Created by Alyssa
Featured Project:
High School Biology Course
Created a personalized learning experience for students including playlists, remediation, and enrichment.

Since cognitive learning theory and strategies are essential to the fundamentals of lifelong learning, I choose this theory to challenge and elevate asynchronous Biology learners.

  • Audience

    10th grade high school students that choose to take the class online. The learners are young high school students ranging in ability including ESE, ESOL, and Gifted students.

  • Learning Theory

    Cognitive and Constructivist Learning Theories
  • Tools Used

    Canvas LMS, Microsoft Office Suite, Canva, NearPod, PhET, H5P
  • Framework

    Gagne's Nine Events of Instruction
Why Canvas LMS?
The learning management system that I selected to build my course in is one I am familiar with, Canvas Instructure. I have been utilizing Canvas since my district purchased the LMS several years ago. However, the reason I chose Canvas is not because of familiarity. The following are the strongest reasons why Canvas was the top contender: (1) range of activities, (2) user friendly, (3) large selection of partner applications and embed features, (4) design features, (5) integration with my district and student-base (student load-in is seamless), (6) discussion tools, (7) allowance for project and assignment collaboration, and (8) grading synced with our internal district grading system.

Canvas can effortlessly integrate various apps such as (but not limited to): Adobe, Amplify, Apex Learning, Blox, Canva, Cengage, CK-12, EdPuzzle, FlipGrid, Formative, Google Apps, H5P, Labster, Office 365, Nearpod, Pear Deck, Remind, Screen-Cast-O-Matic, Vimeo, and YouTube. The easy allowance to integrate many different programs is the ability to have a limitless selection of activities and assessment.
Design Planning Using Gagne's Nine Events
The example below is regarding the following topic: Properties of Water
Course Mapping
High School Biology is a large, comprehensive, content-heavy course. I organized the course into units first, and then created goals for the units. . I further broke those goals into learning objectives using Bloom's Taxonomy. I further broke the objectives down into multiple tasks. The activities associated with the tasks are time-bound and specific.
Learner Engagement
The following strategies will help keep learners involved with the content: discussion posting with peers, virtual labs via PhET simulation, matching pair activities, drawing and labeling activities via Nearpod, crossword puzzles via H5P, competitive quizzes via Quizziz, group projects via Canvas Collaboration, interactive videos vis Canvas Studio, and more. These activites cater to a wide range of learning styles and keep content chunked and interesting.
Discussion Posting with Peers
A topic discussion allows students to interact with their peers and the content. Each discussion posting contains instructions and guidelines for posting. The guidelines provide students with instructions on how to create a message, read the discussion, and properly respond to their peers. The discussion instructions are found below the guidelines and follow and rubric.
The course was evaluated using student and peer feedback. This was documented on a rubric developed using CVC-OEI Course Design Rubric (2022), QM Rubrics and Standards (n.d), and CCC Online Initiative (2016).
There are a few components of my course that I feel I excelled in: goals and objectives, directions, engaging activities and resources, and assessments. I felt as though the goals are clearly stated, there are ample activities for different learning levels, there are resources available for remediation or enrichment, and the assessments are closely aligned with the learning objectives.
Could Use Work
The categories I believed could use some work are the following: course overview/homepage, look and feel, navigation, interactions, and feedback. Although I do not feel like these categories warranted a developing or emerging score, there is room for improvement. Although the modules are progressive, there could be clearer navigation and progression so the students don’t feel as though they are lost. I understand the importance of feedback, and I believe that cannot be shown until the course is actually taken and students are able to provide their own feedback.
Utilizing Feedback
Revising the course using learner feedback and reflective practices, the following activities were embedded: clearer navigation and progression, more gamification, more student-student interactions using group work, peer teaching, and pairings (think-pair-shares).
CCC Online Education Initiative (OEI) online course design rubric. Online Network of Educators. (2022, April 6). Retrieved April 27, 2022, from
Course design rubric - oei. Google Sites. (2016). Retrieved April 27, 2022, from
Course Design Rubric Standards. Quality matters. (n.d.). Retrieved April 27, 2022, from