Journey Through Innovative Digital Pedagogies

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...