Throughout the course, I will strive to give lots of feedback that will support you in your learning.  Particularly, for those new to many of these tasks, I will provide lots of support (labs, office hours and through regular feedback on assignments) to support you.  We are all in this together!

Below you will find rubrics that identify requirements for particular tasks.  Although it is the first time I am teaching this course, I will also try to assemble some examples of student work in this space.

Course Requirements:



Your blog should show evidence of:

  • weekly, scholarly reflections/responses to course activities, readings, and presentations;
  • frequent reading and analysis of key educational articles, media, and/or blog posts from other educational bloggers;
  • interaction with other community members through comments, likes etc;
  • sharing and review of discovered resources and/or tools; and
  • the development of ‘pages’ that highlight your professional digital identity such as teaching philosophy, biography, media, lessons & units, professional interests, etc.
  • appropriate netiquette and sophisticated technical understanding of blogging as a connective writing.
  • originality, creativity, and personalization of the online space.
  • understanding of  a world wide audience by using appropriate grammar, language, spelling, formatting and referencing

**From Milissa Gavel – U of R Instructor

To assess your blog posts I will use the Rubric below.  We can amend this rubric throughout the course if it is not meeting our needs.


Twitter Posts:


In many ways your Twitter posts are an extension of classroom participation.  The advantage of Twitter is that there is a record of that participation and that you have the ability to share connections (relevant readings, videos, images) as opposed to just referencing them in class.  Also, Twitter opens up more time to contribute to class discussion, not just during the 1.5 hour of class time.  It also is an excellent platform to ask for help / clarification / insight when you are actually doing your work or readings.  You then can get input from the entire class community, not just the instructor.

Twitter posts will be assessed via the rubric below.  We can amend this rubric throughout the course if it is not meeting our needs.


Tech Tasks:


Because these are diverse and varied in scope, each individual module will outline the details / requirements of a specific task. Assessment rubrics will also be posted in the specific Module.

Tech Tasks:

i) Initial WordPress Blog Build

ii) Create, Collaborate and Embed using Google Docs, Google Forms, Google Cal, Mind Mups.

iii) Create a Webcast of a unique Google App.

iv) SAMR / Bloom’s Taxonomy Creative Project (Use an app to be creative – Garageband, iMovie, Book Creator, Explain Everything)

v) Universal Design:  Utilize iPad to design a lesson that utilizes universal lesson design principals and takes into consideration the insights gained from an examination of the ‘Social Model of Disability’

vi) Interactive Whiteboard Lesson via Activeinspire

vii) 3D Printing Project


Final Project:


Final Project:  Project Based or Inquiry Based Learning

The goal of the major project is to create a useful tool that you can use during your teaching. Students will develop a major Internet-based project with a focus on integrating technologies learned throughout the course. This assignment is developmental, and thought should be given to this project early in the course. This project could serve as a resource for students or teachers.

Projects will be shared during the last lab of the semester.


Option 1:  Create a five lesson unit (or 5 modules) that can be taught completely online (independent of you) through interactive activities, simulations, videos, social media etc. Think of it as a week of work you could give to an absent student or a substitute teacher. (Your own online mini course) All instructions, learning, activities and rubrics and work are completed and submitted on line.

Option 2:  Choose something significant that you would like to learn, and would be willing to share your progress openly in an online space. The ‘something’ might be an instrument, a language, a sport or almost anything that requires more than a few hours of effort. Students should be prepared to spend 50-100 hours on this project. Regular documentation of the learning, including a before and after assessment, and a summary of learning will comprise the assessment of this task.

Below are links to some amazing YNTEP final projects:

Rebecca’s Mukluk’s: Learning, Designing, Sewing and Creating

Jolene Ross: My Gwich’in Language Learning Journey

Johanna McClements: How to Make Beaded Moccasins

Isabel Parkkari: Learning to Play Guitar