Month: March 2025

One of the most significant learning challenges I have faced occurred when I enrolled in MATH 200 – Calculus 3 at the University of Victoria. Although I had previously completed Calculus 1 and 2 with solid results, there was a gap of approximately two to three years before I returned to this subject. As a result, many foundational concepts had faded, and I found myself struggling to reconnect with core ideas while also encountering entirely new and more abstract content.

The course introduced a wide range of abstract and unfamiliar concepts. The most difficult aspect for me was visualizing multidimensional structures. This level of abstraction was unlike anything I had encountered in previous calculus courses, and it required me to adopt a completely different approach to learning.

At first, I relied heavily on behaviorist learning strategies, which is primarily repetition and memorization. I focused on solving large amount of practice problems in the hope that familiarity would lead to mastery. While this helped me recall some basic rules and techniques, it did not adequately prepare me to handle conceptual or application-based problems.

Recognizing that my strategy was insufficient, I shifted toward a more cognitivist approach. I began using visual aids, such as 3D graphing tools and instructional videos, to support visualization. I also reorganized my notes to better map the relationships between concepts, which helped me build a stronger internal framework for understanding.

Later in the course, I began attending the Math Help Centre on campus. Speaking with tutors and asking questions in real time helped me clarify concepts I had been struggling with. These interactions provided opportunities for active engagement, where I could work through problems with guidance rather than just passively reviewing solutions. This was a more constructivist approach to learning, as I was building understanding through dialogue, support, and hands-on problem-solving.

This experience highlighted for me that learning is dynamic and multifaceted. Each method offered useful tools at different stages. Flexibility in learning strategies, combined with persistence, played a critical role in overcoming the challenges I faced in learning.

Creating an inclusive learning experience means more than just making materials available but about designing with intention. In our interactive learning resource on workplace mental health and resilience, we focused on creating a structure that supports diverse learner needs through flexibility, accessibility, and respect for individual expression.

We understand that learners come with different backgrounds, abilities, preferences, and levels of comfort—especially when dealing with sensitive topics like mental health. To address this, we designed our learning resource to offer choice in how learners participate, express their understanding, and interact with others.

Learners are able to engage with content through a mix of formats: written text, visuals, discussions, role-play, and quizzes. For example, a student who learns best visually can benefit from graphics and scenario illustrations, while someone who prefers expression might choose to participate in peer discussions or reflections. This variety not only supports different learning styles (visual, auditory, reflective, kinesthetic) but also promotes learner autonomy and confidence.

Activities such as peer feedback, discussion sessions, and case study analysis are structured to encourage collaboration while also respecting individual differences. Learners are given clear instructions, guiding prompts, and flexible formats, so they can contribute in ways that align with their strengths—whether that’s writing, reflection, or group dialogue.

Another important design element is asynchronous flexibility. Most activities can be completed at a time that suits the learner’s schedule. We also ensured that all materials and tools (like Google Docs or videos) are accessible and compatible with screen readers or captioning tools.

By combining these strategies, our interactive learning resource strives to be inclusive by design—not just accommodating, but proactively supportive of diverse learner needs.

The video I selected for this post is a TED Talk on YouTube that highlights how both individuals and organizations can build resilience to support mental well-being. It presents practical strategies and real-life examples, making the topic easy to understand and apply.

In what way are they likely to respond to the video on their own, e.g., make notes, do an activity, or think about the topic (learner-generated)?

Students are more likely to respond to this video in a reflective and self-directed way. They may take notes on key strategies for building resilience, or think about how the examples relate to their own experiences. This kind of learner-generated interaction shows how meaningful content can naturally lead to deeper engagement, even without formal activities.

What activity could you suggest that they do after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?

I would suggest students to create a resilience plan along with a short personal reflection. They can start by writing down two or three situations that usually make them feel stressed and list how they might handle those moments differently using ideas from the video. Students can complete the activity in Google Docs.

How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?

Since the documents are uploaded to Google Docs, students can read each other’s plans and reflections, and leave comments or suggestions. It’s a great way to learn from one another’s experiences.

How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?

This activity would not take too much work for the instructor. Since students are creating personal plans and reflections, the main role of the instructor would be to check for completion and offer optional comments or encouragement. Peer feedback would also help reduce the instructor’s workload while still keeping students engaged. Overall, the workload is manageable and worthwhile, especially because it helps students make meaningful connections to the topic. The activity is also easily scalable for large numbers of students, since it can be shared and reviewed online and feedbacks are more likely in between students.