helping a learner visualize the very complex
inner processes of a cell. The only criticism is the
material may be presented at too fast of a pace. This can
be overcome by pausing and re-watching content that
may have been hard to absorb the first time.
Helpful Resources
Resource 1 – Blog Post on Using the Multimedia Principle
11 minutes read titled: 5 Multimedia Principles You Need

to Know to Design Interactive Courses
Resource 2 – University of Buffalo
A very brief read summarizing multimedia design theory.
Resource 3 – UW School of Medicine
A summary of Dr. Rich Mayer’s principles of multimedia

including links to his taks at Harvard University.
Research
Clark, R.C., & Lyons, C. (2011). Graphics for learning (2nd

ed.) San Francisco: Pfeiffer.
Fletcher, J.D., & Tobias, S. (2005). The multimedia

principle. In R.E. Mayer (Ed.), The Cambridge handbook of
multimedia learning (pp. 117–134). New York: Cambridge
University Press.
Mayer, R.E., Hegarty, M., Mayer, S., & Campbell, J. (2005).

When static media promote active learning: Annotated
illustrations versus narrated animations in multimedia
instruction. Journal of Experimental Psychology: Applied, 11,
256–265.
Author
Submitted
Dr. Jory Basso
by:
Email: jory@hybriddrj.com
Web Page: www.hybriddrj.com
Dr. Jory Basso is an Associate Professor of
Biological Sciences and has built and facilitated
online Science courses in addition to traditional
Bio: on-ground lectures and labs. He also serves as a
Faculty Lead overseeing and training adjunct
instructors. You can find many educational
videos on his YouTube channel: HybridDrJ
16
ANOTHER LOOK
AT THE
MULTIMEDIA
PRINCIPLE
Overview
Multimedia Principle (3:26)
Description
The multimedia principle, as set out by Richard Mayer in
96
2001, recommends that e-learning courses include words

and graphics, as opposed to just words. Based on
cognitive theory and research evidence, learners are
more likely to understand material when they can
actively engage with it. Multimedia presentations can
encourage learners to engage in active learning by
mentally representing the material in words and in
pictures and by making connections between the
pictorial and verbal representations.
Guidelines for Use
Guideline 1 – Pictures Should Not be an Afterthought
Pictures should not be an afterthought. Instead of

selecting pictures after the words are written,
instructional designers should consider how words and
pictures work together to create meaning for the learner.
Therefore, visuals as well as words should be planned
together as the job analysis is conducted and the course is
designed.
Guideline 2 – Selecting the Appropriate Combination of Content and

Graphics
Depending on the type of information you plan to

present, selecting the appropriate combination of
content and graphic types is essential to creating material
that fosters active learning. See table below for examples:
Table 1
Aligning content and appropriate graphics
Content Content Useful Graphic Graphic

Type Description Types* Examples
Unique and
isolated
information A screen
such as capture
Representational,
Facts specific A table of
application Organizational parts’ names
and
screens, forms, specifications
or
product data
A tree
diagram of
Categories of
objects,events, Representational, biological
or symbols species
Concepts Organizational,
Three Excel
designated by a Interpretive formulas to
single name illustrate
formatting
rules
Animations
of how the
heart pumps
blood
Still
A description of Transformational, diagrams to
how
Process Interpretive, illustrate
something how a bicycle
works Relational pump works
An
animation
showing how
a virus
invades a cell
An animated
illustration
of how to
A series of steps
use a
Procedure resulting in Transformational spreadsheet
completion of a
task A diagram
with arrows
showing how
to install a
printer cable
A video
showing
two effective
Guidelines that sales
result in
completion of a Transformational, approaches
Principle task;
An
cause-and-effect Interpretive
animation
showing
relationships genes passing
from
parents to
offspring
Table 2
Definitions of graphic types
*Graphic Type Definition

Visuals added for aesthetic appeal or for
Decorative
humor
Visuals that illustrate the appearance of
Representational
an object
Visuals that show qualitative
Organizational
relationships among content
Visuals that summarize quantitative
Relational
relationships
Visuals that illustrate changes in time or
Transformational
over space
Visuals that make intangible phenomena
Interpretive
visible and concrete
Example 1 – YouTube https://www.youtube.com/

watch?v=n4e5UPu1co0
This short video explains climate change. Through the

skillful use of narration and appropriate graphics (in this
case animations), viewers can easily connect the words to
the images and make connections.
Example 2 – LinkedIn Learning https://learning.linkedin.com/
LinkedIn Learning is primarily aimed at the adult

professional demographic group and offers a variety of
professional development courses online. Many of these
courses demonstrate the multimedia principle with
graphics or animations combined with narrated slides.
Helpful Resources
Resource 1 – https://www.youtube.com/watch?v=CbvpPdxoJiI
This is a short and concise video explaining the

multimedia principle.
Resource 2 – http://instructionaldesign.io/toolkit/mayer/
This article provides some background to Richard Mayer

as well as an explanation of his multimedia principle.
There are also examples of graphic/ word combinations
as used in real-life webpages.
Research
Clark, R. & Mayer, R. (2008). E-Learning and the Science of

Instruction, USA, Pfeiffer
Author
Submitted
Tobie Pilloy
by:
Email: tobie.pilloy@ontariotechu.net
Tobie Pilloy has been working in education for

almost 2 decades. After working as a teacher for
Bio: almost 10 years, he transitioned into
management and is currently the Education
Coordinator for English Testing Canada.
17
MODALITY
PRINCIPLE
Overview
Modality Principle (3:19)
Description
The Modality Principle as outlined by Clark and Mayer

(2011) is a fundamental e-learning principle that focuses
on the need for narration when presenting important
information related to a displayed graphic. The goal of
this principle is to not overload the learner by using only
103
one cognitive pathway such as visual presentation

instead, words should be presented as speech rather than
onscreen text (Clark & Mayer, 2011; Oberfoell & Correia,
2016). This allows the learner to focus on the visual
graphics and listen to the explanation to increase
understanding and knowledge transfer (Clark & Mayer,
2011; Oberfoell & Correia, 2016).
Guidelines for Use
Guideline 1 – When to Apply the Principle
The Modality Principle should be applied in e-learning

environments where graphics are complex, terminology
is familiar to the learner and the overall lesson is fast
paced (Clark & Mayer, 2011). For example, a diagram is
displayed illustrating blood flow through the heart after
key terms have been presented to the learner. The
diagram will include text outlining the anatomical
structures while speech narration describes the concept.
Guideline 2 – How to Apply the Principle
Choose your graphic, then write out a narrative that can

be used to describe the applicable concept. When the
narrative is complete utilize appropriate speech media
such as Voice Thread or PowerPoint voice-over to
provide a detailed description of the displayed graphic
(Clark and Mayer, 2011).
Guideline 3 – When to Avoid Applying the Principle
Clark and Mayer (2011) recommend that under the

following circumstances both narration and onscreen

text descriptions should be present with a graphic:
1. When English is not the learners first language
2. When the words presented are technical
3. When the words are unfamiliar
4. When information is required for future
reference
Adding closed captioning to presentations is a simple

way to include onscreen text descriptions with speech
narration when presented with the above scenarios.
When studying Anatomy and Physiology Khan Academy provides

video tutorials for specific topics related to the central subject.
Within the tutorials, the professor provides narrative descriptions of
the graphics being displayed. Learners can turn on closed captioning
if needed.
Example 2 – Mystery Science
Mystery Science is an interactive website for students

of varying ages to learn about several different science-
related topics. Information for older students is
presented using slideshow videos where the graphics
displayed are narratively described by Science Doug.
Learners can turn on closed captioning if needed.
Helpful Resources
Resource 1 – Modality Principle Website
This website created by the European Heart Association

provides additional information surrounding the
Modality Principle and outlines its rationale for use and
limitations.
Resource 2 – Video Example By Josh Walter
This video provides a short example and explanation of

the utilization of the Modality Principle.
Resource 3 – Current Research Surrounding the Modality Principle
This research paper by Oberfoell and Correia (2016)

provides an excellent in-depth explanation of the
Modality Principle. Their research focuses on the
application of the principle with todays technology
advanced student populations.
Research
Abusaada, A., Lee, L., & Fong, S. (2013). Effects of

Modality Principle in Tutorial Video Streaming.
International Journal of Academic Research in Business and
Science, 3(5), 456-466. Retrieved
from https://pdfs.semanticscholar.org/919c/
22e5ba072391adcca6f6422ccafa693aac37.pdf
Clark, R. C., & Mayer, R.E. (2011). Applying the Modality

Principle. In R. Taff (Ed.), E-Learning and the Science of
Instruction. (pp. 115-130). San Francisco, CA: Wiley.
European Heart Association. (2017). Modality Principle:

Rationale and Limitations. Retrieved from
https://www.heartassociation.eu/the-modality-
principle-rationale-and-limitations/
Oberfoell, & Correia. (2016). Understanding the role of

the Modality Principle in Multimedia Learning
Environments. Journal of Computer Assisted Learning, 32(6),
607-617. Retrieved from https://doi.org/10.1111/
jcal.12157
Author
Submitted
Kristen Marks-Riberdy
by:
Email: kristen.marksriberdy@ontariotechu.net
Post-secondary nursing professor, Academic and
Bio: Clinical Coordinator for Internationally
Educated Nursing Program.
18
REDUNDANCY
PRINCIPLE
Overview
Redundancy Principle (4:33)
Description
The Redundancy Principle is an instructional principle

that occurs when on-screen text and audio narration
about a graphic are the same. When adding on-screen
text to a narrated image, the user may experience
cognitive overload as multiple pieces of information are
108
trying to be processed simultaneously. When

experiencing working memory overload, the user may
have difficulty learning and understanding the content
that is being explored.
Guidelines for Use
Guideline 1 – Explain a visual through audio or text, NOT both
When including a visual within your web-based learning

tool or presentation, it is important to keep in mind to
explain the visual through audio or text. When we choose
one or the other, we limit the chance of the learner
experiencing cognitive overload. An example of this
guideline can be a discussion. When discussing the image,
the presenter has chosen to do so through only audio or
narration, therefore preventing the chance for cognitive
overload to occur.
Guideline 2 – Do not add on-screen text to narrated graphics
When including a visual within your web-based learning

tool or presentation, it is important to keep in mind to
not add on-screen text to a narrated graphic. In the case
that we add on-screen text to an image already narrated,
the user may fail to understand as their working memory
may be overloaded. An example of this guideline can
include a presentation in which there are multiple
images. The presenter should choose between adding on-
screen text to the presentation which they can read, or
the presenter can choose to explain the visual through
a narration. When doing so, the learners will not
experience cognitive overload.
Guideline 3 – On-screen text should only be added with graphics and

audio in specific situations
When creating a web-based learning tool or a

presentation, we should keep in mind specific situation(s)
where it may be applicable to add on-screen text to a
narrated image. The situation(s) include a presentation
where there is no video or image, when there is ample
opportunity to process the visual, when the learner must
exert greater cognitive effort to comprehend, including
English Language Learners and those who have low
vocabulary skills, or when a few key words are presented
next to the element in the graphic. When doing so, the
learners will not experience cognitive overload, and may
instead understand the concept in greater detail.
Example 1 – Not all Scientific Studies are created equal
The tool includes a video which was created in mind

of the redundancy principle. In the video, the creator
decided to use audio to reach its users. The users may
have little to no chance of experiencing cognitive
overload as there is no need to focus on on-screen text
while listening to the audio. In the case that an English
Language Learner or a student with poor language skills
is viewing the video, they may decide to access the closed
captions feature.
Example 2 – PowToon Example
The link is a great example of the redundancy principle

as the creator of the video chose to only have on-screen
text in their video. Users will not experience working

memory overload as no channel is being overloaded with
incoming information. English Language Learners or
students with poor language skills can read the text and
pause the video whenever needed.
Helpful Resources
Resource 1 – Six Principles of Effective e-Learning: What Works and

Why
This resource is an article exploring six principles of

effective e-learning. Within the article, they explore the
various principles of e-learning, such as multimedia,
contiguity, modality, redundancy, coherence and
personalization. This is a great resource that can be used
as an introduction to some principles of effective e-
learning.
Resource 2 – The Redundancy Principle
This resource is a 3-minute video explaining the

Redundancy Principle.
Resource 3 – Revising the Redundancy Principle in Multimedia

learning
This resource is an article summarizing research done

in which where there two groups receiving the same
information, the only thing being different is one group
experienced redundancy, while the other experienced
non-redundancy. Throughout the research, they found
that the redundant group performed better on retention
but not on transfer.
Research
Clark, R.C., & Mayer, R.E. (2002). E-Learning and the

Science of Instruction: Proven Guidelines for Consumers and
Designers of Multimedia Learning. San Francisco: Jossey-
Bass Pfeiffer.
Mayer, R. E., & Johnson, C. I. (2008). Revising the

redundancy principle in multimedia learning. Journal of
Educational Psychology, 100(2), 380-386. doi: 10.1037/
0022-0663.100.2.380
McCrudden, M. T., Hushman, C. J., & Marley, S. C.

(2013). Exploring the Boundary Conditions of the
Redundancy Principle. The Journal of Experimental
Education., 82(4), 537–554. doi: 10.1080/
00220973.2013.813368
Author
Submitted
Marta Masnyi
by:
Email: marta.masnyi@ontariotechu.net
Recent Graduate of the Bachelor of Education
Degree which was completed at the University of
Ontario Institute of Technology.
Bio:
Current student of the Graduate Diploma in
Education and Digital Technologies in which I
am studying how to effectively integrate
technology within the classroom setting.
19
COHERENCE
PRINCIPLE
Overview
Video presentation on the Coherence

Principle (5:25)
Description
The coherence principle refers to the removal of words,

audio and graphic that does not support instructional
goals. This principle assumes that the learning process is
hindered when learners’ working memory is overloaded
113
with seductive details that do not contribute to the

learning goals. Based on the cognitive theory of
multimedia.
Guidelines for Use
Guideline 1 – Avoid e-lessons with Extraneous Audio
Learners will experience deeper learning from

multimedia presentations which contain less interesting
and extraneous sounds and music. Narration,
background music and sounds compete for limited
cognitive resources and as a result, learners are less able
to pay attention to narration when they pay attention to
sound and music.
Guideline 2 – Avoid e-lessons with Extraneous Graphics
The learner has limited cognitive capacity and is actively

trying to make sense of the presented material, adding
extraneous pictures, graphics or diagrams can interfere
with this process. Extraneous pictures can interfere with
learning by creating a distraction, guiding the learner’s
attention away from relevant material, they can also be a
disruption and prevent the learner from building a link
to the information presented and they can serve as a
seduction priming inappropriate existing knowledge
(Harp & Mayer, 1998). Using a simple visual and
diagrams for example during science presentations will
lead to a better understanding of the material than a
detailed visual.
Guideline 3 – Avoid e-lessons with Extraneous words
Avoid adding words for interest, for elaboration, or for

technical depth that would interfere with the learning
process creating greater distraction away from relevant
material. The inclusion of additional words on a slide
during the narration can distract the learner and
overload cognitive memory.
Khan Academy presents a simple step by step lessons

without extraneous sounds, graphics audio that would
interfere with students learning. The learner’s attention
is directed to the writing on the board the corresponds
and supports with the narration.
Example 2 – Duolingo
This free language app. does not include extraneous

background music or sounds that do not enhance the
learning. Learners can choose to listen to questions after
it is presented while viewing appropriate graphics or text
that enhances learners’ vocabulary.
Helpful Resources
Resource 1 – Youtube video on the Coherence Principle
This well explained in less than 3-minute animated video

on the main ideas of the coherence principle.
Resource 2 – Cognitive Theory of Multimedia Learning
This site presents a description of the Coherence

principle and examples of violations and critiques of the
principle.
Resource 3 – A review of research and a meta-analysis of the

seductive detail effect
In this review, the writer examines 36 experimental

effects of seductive details. The review also discusses the
theoretical and practical implications of text passages,
illustrations and other kinds of seductive details as well
as limitations and future studies.
Research
Harp, S.F., & Mayer, R.E. (1998). How seductive details

do their damage: A theory of cognitive interest in science
learning. Journal of Educational Psychology, 90, 414–434.
Moreno, R., & Mayer, R.E. (2000a). A coherence effect in

multimedia learning: The case for minimizing irrelevant
sounds in the design of multimedia instructional
messages. Journal of Educational Psychology, 92, 117–125.
Rey, G. (2012). A review of research and a meta-analysis

of the seductive detail effect. Educational Research Review,
7(3), 216–237. https://doi.org/10.1016/
j.edurev.2012.05.003
Author
Submitted
Melissa Hippolyte
by:
Email: Melissahippolyte2@gmail.com
Melissa Hippolyte is an OCT and RECE with the

Halton District School Board. She is also
Bio:
presently enrolled in the Master of Education
program at Ontario tech university.
20
SEGMENTING
PRINCIPLE
Overview
The Segmenting Principle (4:40)
Description
The Segmenting Principle refers to the process of

breaking down, or segmenting, complex lessons into
smaller parts, which are then presented one at a time. The
aim of this process within the context of e-learning is to
help learners in managing the complexity of the content/
118
tasks they are presented with, so as to not exceed the

threshold of the learners’ cognitive system. Segmenting
provides the learner(s) with the opportunity to manage
essential processing; that is, they are able to efficiently
and effectively engage essential processing. Most
importantly, as the segments are not presented as a
continuous unit, the learner is afforded the appropriate
level of control to consolidate the information they are
being presented with as they make their way through the
material.
Guidelines for Use
Guideline 1 – Gauging the Complexity of the Lesson
Prior to determining the best approach to take in

segmenting a complex lesson, the complexity of the
lesson should first be identified. Gauging the complexity
of a lesson may be accomplished by determining the
number of elements, or concepts, in addition to the
interactions between these elements. Though this may
imply that the complexity of the material may be
alleviated by reducing the number of elements in the
explanation, the accuracy (and perhaps even the
intuitiveness) of the lesson in its entirety would
ultimately suffer as a result.
Guideline 2 – Determining the Appropriate Delineation of Segments
An important instructional decision required within the

context of segmenting is determining the most
appropriate delineation between segments, as these
segments must sequentially flow from beginning to end
without sacrificing the integrity of the information. To
facilitate this process, the lesson designer has several

options, including breaking the lesson down into parts
that convey between one to three steps in the process or
procedure at hand, or instead explaining between one to
three major relations or interactions among the elements.
Guideline 3 – Facilitating Learner Control
Learners should have sufficient control over the pace at

which they proceed through the segments. Because the
segments are inherently not presented as a continuous
unit, learners should be able to identify when the
appropriate level of knowledge consolidation has taken
place and thereafter determine when they are ready to
proceed to the next segment.
Example 1 – Gizmos (Cell Energy Cycle)
Gizmos are a collection of interactive math and science

web-based simulations that develop conceptual
understanding through inquiry-based learning processes.
For instance, in the Cell Energy Cycle simulation,
learners are given the opportunity to explore the
biological processes of Photosynthesis and Cellular
Respiration, as well as their cyclical relationship with one
another. These processes are also further broken down
into their sub-stages (e.g. the stages of Glycolysis, the
Calvin Cycle, and the Electron Transport Chain that
comprise Cellular Respiration). The delineation between
segments is intuitive, and learners are given control over
determining their readiness to proceed from one
segment to the next.
Example 2 – Animated Overview of DNA Replication
This tool provides learners with an animated overview

of the DNA Replication process. The animation is
segmented for each step of DNA Replication, and
learners can advance to the next step by clicking the
“Next” arrow. Learners can also move back and forth
between steps, should they choose to do so.
Helpful Resources
Resource 1 – Practical Application of the Segmenting Principle
This article describes the process of applying the

Segmenting Principle to geography lessons, and the
impacts this had on student performance.
Resource 2 – Relationship between the Segmenting Principle and the

Modality Principle
This paper examined the possibility of the Segmenting

Principle counteracting another principle of
instructional animation, the Modality Principle.
Resource 3 – Video Explaining the Segmenting Principle
This is a video explaining the Segmenting Principle.
Research
Cheon, J., Crooks, S., & Chung, S. (2014). Does

segmenting principle counteract modality principle in
instructional animation? British Journal of Educational
Technology, 45(1), 56–64. https://doi.org/10.1111/
bjet.12021
Clark, R.C. and Mayer, R.E. (2012). Applying the

Segmenting and Pretraining Principles: Managing
Complexity by Breaking a Lesson into Parts. In Clark, R.
& Mayer, R (eds), e‐Learning and the Science of Instruction.
doi:10.1002/9781118255971.ch10
Johanna PG. (2018, April 1). Segmenting Principle Mayer

[Video file]. Retrieved from https://youtu.be/
KS1xmdUVUA8
Mayer, R., Howarth, J., Kaplan, M., & Hanna, S. (2018).

Applying the segmenting principle to online geography
slideshow lessons. Educational Technology Research and
Development, 66(3), 563–577. https://doi.org/10.1007/
s11423-017-9554-x
Author
Submitted
Zahra Harbi
by:
Email: zahra.harbi@ontariotechu.net
Twitter: https://twitter.com/ZahraHarbi1
Zahra Harbi is a current Masters student at the

Faculty of Education, Ontario Tech University.
She received her Honours Bachelor of Science at
Bio: the University of Toronto. Her research interests
include translanguaging, technology-assisted
language acquisition, eLearning and in particular
mobile-assisted language learning.
21
PRE-TRAINING
PRINCIPLE
Overview
An Overview of the Pre-Training

Principle (2:15)
Description
The Pre-Training Principle encourages instructors to

introduce key terms and concepts before asking learners
to engage with the actual lesson material to reduce
cognitive load. This process helps learners progress to
123
more advanced thinking as a lesson or course proceeds.

Evidence suggests pretraining can help improve
knowledge transfer and retention. Instructional
designers often implement the Pre-Training Principle in
conjunction with the Segmenting Principle, which
promotes the compartmentalization of lesson content
into separate but related components.
Guidelines for Use
Identity important terminology and learning concepts during lesson

preparation
What do learners need to know to accomplish the

planned learning activities? Does their learning
environment contain new elements? Plan to introduce
these ideas and vocabulary first – perhaps with a practice
or review exercise, so students understand the lesson
context before moving to higher-order thinking tasks
such as problem-solving.
Incorporate the terms and ideas from the pretraining activity into the
subsequent activities
Leverage the content introduced into the core learning

events of the lesson or course so students can use them to
inform their practice.
Consider learner’s knowledge level
While research on the pre-training principle is not yet

robust, studies done to date suggest stronger effects for
students at an introductory level in a particular subject.
Example 1 – LinkedIn Learning
A large suite of business and technology self-directed

tutorials, LinkedIn Learning starts most courses with
short video chapters explaining the topic’s practical
value, core principles, and key terminology.
Example 2 – Code.org
The non-profit organization Code.org provides free

online lessons to promote computer science learning.
Many lessons start with an introductory video and notes
that define key terms and offer screenshots to orient
users to their learning environment by indicating the
various areas of the screen, the available features and
where users can find them.
Helpful Resources
How to Use Mayer’s 12 Principles of Multimedia Learning – Water

Bear Learning
A simple guide to implementing Mayer’s principles,

including the Pre-Training Principle with effective
illustrations.
Designing Assistive Technology for Users with Learning Disabilities –

IGI Global
This guide incorporates the Pre-Training Principle in its

recommendations for creating effective learning
technology solutions specifically for learners with

disabilities.
Research
Ayres, P. (2015). State-of-the-Art Research into

Multimedia Learning: A Commentary on Mayer’s
Handbook of Multimedia Learning. Applied Cognitive
Psychology. 29(4), 631–636. https://doi.org/10.1002/
acp.3142
Clark, R. C., & Mayer, R. E. (2016). E-Learning and the

science of instruction: proven guidelines for consumers and
designers of multimedia learning. San Francisco: Pfeiffer.
Mayer, R., Mathias, A., & Wetzell, K. (2002). Fostering

Understanding of Multimedia Messages Through Pre-
training: Evidence for a Two-Stage Theory of Mental
Model Construction. Journal of Experimental Psychology:
Applied, 8(3), 147–154. https://doi.org/10.1037/
1076-898X.8.3.147
Pate, A., & Posey, S. (2016). Effects of applying

multimedia design principles in PowerPoint lecture
redesign. Currents in Pharmacy Teaching and Learning, 8(2),
235–239. https://doi.org/10.1016/j.cptl.2015.12.014
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating

complex information. Learning and Instruction, 12(1),
61–86. https://doi.org/10.1016/S0959-4752(01)00016-0
Author
Submitted
Rich Freeman
by:
Email: richard.freeman@ontariotechu.net
Web Page: https://twitter.com/infrontofthenet
Rich Freeman is a Professor of Computer
Studies at Georgian College in Barrie, Ontario
Bio:
and a Master of Education candidate at Ontario
Tech University.
22
WORKED
EXAMPLE
PRINCIPLE
Overview
The Worked Example Principle (4:00)
Description
The worked example principle is based on using solved

examples that guide learners through a step by step
process to solve a task or a problem to reduce cognitive
128
load as they are learning a new concept. Using worked

examples allows students to build procedural skills such
as setting up an Excel spreadsheet, and strategic skills
such as how to negotiate. It focuses on two models:
cognitive models, where an individual demonstrates how
to solve a problem and an interpersonal skills model that
uses an expert individual performing a task. The goal
is to help learners transition from relying on worked
examples to solving problems on their own. The evidence
from research focuses on instructional methods to
maximize the benefit of worked examples and can be
categorized into five principles.
Guidelines for Use
Guideline 1 – Transition from worked examples to Problems
The goal is to fade from a fully worked example to the

learner solving the practice problem. Initially, a fully
worked example is provided followed by a second
example where most steps are solved, and the student
is responsible for completing the final steps. Over time,
through many faded worked examples the learner has to
solve the assigned problem entirely on his or her own.
Guideline 2 – Promote Self Explanations
When reviewing worked examples, learners should

explain key concepts and principles to themselves to
understand it in a meaningful way. To ensure students
can identify the rationale that underlies the worked
examples, it is beneficial to add questions to worked
examples and also encourage this practice through active
observation.
Guideline 3 – Include Instructional Explanations of Worked Examples

in Some Situations
Adding an explanation for the worked examples helps

students form a concrete conceptual understanding
shown in the example itself. It is very effective when
there are no self-explanation questions provided. A good
example of this in e – learning is having a “help” button
for the student to learn more details on the worked
example.
Guideline 4 – Applying Multimedia Principles to Examples
When needed it is important to provide visuals to

complement the steps in worked examples. Complex
problems contain a higher cognitive load thus, it is
optimal when information is explained with audio alone
and should be made the default modality as stated by
the multimedia principle and contiguity principle
respectively. Finally, students learn best when the content
is segmented into smaller chunks and the associated
illustrations are familiar to the learners.
Guideline 5 – Support Learning Transfer
The objective is to help learners achieve near transfer,

where they can successfully apply the steps learned to
similar situations in the work environment. To achieve
near transfer, various examples from different contexts
should be used to demonstrate the same underlying
principles. Moreover, self-explanation questions and
encouraging active comparison of given examples
increase the likelihood of effective learning transfer.
When learning about differential calculus, the video

provides a worked example with audio and illustrations
of how to solve a problem. It allows users to move
through the screen at their own pace.
Example 2 – Iorad
This is a tutorial maker that allows teachers to record

examples in real – time to create lessons or tutorials for
learners.
Helpful Resources
Resource 1 – Teaching Strategies
This web article outlines different teaching strategies that

can be used when applying the worked example
principles.
Resource 2 – Video on the applications of Worked Example

Principles
This 3-minute video by eLearningExpert provides an

overview of real-world applications of worked example
principles.
Resource 3 – Worked Examples at an Impasse
This paper offers an insightful perspective on the

limitations of worked examples.
Research
Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D.

(2000). Learning from Examples: Instructional Principles
from the Worked Examples Research. Review of
Educational Research, 70(2), 181–214. doi: 10.3102/
00346543070002181

Clark, R. C., & Mayer, R. E. (2016). Leveraging Examples

in e-Learning. In E-Learning and the science of instruction:
proven guidelines for consumers and designers of multimedia
learning (pp. 223–247). San Francisco: Pfeiffer.
Renkl, A. (2014). The Worked Examples Principle in

Multimedia Learning. The Cambridge Handbook of
Multimedia Learning, 391–412. doi: 10.1017/
cbo9781139547369.020
Renkl, A. (2017). Learning from worked-examples in

mathematics: students relate procedures to
principles. Zdm, 49(4), 571–584. doi: 10.1007/
s11858-017-0859-3
Author
Submitted by Riya Patel
Email: riya.patel1@ontariotechu.net
Twitter: @riya_08
Web Page: https://www.weebly.com/editor/main.php#/

Bio: Riya Patel is an elementary school teacher and is

passionate about fusing technology with education to
bridge achievement gaps. She graduated from the
University of Toronto, St. George, with a double major in
Human Biology and Ecology and Evolutionary Biology.
Currently, she is perusing a master’s with Ontario Tech
University and leveraging her experience as an educator
to connect current research to practice.
23
PRACTICE
PRINCIPLES
Overview
Instructional Design Principle: Practice

Principles (4:00)
Description
Practice in e-Learning incorporates interactions through

questions. When creating questions for interactions,
creators must keep in mind that the questions being
asked should allow learners to be both behaviourally and
134
psychologically active. Learners should be given a chance

to actively apply their knowledge rather than just
regurgitating answers. The practice must be deliberate.
Any type of practice offered to learners should be
relevant to their jobs, dispensed all over their learning
space and be offered frequently as it leads to
improvement. Six practice principles are set as guidelines
for creators of web-based learning tools.
Guidelines for Use
Practice Principle 1 – Sufficient Practice Interactions
There should be enough practice assignments for

learners to help them learn without overloading them
with repetitive types of questions. Since the benefit of
practice reduces over time it is not helpful to bombard
students with the same types of practice questions and/
or questions with the same content, and it is not a good
use of their time. One way this can be accomplished is to
give the students a choice regarding how many questions
they wish to practice. If they feel like they have sufficient
knowledge of the concept then they can choose to move
on.
Practice Principle 2 – Mirror the Job
The interactions provided must have job-realistic

content. It is important to avoid only knowledge-based
questions and should include application questions
where learners can respond to scenarios that might
happen in real-life at their job. An example of this is a
nursing simulation used by nursing students to help them
understand daily circumstances that might occur. A link

to that website is provided below.
Practice Principle 3 – Provide Effective Feedback
The feedback provided should include relevant

explanations – especially when the answer is incorrect.
Learners must understand why the answer they chose
is correct or incorrect. One way this can be done is to
deliver a summary of the learner’s answers after the
practice session is complete and provide detail
explanations of each answer.
Practice Principle 4 – Distribute and Mix Practice
Research shows that distributing practice produces long-

term retention. Therefore, instead of teaching an entire
unit and then having a practice session, it is important to
divide the unit into smaller lessons and have the learners
practice after a few lessons. Also, if the unit has different
concepts that need to be learned, mix up those concepts
when learners are practicing. An example of this is when
students are learning different types of sentences
(declarative, imperative, interrogative or exclamatory).
Instead of chunking the questions into groups based on
their type, it is better to mix them up when students
are practicing so they can get a better sense of the
differences.
Practice Principle 5 – Apply the Multimedia Principles
For students to benefit from practice, make sure to

include visuals, keep everything in line and avoid
anything extra that might be distracting. If the students
are learning about the solar system, not every slide needs
to have a background full of planets as that might be
visually distracting.
Practice Principle 6 – Transition from Examples to Practice
Slowly release the amount of responsibility given to the

learner to practice the lesson by scaffolding. Ensure that
students are shown a fully worked out example and can
work on smaller parts of the problem before introducing
them with a problem to figure out on their own. In math
when students are trying to analyze a word problem,
ensure that they know how to work the math component
of the problem before they are shown how to make sense
of a word problem and how to analyze it.
Example 1 – Lippincott Nursing Education
This tool teaches nursing students how to engage with

patients by mirroring the job they would be expected to
perform at work.
Example 2 – Chess
Learners hoping to get better at the game of chess can

navigate this website by learning how to play, watching
videos by experts, practicing by engaging in different
scenarios, receiving feedback from skilled coaches and
much more.
Helpful Resources
Resource 1 – How to Create an Effective Feedback System for

eLearning
This page gives three steps that must be included when

giving feedback to ensure that it is effective.
Resource 2 – Mayer’s Multimedia Principles
This gives a quick outline of the twelve multimedia

principles and some examples of how they can be
integrated into the learning content.
Resource 3 – 10 Ways to Scaffold Learning
The page shows how lessons can be taught so students

can effectively transition from seeing examples to
tackling a problem successfully themselves.
Research
Clark, R.C., & Mayer, R. E., (2011). Does practice make

perfect? In E-Learning and the science of instruction: proven
guidelines for consumers and designers of multimedia learning
(pp. 251-276). San Francisco, CA: Pfeiffer
Plant, E.A., Ericsson, K.A., Hill, L., & Asberg, K. (2005).

Why study time does not predict grade point average
across college students: Implications of deliberate
practice for academic performance. Contemporary
Educational Psychology, 30, 96–116.
Shute, V.J. (2008). Focus on formative feedback. Review of

Educational Research, 78(1), 153–189.
Author
Submitted
Roohi Jawas
by:
Email: roohi.jawad@ontariotechu.net
Twitter: @RooJ33
I am a grade 5 homeroom teacher and I have
been an Ontario certified teacher (OCT) since
2009. I am currently pursuing a Master’s of
Bio: Education degree at Ontario Tech University. I
am always looking for new ways to engage and
educate my students, and often it is through
some form of technology.
24
LEARNER
CONTROL
Overview
Learner Control (4:36)
Description
Learner control is allowing learners to govern the

content and the rate at which they navigate topics and
instructional elements. It will, however, allow students to
bypass what might be perceived as critical information
such as examples, practice elements, and/or knowledge
140
challenges. This learning design is ideal for those that are

highly self-motivated and works best with learners that
have higher metacognitive skills.
Guidelines for Use
Guideline 1 – Give Experienced Learners Control
Most learners want control over the process in which

they learn, however, they do not always make the best
choices. This design works well if the learner has prior
knowledge of the content and/or skills in the module.
Guideline 2 – Make Important Instructional Events the Default
Remove the option to bypass the key components.

Remove the ‘next’ and ‘skip’ buttons for important
content. This forces the learner to deliberately choose to
circumvent that component (examples, practice, etc.). By
having the learner consciously choose to bypass content,
they are more likely to participate in the activity. This, in
turn, can reduce the likelihood of a disconnected view of
how confident the learner is in their performance versus
what their actual performance will score at. This is
known as calibration.
Guideline 3 – Design Adaptive Control
Allow for a change in difficulty based on the learner and

their skill level. Have the content be tailored to the
individual and as the learner progresses in their
knowledge, we can increase the difficulty of the
assignments and reduce the amount of support – called
expertise reversal. A difficult balance to achieve. You
want to challenge the learner, but not so much so that it

is too challenging. There is a fine line between a difficulty
that is beneficial (i.e., desirable) and a difficulty that is
harmful (Westlin, Day & Hughes, 2019).
Guideline 4 – Give Pacing Control
Divide content into smaller chunks for manageability

(segmenting principle). Giving the learner control over
the speed of which the material is presented (controls like
stop, rewind, replay, etc.), the learners spend almost three
times longer on content.
Guideline 5 – Offering Navigational Support in Hypermedia

Environments
Use links sparingly as many will bypass, but give a short

preview of what is behind the link. Too many links are
associated with cognitive overload, so use links sparingly.
Use navigation options to avoid too much mouse
movement. Use headings and descriptions as they help
to improve memory and comprehension – just like in a
traditional text document.
Example 1 – AME Engage
This program illustrates accounting procedures for

learners that progresses at their own pace. There are
short tutorials where the user can receive a brief
overview of the topic. There are navigational buttons that
allow the user to go to the next screen, return to the
previous screen, pause, play and even replay the same
section. There is a page counter at the top of the screen

that will indicate what screen you are on out of how
many. Additionally, there is the option to bookmark a
spot where the student had to pause the lesson, to return
to later. There is also the option to view a full script,
or to turn closed captioning on. There are practice
assessments, examples and additional help and support.
The learner is also able to skip complete sections and
increase the complexity of the workload based on their
skill level.
This web-based learning tool is designed to assist

learners in mastering a new language using segmented
lessons. Segmenting the lessons, allows the user to revisit
any lessons(s) they choose if need be, implementing the
Learner Pacing Control design element. Once the learner
had determined which language they wish to pursue,
Duolingo will present a short skills assessment to
determine their current knowledge, which will then
categorize them into a level of prior knowledge. This
adaptive control design helps to avoid any redundancy
with users that have some previous knowledge to bypass
the introductory pieces should it be not necessary to
continue.
Helpful Resources
Resource 1 – Segmenting Principle Learning Theory
This theory works well for the overall design and

structure for a module with the Learner Control
Principle. According to Mayer (2009), Segmenting is best
applied to complex material and when the user is

inexperienced with the material. This reference can assist
in the completion of this process.
Reference:
Clark, R.C., & Mayer, R. E., (2011). Applying the

segmenting and pretraining principles: Managing
complexity by breaking a lesson into parts. In Matthew
Davis (Ed), e-Learning and the science of instruction: proven
Resource 2 – Understanding Calibration Accuracy
Learners tend to overestimate their understanding of a

topic. When the estimation of their perception of
understanding is compared to their actual performance:
this differential is called Calibration Accuracy. To
understand this concept in further detail, the following
resource will aid.
Reference:
Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining

calibration accuracy in classroom contexts: the effects
of incentives, reflection, and explanatory style.
Metacognition Learning, 3, 101-121. DOI: 10-1007/
s11409-008-9021-5
Resource 3 – Understanding Metacognitive Skills
Recent research has determined that there is a significant

correlation between the Metacognition Awareness
Inventory (MIA) and academic achievement (e.g., GPA,

course grades, etc.) Regulation of Cognition is not easily
achieved, as these applications are time-consuming to
learn and implement. This reference can assist
instructors in building the ability for students to improve
their own ability to monitor and improve their
Regulation of Cognition strategies.
Reference:
Vancouver Island University (2020). Ten Metacognitive

Teaching Strategies. [Web Page]. Available from
https://ciel.viu.ca/teaching-learning-pedagogy/
designing-your-course/how-learning-works/ten-
metacognitive-teaching-strategies#
Research

Clark, R.C., & Mayer, R. E., (2011). Who’s in control?

Guidelines for e-learning navigation. In Matthew Davis
(Ed), e-Learning and the science of instruction: proven
Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining

calibration accuracy in classroom contexts: the effects
of incentives, reflection, and explanatory style.
Metacognition Learning, 3, 101-121. DOI: 10-1007/

s11409-008-9021-5
Mayer, R. (2009). Segmenting Principle. In Multimedia

Learning (pp. 175-188). Cambridge: Cambridge
University Press. DOI:10.1017/
CBO9780511811678.013
Vancouver Island University (2020). Ten Metacognitive

Teaching Strategies. [Web Page]. Available from
https://ciel.viu.ca/teaching-learning-pedagogy/
designing-your-course/how-learning-works/ten-
metacognitive-teaching-strategies#
Westlin, J., Day, E.A., & Hughes, M.G. (2019). Learner-

Controlled Practice Difficulty and Task Exploration in
an Active-Learning Gaming Environment. Simulation &
Gaming, 50(6), 812-831. DOI: 10.1177/
1046878119877672
Author
Submitted
Roxanne Stewart
by:
Email: roxanne.mullin@ontariotechu.net
Completing M. Ed program at Ontario Tech
University. Partial Load Professor with Durham
Bio:
College specializing in SAP, Microsoft Office
and Basic Accounting Principles.
25
AN
INTRODUCTION
TO
COLLABORATION
Overview
An Introduction to Collaboration (4:16)
Description
Collaboration involves the instructional use of small
147
groups to facilitate increased learning outcomes through

the use of certain conditions. Collaborative learning can
improve student achievement, long-term retention,
higher-level reasoning, metacognitive thought, problem-
solving skills, and perseverance in difficult tasks.
Computer-supported collaborative learning (CSCL)
requires groups of two to five to work together on
synchronous and asynchronous activities that support a
learning goal. CSCL is constantly changing with
additions of new platforms that allow for multiple users
to interact online.
Guidelines for Use
Guideline 1 – Social Interdependence
To ensure all group members actively contribute to their

learning and the learning of their group members, the
grade or goal of each member should be dependent on
the achievement of all group members in a group.
Incentives or roles can be assigned to ensure that all
group members are engaged in the learning activity. In
a Jigsaw method, each group member is responsible for
a given topic and they are required to become an expert
in the topic. The students then meet in expert groups
(people who have reviewed the same topic). Finally, they
bring all of their findings back to their original group and
are responsible for teaching the concept.
Guideline 2 – Outcome Goals
When facilitating collaboration, educators must consider

whether the goal of the collaboration is for project
quality or individual learning. Collaborative learning
does not necessarily result in both of these goals

simultaneously, as it depends on a variety of variables
including the type of learning and group size. When the
goal requires creativity or problem-based learning,
virtual collaboration results in the best quality outcomes,
as learners have the opportunity to reflect upon the
activity. In regards to group size, pairs can better support
the goal of individual learning, where groups of three to
five support project quality. Educators must determine
the goal of collaboration so that they can structure their
collaboration approaches to best meet the desired goal.
Guideline 3 – Quality of Collaboration Discussion
Collaborative learning relies on effective dialog amongst

all participants in a group, which promotes an increased
depth of processing. Group members should build off of
the statements of others, pose or answer questions, and
challenge or clarify what has already been said.
Guideline 4 – Groupings
Careful consideration should be given when creating

groups, in terms of which learners to place in a group
together and the size of groupings. Collaborative
learning is most effective when groups are comprised of
learners with both high prior knowledge and low prior
knowledge or learners with all high prior knowledge.
Example 1 – G Suite for Education
G Suite for Education is a platform that includes many

different applications including Docs, Slides, Sites, and

Hangouts. All applications allow multiple users to
contribute to documents or presentations and provide
and receive feedback. All applications provide
opportunities for users to engage in discussions through
chats, comments, and audio calls.
Example 2 – Explain Everything
Explain Everything is an interactive whiteboard that

allows users to create presentations and videos that can
be uploaded to YouTube or shared on Google Drive.
Explain Everything allows multiple users to collaborate
on a project on the same devices or several devices. Users
can utilize the voice chat feature to enhance virtual
dialog.
Helpful Resources
Resource 1 – Collaboration in Online Learning Communities
A book, written by Donatella Persico and Francesca

Pozzi, examines strategies and techniques that can be
used to enhance online collaboration.
Resource 2 – The Jigsaw Method
A video that describes a collaborative learning strategy

that can be used in a face-to-face learning environment
or an e-learning setting, known as the Jigsaw Method.
Resource 3 – A Review and Critique of Online Collaboration
A literature review of the use of collaborative learning in

online university courses, accompanied by a critique of

collaborative learning.
Research
Clark, R. C., & Mayer, R.E. (2011). Learning together

virtually. In R. Taff (Ed.), E-learning and the science of
instruction (pp. 279-306). Wiley.
Lou, Y., Abrami, P., & D’apollonia, S. (2001). Small Group

and Individual Learning with Technology: A Meta-
Analysis. Review of Educational Research, 71(3), 449–521.
https://doi.org/10.3102/00346543071003449
Resta, P., & Laferrière, T. (2007). Technology in support

of collaborative learning. Educational Psychology Review,
19(1), 65–83. https://doi.org/10.1007/
s10648-007-9042-7
Author
Submitted
Sarah Baillie
by:
Email: sarah.baillie@ontariotechu.net
Twitter: @MsBaillie_
I am an elementary Occasional Teacher with
York Region District School Board and Durham
Catholic District School Board. I am currently
Bio:
enrolled in the Master of Education program at
Ontario Tech University, with an interest in
integrating technologies into the classroom.
26
THE
COLLABORATION
PRINCIPLE
Overview
An Introduction to the Instructional

Design Principle: Collaboration (4:41)
Description
Collaboration is an instructional design principle

whereby groups of learners work together to complete
152
specific tasks, solve problems, partake in discussion, and

learn from one another’s thinking, views, and ideas.
Individuals may work together in a traditional, face-to-
face environment or computer-supported collaborative
learning (CSCL) environment, either synchronously or
asynchronously (Clark & Mayer, 2011; Kirschner, Paas,
& Kirschner, 2009). The collaboration process involves
discussion, argumentation, and reflection regarding the
task at hand, which can lead to deeper processing of the
information, resulting in more meaningful learning
(Kirschner et al., 2009). In order for collaboration to be
effective, group members must actively communicate
and interact with one another and share similar
intentions of establishing a common focus and achieving
a desired goal (Beers, Boshuizen, Kirschner, & Gijselaers,
2006).
Guidelines for Use
Guideline 1 – Social Interdependence
In order to ensure that each team member is purposely

contributing to the collaborative group, the learning and
grade outcome of each learner in the group should be
dependent, in part, on the learning and accomplishment
of the individual’s teammates (Clark & Mayer, 2011).
Educators must keep in mind the incentives for each
learner to interact, participate, and support the learning
of the rest of their group members. For example, an
educator teaching a Science class may have students
work in groups to complete a particular task. In order
to ensure each student is participating and everyone is
doing their fair share of work, the teacher may provide or
allow students to take on a specific role within the group.
The learning of the group and the mark given would be

dependent on the completion of each part assigned to
each individual. It is important, however, to make certain
that the roles assigned to members of the group require
collaboration rather than individual completion, as this
would defeat the purpose of group work. Careful
consideration and planning on the educators part is
required.
Guideline 2 – Quality of Collaborative Dialogue
Collaborative learning activities must involve

communication by all members of a group where each
member builds upon the contributions of the other
members, clarifies or challenges ideas, and asks and
answers mutual questions (Clark & Mayer, 2011). Rather
than regurgitating what they already know, learners must
critically think and contribute ideas that may expand
each other’s knowledge (Clark & Mayer, 2011).
Therefore, educators must create instructional
conditions that inspire and require in-depth, quality
dialogue. Providing students with a model of how
effective groups function may prompt meaningful
discussion (TeachThought, 2020). This model may
include initiating discussion, clarifying points,
summarizing, challenging assumptions, providing or
researching information, and reaching a consensus
(TeachThought, 2020). It is important for educators to
provide students with activities or problems that are not
too easy but rather, spark curiosity and engagement, with
relevance to the learners.
Guideline 3 — Incorporate Problem-Based Learning (PBL)
Problem-based learning involves collaboration in which

students work together to solve a real-world problem.
Howard Barrows, who was involved in the development
of PBL at McMaster University describes it as student-
centred, taking place in small groups, whereby the
teacher acts as the facilitator and group work is
organized around a problem (Graaff & Kolmos, 2003).
The type of problem is dependent on the curriculum
expectations of a particular subject and can be created by
the teacher or can be constructed by groups of students
after being given a particular topic. Students are required
to come to a consensus on solution(s) to the problem and
later present their problem and accompanying solution(s)
to the whole class to spark discussion around the
problem. Teachers can apply PBL to any subject. For
example, in a Grade 8 History class, a teacher can divide
students into groups and provide them with the topic of
Global Inequalities or a problem pertaining to this topic.
Students will communicate, research, and pose solutions
to the problem, present their material in an organized
way (ex. Prezi), and share their findings and ideas with
the class. This activity may take one or multiple classes
depending on the complexity of the problem and the
learning abilities of the students. Checking in with
students’ progress may help to establish a time frame.
Guideline 4 — Utilize Web 2.0 Tools for Collaboration
Allowing students to utilize Web 2.0 Tools to collaborate

with others is an engaging and meaningful way to
incorporate technology into the classroom. Collaborative
tools such as Google Docs, AdobeConnect, Knowledge
Forum, and Canvas are platforms that allow for

collaboration through discussion both written and
verbal. Students can work on activities simultaneously,
while utilizing the World Wide Web to complete
research. Utilizing Web 2.0 tools allows students to
practice how to effectively and safely communicate
online as the use of technology is integral to many career
paths. For example, a teacher may have groups of
students work together utilizing a tool of their choice,
such as Google Slides, to create a presentation on a
particular learning strand. It is crucial for educators to
introduce netiquette and safe Internet use before the
introduction of Web 2.0 tools into the classroom.
Guideline 5 — Collaborative Learning Process as part of Assessment
Assessment for learning involves the process of

understanding where learners are at in their learning,
where learners are going, and how best to get them there.
Assessment as learning involves the process whereby
students assess their own learning, the learning of their
peers, and their group’s learning. As students collaborate
with others, it is important to use assessment for and as
learning to provide students with appropriate feedback
to be utilized to enhance their group work experience.
Allowing students to reflect on their learning and their
role as a member of a collaborative group as well as
reflect on the work of their group, students are able to
take necessary steps to improve their role and enhance
their learning. This type of assessment should be done
throughout the process of learning and working in a
group rather than at the end of a finished task. Checking
in on students while they work, giving them
opportunities to reflect on their learning through
checklists, rubrics, reflection journals and allowing

groups time to discuss how the collaborative process is
going and how they may proceed for the betterment of
the group, are ways to accomplish this.
Example 1 – Edmodo
Edmodo is an educational website that provides students

a platform to communicate, share ideas, share
documents, create polls, create and edit assignments,
provide feedback, and other features that are conducive
to collaborative learning. Teachers can use this site to
keep track of their students’ work and provide feedback
to learners when needed. This platform can be used by
learners both at school or at home, allowing for
synchronous and asynchronous contributions.
Example 2 – G Suite
G Suite is comprised of a number of Google Apps that

make collaboration simple and effective. These Apps
include Google Docs, Slides, Sheets, Hangouts, Drive,
Forms, and Google Classroom. Students and educators
are able to use these Apps to collaborate synchronously
or asynchronously and work on tasks simultaneously,
sharing their ideas and work with one another in a group
of learners. Educators and students are easily able to
provide feedback to one another through these
platforms.
Example 3 — Fleep
Fleep is a communication application that includes built-

in collaboration tools to allow groups of learners to
communicate online through messaging and virtual
online meetings. Students are able to use private group
messaging to work exclusively with their groups
members. This application supports students in
discussing their group tasks, making suggestions, sharing
ideas and links, uploading files, and providing feedback.
Helpful Resources
Resource 1 – Video on Collaborative Learning by Maddie Edwards
Maddie Edwards, a high school student at Woodgrove

High School and the Academies of Loudoun in
Purcellville, Virginia discusses her experience with
collaboration and and how to create a better future
through collaborative learning.
Resource 2 – Theory and Practice of Online Collaborative Learning
This book by Tim S. Roberts takes an in-depth look at

computer-mediated collaborative learning.
Resource 3 – Collaboration Tools for Learning Online
This article discusses collaboration and online learning.

It includes examples of collaboration tools that can be
used for educational purposes.
Research
Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., &

Gijselaers, W. H. (2006). Common ground, complex

problems and decision making. Group Decision and
Negotiation,15(6), 529–556.
Clark, R. C., & Mayer, R.E. (2011). E-learning and the

science of instruction. San Francisco, CA: Wiley.
Clifford, M. (2020, February 3). 20 collaborative learning

tips and strategies for teachers. [Web log post].
TeachThought. Retrieved from
http://www.teachthought.com/pedagogy/
20-collaborative-learning-tips-and-strategies/
Graaff, E.D., & Kolmos, A. (2003). Characteristics of

problem-based learning. International Journal of
Engineering Education, 19(5), 657-662. Available from
https://www.ijee.ie/articles/Vol19-5/IJEE1450.pdf
Kirschner, F., Paas, F.G.W.C., & Kirschner, P.A. (2009).

A cognitive load approach to collaborative learning:
United brains for complex tasks. Educational Psychology
Review, 21, 31–42.
Author
Submitted
Chelsea Santoli
by:
Email: chelsea.santoli@ontariotechu.net
Twitter: @ChelseaSantoli2
I am currently an Occasional Teacher with
Dufferin Peel Catholic District School Board and
York Region District School Board. I am
completing a Master of Education and Digital
Bio:
Technology degree through Ontario Tech
University. I am a lifelong learner and passionate
educator interested in utilizing technology to
enhance the learning experience of my students.
27
THINKING
SKILLS DESIGN
PRINCIPLE
Overview
Thinking Skills Design Principle (4:05)
Description
The Thinking Skills Design Principle was developed to

build job-specific thinking and problem-solving skills,
this approach is real-world focused for progressive
161
learning and thinking skills that are unique to a specific

area of focus. The three main bodies of thinking skills are
creative thinking, critical thinking, and metacognition.
These thinking skills focus on a whole-task or part-task
training process which is applicable for different
learners. These two instruction methods separate
learners based on their level of complexity and include
explicit learning based on a case study approach.
Guidelines for Use
Guideline 1 – Analysis of Process
Instruction can begin with an assessment of desired

thinking skill outcomes, this should be developed and
used as a benchmark to ensure the content is focused
on specific outcomes based around creative thinking,
critical thinking or metacognition.
Guideline 2 – Determining your Approach
The content can be organized using one of the following

approaches depending on the skills and context of the
case study situation. Part-Task takes content into smaller
areas of focus and learners are given smaller amounts
of content to practice and build their thinking skills
gradually. This approach works well with novice learners
as it doesn’t overwhelm them with content. Whole-task
takes the approach where an authentic situation is given
and integrates the knowledge and skills needed to solve
that problem into the learning. This approach works well
with more complex learners.
Guideline 3 – Specific Context
Engage learners with expert examples and simulations

of content. This process can be done individually or in
collaborative group assignments where learners can
observe, analyze, describe and act on their case study
situation. Taking this element one step further, learners
can observe (O) a case study and make a summarized
assessment. They can then analyze (A) their observation
summary and describe (D) how they would respond in a
specific professional experience. From there, the learner
can design an action (A) plan and respond to the situation
based on feedback from peers, facilitators or mentors
creating a deeper understanding of content.
Guideline 4 – Interact with the Resolution
Use a reflection assessment on the learning process as an

effective way for learners to further engage with content
and analyze why actions were taken. This reflection
reviews what they have learned throughout the process
inclusive of the solution but also on the problem-solving
skills that were used to find a solution.
Guideline 5 – Learner Focused
The learner should have control over their learning

through the OADA phases, but the case study can be
provided to the learners to ensure it specifically meets
the problem where certain thinking skills are required
to solve. Implement this by giving the learner a specific
problem that related to their professional field, they can
work through the OADA phases to solve. This process
triggers specific thinking and problem-solving skills.
Example 1 – Minecraft
This interactive learning tool teaches users to build,

gather resources and survive in an augmented reality
world. Users gather resources to advance and build
acquired resources to maintain good health and
sustainable life. The further you progress by setting your
own goals and working towards their accomplishment,
the more complex the game features become.
Example 2 – Science Journal by Google
This documenting tool allows users to pick a general

science experiment to start and utilizes the user’s phone
to capture photos, sounds, videos, and light sensors. The
user measures the content and develops findings to help
them explore that area of focus on a granular level. As you
develop your skills, you can conduct new experiments
and areas of focus and the advancement of learning is
controlled by the learner.
Helpful Resources
Resource 1 – Critical Thinking Skills in E-Learning
This research highlights critical thinking in an online

learning environment including what design factors play
a role in creating interactive learning environments and
what kinds of critical thinking skills activities engage
learners.
Resource 2 – Teaching Methods for Inspiring Learners
This TedEx describes a student’s natural ability to be a

problem-based learner and use their critical thinking and
creative thinking skills to observe, analyze and act on
focused problems. Authentic learning happens when
learners engage in inspiring content and importance is
based on student-centered learning environments.
Research
American Dental Education Association. (2019).

Overview of Critical Thinking Skills. [Web page]. Retrieved
from https://www.adea.org/adeacci/Resources/Critical-
Thinking-Skills-Toolkit/Pages/Overview-of-Critical-
Thinking-Skills.aspx
Clark, R. C., & Mayer, R. E. (2016). Chapter 15: e-

Learning to Build Thinking Skills. In E-Learning and the
designers of multimedia learning (pp. 339–364). San
Francisco: Pfeiffer.
Heath, G. (2003). Connecting Work Practices with

Practical Reason. Educational Philosophy and Theory, 35(1),
107–111. doi: 10.1111/1469-5812.00008
Ruhl, J. (2015, May 27). Teaching Methods for Inspiring

Learners. [YouTube video]. Retrieved from
https://youtu.be/UCFg9bcW7Bk
Sahin, M. C. (2009). Instructional design principles for

21st century learning skills. Procedia – Social and
Behavioral Sciences, 1(1), 1464–1468. doi: 10.1016/
j.sbspro.2009.01.258
Author
Submitted
Sarah Patience
by:
Email: sarah.cuttress@uoit.net
Twitter: @spatience3
Sarah Patience is a Master of Education Student
at Ontario Tech University, where she plans to
focus her research on Indigenous Communities
of Practice. She graduated from the AEDT
Bio:
program at Ontario Tech University and lives in
the Toronto area. She currently works in
marketing at AB World Foods and has a passion
for food and travel.
28
THE
PERSONALIZATION
PRINCIPLE
Overview
Personalization Principle (5:22)
Description
The Personalization Principle is one of Mayer’s 12

Principles of Multimedia Learning. The theory views
simulating a social discourse as an event that promotes
167
active cognitive processing, allowing people to feel they

are engaged in a conversation with a partner instead of
passively receiving information. This theory suggests you
can use an informal, conversational style and virtual
coaches to increase learning outcomes and increase
learner engagement.
Guidelines for Use
Guideline 1 – Use Conversational Style Rather Than Formal Style
Using an informal conversational style helps learners

relate to the presented material. Language should use
some first- and second-person language to help create
the feeling of conversation. Instructions should be polite
by offering suggestions, asking questions, or phrasing as
though working cooperatively with the learner. It is
important to use personalization in moderation because
it is important not to distract the learner.
Guideline 2 – Use Effective On-Screen Coaches to Promote Learning
On-screen coaches are characters, real or animated, that

guide the learning process during an e-learning episode.
Coaches help provide the feeling of being engaged in
conversation and should move, sound, and use eye
movement in a human-like manner. Coaches should be
used for instruction rather than entertainment by
providing hints, worked examples, demonstrations, and
explanations.
Guideline 3 – Make the Author Visible to Promote Learning
Visible authors give information about themselves and

highlight their perspectives. Newer learners may be

encouraged by the author as a guide to the topic and
can make the topic seem less intimidating. Learners at a
middle level of interest also become more engaged in the
topic.
Duolingo uses polite and cooperative language on its

instructions to progress to the next steps. The Duolingo
owl acts as a coach to new users, providing advice on
learning techniques from useful tips to overall learning
advice like practicing consistently. Visible authors
establish a presence by providing feedback and
answering questions on the forum.
Example 2 – Udemy
Udemy has a variety of programs available for e-learning.

In the course overview, the author acts as the on-screen
coach. They provide study techniques, descriptions of
course and lesson content, and resources for practice
questions.
Helpful Resources
Resource 1 – Applying the Personalization Principle
Clark and Mayer provide direct advice on how to use the

Personalization Principle.
Resource 2 – The Learning Pod
In this episode of The Learning Pod, Kell Hansen and

Jeanine Sullivan discuss what the Personalization
Principle is and how it can be used in the workplace.
Resource 3 – Contrasting Study of the Personalization Principle
The study found learners in personalized simulations

spent 20% more time on it but no differences in
achievement.
Research
Brom, C., Bromová, E., Děchtěrenko, F., Buchtová, M.,

& Pergel, M. (2014). Personalized messages in a brewery
educational simulation: Is the personalization principle
less robust than previously thought? Computers &
Education, 72, 339-366.
Clark, Ruth & Mayer, Richard. (2012). Applying the

Personalization Principle: Use Conversational Style and
Virtual Coaches. In E-learning and the science of instruction:
Proven guidelines for consumers and designers of multimedia,
3rd Edition. John Wiley & Sons. Available from
https://doi.org/10.1002/9781118255971.ch9
Clark, R. C., & Mayer, R. E. (2016). E-learning and the

science of instruction: Proven guidelines for consumers and
designers of multimedia learning. John Wiley & Sons.
Monero, R.& Mayer, R.E (2004). Personalized messages

that promote science learning in vertical environments.
Journal of Educational Psychology, 96, 165-173
Author
Submitted
Stephen Lizak
by:
Email: stephen.lizak@ontariotechu.net
https://elearning-essentials-2020.weebly.com/
Web page:
personalization-principle.html
Stephen has worked for over a decade educating
students across a variety of ages in the math and
sciences. He has worked at Conestoga College as
Bio:
a teaching assistant, as a tutor for the drop-in
service in the math center, at CHELP Tutor
School, and as an independent tutor.
PART III
TOOL REVIEWS
173
29
ARTICULATE
360
Overview
Articulate 360 for E-Learning Design

(11:07)
Description
Articulate 360 is an authoring program used by

instructional designers, e-learning developers, and
educators for creating innovative and interactive online
learning modules, simulations, and instructional or
175
promotional material. You can sign up with a free sixty

day trial, and after that subscribe to a yearly subscription.
With an Articulate 360 account, you will have access to
several apps that can be downloaded to your desktop,
each serving a different purpose, as detailed below.
Rise 360
This is a web-based design tool and by far the most user-

friendly out of the Articulate 360 suite because it is web-
based and does not require any installation of software
and very little training in order to create a course, lesson,
or assessment. Rise 360 is used primarily to create
responsive courses directly in your web browser in a
timely manner.
Storyline 360
This is a desktop authoring tool used to create

customized courses and learning modules. Although
there is a bit more of a learning curve, it is still fairly
intuitive and the interface is designed to be similar to
Microsoft powerpoint to make it an easier transition.
Storyline is more commonly used for more cumbersome
or complex course design, including customized
interactions, scenario based activities, and screencast
videos with step by step simulation options for
demonstrating software or products.
Content Library 360
Provided with each account, the content library contains

over five million course assets that users can utilize in
their own design projects without any royalties or extra
fees. This includes images, templates, videos, characters,

and slide templates. The templates in particular are a
great way for new users to design professional looking,
effective courses with minimal training.
Review 360
This web-based app is where you can publish your

courses and invite others to provide feedback. This really
brings out the collaborative nature of the program and
allows instructors or designers to co-construct courses
and lessons.
Articulate 360 Training
This section provides numerous tutorials and

instructional videos showing you how to use the various
features in Articulate 360. There are recorded webinars
and also live webinars that subscribers can access for free.
Justification for Using this Tool
Practice Principle:
Articulate 360 aligns extremely well with many learning

theories and instructional design principles. Both
Storyline and Rise (the main authoring tools in Articulate
360) offer several opportunities for instructors to create
meaningful interactions and formative assessments to
practice and test the skills and knowledge learned in the
module. This supports the practice principal of effective
e-learning design, which states that learners should have
ample opportunities to practice the skills learned in the
module through multiple question types that can be
distributed throughout the learning event (Clark &

Mayer, 2011). In Storyline, designers can create scenario
based assessments to provide authentic assessment and
feedback can be added for all answer options, which also
aligns with the feedback and job-mirroring aspects of
the practice principle and the worked example principle
(Clark & Mayer, 2011).
Learner Control:
In Storyline and Rise, the wide range of user navigation

tools like interactive buttons and control buttons for
various media allows designers to give learners full
control over the pace, navigation, and amount of material
that they consume in a learning module, which supports
the principle of learner control in effective e-learning
design (Clark & Mayer, 2011; Kay, 2001).
Personalization:
Personalization of learning, which encouraged personal,

informal tone and teacher presence, is also supported in
Storyline where designers can custom record their own
voices between slides and interactions, giving test
instructions and user prompts with a human voice rather
than just text or automated voice (Clark & Mayer, 2011).
Multimedia Principles:
It’s interactivity and multi-modal capabilities with

inserting video, audio, graphics, interactive quizzes, and
animation allow for the creation of learning modules
with most of Clark & Mayer’s multi-media, instructional
design principles in mind, particularly the principles of
multimedia, modality, and contiguity (Clark & Mayer,

2011). Each module can also be organized into different
“scenes” so that large, cumbersome modules can be
chunked into smaller, more manageable learning events
to avoid cognitive overload and promote the chunking of
learning material (Doyle & Fountain, 2012).
Strategies for Use
Strategy 1 – Simulation Practice Exercises
Simulation Practice Exercises through

Screencasting (4:51)
Strategy 2 – Promoting Learner Control
Promoting Learner Control through

Navigation & Triggers (5:27)
Helpful Resources
Resource 1 – eLearning Articulate 360 Resources
This website offers tons of examples, tips, resources, and

articles related to Articulate 360 and other authoring
tools. It is a great resource for extra training once you

have developed the foundational skills in Articulate.
Resource 2 – eLearning Brothers Articulate Resource Bank
eLearning brothers have a wide range of resources

available including training videos, templates, and
exemplars. This is quite useful for both novice and
advanced users of Articulate.
Resource 3 – Udemy: Learn Articulate 360 from Scratch
This is not a free resource, but for only $15.00, it is a great

full resource for a completely new user wishing to learn
how to use the authoring tool from the very first steps.
Linkedin Learning has a very similar course as well.
References
Articulate Global Inc., (2020). Welcome to Articulate 360.

[Web page]. Articulate 360. Retrieved from
https://360.articulate.com/
Clark, R.C., & Mayer, R.E. (2011). E-learning and the

Kay, J. (2001). Learner Control. User Modeling and User-

Adapted Interaction. (11), 111-127. DOI: https://doi.org/
10.1023/A:1011194803800
Doyle, K. E., Fountain, S. B. (2012). Learning by

Chunking. Encyclopedia of the Sciences of Learning. DOI:
https://doi.org/10.1007/978-1-4419-1428-6
Author
Submitted
Blair Trewartha
by:
Email: Blair.trewartha1@uoit.net
Blair Trewartha is an educator and instructional

designer currently completing his Masters of
Education at Ontario Tech University. He holds
Bio: a B.A. in English/History, a Bachelors of
Education degree, and over ten years experience
teaching in post-secondary institutions across
Ontario.
30
BUNCEE
Overview
Buncee (3:43)
Description
Buncee is a fun and easy tool that can be used to create

interactive content that is visually appealing and
multimodal. This tool is similar to Microsoft PowerPoint
or Google Slides, but with more advanced features. Using
Buncee, individuals can create stimulating presentations
that can be easily accessed online through tablets or
computers. This tool offers the drag and drop feature,
182
making it easy to use for all. A great advantage of Buncee

is that the user can create almost anything, using their
imaginations. Although this tool presents great elements,
it is not free to use after 30 days.
The most important feature of Buncee is being able to

provide Connectivism. The theory states that the
worldwide web has created new opportunities for
individuals to learn, connect and share content (Siemens,
2005). Essentially anyone with a Buncee account can
access the site with the link. When thinking about this
theory through an educational lens, teachers can easily
connect and guide students to the information needed to
answer any questions.
Buncee is a tool that can be used to create interactive

presentations. In order to do so, the innovators need to
adhere to the thinking skills design principle. The
principle has been developed to build job-specific
thinking and problem-solving skills such as creative
thinking, critical thinking and metacognition (Clark &
Mayer, 2011). When creating an interactive and effective
Buncee presentation, the creator needs to be equipped
with all three skills for the presentation to be stimulating.
Strategies for Use
Strategy 1
Strategy 1– Buncee (1:16)
Buncee can be used in a variety of ways, including lessons

and assessment tools. The educator can create slides that
explore a topic or theory. Students can refer back to the
presentation when needed. The educator is also able to
create slides in which the students need to answer a series
of questions. All student answers are stored in the Buncee
classroom portal.
Strategy 2
Strategy 2– Buncee (1:15)
Buncee can be used by students in various ways,

including an interactive presentation, personal portfolio,
notebook sharing or read aloud responses. When
creating an interactive presentation, the tool can be used
to engage students while also summarizing learning.
After creating the presentation, the students can present
their slides to the class and review them when needed.
When thinking about a personal portfolio, notebook
sharing or read aloud responses, students are given the

opportunity to use their creativity to complete the task(s)
designed.
Helpful Resources
Resource 1 – Buncee Tutorial
This Youtube video quickly provides a tutorial on how to

use the tool Buncee. It goes through logging into the tool
and creating an interactive presentation.
Resource 2 – 10 ways to use Buncee Board in the Classroom
This blog explores ten different ways to use Buncee in the

Classroom.
Resource 3 – Buncee for Education Review
This review quickly summarizes the tool and provides

teachers with benefits and cons.
References

science of instruction (3rd ed.). San Fransico, CA: Phieffer.
Siemens, G. (2005). Connectivism: A learning theory for

the digital age. International Journal of Instructional
Technology and Distance Learning, 2(1), 3-10. Available
from http://202.116.45.236/mediawiki/resources/2/
2005_siemens_Connectivism_A_LearningTheoryForTh
eDigitalAge.pdf
Author
Submitted
Marta Masnyi
by:
Email: marta.masnyi@ontariotechu.net
Recent Graduate of the Bachelor of Education

Degree which was completed at the University of
Ontario Institute of Technology.
Bio:
Current student of the Graduate Diploma in
Education and Digital Technologies in which I
am studying how to effectively integrate
technology within the classroom setting.
31
CANVA
Overview
Web-based Learning Tools • Canva (3:15)
Canva assists users in the creation of professional quality

media to be used in a variety of applications including
both digital and print environments. Both free and paid
(pro) subscriptions are available.
Canva makes it very easy to create and re-size graphical

social media elements. Users have the ability to save,
organize and share their files under individual profiles.
Educators are able to easily create professional-looking
187
graphics and students can use tools to demonstrate

creativity in their work without any real design
experience.
The focus of Canva is to allow users to express their

learning through creativity, which, in many ways, is
foundational to learning (James, Lederman Gerard &
Vagt-Traore, 2010). Embracing the Multimedia Principle
which states active learning is more likely when learners
are exposed to both words and images that assist with
mental integration of material (Colvin Clark & Mayer,
2008) will aid in the success of lesson delivery in the
classroom. The Canva platform can be effectively
leveraged to add engaging multimedia to everything
from handouts to lectures to hands-on learning activities.
In order to best enhance learning, educators should

create and utilize their own multimedia material
(Babiker, 2015). Canva offers templated and step-by-step
creation of everything from newsletters to presentation,
from infographics to logos. Equipped with tutorials and
collaborative libraries, this application is accessible and
necessary to assist educators with the changing multi-
sensory learning requirements of today’s learners.
Strategies for Use
Strategy 1 – Students
Strategies for use of Canva in the

Classroom (for students) (0:49)
Brief overview video created by the author of some of

the options Canva offers to students. Get a list of some
of the tools students can create using the many templates
available in Canva.
Strategy 2 – Teachers
Strategies for use of Canva in the

Classroom (for teachers) (0:50)
Brief overview video created by the author listing some

of the options Canva offers for teachers to bring some
creativity into their classroom. Get some suggestions of
the tools teachers can use to spruce up tired material and
be inspired to update class material.
Strategy 3 – Creating Certificates
How to create certificates on Canva

(2:44)
Educators can use Canva to create certificates of

appreciation or achievement to reward students in the
classroom. Easily produce formal certificates that can be
printed on card stock and sent home as an identifier of
notable achievement.
Strategy 4 – Creating Presentations
Canva 2.0: Create better presentations

(12:33)
Capturing students’ attention is often paramount when

delivering new information and teaching curriculum. A
bedrock of delivery is how it is presented. Canva offers
tools to best present your information to assist you in
captivating your audience.
Helpful Resources
Resource 1 – How to use Canva in Education (Video Tutorial)
This video points out valuable uses of Canva for

educators, in particular. Learn about tools to use for
producing teaching materials as well as options to create
lessons that allow hands-on learning for students within
the application.
Resource 2 – 10 ways to take your lessons to the next level with

Canva (Blog)
This blog provides resources and tips to best incorporate

Canva with classroom learning, educator collaboration
and available resources.
Resource 2 – Canva in the classroom: Getting started, example

designs and tips (Blog)
This blog provides a thorough overview of the

application and details many of the available uses,
requirements and options to best utilize the application.
References
Babiker, E. A. (2015). For Effective Use of Multimedia

in Education, Teachers Must Develop Their Own
Educational Multimedia Applications. The Turkish Online
Journal of Educational Technology, 14(4), 62–68. Retrieved
from https://files.eric.ed.gov/fulltext/EJ1077625.pdf
Colvin Clark, R., & Mayer, R. E. (2008). e-Learning and the

Science of Instruction: Proven Guidelines for Consumers and
Learners of Multimedia Learning (3rd ed.). San Fransisco,

CA (USA): Pfeiffer.
James, V., Lederman Gerard, R., & Vagt-Traore, B. (2010).

Emerging Perspectives on Learning, Teaching, and
Technology. In M. Orey & D. Anderson (Eds.), Creativity
(pp. 104-113). Zurich, Switzerland: Global Text.
Author
Submitted
Alison Sprayson
by:
Email: alisonsprayson@gmail.com
Web Page: www.ourbrightideas.ca
Post-secondary instructor with interest in
Bio:
technology, marketing and instructional design.
32
EXPLAIN
EVERYTHING
Overview
Explain Everything Introduction (1:42)
Description
Explain Everything is a mobile and online interactive

whiteboard that allows users to create presentations and
videos that can be uploaded to youtube or shared on
Google Drive. There are a variety of features including a
pen and highlighting tool, the ability to add documents,
193
images, and videos, and the ability to add voice

annotations. These features promote the creation of
multimodal presentations or videos. Explain Everything
also allows multiple users to collaborate on a project on
the same devices or several devices.
Explain Everything is often used as a presentation tool, as

its features promote the use of many instructional design
principles, including the modality principle and
contiguity principle. The modality principle states that
audio better supports learning outcomes in comparison
to written text (Clark & Mayer, 2011). Explain
Everything includes a built-in recording feature, that
allows users to narrate a presentation or explain their
thinking process. The contiguity principle states that
audio and visuals should be presented in an integrated
fashion (Clark & Mayer, 2011). The recordings can be
paired with live drawings or writing to allow information
to be shared through auditory and visual channels
simultaneously.
The invite feature in Explain Everything enables

computer-supported collaborative learning (CSCL).
CSCL promotes social interactions which allow for
deeper mental processing of content (Stahl, Koschman, &
Suthers, 2014). A shareable code allows for multiple users
to access a project simultaneously, which enables users to
share questions, participate in inquiry learning, and share
thoughts and opinions.
Strategies for Use
Strategy 1 – Collaborative Whiteboard
Collaborative Whiteboard (2:15)
Explain Everything can support student collaboration

through the upload of a file feature. Students can utilize
the highlight and text feature to improve understanding
of course materials, while working simultaneously with
their peers.
Strategy 2 – Explain Everything E-Book
Explain Everything E-Book (2:51)
Explain Everything can be used to create an E-Book with

voice narration. Students can add multiple pages, which
incorporate pictures and text.
Helpful Resources
Resource 1 – Explain Everything Webinar
The video discusses a hope to connect Explain

Everything with the Google platform to allow educators
to post content on Google Classroom, and provide a

place for students to share their projects on Google
Drive. The video also presents a variety of different ways
to incorporate the WBLT into the classroom to enhance
student learning.
Resource 2 – Creative Uses of Explain Everything
The blog post includes 11 creative and practical uses of

Explain Everything in the classroom setting. Explain
Everything can be used by teachers to support
instruction or by students to promote collaboration.
References

science of instruction (3rd ed.). San Francisco, CA: Phieffer.
Stahl, G., Koschmann, T., & Suthers, D. (2014).

Computer-supported collaborative learning: An
historical perspective. In R. K. Sawyer (Ed.), Cambridge
handbook of the learning sciences, revised version. (ch. 24, pp.
479-500). Cambridge, UK: Cambridge University Press.
Author
Submitted
Sarah Baillie
by:
Email: sarah.baillie@ontariotechu.net
Twitter: @MsBaillie_
I am an elementary Occasional Teacher with
York Region District School Board and Durham
Catholic District School Board. I am currently
Bio:
enrolled in the Master of Education program at
Ontario Tech University, with an interest in
integrating technologies into the classroom.
33
FLIPGRID
Overview
Flipgrid Overview (5:02)
Description
Flipgrid is a free video-based platform that can be

embedded into a website and/or a learning management
system. Its purpose is to allow students to respond in
video format to a learning activity posed by educators.
Video responses by students are limited from 15 seconds
– 5 minutes and each video posted is presented in a grid
format. Students can post their video responses using
198
any camera accessible digital tool. Flipgrid also allows

educators to assess, provide feedback, and include
attachments to videos. Students may also respond via
text to text questions posed. The video responses have
accessibility features such as closed captions, immersive
reader, and students can add characters, emojis, and
graphics. The platform allows for more than one
moderator, access to a help center, and access to a library
of shared grid templates.
Supports Constructivism Learning Theory
Flipgrid allows students to be active, reflective, and

collaborative learners by creating short videos to
demonstrate their learning (WNET/Education, 2004).
Supports ARCS Model of Motivational Design
When educators have students design videos either

before, during or after a lesson as a learning activity,
using the Flipgrid platform, it can stimulate students’
engagement and motivation to learn (Mobraw, 2020).
Supports Personalization Principle
Flipgrid supports the multimedia Personalization

Principle of design as empirical research has shown that
using printed and/or spoken conversational style of
writing over formal style of writing is more effective,
especially in the case of novice learners. Cognitive
theories of multimedia communication research have
proven that a user’s cognitive processes are further
ignited and engaged when conversational style of

communication is used as it simulates human to human
conversation (Clark & Mayer, 2011).
Strategies for Use
Strategy 1 – Flipgrid Resource
Flipgrid Resource (4:24)
Flipgrid has over 12,000 topic grids available in the Disco

Library for educators to utilize for their web-based
learning modules.
Strategy 2 – Flipgrid App and Flipgrid Twitter
Flipgrid App & Flipgrid Twitter (2:20)
Flipgrid’s App and Twitter promote social engagement,

collaboration, and is pedagogically beneficial to both
educators and students.
Helpful Resources
Resource 1 – Getting Started with Flipgrid Guide
• This online blog provides educators with the

foundations of Flipgrid including step-by-step
instructions on how to use this tool and lists all
the resources available.
Resource 2 – 10 Ways to Use Flipgrid
• An educator provides 10 tips on how to use

Flipgrid as a tool and as a solution to teacher
troubles.
Resource 3 – A Technological Review of Flipgrid
• This article review’s Flipgrid as a social learning

and engagement educational tool along with
discussing its strengths and weaknesses.
References
Clark, R. C., & Mayer, R. E. (2011). Applying the

Personalization Principle. In e-Learning and the science of
instruction: proven guidelines for consumers and designers of
multimedia learning (chapter 9). doi: 10.1002/
9781118255971
Flipgrid (n.d.). [Web log post]. Retrieved from

http://blog.flipgrid.com/home
Mobraw, C. (2020). ARCS Model of Motivational Design.

In Power, R. (Ed.) E-Learning Essentials 2020. [eBook].
Retrieved from https://elearning2020.pressbooks.com/

chapter/arcs-model-of-motivational-design/
Power, M. (November 2018). Flipgrid. Pose questions,

thoughtful video responses with stellar tool. [Web page].
Common Sense Education. Retrieved from
https://www.commonsense.org/education/website/
flipgrid
Sweeney, G. (2019, September 9). What to know about

Flipgrid. [Web page]. Softonic. Retrieved from
https://en.softonic.com/articles/what-to-know-about-
flipgrid?
WNET/Education. (2004). Workshop: Constructivism as

a Paradigm for Teaching and Learning. [Web page].
Concept to Classroom. Retrieved from
https://www.thirteen.org/edonline/concept2class/
constructivism/
Author
Submitted
Charlene DiDanieli
by:
Email: charlene.didanieli@ontariotechu.net
Web Page: @CDiDanieli
A professor with over 13 years of teaching
Bio:
experience in a community college in Ontario.
34
GOOGLE DOCS
Overview
Google Docs Overview (2:27)
Description
Google Docs is an interactive, web-based, word

processor that allows students to produce text
documents that live entirely on the cloud (Alharbi, 2019).
Students can create, share, and collaborate in real time.
Google Docs is distinguished from other Web 2.0 tools by
its editing feature that enables both author and reviewer
to contribute to the text synchronously (simultaneous
203
editing of writing by learners) and asynchronously (non-

simultaneous editing by learners) (Alharbi, 2019). The
ability for teachers to monitor their students’ progress
and provide feedback on students’ work right on this
innovative platform supports students’ Zone of Proximal
Development as they are guided by teachers from the
start of planning their work to the final stage of editing,
through to feedback and drafting practices and activities
(Alharbi, 2009).
Google Docs is an interactive tool that allows users to

work on a document simultaneously (Alharbi, 2009), on
a one-to-one or one-to-many basis (Desjardins, 2005a).
As suggested by a constructivist learning approach,
collaborating and conversing with others enriches
student understanding (Jonassen et al., 1999). Students
can work on the document at the same time, building
off each other’s ideas, research, brainstorming, and
suggestions. Collaboration using Google Docs is not
restricted to the classroom environment, providing
flexibility, as students can work together at any time,
anywhere, through the doc (Suwantarathip & Wichadee,
2014). Students can also utilize the chat function to
partake in discussion with group members or teachers to
further enhance knowledge construction (Suwantarathip
& Wichadee, 2014). Virtual collaboration can lead to
more reflections and sharing of ideas than face-to-face
collaboration (Clark & Mayer, 2011). Working
collaboratively reflects a wide range of perspectives and
as such, results in a more complete and comprehensive
product (Suwantarathip & Wichadee, 2014).
Google Docs also supports a Problem-Based Learning

(PBL) approach where a given or student constructed
problem is the starting point of the learning process to
be solved by a group of students (De Graaff & Kolmos,
2003). Students can use Google Docs as a learning tool,
where they come together to understand the problem
and document various solutions on the Doc. The
immediacy of the tool allows teachers to monitor
students’ progress and provide constant suggestions,
pose questions, and seek clarification, using the
comments feature that the tool provides (Alharbi, 2009;
Suwantarathip & Wichadee, 2014). Research shows that
the use of constructive feedback can enhance students’
quality of work in terms of content, organization of
ideas, language and grammar, conventions, and
referencing (Ciftci & Kocoglu, 2012).
Strategies for Use
Strategy 1 – Feedback
Google Docs as a Teacher and Peer

Editing/Feedback Tool (2:36)
Google Docs has many features that are conducive to

teacher and peer, editing and revision. The features
available for students and teachers to use for review and
editing purposes support writing and learning as a
process.
Strategy 2 – Problem-Based Learning
Using Google Docs for Problem-Based

Learning (1:35)
Students can utilize Google Docs as a way to collaborate

with peers when trying to solve a given or student-
created, real-world, meaningful problem.
Helpful Resources
Resource 1 – Getting Started with Google Docs
G Suite Learning Center has created an in-depth guide to

using Google Docs. This guide outlines all the functions
and features that Google Docs offers.
Resource 2 – Using Google Docs in Education
This video outlines ways to use the basic features of

Google Docs and how these features can be used for
learning purposes. It also outlines ways to use this tool
for collaboration, editing, and providing feedback to
learners and group members.
Resource 3 – Using Google Docs to Support Collaboration
This information guide provides the readers with ideas

on how to use Google Docs as a collaboration tool in
education. It also provides a description on the features

that help to foster collaboration.
References
Alharbi, M. A. (2019). Exploring the potential of google

doc in facilitating innovative teaching and learning
practices in an EFL writing course. Innovation in Language
Learning and Teaching, 1-16.
Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-

feedback on Turkish EFL students’ writing performance.
Journal of Education Computing Research, 46(1), 61-84.
https://doi-org.uproxy.library.dc-uoit.ca/10.2190/
EC.46.1.c

De Graaff, D., & Kolmos, A. (2003). Characteristics of

problem-based learning. Int. J. Engng Ed., 00(0), 1-6.
Jonassen, D. H., Peck, K. L. & Wilson, B. G. (1999).

Learning with technology: A con structivist perspective. Upper
Saddle River, NJ: Prentice Hall.
Suwantarathip, O., & Wichadee, S. (2014). The effects

of collaborative writing activity us ing google docs on
students’ writing abilities. The Turkish Online Journal of
Educational Technology,13(2), 148-156.
Author
Submitted
Chelsea Sontoli
by:
Email: chelsea.santoli@ontariotechu.net
Twitter: @ChelseaSantoli2
I am currently an Occasional Teacher with
Dufferin Peel Catholic District School Board and
York Region District School Board. I am
completing a Master of Education and Digital
Bio:
Technology degree through Ontario Tech
University. I am a lifelong learner and passionate
educator interested in utilizing technology to
enhance the learning experience of my students.
35
HYPOTHES.IS
Overview
Hypothes.is Intro (3.03)
Description
Study the web with this browser extension. Designed

to open up web writing to discussion and annotation,
Hypothes.is supports learners, researchers and educators
as they critically analyze and reflect on readings online,
allowing them to highlight and annotate passages.
Annotate privately, as a group, or out in the open as part
of a larger community discourse.
209
Social annotation apps and extensions, like Hypothes.is,

let learners mark up a digital text much like they would a
paper version – adding highlights, comments and margin
notes, but in a collaborative and socially connected way
(Novak, Razzouk, & Johnson, 2012, citing Huang et al.,
2008, Kawase et al., 2009). These annotations and
highlights are specific to individuals and the groups they
share them with, whether private, in groups or fully
public.
In a 2012 literature review, Novak, Razzouk, & Johnson

noted little formal or relevant research yet on these types
of tools. Of that which is available, there is evidence to
suggest that annotation tools support effective learning,
enhancing engagement, communication skills, and peer-
to-peer learning. Digital annotations tend to be shorter,
intended to be searched, shared or commented on in
order for digital tools to affect learning in parallel ways
to paper, they need to be engaging, easy and shareable,
to prompt deeper thinking. The key pedagogical value
of these tools are their social sharing features – through
the collaborative and social annotation of texts, learners
become more able to engage in metacognitive processes,
recognizing patterns and synthesizing knowledge
(Novak, Razzouk, & Johnson, 2012). Patterns across
studies also indicate that social annotation improves
learners’ motivation and enjoyment of the reading
experience. Learners express enjoyment of these types
of tools, and more and better quality annotations is
correlated with improved learner performance.
Hypothes.is facilitates collaboration through active

sharing of reading insights and questions in any of the

learner-to-facilitator, learner-to-learner, or learner-to-
global-community environments. Learners exert a
variety of control within this tool – from the quantity
and quality of their annotations, responses to peers, and
depth of their reading of the text. Depending on how
learners are prompted to read and interact with the
selections, Hypothes.is can help learners express, and
educators measure, critical and creative thinking. If the
researchers dashboard is incorporated into learning
activities, metacognitive thinking skills may also be
addressed. Educators should be careful that there is
typically an initial learning curve with taking on a social
annotation tool like Hypothes.is. Learners take a while
to adjust to their use, and may demonstrate reduced
performance as they learn the expectations of a tool use.
Learners also report that they often find each others’
annotations interesting to the point where they can
become distracted from their learning task. Supporting
and directing learners’ attention and purpose in readings
is paramount to their success in using these types of tools.
Strategies for Use
Strategy 1 – Guided Reading
Guiding Reading (2:01)
Pre-populate a text or reading with questions for learners

to discuss. Ask questions that prompt for active reading
strategies, including visualize, calrify, question, predict,

connect and evaluate. These prompts should escalate
through the reading, culminating in the more challenging
prompts.
Strategy 2 – Researching in the PBL Cycle
Researching in the Problem Based

Learning Cycle (2:41)
Facilitate the research stage of problem based learning or

supervise collaborative research projects. Create groups
of students and monitor their research and discussions.
Facilitate their work by adding questions or additional
resources for them to explore. Using the groups tool,
and even the LMS integration, associate marks to these
monitored interactions as learners acquire research
skills.
Helpful Resources
Resource 1 – Hypothes.is Teacher Resource Guide
THis comprehensive guide helps prepare educators to

facilitate the use of this tool from a technical perspective.
It includes visual and video tutorials, and samples of real
student work.
Resource 2 – 10 Ways to Annotate with Students
This blog post offers 10 ideas for incorporating

Hypothes.is into classroom learning exercises.
Resource 3 – Marginal Syllabus
Educators globally use Hypothes.is to collaboratively and

socially annotate and discuss relevant research on
technology equity. Join in the effort to develop
participatory research about this valuable topic.
References
Novak, E., Razzouk, R. and Johnson, T. (2012). “The

Educational Use of Social Annotation Tools in Higher
Education: A Literature Review.” The Internet and
Higher Education 15(1), 39–49.
Krouska, A., Troussas, C., and Virvou, M. (2018). “Social

Annotation Tools in Digital Learning: A Literature
Review,” 2018 9th International Conference on
Information, Intelligence, Systems and Applications
(IISA), Zakynthos, Greece, pp. 1-4. doi: 10.1109/
IISA.2018.8633609.
Author
Submitted
Jesslyn Wilkinson
by:
Twitter: @jesslyndw
Jesslyn is the Educational Technology Officer at
Conestoga College. An Ontario Certified
Teacher and a M.Ed candidate, Jesslyn researches
and promotes new technologies for faculty to
enhance pedagogical practices. She brings to the
Bio:
role her experience as a Google and Microsoft
certified technology trainer and as a classroom
teacher internationally and in Ontario, focusing
on special education, tech-enabled learning and
assistive technologies.
36
KAHOOT!
Overview
Kahoot! Overview (3:46)
Description
Kahoot! is an interactive game-based, web-based

learning platform that can be accessed on any device and
used in a school, work or home environment. Individuals
(teachers, facilitators, trainers, students and others) can
create, host or play learning games which are called
kahoots, reviewing or introducing topics and concepts
or elaborating on them. Games (kahoots) can take the
215
form of any combination of quizzes, surveys (polls) or

discussions (content slides) and can lead to further
discussion, collaboration or research. They can consist
of various question types that are connected to colours,
shapes and music, as well as uploaded images and
embedded YouTube videos. Quizzes can consist of
multiple-choice, true or false, open-ended or puzzle
(sort/ sequence) questions. Surveys (Polls) can consist of
multiple-choice questions or free form answers that can
be visualized in a word cloud and discussion in the form
of content slides can contain additional information
about a topic or concept. Learners connect to a game
through a generated pin on a shared screen and can see
their name, nicknames or team names, that they have
created, on the leaderboard. They are able to get
immediate feedback when choosing, answering or
sorting questions. And they can see how their responses
rate relative to their fellow learners or colleagues by the
number of points they have been awarded for correct
and timely answers. Teachers, facilitators and trainers
can use the games (kahoots) to help them with formative
assessment, evaluating learner knowledge and
identifying the learners who may need help. They can
also gather feedback about content and structure of their
games (kahoots) from learners. The results of each game
can be downloaded into an Excel spreadsheet or Google
drive. Games (kahoots) also provide opportunities for
learners to assess and reflect on their knowledge. Games
(kahoots) can be shared with others, edited, published
online and teachers, facilitators or trainers can assign
them as homework in the form of Kahoot! challenges for
learners to play at their own pace on their own devices at
home within a timeline set by them.
The most important feature of Kahoot! is its ability to

engage and motivate learners to learn. It is tied to
“gamification of education” (Dichev & Dicheva, 2017) in
employing such “game design elements” (Deterding,
Dixon, Khaled, & Nacke, 2011) as fun, rewards connected
to units of measurement such as points and time,
immediate feedback, visual tracking of progress and
recognition through a leaderboard, and “social elements”
such as “competition and cooperation” with other
learners where “their progress and achievements are
made public” (Huang & Soman, 2013).
Games (kahoots) can also be used to facilitate discussion

“between an entire class” (Plump &LaRosa, 2017) and
promote collaboration and problem-solving.
Instructors, facilitators, and trainers can also invite
learners to create their own games (kahoots) either by
themselves or as part of a team, edit them, and share them
with others.
Games (kahoots) also offer help with formative

assessment. They offer learners opportunities for “self-
reflection and self-assessment” (Ismail et al., 2019).
Teachers, facilitators and trainers are able to identify
which learners are having difficulty with a topic or
concept. They are able to see who is answering questions
incorrectly and whose name is lower down in the
leaderboard. They can then adjust games (kahoots) or
create new games (kahoots) to address those areas of
difficulty.
Strategies for Use

Strategy 1 – Using Kahoot! for Review
Using Kahoot! for Review (1:18)
Teachers, facilitators or trainers can use Kahoot! to

review topics, subjects or concepts previously covered in
class as preparation for tests and exams. They can also
create review quizzes for formative assessment or access
public ones and edit them for their own use. Learners
can work in small teams to create review kahoots on a
particular concept or topic covered previously to prepare
for a test or exam, or for simple review, and share them
with their classmates.
Strategy 2 – Using Kahoot! to Introduce New Material
Using Kahoot! to Introduce New

Material (2:08)
Kahoot! can be used to introduce learners to new

material through the creation of “blind” Kahoots.
Helpful Resources
Resource 1- A Teacher Tutorial on How to Create a Kahoot!
In this YouTube video a teacher takes you through the

various steps involved in creating a kahoot!
Resource 2 – A Guide to Using Kahoot!
This Kahoot! guide explains how to play and create a

kahoot!. It offers suggestions, tips and examples on
different ways of integrating it in educational settings.
Resource 3 – A Master Class Video by the Co-Founders of Kahoot!
This YouTube video by Kahoot! co-founders explores

different uses of this platform. In it they articulate their
vision for Kahoot! And they delve into various features
and functionalities of Kahoot!
References
Deterding, S., Dixon, D., Khaled, R. & Nacke, L. (2011).

From Game Design Elements to Gamefulness: Defining
Gamification. In Proceedings of the 15th International
Academic MindTrek Conference: Envisioning Future Media
Environments, Tampere, Finland. Retrieved from:
230854710_From_Game_Design_Elements_to_Gamefu
lness_Defining_Gamification
Dichev, C., & Dicheva, D. (2017). Gamifying education:

what is known, what is believed, and what remains
uncertain: a critical review. International Journal of
Educational Technology in Higher Education. 14(9).
Retrieved from: https://link.springer.com/article/

10.1186/s41239-017-0042-5

Guide to Gamification Of Education. Research Report Series:
Behavioural Economics in Action. Rotman School of
Management, University of Toronto. Retrieved from:
https://inside.rotman.utoronto.ca/
behaviouraleconomicsinaction/files/2013/09/
GuideGamificationEducationDec2013.pdf
Ismail, M. A. A., Ahmad, A., Mohammad, A. M., Fakri, N.

M. R. M., Nor, M. Z. M., & Pa, M. J. M. (2019). Using
Kahoot! as a formative assessment tool in medical
education: a phenomenological study. BMC Medical
Education. 19. Retrieved from:
334017220_Using_Kahoot_as_a_formative_assessment
_tool_in_medical_education_a_phenomenological_stud
y
Licorish, S. A., Owen, H. E., Daniel, B. & George, J. L.

(2018). Students’ perception of Kahoot!’s influence on
teaching and learning. Research and Practice in Technology
Enhanced Learning. 13(9). Retrieved from: https://doi.org/
10.1186/s41039-018-0078-8
Plump, C., & LaRosa, J. (2017). Using Kahoot! in the

Classroom to Create Engagement and Active Learning:
A Game-Based Technology Solution for eLearning
Novices. Management Teaching Review. 2(2). Retrieved
from: https://www.researchgate.net/publication/
313418401_Using_Kahoot_in_the_Classroom_to_Crea
te_Engagement_and_Active_Learning_A_Game-
Based_Technology_Solution_for_eLearning_Novices/
link/5d6532af299bf1f70b103036/download
Author
Submitted
Ivetka Vasil
by:
Email: ivetka.vasil@ontariotechu.ca
I am a graduate student at Ontario Tech
University in the M.Ed. in Education and Digital
Bio: Technologies program with an interest in
incorporating gamification in healthcare
learning environments.
37
LIVEBINDERS
Overview
LiveBinders Introduction (3:27)
Description
LiveBinders is a free online program that allows teachers

to create classroom textbooks, evidence-based
documentation, and e-portfolios. The free option
permits the development of up to 5 different binders
with file size limitations. The binders are updated in real
time, can be private or public and are easily accessible
for students. A pro option does exist which costs $9.99
222
(USD) per month and allows for unlimited binders with

several extra options.
Working in education it is extremely important to have

the ability to network and share curriculum information
with colleagues. Livebinders provides a platform for
information to be organized, stored and shared. The
owner of the binder can add individuals as collaborators
with editing capabilities for content information. This
tool can also be used by students when working on
projects which require online group collaboration
through Computer-Supported Collaborative learning
(Clark & Mayer, 2011). Hammond (2016) noted that
online group collaboration increases the transferrable
skills necessary for employment and societal
participation.Graphics and videos can be incorporated
into the binder to address various learning needs and
increase visual esthetics. Carmicheal, Reid, and Karpicke
(n.d.) outline that the inclusion of video stimulates
greater course performance and positively impacts
students’ motivation, confidence, and attitude towards
their course. The Redundancy Principle also outlines
that narration improves learning when paired with
graphical representations of a concept (Clark & Mayer,
2011). The binder is user-friendly, information is
organized into tabs like a table of contents supporting the
Segmenting Theory where information is broken down
into smaller more manageable topics to help increase
understanding (Clark & Mayer, 2011). Students can
access the binder for free from different electronic
devices with internet capabilities. Incorporating
Livebinders into education can help decrease textbook
costs while increasing student accessibility to curriculum

tools.
Strategies for Use
Strategy 1
LiveBinders Getting Started (2:39)
Short video outlining how to sign up for LiveBinders.
Strategy 2
Creating Your First Binder (5:45)
Short Video outlining how to create your first binder,

and different functions available in the program.
Helpful Resources
Resource 1 – Educators Guide to LiveBinders
This blog post provides detailed information

surrounding different ways that LiveBinders can be
incorporated into the classroom.
Resource 2 – 4 Steps to Creating a Digital Binder for Free
This tutorial outlines step by step how to easily create a

digital binder using LiveBinders.
Resource 3 – LiveBinders for the Classroom
This blog post provides detailed information

surrounding different ways that educators and students
can use LiveBinders. The post also outlines the positives
and negatives associated with this tool.
References
Carmicheal, M., Reid, A., & Karpicke, J. (n.d.). Accessing

the Impact of Educational Video on Student Engagement,
Critical Thinking and Learning: The Current State of Play.
Sage Publishing. Retrieved from https://us.sagepub.com/
sites/default/files/hevideolearning.pdf

science of instruction (3rd ed.). San Fransico, CA: Phieffer.
Hammond, M. (2017). Online Collaboration and

Cooperation: The Recurring Importance of Evidence,
Rationale and Viability. Education Information Technologies
(22) 1005–1024. https://doi.org/10.1007/
s10639-016-9469-x
Author
Submitted
Kristen Marks-Riberdy
by:
Email: kristen.marksriberdy@ontariotechu.net
Post-secondary nursing professor, Academic and
Bio: Clinical Coordinator for Internationally
Educated Nursing Program.
38
MICROSOFT
TEAMS
Overview
Microsoft Teams (4:47)
Description
Microsoft Teams is a collaborative tool that allows a

multitude of users in various locations to work and share
in a common space. It is a workspace that multiple users
can edit files collaboratively in real-time. It is linked to
the online Microsoft Office suite of products and allows
227
for the integration of third-party apps. There are options

to work on and off-line. There is also a mobile app so that
there is access to work anywhere. It is designed to be a
central hub for productivity.
Microsoft Teams connects to various Learning Theories

and Instructional Design Principles. The following are
just some examples of how Teams has been developed
using these principles thus being classified as a good Web
Based Learning Tool.
Segmenting Principle
Segmenting is best applied to complex material and when

the user is inexperienced with the material. This is
achieved from being able to break material down into
smaller learning ‘chunks’. These are called ‘channels’. The
limit for channel creation is 200, giving the user ample
opportunities to segment the work appropriately.
Practice Principle
The ability for the learner to practice what they are

learning is instrumental in them being successful in
mastering the content. There are multiple platforms in
Microsoft Teams to accomplish this. There is a choice
to integrate third Party apps to provide feedback on
completed work, or the Assignments option within
Teams itself can be used to provide even more detailed
grading and feedback. Students can also collaborate with
peers for instant feedback with the use of the chat, video
call or with the use of the class notebook.
Collaboration Theory
Teams supports this concept by granting multiple users

to have the ability to give input on a multitude of topics
by allowing collaboration on assignments and projects
in real-time. (CLICK) Students can also video call other
classmates or their instructor to discuss ‘face-to-face’ for
a more personalized experience. The integration of the
third-party app Flip-grid will allow participants to
record small videos of their progress or words of
encouragement to share with the group for an additional
motivation to others. Having a designated chat area,
allows students to brainstorm with their peers for
possible problem solutions.
Learner Control
Students are free to navigate through content while

taking as much or as little time as they like with any
materials posted within each channel. Teams supports
the Learner Control Principle as there is no set way that
the student must navigate through content. Students can
also revisit any or all material as needed. External
resources can be used for students for a deeper
understanding of material being presented, and by
incorporating third-party apps like ‘Forms’, students can
be polled and then placed within a level that is
appropriate to their skill set, allowing for the
implementation of Adaptive Control for the learner.
Strategies for Use
Strategy 1 – Assignment and Rubric Creation
Assignment and Rubric Creation (8:38)
There are so many benefits to using Microsoft Teams for

the classroom. The focus of this video is to demonstrate
how to create an assignment and a corresponding rubric.
Ensuring AODA compliance is also featured
Strategy 2 – Grading and Feedback
Assignment Grading and Meaningful

Feedback (7:26)
There are so many benefits to using Microsoft Teams

for the classroom. The focus of this video will be to
demonstrate how to grade an assignment submission and
to provide detailed and meaningful feedback for your
students.
Helpful Resources
Resource 1 – Building a Collaborative Classroom
This website gives great examples on how teachers can

use it to work collaboratively with other faculty. Using
a quick video call to another instructor in another part
of the school will increase the likelihood of collaboration,
which leads to better teaching. Using Teams also levels
the field for all participants. For the student that isn’t
likely to share in a group environment, is more likely
to participate when discussions and collaboration is held
on-line
Resource 2 – Best Practices for Teams in Classroom
What better way to learn about a tool, than from the

developers themselves?! This website hosted by
Microsoft details how to effectively use Teams, by
demonstrating the possible ways to set up your ‘channel’
so that everyone is getting the most out of the software
as possible. There are many examples on how to set-up,
organize, label, and describe the purpose of each channel.
References
Best practices for school leaders creating teams and

channels in Microsoft teams for education. (2020).
Microsoft Office. Available from
https://support.office.com/en-us/article/best-practices-
for-school-leaders-creating-teams-and-channels-in-
microsoft-teams-for-education-f3663ad9-a835-4971-9a
cb-6725a543c003

Clark, R.C., & Mayer, R. E., (2011). Does Practice Make

Perfect? In Matthew Davis (Ed), e-Learning and the science
of instruction: proven guidelines for consumers and designers
of multimedia learning (pp. 251-276). San Francisco, CA:
Pfeiffer
Clark, R.C., & Mayer, R. E., (2011). Learning Together

Virtually. In Matthew Davis (Ed), e-Learning and the
designers of multimedia learning (pp. 279-306). San
Francisco, CA: Pfeiffer
Clark, R.C., & Mayer, R. E., (2011). Who’d in control?

Guidelines for e-learning navigation. In Matthew Davis
(Ed), e-Learning and the science of instruction: proven
Gonzalez, J. (2018, August 5). Build a collaborative

classroom with Microsoft teams. [Web log post]. Cult
of pedagogy. Available from
https://www.cultofpedagogy.com/microsoft-teams/
Johnson, D.W., Johnson, R.T., & Smith, K. (2007). The

state of cooperative learning in postsecondary and
professional settings. Educational Psychology Review, 19,
(pp. 15–29)
Author
Submitted
Roxanne Stewart
by:
Email: roxanne.stewart@ontariotechu.net
Completing M. Ed program at Ontario Tech
University. Partial Load Professor with Durham
Bio:
College specializing in SAP, Microsoft Office
and Basic Accounting Principles.
39
MINDMEISTER
Overview
MINDMEISTER OVERVIEW (3:24)
Description
MindMeister is a cloud-based mind mapping tool where

users can create and share their ideas in a visual way.
The platform is customizable in nature and allows for
multimedia attachments and group collaboration and
shareability. Features of this tool are the ability to have
multiple contributors, import attachments, graphics,
234
images and links, export into workable PowerPoint or

word documents and customize formats and themes.
MindMeister is most effective when used for

collaboration, brainstorming and presenting ideas and
concepts. This tool offers dynamic presentation
capabilities where supportive content can be linked to
ideas and maps can be turned into engaging
presentations. Each idea carries the capability to have
media files attached to support learning content and
develop metacognition, critical and creative thinking
skills. These three main bodies of thinking skills
development are led by a whole task approach where
complex learning can happen through the exploration of
individual learning components (Clark, R. C., & Mayer,
R. E., 2016).
• Collaboration allows students to critically and

creatively assess tasks and develop content.
• Mind maps work to create relationship between
topics.
• Whole task approach allows students to explore
each individual topic for a richer understanding
of subject matter.
Mind Meister relies heavily on the connectivity and

collaboration theories by allowing the opportunity for
multiple users to share information through the use of
technology. Within the Connectivity theory, learning
happens over online networks (Learning Theories, 2017).
This tool functions on a web-based platform where
multiple users can revise, edit, upload, share and present
content allowing for learning to happen in a social

connectivism manor. This tool is offered in a user-
friendly standard web-browser, on Chromebooks, iOS
and Android devices.
• Network connections allow for easy use of

MindMeister, and connectivism links student
ideas and knowledge together into one
shareable domain.
• Using this collaboration tool, students are able
to socially share their expertise on the subject
matter and learn from each others
contributions. Easy functions such as
comments, chats and voting, make this
professional tool a social learning platform.
Strategies for Use
Strategy 1 – Media Features
MINDMIESTER MEDIA FEATURES

(1:46)
MindMeister is an excellent tool to add notes, media,

links and image content to ideas and concepts. Each new
component can have media attached to it where further
exploration and detail of the idea can be shared.
Strategy 2 – Presenting Features
MINDMEISTER PRESENTING
FEATURES (3:19)
MindMeister can be used for seamless presentations.

Content and ideas can be shared collaboratively and then
seemly transitioned into a PowerPoint presentation.
Strategy 3 – Collaboration
MINDMEISTER COLLABORATION
FEATURE (1:50)
MindMeister is a great way for groups to work together

on ideas and concepts by brainstorming and exploring
content.
Helpful Resources
Resource 1 – Getting Started with MindMeister
This tutorial and instructional video offers an easy to

follow overview of the main features of MindMeister, it
offers editing tips and tricks and an overview of how to
add media content into the mind map.
Resource 2 – How to Create a Presentation in Minutes with

MindMeister
This blog resource offers hidden tricks of MindMeister,

touching on how to make a great presentation using this
tool and how you can communicate your message most
effectively, it also walks you through how to export your
mind map into PowerPoint which highlights all of the key
discussion points for your easy reference.
Resource 3 – Advanced Features
This advanced feature list is an easy to navigate of

advanced user features that MindMeister has, each
embedded link offers additional information and “how
to” guides for areas such as printing, formatting, chat
options, zooming, exporting, sharing and presenting.
References
Clark, R. C., & Mayer, R. E. (2016). Chapter 15: e-

Learning to Build Thinking Skills. In E-Learning and the
designers of multimedia learning (pp. 339–364). San
Francisco: Pfeiffer.
Devitre, D. (2013, March 25). How to Create a

Presentation in Minutes with MindMeister. [Web log
post]. Doug Devitre. Retrieved from
https://dougdevitre.com/2013/03/how-to-create-a-
presentation-in-minutes-with-
mindmeister/?_sm_au_=iDVq84W8b4SSL50DVRCQQ
K6vcF7Gc
Krist2366. (2017, February 4). Connectivism (Siemens,

Downes). [Web page]. Learning Theories. Retrieved from

https://www.learning-theories.com/connectivism-
siemens-downes.html
Siemens, G., & Conole, G. (2011). Special Issue –

Connectivism: Design and Delivery of Social Networked
Learning. The International Review of Research in Open and
Distributed Learning, 12(3), 1. Available from
https://doi.org/10.19173/irrodl.v12i3.994
Author
Submitted
Sarah Patience
by:
Email: sarah.cuttress@uoit.net
Web Page: www.s.patience.com/MINDMEISTER
Sarah Patience is a Master of Education Student
at Ontario Tech University, where she plans to
focus her research on Indigenous Communities
of Practice. She graduated from the AEDT
Bio:
program at Ontario Tech U and lives in the
Toronto area. She currently works in marketing
at AB World Foods and has a passion for food
and travel.
40
MURAL
Overview
Overview of Mural: A Virtual

Collaborative Whiteboard (7:08)
Description
Mural is a collaborative, online, cloud-based, virtual

whiteboard that excels at supporting problem solving
and creative thinking. With Mural students can visually
document their thinking using a variety of modalities like
text, images, videos, and drawing. The built-in templates
empower creative, visual thinking. With Mural a team
240
of students can plan, brainstorm, evaluate, design, learn,

and empathize to solve challenging problems. Mural is
an excellent virtual container, or canvas, for making
thinking and thinking processes visual. Because Mural
is cloud-based, students can collaborate synchronously
and asynchronously. Mural is web-based, device agnostic
and mobile friendly with apps available on major mobile
platforms. It should be noted that Mural was not
designed for Educational use; however, it is a great tool
for collaboration, thinking and project management.
Mural’s strength is its ability to make thinking and

thinking processes visual in a collaborative online
environment. Other collaborative tools like Google Docs,
or Google Slides, tend to be very linear in nature. The
tools themselves do not offer flexibility in design so
content can be arranged in a creative way that reveals
one’s thinking. In Mural, users can make contributions
in the form of pictures, drawings, videos, documents, and
even sticky notes. These can be arranged on the canvas/
whiteboard in a variety of ways. This open, non-linear
organization makes it easier to show how ideas are
connected to one another. Mural also comes with a
variety of templates that can be used to introduce
learners to what Clark and Mayer (2011) call expert
thinking models. For example, when designing a new
product, or a solution to a user problem, you can select
an empathy map template that helps learners to build
empathy with a user’s needs by examining what the user
says, thinks, feels, and does. The template models the
process of empathy mapping and design thinking for
creating solutions. Thinking skills and routines are

explicitly modeled.
Learning content designers can also create their own

canvases and templates within Mural to create engaging
open-ended tasks. For example, a teacher might
challenge a group of students to create a social media
campaign to target a societal problem they see in their
community. This type of task allows students to choose
a problem of interest and apply their learning from the
class to tackle that challenge. This type of learning is
what Bransford (2000) calls anchored learning where
students work collaboratively, for a sustained period of
time, to solve a problem of interest, much like problem-
based learning. Tracking the creative thinking involved
anchored learning can be challenging in a virtual
environment; thus, Mural could be used to record the
groups’ thought processes as they move through the
challenge.
Strategies for Use
Strategy 1 – Empathy Mapping for Design Thinking
Empathy Mapping for Design Thinking

(3:20)
Strategy 2 – Project Management
Project Management (2:25)
Helpful Resources
Resource 1 – Interview: Using Mural for Distance Education

(Interview)
An interview with Michael Dain, an online instructor at

Northwestern University that shows how he makes his
lectures come alive using Mural. The transcript of the
interview also includes screenshots of how he uses Mural
to support his classes.
Resource 2 – Mural YouTube Channel (Link)
The Mural YouTube channel has over a hundred videos

ranging from webinars, workshops and short tutorials.
The webinars provide background information on the
concepts behind the numerous built in templates for
supporting creative and visual thinking.
References
Bransford, J.D., Brown, A. L., & Cocking, R.R. (Eds.).

(2000) How people learn. National Academy Press.
Clark, Ruth Colvin., Mayer, Richard E. (2011). E-Learning

and the science of instruction: Proven guidelines for consumers

and designers of multimedia learning (3rd ed.). Pfeiffer.
Author
Submitted
Chad Mowbray
by:
Email: chad.mowbray@uoit.ca
Web Page: https://elearning-essentials-2020.weebly.com
A graduate student exploring and learning about
Bio:
21st Century teaching and learning.
41
NEARPOD
Overview
Nearpod overview (3:34)
Description
Nearpod is a web-based tool used to promote active

learning and student engagement in the classroom. It is a
web-based, interactive version of Microsoft PowerPoint
or Google Slides. PowerPoint presentations or Google
Slides easily upload into Nearpod, and the presentations
interjected with many interactive activities. Nearpod
245
presentations can be teacher-led in the classroom or

assigned as student-led homework.
Active learning in the classroom is when students engage

in the material through collaboration with one another
and participation (Stanford University, n.d.). As
compared to traditional learning, students are expected
to retain information that is presented through teacher-
led lectures; active learning allows the student to take on
responsibility for their learning and their performance in
the course (Stanford University, n.d.). Nearpod promotes
active learning and student engagement in the classroom
by creating interactive slide presentations. Features of
Nearpod that increase interactivity among students
include inserting content such as 3D Viewer, videos and
live Twitter feeds or activities such as polls, quizzes and
matching.
Nearpod also facilitates collaboration in the classroom

among students. Collaboration among students develops
critical thinking skills as it fosters discussion, sharing of
ideas and evaluation of others’ ideas (Gokhale, 1995).
Nearpod offers several activities that allow for student
interaction with one another. The open-ended questions
activity feature can foster in-class discussion while
students share different viewpoints and answers. The
collaborate feature is a digital billboard-style where
students can pin their responses to the board while they
brainstorm and work together to form ideas.
Strategies for Use
Strategy 1 – Adding Engaging Elements
How to Add Engaging Elements to Your

Nearpod Presentation (3:40)
This video outlines how to add fun and engaging

activities and content to your Nearpod presentations to
promote active learning in the classroom.
Strategy 2 – Collaboration
How to Use Collaboration in Nearpod

(2:39)
This video outlines how to create a collaboration activity

within your Nearpod presentation.
Helpful Resources
Resource 1 – Top 10 Reasons to use Nearpod in the Classroom
This is a helpful blogpost to get you started on ideas for

using Nearpod in your classroom.
Resource 2 – Making Room for Interactivity
The authors of this paper introduce Nearpod into a

second-year undergraduate program of bioscience
students in order to gain feedback on the student
engagement and interactivity.
References
Gokhale, A. A. (1995). Collaborative Learning Enhances

Critical Thinking. Virginia Tech University Libraries, 7(1).
doi.org/10.21061/jte.v7i1.a.2
McClean, S., Crowe, W. (2017). Making room for

interactivity: using the cloud-based audience response
system Nearpod to enhance engagement in lectures.
FEMS Microbiology Letters, 364(6). Retrieved from:
https://doi.org/10.1093/femsle/fnx052
Stanford University. (n.d.). Promoting active learning. [Web

page]. Retrieved from:
https://teachingcommons.stanford.edu/resources/
learning-resources/promoting-active-learning
Author
Submitted
Andrea Dyack
by:
Email: andrea.dyack@ontariotechu.net
Faculty at Southern Ontario Dental College and
current graduate student in the Master of
Bio:
Education program at the University of Ontario
Institute of Technology.
42
OPEN EDX
Overview
Open EdX – An Open Source MOOC

Platform (6:50)
Description
Open EdX is a Massive Open Online Course (MOOC)

provider created by the Massachusetts Institute of
Technology and Harvard University. As a course
provider, it allows multimedia content, learning exercises
with potentially immediate grading, online discussion
249
forums, and other tools such as online laboratories to be

integrated into the content.
Extremely flexible in scale, availability, and course design
As a MOOC, Open EdX can be scaled to any number

of participants, can provide open available content or
be monetized, can be used in local networks or openly
online, and the content and approach the course takes is
up to the creators. Open EdX works across devices and
platforms and can work with third-party programs.
High levels of support and widely available documentation
Open EdX is a platform widely used by university,

corporations, NGOs, and entrepreneurs and has a
corresponding amount of documentation and technical
support. Documentation assists those who want to self-
manage Open EdX or want more customization such
as analytics or accessibility (Ruiperez-Valiente, J. A.,
Munoz-Merino, P. J., Gascon-Pinedo, J. A., & Kloos, C.
D., 2016; Sánchez Gordón, S., & Luján-Mora, S., 2015).
Full management by service partners is another option,
allowing difficult high scale implementations to be
available to people and organizations regardless of
technical skill level (Aune N., 2015)
The Open EdX Studio allows for many powerful learning features
The Open EdX studio allows for a variety of components,

including multimedia, interactive elements and tools.
Users can be allowed to create their own units for
different approaches such as project-based learning.

Collaboration can be done synchronously through chat
components with video or asynchronously. Other
learning tools can be integrated into Open EdX as
components, such as Google Docs or internal wikis. I
feel it is an incredibly powerful tool capable of making
courses for the 25 learning principles presented by
Halpern, Grasser, and Hakel (2007).
Strategies for Use
Strategy 1 – Self-Managed Strategy with Tutor One-Click

Implementation
Self-Managed Strategy with Tutor One-

Click Implementation (6:26)
Strategy 2 – Full-Managed Strategy with Appsembler
Full-Managed Strategy with Appsembler

(4:48)
Helpful Resources
Resource 1 – Open EdX website
The Open EdX website provides options for starting and

content available through the platform in a user-friendly
and easy to digest format.
Resource 2 – Open EdX Documentation
This documentation covers the usability of Open EdX

across multiple roles, whether as a course learner,
instructor, developer, or educational researcher.
References
Aune, N. (2015, August 16). Why Open edX hosting is so

complicated. [Web log post]. Appsembler. Available from:
https://www.appsembler.com/blog/why-open-edx-
hosting-is-so-complicated/
Díaz, H. J. P., Ruiz, J. S., Ruipérez-Valiente, J. A., Muñoz-

Merino, P. J., & Kloos, C. D. (2015). Using video
visualizations in open edX to understand learning
interactions of students. In Design for Teaching and
Learning in a Networked World (pp. 522-525). Springer,
Cham. Available from:
http://eprints.networks.imdea.org/1241/1/
using_video_visualizations_in_open_edX_to_understan
d_learning_interactions_of_students_2015.pdf
Ruiperez-Valiente, J. A., Munoz-Merino, P. J., Gascon-

Pinedo, J. A., & Kloos, C. D. (2016). Scaling to massiveness
with ANALYSE: A learning analytics tool for open edX.
IEEE Transactions on Human-Machine Systems, 47(6),
909-914. Available from:

http://eprints.networks.imdea.org/1518/1/post-
print_ANALYSE.pdf
Ruiz, J. S., Díaz, H. J. P., Ruipérez-Valiente, J. A., Muñoz-

Merino, P. J., & Kloos, C. D. (2014, October). Towards
the development of a learning analytics extension in open
edX. In Proceedings of the Second International Conference
on Technological Ecosystems for Enhancing Multiculturality
(pp. 299-306). Available from:
http://eprints.networks.imdea.org/974/1/
TEEM_2014_EDX_cameraReady.pdf
Sánchez Gordón, S., & Luján-Mora, S. (2015). Adaptive

content presentation extension for open edX. Enhancing
MOOCs accessibility for users with disabilities. [PDF file].
Available from: http://rua.ua.es/dspace/bitstream/
10045/46252/1/achi_2015_9_40_20227.pdf
Stephen Downes (2011). The MOOC Guide. [Web page].

Available From: https://sites.google.com/site/
themoocguide/
Halpern, D.F., Graesser, A., & Hakel, M. (2007). 25

learning principles to guide pedagogy and the design of
learning environments. [PDF file]. Washington, DC:
Association of Psychological Science taskforce on
Lifelong Learning at Work and at Home. Available From:
http://www.adesignfor.education/wp-content/uploads/
2019/02/25-lifelong-learning-principles.pdf
Author
Submitted
Stephen Lizak
by:
Email: Stephen.lizak@ontariotechu.net
https://www.youtube.com/channel/
Web Page:
UCvIMZf8XxLQBRpEG569MUpw
Stephen has worked for over a decade educating
students across a variety of ages in the math and
sciences. He has worked at Conestoga College as
a teaching assistant, as a tutor for the drop-in
service in the math center, at CHELP Tutor
Bio: School, and as an independent tutor. He is now a
graduate student at Ontario Tech University.
Stephen’s projects include development of

Augmented and Virtual Reality (AR/VR)
manipulatives and AR/VR online course content.
43
PADLET
Overview
Padlet Design Tool (3:30)
Description
Padlet is a free collaborative application that allows

multiple users to create visual stories, bulletin boards or
documents at the same time. You can add pictures,
videos, links and more. It is available as a wed based tool
as well as available for Android and iOS. It’s a tool that
can be used by beginners as well allowing non designers
to produce professional quality content/graphics.
255
Padlet is known for its online collaborative learning

capabilities in real time allowing learners to engage in a
shared task. Padlet is often used as a presentation tool
as well as a mind-mapping tool assisting learners in
brainstorming their ideas on a specific topic on an
organized bulletin board.
Padlet exemplifies aspects of both the social and

collaborative learning theories. Social and collaborative
learning theories suggest that learners acquire more
knowledge when they are learning from and with others
thus allowing them to engage and capitalize from others’
skills, resources and knowledge. (Al-Rahmi, Othman,
Yusof, & Musa 2015). Through Padlet, students can
collaborate, brainstorm, and learn from each other
through an interactive and engaging platform.
Strategies for Use
Strategy 1 – Consolidating in STEM
Padlet for Consolidating an STEM

Activity (1:11)
This video demonstrates how Padlet can be used to show

a consolidation of learning on a specific topic or unit.
Using Padlet encourages and fosters creativity,
collaboration and critical thinking skills in the classroom.
Students can work on the same Padlet, adding links,

pictures or ask questions about how their peers achieved
specific results relating to an activity, project or
assignment.
Strategy 2 – Ways to Use Padlet
Ways To Use Padlet (1:57)
Padlet can be used as a way for students to collaboratively

or individually organize their brainstorming ideas. This
application is appropriate for a large range of learners,
children as well as adults. This video is a compilation of
just a few ways that Padlet can be used in and out of the
classroom.
Helpful Resources
Resource 1 – (Video Tutorial) Padlet YouTube Tutorial
This YouTube page was created by Dear Dises. It is a

detailed step-by-step video describing various uses for
Padlet and how it can be used in the classroom.
Resource 2 – (Blog) 5 Ideas For Using Padlet
This site is an informational page written by Dyan

Branstetter discussing 5 ways to use Padlet in the
classroom and how to integrate Padlet into your STEAM
lessons.
Resource 3 – (Journal) Using Padlet for Whole-Class Engagement
This is a journal written by Beth Fuchs that speaks to

how the use of Padlet supports differentiated instruction
within the classroom and also includes some risks and
benefits to using online collaborative real-time
applications in the classroom.
Resource 4 – (Article) Padlet for Agriculture Teachers
This is an article written by Meghan Wood that describes

ways that Padlet can be used in the classroom and speaks
to how Padlet is used by agricultures teachers to
creatively manage various aspects of their classroom and
program.
References
Al-Rahmi, W. M., Othman, M. S., Yusof, L. M., & Musa,

M. A. (2015). Using social media as a tool for improving
academic performance through collaborative learning in
Malaysian higher education. Rev. Eur. Stud., 7, 265
Fuchs, B. (2014). The writing is on the wall: using Padlet

for whole-class engagement. LOEX Quarterly, 40(4), 7
Stahl, G., Koschmann, T., & Suthers, D. (2014). Computer-

supported collaborative handbook of learning sciences, revised
version. (ch. 24, pp. 479-500). Cambridge, UK: Cambridge
University Press.
Wood, M. (2016). Padlet: A Graffiti Wall for Todays

Agriculture Teacher. Agriculture Education Magazine, 88(6),
20
Author
Submitted
Alana Craigg
By:
Email: Alana.craigg@ontariotechu.net
Primary/Junior Educator with a focus in Music,
Bio: Physical Education STEAM and Global
Competencies
44
PEAR DECK
Overview
Pear Deck Overview (2:10)
Description
Pear Deck is an educational web-based tool that can be

used from kindergarten to grade 12. This interactive tool
brings life to a presentation through google slides and
engages students through active, social and individual
learning. This tool can be used by the educator to ask
questions spark inquiry and quiz knowledge on just
about anything.
260
Pear Deck is an important tool as it falls under the

constructivist learning theory. Through this theory, it
plays on two significant umbrellas which are active
learning and social constructivism. Constructivism’s
main idea is that students construct new knowledge from
prior knowledge and experience (Mc Leod, 2019). While
constructing new knowledge educators prompt
discussion to engage students in their learning (active
learning) (Mc Leod, 2019). Through discussion, students
will engage with one another on the lesson provided by
the educator building on collaborative skills, problem-
solving skills and student motivation increases (social
constructivism) (Mc Leod, 2019).
Pear Deck is used through google slides which are a fun

and easy platform to use. Using Pear Deck as an add-
on in slides makes this tool even easier to use as there
are many different templates that can be used to engage
learners. Each slide can be tailored to what the lesson
is on and explains what the student expectations would
be for that particular slide. Since the slides in Pear Deck
are well designed with pictures it is difficult to add a lot
of text to the slides limiting the educator to segmenting
and chunking information on more slides than just one
(Clark & Mayer, 2011). This is also a great multimedia
tool where educators can use their own graphics and
wording to help students grasp the concepts presented
in the lesson (Clark & Mayer, 2011). With these design
principles, it allows classroom engagement and reduces
cognitive load.
Strategies for Use
Strategy 1 – For Educators
Pear Deck for Educator Use (3:04)
This is a quick overview of how educators can get the

Pear Deck add-on and some of its many features.
Strategy 2 – Student Session in Pear Deck
Student Session in Pear Deck (2:15)
This is a quick video of a student session. This displays

an example of what they would see if they were in a
session set up by the educator.
Helpful Resources
Resource 1 –Pear Deck in Google Slides
• This video shows users how to use Pear Deck in

Google Slides as an add-on.
Resource 2 – Review Student Answers in Pear Deck
• This video shows educators how to retrieve

student answers from a lesson that is no longer
live.
Resource 3 – Help in Pear Deck
• This website can help answer questions that one

may have when it comes to using Pear Deck.
References
Clark, R.C., & Mayer, R. E. (2011). E-Learning and the

Doi: http//dx.doi.org/10.1002/9781118255971
McLeod, S. A. (2019, July 17). Constructivism as a theory

for teaching and learning. Simply psychology. Available
from https://www.simplypsychology.org/
constructivism.html
Author
Submitted
Jamila Bentham
by:
Email: jamila.bentham@ontariotechu.net
Jamila is an Early Childhood Educator in the
full-day kindergarten program, and also a
Bio:
Master of Education student at
Ontariotechu.net.
45
PIKTOCHART
Overview
Overview – Piktochart (3:40)
Description
Piktochart is a cloud-based infographic application that

allows users to use various templates to create
infographics, presentations, reports for many purposes.
Piktochart is unique from other applications because it
creates content that is web-publisher ready and can stand
alone as a part of multimedia content. It is intuitive,
produces fast templates, and can personalize content and
264
designs as needed. All projects are stored in an online

library which also affords real-time collaboration to
streamline the workflow and reach desired objectives.
One of the most crucial aspects of Piktochart is its ability

to embed the multimedia principle. It allows users to
showcase their learning by using pictures to support the
text which is in accordance with the multimedia
principle. People learn better from words and pictures
than from words alone and benefit all types of learners
(Fletcher & Tobias, 2005). The foundation of Piktochart
is to use images, graphics, and designs to communicate
meaningful information with intended audiences.
Moreover, most of the templates provided by Piktochart
contain the option to include both words and graphics
and helps viewers engage in active learning (Clark &
Mayer, 2011).
Piktochart supports the collaborative learning approach

as it encourages learners to share information and
collaborate with others to share resources and
information. It is a learning environment that provides
information and allows opinion sharing between team
members to make rich connections when co– creating
content (Kearney, Schuck, Burden, & Aubusson, 2012).
Strategies for Use
Strategy 1 – Creating Infographics
Creating Infographics (2:04)
Piktochart can be used to create infographics for

elementary, middle, and high school students to
showcase their understanding of activity or learning
material.
Strategy 2 – Team Template
Team Template: Staying Connected

(3:32)
Piktochart is a way for individuals to collaborate with

each other to share ideas and perspectives. It also
contains a blog and video tutorials for different
templates.
Helpful Resources
Resource 1 – How to use Piktochart to Make Effective Infographic

Content
This blog post provides a detailed breakdown of how to

create an infographic with Piktochart using the various
functions that are offered.
Resource 2 – Piktochart Tutorials
This web page contains video tutorials that are easy to

follow when creating infographics, publishing
infographics, designing templates, presentations
depending on user preference.
Resource 3 – Piktochart Applications and Learning Activities
This blog post includes a brief overview of how the

SAMR model of learning can be adapted by Piktochart in
the classroom.
References
Clark, R. C., & Mayer, R. E. (2011). Applying the

Multimedia Principle. In E-Learning and the science of
multimedia learning (pp. 67–88). San Francisco: Pfeiffer.
Fletcher, J. D., & Tobias, S. (2005). The Multimedia

Principle. In R. E. Mayer (Ed.), The Cambridge handbook of
multimedia learning (p. 117–133). Cambridge University
Press. https://doi.org/10.1017/
CBO9780511816819.008
Kearney, M., Schuck, S., Burden, K., & Aubusson, P.

(2012). Viewing mobile learning from a pedagogical
perspective. Research in Learning Technology, 20(1), 14406.
doi: 10.3402/rlt.v20i0.14406
Author
Submitted
Riya Patel
by:
Email: riya.patel1@ontariotechu.net
Twitter @riya_08
Riya Patel has been teaching in an elementary
school setting for over three years and is
Bio: passionate about bringing to light many of the
digital tools present today to increase student
engagement and achievement.
46
PIXTON
Overview
Introduction to Pixton (3:14)
Description
Pixton is a web-based learning tool (WBLT) that allows

students and educators to create comics. There are
various templates/themes (content packs) that educators
can choose from to help their students get a better
understanding of the topic they are learning and to help
them develop their writing skills. Pixton is student-
friendly as it allows them to take charge of their learning
269
as they process and create their knowledge in ways that

makes sense to them.
Since the basic concept of a comic strip is to place events

in sequential order, it must follow some of the guidelines
outlined by the elaboration theory. Elaboration theory
emphasizes the fact that steps must be placed in a
sequential order that makes sense and that must be
accomplished by strategically organizing them
(Reigeluth, 1999). It also emphasizes that learners can
make sense of their understanding of the content that
students would be able to do as they are creating their
comic strips (David, 2014).
When creating the individual panels of a comic strip,

there is not a lot of information the creator can place
in each panel. Therefore, it is imperative that the comic
strip creator carefully divide the information they want
to display in small sections that make sense as a whole.
This is in-line with the segmenting principle which states
that providing too much information to students at once
may lead to cognitive overload and it is recommended
to break down the information into smaller, easier to
manage chunks or segments (Clark & Mayer, 2011).
Strategies for Use
Strategy 1 – Self-Portrait
Creating a Self-Portrait (0:57)
As an introduction to using Pixton, teachers can ask the

students to create a comic-strip about themselves.
Strategy 2 – Real World Math
Real World Math Examples (0:44)
Pixton can be used for subjects such as math to help

students understand concepts better by asking them to
create a comic strip incorporating math in a real-life
scenario.
Helpful Resources
Resource 1 – Pixton EDU: Intro for Educators
This YouTube video showcases briefly how educators

and students can benefit from using Pixton in their
classrooms by giving examples of the different
components of the tool.
Resource 2 – How to Effortlessly Use Pixton for Tomorrow’s No-Prep

Lesson Plan
This blog post gives a step-by-step guideline on how a

new Pixton user can introduce the tool in their
classroom.
References

segmenting and pretraining principles. E-Learning and the
designers of multimedia learning (pp. 205-220). San
Francisco, CA: Pfeiffer
David, L. (2014, July 25) Elaboration Theory (Reigeluth).

[Web page]. Learning Theories. Retrieved from
https://www.learning-theories.com/elaboration-theory-
reigeluth.html
Reigeluth, C.M. (1999). The elaboration theory:

Guidance for scope and sequence decisions. Instructional
design theories and models: A new paradigm of instructional
theory, 2, 425-453.
Author
Submitted
Roohi Jawad
by:
Email: roohi.jawad@ontariotechu.net
Twitter: @RooJ33
I am a grade 5 homeroom teacher and I have
been an Ontario certified teacher (OCT) since
2009. I am currently pursuing a Master’s of
Bio: Education degree at Ontario Tech University. I
am always looking for new ways to engage and
educate my students, and often it is through
some form of technology.
47
POWTOON
Overview
Powtoon Overview (04:20)
Description
Powtoon allows users to access a vast array of templates

and publish their creations directly to a wide range of
platforms, including social media plugins like Facebook
and YouTube. Powtoon users also have the option to
convert presentations from PowerPoint into a video by
uploading it into the Powtoon ecosystem.
274
A great feature of Powtoon is the ability to collaborate

with peers or colleges. Learning by modelling, feedback
and reinforcement is a crucial feature in Bandura’s Social
Learning theory. By allowing people to collaborate in
the creation of the videos and presentations, they have
the opportunity to work through ideas, and share how
they would execute their own vision. Also, collaboration
allows for team members to provide constructive
criticism, and offer additional input and solutions
(Bandura, 1988).
The nature of Powtoon is to create and present

engagingly. Having templates provided ensures that users
are not overloading the audience with too much
information. Powtoon is also very accessible with
features such as audio and closed caption. Powtoon is
more beneficial than a tool that lacks multimedia sources,
or on that allows for an abundance of information on
each slide. The templates allow users to focus on the
content of the presentation rather than the esthetic of it.
If the user is a beginner, templates decrease the mental
load of the user by allowing them to only focus on the
sequence of information as opposed to figuring out how
the presentation should look. Cognitive overload,
therefore, maybe decreased (De Jong, 2010).
Strategies for Use
Strategy 1 – Powtoon Strategies for Teachers
Powtoon Strategies for Teachers (02:12)
Powtoon allows teachers to create organized and

engaging presentations at a controlled pace.
Strategy 2 – Powtoon Strategies for Students
Powtoon Strategies for Students (01:56)
Powtoon allows students to create content-focused

presentations, to collaborate and to share ideas.
Helpful Resources
Resource 1 – How to Create a Powtoon for Free
• This video walks you through how to create a

free Powtoon. It reviews the templates and
shows you different options on how to create
your own template.
Resource 2 – How to Create a Cool Animated Presentation in Five

Easy Steps
• Learn how to create an animated and engaging

presentation in five steps. Instructions are
broken down and easy to read.
Resource 3 – Tutorials, Tutorials, Tutorials
• This link will connect you to a multitude of

video tutorials addressing the “how- to”’ in
becoming a master Powtoonist. You will find
tutorials such as “How to create a script” and
“before you start making your Powtoon”. Think
of this link as the “outline” of your presentation.
References
Bandura, A., & Walters, R. H. (1977). Social learning

theory (Vol. 1). Englewood Cliffs, NJ: Prentice-hall.
De Jong, T. (2010). Cognitive load theory, educational

research, and instructional design: some food for
thought. Instructional science, 38(2), 105-134.
Author
Submitted
Jessica Hunter
by:
Email: jessica.hunter1@uoit.ca
Creating presentations since 2010. Actively

pursuing my Master of Education, and
Bio:
passionate about creating a positive and intuitive
space for learners.
48
QUIZLET
Overview
Quizlet Overview (3:36)
Description
Quizlet is an interactive game-based learning tool used to

study information. This tool uses a variety of engaging
studying techniques including interactive digital
flashcards, matching, and multiple-choice activities.
Quizlet is compatible and accessible using most devices
and can be accessed on the website or using the apps.
Teachers and Students can easily upload information to
278
create study sets by adding terms and definitions using a

combination of words and pictures. Quizlet would then
create a study section and play section for the set. This
tool is easy to navigate and provides feedback to the
learners as they engage in the different modes of
learning.
Quizlet employs gamification techniques. Students and

teachers can use Quizlet to gamify content that would
be otherwise boring or difficult to learn. According to
Huang, & Soman, (2013) gamification is the addition of
game elements to nongame settings. Many game-like-
elements or game mechanics are used to make this tool
appealing and interactive. For example, students are
timed while playing the gravity and matching games, and
while completing the write, spell, test or learn sections
learners can see their progress including the number of
correct and incorrect answers given. These game
elements according to Huang & Soman (2013) help to
motivate students to continue learning as well as social
aspects such as the Quizlet live features where students
work in randomly selected teams motivate students in a
community setting and improves the social-elements.
Quizlet is in line with many of the principles of design for

e-learning. The practice principle (Clark & Mayer, 2011a)
forms the foundation on which Quizlet operates. This
principle involves incorporating sufficient questions in
the learning process that fosters interactions and
improves student learning.
Quizlet also uses a good balance between words, audio,

and graphics that are also aligned with the coherence

principle of design. Extraneous materials can be avoided
such as advertisements when teachers upgrade their
accounts. Students also have the option of reading the
questions as well as using audio. Graphics such as
pictures and graphs are presented where needed making
this tool also in accordance with the Modality Principle
(Clark and Mayer, 2011 and Oberfoell & Correia,2016) as
multiple cognitive pathways are used.
Strategies for Use
Strategy 1 – Using Quizlet Live in the Classroom
Using Quizlet Live in the Classroom

(1:44)
This is an interactive feature in Quizlet where students

can collaborate to find the correct answers to questions
and teachers can get feedback on students’ knowledge.
Strategy 2 – Quizlet for Assessment
Quizlet as an assessment Strategy (2:09)
In Quizlet teachers can select a set and Quizlet would

generate random customized tests which would include

( written, multiple-choice, matching or true or false
questions that can be used as formative assessment or
self-assessment for students.
Helpful Resources
Resource 1 – Pros & Cons of Using Quizlet in Your Classroom
This blog outlines the pros and cons of using Quizlet for
both students and teachers
Resource 2 – Learn about Quizlet using Quizlet
This resource is a Quizlet study set created by one of

its members that is publicly available and give a quick
review of the various features of Quizlet
Resource 3 – Webinar: Organizing content and tracking progress

with Quizlet
This Webinar gives step by step instructions on how to

organize content and track students’ progress on Quizlet.
References
Clark, R. C., & Mayer, R.E. (2011a) Applying the Modality

Principle. In R. Taff (Ed.), E-Learning and the science of
multimedia learning. (pp. 115-130). San Francisco, CA:
Wiley.
Clark, R.C., & Mayer, R. E., (2011b). Does practice make

perfect? In R. Taff (Ed.), E-Learning and the science of
multimedia learning (pp. 251-276). San Francisco, CA:

Pfeiffer

Oberfoell, A., & Correia, A. (2016). Understanding the

role of the modality principle in multimedia learning
environments. Journal of Computer Assisted Learning, 32(6),
607– 617. https://doi-org.uproxy.library.dc-uoit.ca/
10.1111/jcal.12157

Guide to Gamification Of Education. Research Report
Series: Behavioural Economics in Action. Rotman School
Author
Submitted
Melissa Hippolyte
by:
Email: Melissahippolyte2@gmail.com
Web Page: www.younglearnersedutech.weebly.com
I am currently a Master of Education student at
Ontario tech University. I am also an Ontario
Bio:
Certified Teachers and Registered Early
Childhood Educator
49
SEESAW
Overview
Seesaw Overview (2:34)
Description
Seesaw is a free web-based application that can be

accessed using any mobile device or laptop. It has been
used to engage students and provide accountability to
parents as a digital learning portfolio. Seesaw empowers
students to create, reflect, collaborate and share their
learning with others, including peers, teachers, and
parents. Using this app, students can use creative tools to
283
take photos, draw, record videos, or any other form of

media to document their learning in a digital portfolio to
share with others, as well as. receive feedback.
One of the most important features of the Seesaw

application is its ability to engage student learning by
leveraging their digital technology skills. Seesaw aligns
well with the Engagement Theory, which is a framework
for technology-based teaching and learning. This theory
is based on the underlying premise that when students
are motivated and meaningfully engaged in the lesson
task(s), they learn more effectively, tend to retain the
information, and can transfer their learning to other
contexts (Kearsley & Shneiderman, 1998).
Another justification for using the Seesaw app as a

communication and collaboration tool, especially at the
elementary school level, is its ease of use. Seesaw is very
easy to learn for young students and without a strong
technological background. It does not require students
to have an established e-mail or Google account. Seesaw
has been used as a simple way for teachers to teach their
students to develop their own digital learning portfolios,
and then share with others, such as their parents, (Toner,
2017).
Using Seesaw, students can create artifacts such as

drawings, photos, videos, notes, etc. or they can add files
from their devices. With the built-in audio and video
recording features, they can easily provide reflections of
their work to communicate and collaborate with others.
Likewise, they can easily share their thoughts regarding
their learning as they post their artifact(s) to their Seesaw

digital learning portfolio, (MacLean, 2016).
Strategies for Use
Strategy 1 – Strategies for Using Seesaw
Strategies for Using Seesaw (1:44)
This video provides strategies for students, teachers and

parents to use Seesaw as a digital learning tool to provide
classroom and home connections.
Strategy 2 – Additional Tips for Teachers
Additional Tips for Teachers When

Using Seesaw (2:12)
This video provides additional tips for teachers when

using Seesaw as a digital tool for student engagement and
learning. The information has been summarized from the
Seesaw website.
Helpful Resources
Resource 1 – Creating Digital Learning Portfolios with Seesaw
This blog provides a rationale for the benefits of using

the Seesaw application to enable teachers to collaborate
with students in creating digital learning portfolios using
mobile devices or laptops. Students can add artifacts to
the digital portfolio through Seesaw, and then, teachers
can review student assignments and provide feedback.
Likewise, students can provide their reflections on their
work or the lesson to the teacher.
Resource 2 – How to Use the Seesaw App in the Classroom
While Seesaw has been used mainly as a student-driven

digital portfolio to engage learners to create, reflect,
collaborate and share information with others, it also
facilitates effective home-school communication
between teachers and parents. Other suggested uses for
Seesaw in the classroom include, using the drawing tool
to lessen the need for printing off worksheets; providing
teaching and learning through the flipped classroom
approach; applying the app as a reading and fluency tool;
or providing opportunities for peer collaboration and
feedback of student work.
Resource 3 – Tips for Using Seesaw
This website blog provides additional tips and strategies

for using Seesaw as a digital tool for student engagement
and learning. The information has been gathered from
the Seesaw website and placed into one conveniently
accessible location for teachers to easily find the basic

information for this web-based learning tool.
References
Kearsley, G. and Shneiderman, B. (1998). Engagement

Theory: A Framework for Technology-Based Teaching
and Learning. Educational Technology, 38(5), 20-23.
MacLean, E. (2016). Document the learning through

digital portfolios. Education Technology Solutions, 74 (Oct/
Nov), 32-34.
Toner, R. (2017). The Relationship Between Digital

Portfolio Use, Parent-Teacher Communication, and its
Effect on Home-Based Parental Involvement in
Middle School. M.S.Ed. in Educational Leadership Research
Projects, 29.
Author
Submitted
Gary Lew
by:
Email: gary.lew@ontariotechu.net
Gary Lew has been in the educational field for
the past 25 years and is currently an elementary
school principal within the Durham District
Bio: School Board. He is completing the Master of
Education program, with an interest in
instructional design and leadership in
educational technology.
50
SOCRATIVE
Overview
Socrative – quick review for teachers

(4:04)
Description
Socrative is a simple web-based, mobile friendly,

assessment tool that allows teachers to create quiz-type
content and engage students through quick formative
assessment questions or team competitions. Students
who may be unlikely to raise their hands in class have
an opportunity to respond digitally and anonymously.
288
Teachers have options in what students can see such as

percentages on the screen instead of individual
responses.
Socrative can provide a teacher instant feedback and

engagement from students. From the constructivist
theory of learning, students engage actively in the
learning process and build understanding based on their
prior knowledge. Reliable just-in-time assessments are
the foundation of informed teaching and learning (Irving
2020). The multimedia principle is used well in the design
of this platform. On-the-fly online assessments can
provide the teacher with important info such as what
percentage of students understood the previous lesson
outcome. In a recent study, (Lim 2017), the majority of
students using Socrative were in agreement that their
focus in the class improved which greatly enhanced the
learning experience.
Strategies for Use
Strategy 1 – Teacher Use Case #1
Socrative – Teacher Use Case #1 (1:23)
Have you ever had students that don’t want to put their
hand up in class? Here is a fun and engaging way of
getting them active through team based competition.
Strategy 2 – Teacher User Case #2
Socrative – Teacher Use Case #2 (1:29)
Have you ever finished teaching a topic and your

students look like they are lost? Try doing a socrative exit
ticket (survey) and find out in real time what percentage
of students understood the lesson.
Helpful Resources
Resource 1 – How to Get Started With Socrative
From the Socrative website a collection of 25 help articles

to learn how to get started with your account and help
students login.
Resource 2 – What Activities Can You Launch
From the Socrative website a collection of 11 help articles

about the types of activities you can launch in Socrative.
Resource 3 – Socrative for Teachers: A Brief Introduction
From YouTube, Aimee Shattock takes you through a

basic overview of Socrative and how to use it for
formative assessment with students.
References
Irving, K. E. (2020). Technology-assisted formative

assessment. In Learning and Performance Assessment:
Concepts, Methodologies, Tools, and Applications (pp.
435-453). IGI Global.
Lim, W. N. (2017, April). Improving student engagement

in higher education through mobile-based interactive
teaching model using socrative. In 2017 IEEE Global
Engineering Education Conference (EDUCON) (pp.
404-412). IEEE.
Author
Submitted
Jory Basso
by:
Email: jory@hybriddrj.com
Web Page: www.hybriddrj.com
Dr. Jory Basso is an Associate Professor of
Bio: Biology and has been educating students in
health sciences since 2013.
51
THINGLINK
Overview
ThingLink – An Overview (3:11)
Description
ThingLink is a Finnish-American developer and pioneer

of interactive image and video technology that lets users
create and share dynamic rich media images, videos, and
virtual tours containing various media or 3rd party web
content. The purpose of ThingLink is to allow photos
and videos to be made into interactive navigation spaces,
292
mainly for the purpose of education and online

publishing.
There are at least 3 good reasons why ThingLink should

be used in educational contexts. Firstly, from an
Elaboration Theory perspective (introduced by Charles
Reigeluth), instruction should be delivered by starting
with simple foundational concepts and then followed by
more specific and complex ideas. Information should
also be chunked and sequenced to allow learners to
connect the content. ThingLink creates conditions for
this to happen by presenting an overall view of the
information and providing learners with the choice to
zoom in on more specific information related to the
topic, image, etc. to acquire a deeper understanding of the
subject.
Secondly, ThingLink is a good example of the multimedia

principle in action. The multimedia principle states that
text and images are superior to just text or graphics in
isolation. Research consistently demonstrates that
courses with words and graphics are better received and
people learn more deeply than just words alone. By
tagging images with links to further resources (webpages,
pop-up boxes, and maps for e.g.) learners are able to tap
into a rich variety of information.
Finally, ThingLink provides learners with Learner

Control. As mentioned by Clark & Mayer (2008) “Given
the high levels of control inherent on the Internet, it is
likely that learners will expect the same kind of freedom
in e-learning courses.” In the process of linking images
to other resources, students are making decisions and

exercising judgment. This provides them with a sense of
authorship and they will subsequently be more engaged
in the learning process.
Strategies for Use
Strategy 1 – Projects
ThingLink for Projects (2:15)
ThingLink can be used by middle and high school

students collaboratively when working on projects.
Strategy 2 – Adult Education
ThingLink for Adult Education (2:59)
ThingLink can be used in online adult training modules

to explore work spaces.
Helpful Resources
Resource 1 – ThingLink Education Blog
This blog encourages both educators and students to sign

up and take advantage of the different insights from

contributors as well as to share information and
participate in webinars etc.
Resource 2 – 5+ Ways to Use ThingLink for Teaching and Learning
An online article providing readers with a list of useful

ways to integrate ThingLink into your teaching practice.
References
Clark, R. C., & Mayer, R. E. (20). E-Learning and the science

of instruction (3rd ed.). USA: Phieffer.
Author
Submitted
Tobie Pilloy
by:
Email: tobie.pilloy@ontariotechu.net
Twitter: @PilloyTobie
Professional working in the adult educational
Bio: industry for over a decade. Specialising in online
education and professional development.
52
TRELLO
Overview
An Overview of Trello (1:49)
Description
Trello is a simple-to-use web and mobile task tracking

application that allows users to easily collaborate on
projects. The free version provides robust functionality,
with additional features available to paying users. Trello
also offers educational institutions a 30% pricing
discount on paid subscriptions.
296
Leveraging the Kanban board concept of the Agile

Project Management methodology, Trello allows users to
create separate task lists or “boards”, which include three
default lists inside – To Do, Doing, and Done. Users
can add tasks within these default lists; add custom lists;
assign task due dates, categories, and responsibilities; and
track task progress.
Trello provides an elegant online collaboration interface

for project-based learning. Users can break a large
assignment into individual tasks, assign responsibilities
and due dates, and manage progress in real-time. Trello’s
visual Kanban boards allow users to view the overall
project status at glance and also attach files or have
discussions concerning individual tasks. This visual
overview also promotes accountability within group
projects.
Strategies for Use
Strategy 1 – Trello for Group Projects
Trello for Group Projects (1:12)
Trello provides an excellent framework for managing

project-based learning initiatives, especially for group
projects. Students can create boards and customize task
lists to suit their own needs or use one of Trello’s board

templates to get them started.
Strategy 2 – Time and Task Management for Students with Trello
Time and Task Management for

Students with Trello (0:48)
Trello is a fantastic time management tool for anyone,

including students. Unlike calendar applications, which
don’t monitor progress and typically can only display 1
month of data at a time, a Trello board works beautifully
as a semester planning for any student.
Helpful Resources
Resource 1 – What is Kanban?
This article explains the origins of Kanban boards and

users can implement them for effective project
management. While the article situates Kanban in a
software development context, other types of projects
can also effectively use these boards.
Resource 2 – Trello Essential Training
This tutorial from LinkedIn Learning (formerly

Lynda.com) outlines the basic use of Trello boards
including setup, task management, user administration,
progress tracking, and integration with third-party

applications such as cloud storage services and calendars.
Resource 3 – Trello For Students
This blog post explains a student perspective on how

one could use Trello both for specific projects as well as
general task management at school.
Resource 4 – Trello – Online Tools for Teaching & Learning
This article outlines several ways teachers can integrate

Trello into their learning environments. It suggests
usages at each level from elementary school through
higher education.
References
Chen, L., & Chen, X. (2017). How to manage library

projects with trello. Computers in Libraries, 37(4), 19-23.
Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/
docview/1906364770?accountid=14694
Ray, N. (2016). Prioritize, plan, and maintain motivation

with trello. The Agricultural Education Magazine, 88(6),
16-17. Retrieved from
http://search.proquest.com.uproxy.library.dc-uoit.ca/
docview/1813882728?accountid=14694
Ruiz-Gallardo, J., González-Geraldo, J. L., & Castaño, S.

(2016). What are our students doing? Workload, time
allocation and time management in PBL instruction. A
case study in science education. Teaching and Teacher
Education, 53, 51-62.
doi:http://dx.doi.org.uproxy.library.dc-uoit.ca/10.1016/
j.tate.2015.10.005
Wijnen, M., Loyens, S. M. M., Smeets, G., Kroeze, M.,

& van der Molen, H. (2017). Comparing problem-based
learning students to students in a lecture-based
curriculum: Learning strategies and the relation with
self-study time. European Journal of Psychology of
Education, 32(3), 431-447.
doi:http://dx.doi.org.uproxy.library.dc-uoit.ca/10.1007/
s10212-016-0296-7
Author
Submitted
Richard Freeman
by:
Email: richard.freeman@ontariotechu.net
Web Page: https://twitter.com/sofun22843747
Rich Freeman is a Professor of Computer
Studies at Georgian College in Barrie, Ontario
Bio:
and a Master of Education candidate at Ontario
Tech University.
53
WEB
KNOWLEDGE
FORUM (WEB
KF)
Overview
Knowledge Forum (2:35)
Description
Web KF is an educational software that had its nascent
301
stages at York University in Toronto. It was later adopted

by the Ontario Institute for Studies in Education at
University of Toronto, (OISE)and developed to support
knowledge building pedagogies. This software
encourages users to work jointly, or on their own to
contribute information to a communal database, creating
a resource for an entire community. Ideas can be
revisited, critiqued, and reworked in a variety of ways. As
students build on each other’s work, their efforts result in
an increasingly elaborated network of ideas.
Web KF is ideal for designing a WBLT in that it facilitates

group work, knowledge sharing, problem-solving, on-
line collaboration and distance education. Some learning
theories and design principles that are supported by Web
KF are outlined below.
In terms of design principles, Web KF reduces cognitive

load through the segmenting principle (Halpern et al.
2007). Complex information is broken down into smaller
chunks that the learner can navigate at their own pace.
In addition, the informal nature of Web KF aligns with
the personalization principle (Clark et. al, 2011). An
atmosphere of trust is created as participants build
knowledge that is based on mutual interests and
experience. There is a teacher presence, however the
teacher acts as more of a participant.
Web KF is aligned with the following learning theories:

Problem-based Learning (PBL) (Barrows, 1983),
Collaborative Learning Theory, and Social Development
Theory (Vygotsky, 1978). It is aligned with PBL in the
sense that the instructor is able to post an ambiguous

trigger, and the rest of the community is invited to opine
and share their thoughts and experience with respect to
the trigger. In terms of Collaborative Learning, all of the
work in Web KF is based on sharing. Students participate
in on-line collaboration,ask questions, solve problems,
and provide feedback. Social Development theory plays a
role in learning in that more knowledgeable participants
provide scaffolding to other learners, which helps them
reach their Zone of Proximal Development (ZPD).
Strategies for Use
Strategy 1 – Engagement and Participation
Engagement and Participation (2:17)
Analytics such as graphs and matrices are embedded in

Web KF which allow the user and the instructor to get a
clear visual snapshot of the level of participation in the
group over time.
Strategy 2 – Thought Development and Leadership
Thought Development and Leadership

(2:16)
The ability to analyze and reflect on the communication

dynamics of the group has the potential to shape both
leaders and influencers within the network.
Useful Resources
Resource 1-How to Use Web KF
This is a short and easy to understand video on how to

use Web KF.
Resource 2 –Using Scaffolds in Web KF
Here is a useful link on ideas of how to use Knowledge

Forum scaffolds.
Resource 3 –Student Views of Web KF
This link discusses student views of collaboration and

on-line participation in Knowledge Forum.
Research
Barrows, H. (1983). Problem-Based, Self-directed-

learning. Journal of the American Medical Association,

250(22), 61-79.
Broni, S. (2018, February 15). Why ‘knowledge forum’

& and some tips on the use of the ‘scaffolds’ [Web log
post]. Science Academy (OUASSA) Blog. Retrieved from
https://blogs.otago.ac.nz/ouassa/2018/02/15/why-
knowledge-forum-some-tips-on-use-of-the-scaffolds/
Chan, C.K.K., & Chan, Y-Y. (2011). Students’ views of

collaboration and online participation in Knowledge
Forum. Computers & Education, 57, 1445-1457.
Clark, R.C., & Mayer, R.E. (2011). E-learning and the

Halpern, D.F., Graesser, A.& Hakel, M (2007). 25 Learning

principles to guide pedagogy & the design of learning
environments. {PDF file]. Available from
http://www.adesignfor.education/wp-content/uploads/
2019/02/25-lifelong-learning-principles.pdf
The Learning Exchange. (2018). How do we use Knowledge

Forum. [Video recording]. Retrieved from
https://thelearningexchange.ca/videos/how-do-we-use-
knowledge-forum/
Vygotsky, L.S. (1978). Mind in society: The development of

higher psychological processes. Cambridge, M.A.: Harvard
University Press.
Author
Submitted
Deborah McDavid-Pesikan
by:
Email: Deborah.mcdavidpesikan@ontariotechu.net
Deborah is an English as a Second Language

instructor and M.Ed. candidate with an interest
Bio:
in technology to enhance the teaching and
learning experience.
54
WEEBLY
Overview
Weebly Overview (3:37)
Description
Weebly is a free web hosting service. It is recognized for

its easy-to-use “drag and drop” website design. Although
Weebly offers advanced tools through its paid plans,
users are able to create functional and interactive
websites with the free version without technical
expertise. Weebly offers hundreds of professional-
looking website templates that can be easily customized
307
by adding, editing, and arranging various multimedia.

Teachers have the option of registering for Weebly for
Education, an extension of Weebly, that is tailored
specifically for classroom use. However, teachers may
prefer to use Weebly, as Weebly for Education does not
yet offer the same range of tools, such as third-party
application integration.
Weebly as a web-based learning tool has various

opportunities to maximize student learning. First,
Weebly presents opportunities to integrate multimedia
on webpages. Multimedia presentation is important for
e-learning as it engages students in active and meaningful
learning (Clark and Mayer, 2011). Weebly users can
present a diverse array of multimedia on their websites,
including text and graphics, including video, photo, and
illustration.
Weebly also possesses the ability to achieve the coherence

principle, which Mayer and Fiorella (2014) define as
removing extraneous content from multimedia to reduce
cognitive overload and improve student learning. Weebly
accomplishes this by eliminating webpage
advertisements and limiting the use of distracting
embellishments – such as unnecessary transitions and
animations – by offering fixed editing functions that
promote webpage minimalism.
Further, Weebly’s App Centre offers various third-party

applications that creators can integrate into their website
to promote student interactivity that also facilitates
meaningful learning. For example, creators can
incorporate quizzes, surveys, social media links, and

collaborative discussion boards to engage students with
the website.
Weebly also offers collaboration opportunities, which

Clark and Mayer (2011) propose have great potential to
improve individual learning. For instance, students may
work together on a Weebly domain to engage in website
development using various design principles. Weebly for
Education also promotes student collaboration by
allowing students to insert comments and feedback to
other users’ webpages.
Although Weebly promotes student learning through

different design features, a criticism of this web-based
learning tool is that it does not readily respect the
modality principle, which states that learning is
improved through the verbal narration of content
(Moreno & Mayer, 1999). Weebly offers audio
integration options, however; this is only available
through the paid plans.
Strategies for Use
Strategy 1 – For Teachers
Weebly For Teachers (3:08)
This video provides strategies to help teachers integrate

Weebly into their classrooms, such as through web-based
lessons, classroom blogs, and collaborative student

projects.
Strategy 2 – For Students
Weebly For Students (1:32)
This video provides strategies for students to use Weebly

as an educational resource, such as for projects or e-
portfolios.
Helpful Resources
Resource 1 – Weebly Review
This article presents an informative review of integrating

Weebly into the classroom. It explains what Weebly
offers, its pros and cons, multimedia tutorials, and
suggestions on how teachers can use it in the classroom.
Resource 2 – How to use Weebly (for teachers)
This is a video tutorial for teachers on how to use Weebly.

It explains how teachers can use this design tool to create
a classroom blog, however; the same steps and principles
can be applied to create a class website or lesson.
Resource 3 – How to use Weebly (for students)
This is a video tutorial for students on how to use

Weebly. It explains how to access your account, add

pages, text, and images.
References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the

science of instruction: Proven guidelines for consumers and
designers of multimedia learning. San Francisco, CA:
Pfeiffer.
Mayer, R., & Fiorella, L. (2014). Principles for Reducing

Extraneous Processing in Multimedia Learning:
Coherence, Signaling, Redundancy, Spatial Contiguity,
and Temporal Contiguity Principles. In R. Mayer (Ed.),
The Cambridge Handbook of Multimedia Learning
(Cambridge Handbooks in Psychology, pp. 279-315).
Cambridge: Cambridge University Press. doi:10.1017/
CBO9781139547369.015
Moreno, R., & Mayer, R. E. (1999). Cognitive principles

of multimedia learning: The role of modality and
contiguity. Journal of Educational Psychology, 91, 358–368.
Author
Submitted
Amareen Brar
by:
Email: amareen.brar@ontariotechu.net
Twitter: @AmareenBrar
I have a background in Education administration
and Marketing. I am a Master of Arts
Bio: (Education) student pursing my thesis and
assisting with research regarding multiliteracy
and curriculum development.
55
YOUTUBE
Overview
YouTube in the Classroom (1:42)
Description
YouTube is a WBLT that allows educators and students to

create educational videos. There are various uses of these
videos, it can either be used to upload and share your
own content or you can also access videos from others
who are experts in the topic.
312
This tool allows students to have learner control.

Learner control means that students can control the rate
in which they work through the video and information
being presented. With YouTube videos, you can pause
and rewind at any point during viewing. The
multimedia principle states that students
understand the content presented in video
or images more than content only in text.
Strategies for Use
Strategy 1 – For Teachers
How to use YouTube in the Classroom 1

(2:00)
Why teachers should use YouTube in the classroom.

Teachers can use youtube to create and share content
with their students. If they use youtube it allows students
to pause and rewatch lectures at any time.
Strategy 2 – For Students
How to use Youtube in the Classroom 2

(1:10)
Students can turn to YouTube to help grasp a concept

because videos are a great method to learn concepts. It
can help students build on prior knowledge from their
lectures. As well YouTube can be used when students are
creating assignments to creatively organize their work to
present to their classmates and teacher.
Helpful Resources
Resource 1 – 21st Century Classroom: YouTube
• How YouTube in a classroom transforms the

classroom into a 21st-century learning
environment.
Resource 2 – How to upload a video to YouTube
• How to upload your video to YouTube and

share it with your students.
References
Fletcher, J.D., & Tobias, S. (2005). The multimedia

principle. In R.E. Mayer (Ed.), The Cambridge handbook of
multimedia learning (pp. 117–134). New York: Cambridge

University Press.
Westlin, J., Day, E.A., & Hughes, M.G. (2019). Learner-

Controlled Practice Difficulty and Task Exploration in
an Active-Learning Gaming Environment. Simulation &
Gaming, 50(6), 812-831. DOI: 10.1177/
1046878119877672 Available from
https://journals.sagepub.com/doi/abs/10.1177/
1046878119877672
Author
Submitted
Delaney Jones
by:
Email: delaney.jones@ontariotechu.net
Delaney Jones works with children who have

Bio: been diagnosed with learning disabilities or
ADHD.
56
ZOOM
Overview
Zoom Overview (2:04)
Description
Despite the availability of enterprise-level “telepresence”

systems for decades now, they were initially both cost-
inefficient and exceedingly inconvenient from a user
perspective (LaFollette, 2018, p. 76). Zoom was designed
“from the ground up” in response to increasing demands
for platforms that are capable with respect to
performance, stability, and features (LaFollette, 2018,
316
p.76). Zoom is an enterprise video conferencing tool with

several real-time messaging and content sharing
capabilities. Zoom facilitates the processes of starting,
joining, and collaborating with others across various
devices through its comprehensive communications
platform. Zoom’s integrated messaging features
effectively streamline workspace collaboration, leading
to perceptible increases in performance, trust, and
engagement.
A well-designed web-based learning tool (WBLT) often

incorporates elements from one or more web-based
technological tools as part of the effort to support
learning in an environment focused on interaction and
knowledge acquisition. The process of knowledge
retention and eventual transference is both expedited
and reinforced through the development of a social
community of learners, a notion that is supported by
the theoretical framework of constructivism. This model
describes the learning process as “an active development
of personal meaning through the interaction of current
conceptions and ongoing experiences,” in which learners
are active participants collaborating in the construction
of knowledge (Yakimovicz & Murphy, 1995, p. 203).
When learning takes place within a community, even the
continual introduction of newcomers enhances the
learning process (Lim, 2010). The newcomers not only
have access to the knowledge that veterans possess, but
their inexperience also encourages reflection (Lim, 2010),
which is particularly valuable in virtual learning
communities (Clark & Mayer, 2011).
Furthermore, introducing elements characteristic of

problem solving can promote further collaboration
among learners in such communities (Jahng, 2012).
Problem-based learning (PBL) comprises a type of
collaborative instruction, whereby groups are tasked
with defining and researching issues based on given case
problems (Clark & Mayer, 2011). Zoom’s platform is
inclusive of these elements, and as such, its integration
within a WBLT is significantly beneficial. Zoom’s
convenient web interface and apps are not only
convenient to use, but are ideal for videoconferencing,
demos, webinars, online courses, and even training
(LaFollette, 2018). The dynamism afforded through
Zoom’s high-quality audio, video, screen-sharing, and
recording functionalities are also conducive to group
collaboration (LaFollette, 2018). In particular, this
platform allows users to share text, image, or audio files
to group members instantaneously, who can then
annotate shared files (LaFollete, 2018). Users are able to
clearly indicate when they have a question or comment,
and taking turns is a relatively easy process (Moore,
2018).
Strategies for Use
Strategy 1 – Using Zoom as a Tool for Collaboration
Using Zoom as a Tool for Collaboration

(1:52)
Learners can use Zoom as a way to remotely collaborate

with colleagues and/or peers in real-time. They can
utilize the platform’s capabilities, including the sharing
of text, image, or audio files, in the process of gathering
input from one another.
Strategy 2 – Using Zoom for Problem-Based Learning
Using Zoom for Problem-Based

Learning (1:40)
A contextualized, real-world problem or issue can be

presented to learners, who are then able to capitalize
on Zoom’s various features conducive to promoting
collaboration as they search for a solution.
Helpful Resources
Resource 1 – Zoom How-To Videos
Zoom has created a Resource Center with links to quick

how-to videos on using this tool. These videos are
structured on a per topic basis, so users are easily able to
find the video relating to the feature and/or functionality
they wish to learn more about.
Resource 2 – Zoom For Education
This webpage outlines how Zoom’s video

communications capabilities are beneficial in an
educational environment, particularly with respect to

enriching teaching and learning, maximizing school
resources, improving learner outcomes.
Resource 3 – Using Video Conferencing to Improve Remote

Collaboration
This article examines the extent to which video

conferencing works to improve collaboration, and also
identifies remaining impediments for such tools. The
conditions and factors necessary for remote
collaboration to succeed are also highlighted.
References

Jahng, N. (2012). An investigation of collaboration

processes in an online course: How do small groups
develop over time? The International Review of Research
in Open and Distributed Learning, 13(4), 1. doi:10.19173/
irrodl.v13i4.1211
Karis, D., Wildman, D., & Mané, A. (2016). Improving

Remote Collaboration With Video Conferencing and
Video Portals. Human-Computer Interaction, 31(1), 1–58.
https://doi.org/10.1080/07370024.2014.921506
Lafollette, G. (2018). Expanding your apptitude. Journal

of Accountancy, 226(1), 76–76. Retrieved from
http://search.proquest.com/docview/2068010359/
Lim, J. (2010). Jazz up your curriculum: the Jazz

Workshop offers a unique blend of collaboration and
constructivist learning using videoconferencing and Web

2.0. Learning & Leading with Technology, 38(1).
Moore, J. (2018). Exploring Five Online Collaboration

Tools to Facilitate a Professional Learning Community.
TechTrends, 62(6), 612–617. https://doi.org/10.1007/
s11528-018-0288-3
Yakimovicz, A. D., & Murphy, K. L. (1995).

Constructivism and collaboration on the internet: Case
study of a graduate class experience. Computers &
Education, 24(3), 203-209. doi: 10.1016/
0360-1315(95)00015-E
Author
Submitted
Zahra Harbi
by:
Email: zahra.harbi@ontariotechu.net
Twitter: https://twitter.com/ZahraHarbi1
Zahra Harbi is a current Masters student at the
Faculty of Education, Ontario Tech University.
She received her Honours Bachelor of Science at
Bio: the University of Toronto. Her research interests
include translanguaging, technology-assisted
language acquisition, eLearning and in particular
mobile-assisted language learning.

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E-Learning Essentials 2020

E-LEARNING ESSENTIALS 2020

Participants in EDUC5104G (Winter 2020)

Power Learning Solutions

This publication is licensed under a Creative Commons License,

This book was produced with Pressbooks

II. Instructional Design Principles

III. Tool Reviews

This digital resource has been authored by participants

This course allows students to investigate, analyze

Our focus in this eBook is on providing a lasting resource

Part 1: Learning Theories focuses on background

information, guiding principles for use, and examples of

Each course participant has contributed two chapters to

We hope you find this resource useful to help with your

Rob Power, EdD

The editor and contributors of eLearning Essentials 2020

Social Learning Theory

The Social Learning Theory, also known as the Social

centralized around the view that individuals learn and

Guidelines for Use

This phase of the instruction involves the observation

where the student is required to pay attention to who (the

Internalizing the information into our memories is a

This phase of instruction is the process where the learner

This phase is where the learner becomes motivated or has

Good Examples of Use

Example 1 – YouTube Cake Baking Tutorial

outcome, they become motivated to continue to pursue

Example 2 – Khan Academy www.khanacademy.org

This resource tool was created to help students with their

Resource 1 – Bandura – Social Learning Theory by Saul McLeod

This page on the Simply Psychology website was written

Resource 2 – Social Learning Theory By Albert Bandura

This is a text written by Albert Bandura outlining the

Resource 3 – Video on The Social Learning Theory by Edutopia

This video speaks to the importance of the social learning

Resource 4 – Youtube Video (What Is Social Learning?) by Fuse

This video (by Fusion Universal for Social Learning) is a

snippet of a series of videos explaining the social learning

Bandura, A., & Walters, R. H. (1977). Social learning theory

Grusec, J. E. (1994). Social learning theory and developmental

McLeod, S. (2016) Bandura – Social Learning Theory.

Submitted By: Alana Craigg

Bio: Primary Educator with a focus in Music, Physical

Elaboration Theory (4:30)

Introduced in 1979 by Charles Reigeluth, Elaboration

connection and allow learners an element of control over

Guidelines for Use

Guideline 1 – Simple and broad to complex and narrow

Beginning with a broad and wide view (zoomed out)

Guideline 2 – Sequencing through strategic organization

Sequencing delivery and material depending on type of

Guideline 3 – Synthesize and summarize

Several times during information delivery,

summarization and synthesis should be encouraged in

Allow learners to identify a familiar idea or conceptual

Guideline 5 – Learner control

Learners and users should have the ability to self-direct

Good Examples of Use

Whether a user is learning to type or has a goal to

towards complex sentences, paragraphs and large blocks