Journey Through Innovative Digital Pedagogies

This week's class was dedicated to group presentations, which focused on various forms of digital technology that can be utilized to address each group's problem of practice. During this class, I was introduced to the Merge Cube through group 3's presentation.  The Merge Cube is a handheld augmented reality (AR) device that allows users to "hold" and interact with 3D digital objects using a smartphone or tablet. The group examined what can be done when the Merge Cube is paired with apps, such as Merge Explorer or Object Viewer, allowing it to become a dynamic interface. They demonstrated how the Merge Cube can be used to learn about a wide range of topics, including anatomy and the solar system.  What struck me most during the presentation was how the Merge Cube bridges the gap between abstract concepts and tangible understanding. It supports multisensory learning (i.e., visual, auditory, and kinesthetic), which supports diverse learning needs. This kind of active...

  After this week’s class, where we were provided with a list of digital tools, I decided to explore Discord. Each cohort of students I have taught over the last five years or so has had a class Discord page (i.e., a student-hosted Discord, not a faculty-supported one), and I am unfamiliar with the tool. So I took this as my opportunity to learn about it. Discord is a free communication platform that enables users to interact in real-time via text, voice, and video. Originally popular among gamers, it has evolved into a versatile tool used by communities and students worldwide. Discord is organized into servers, which are either private or public spaces that can host multiple channels for various topics or activities. These channels can be text-based, such as chat rooms, or voice- and video-based, like virtual meeting rooms. Discord is customizable, has a low barrier to entry, and a community-first design. It supports bots, integrations, and moderation tools, making it ideal for ...

In the presentation titled  "Innovative Pedagogical Approaches for Mental Wellness in Digital Learning," the group presented on the integration of social-emotional learning (SEL), trauma-informed pedagogy, culturally responsive and relevant pedagogy (CRRP), and flipped classrooms through the lens of the digital tool H eadspace .  The presentation emphasized the importance of creating emotionally safe, inclusive, and culturally aware learning environments. These pedagogical approaches are human-centred, aiming to support students not just academically, but also emotionally and socially.  Headspace, a digital mindfulness app, was an interesting example of how technology can support mental well-being in digital learning environments. The group also discussed the importance of acknowledging the teacher's mental health. The unique challenges of teaching in a digital environment (e.g., limited student engagement, teaching to a "black screen") can be particularly tryin...

Tonight's class consisted of four group assignments. The groups explored various pedagogies that aligned with a digital tool to address their problem of practice. A key takeaway for me was the  diversity of pedagogical frameworks that can be meaningfully integrated with digital tools.  It was apparent, and supported by evidence, that digital tools should not be considered merely as add-ons in lectures, but rather, they can enable deeper engagement, collaboration, and personalization.  One concept in particular stood out to me: the idea of adaptive learning. Digital tools, when thoughtfully integrated, can support an adaptive learning environment, where the material being taught is presented in a manner that responds to students' individual needs, pacing, and progress. This brought to mind the concept of adaptive expertise, which has become a foundation of the university program in which I teach. Adaptive learning can support the  development of adaptive expertise, wh...

  Gamification is the application of game design elements, such as points, badges, and leaderboards, in non-game contexts. In education, this means turning traditional learning activities into experiences that feel more like playing a game rather than sitting through a lecture. At first glance, gamification might seem more suited to younger learners; this was certainly how I initially felt about gamification. However, I have seen that post-secondary students respond just as enthusiastically. Throughout my journey in a Master's program, the courses I have been enrolled in have incorporated gamified elements, and the results have been promising. I have found that my classmates and I genuinely enjoy the gamified elements. It was not just about fun; it was about feeling seen and rewarded for our efforts. Here is why it works: Motivation through progress : Students enjoy seeing their points increase or earning badges for completing tasks. These visual in...

One of the challenges I face when designing new lectures or adapting existing ones is how to present complex concepts in a way that is both engaging and effective. At the same time, I must ensure that the content aligns with curriculum requirements without overloading students. Concerns about workload are common i n the pharmacy program, prompting the question: How much information can students realistically retain in a single lecture?  Cognitive Load Theory (CLT) offers some insight into this issue. CLT is an educational theory that states that working memory has a limited capacity. Therefore, instructional methods should be designed to avoid overwhelming working memory to maximize retention into long-term memory (Office of Educational Improvement, 2022).  CLT categorizes cognitive load into three types: Intrinsic load: the inherent complexity of the material, no matter how it is presented (Office of Educational Improvement, 2022).  Extraneous load: the way material is p...