Parker Prue

Month: June 2026

Peer Review of Pod I

June 21, 2026 / / 0 Comments

(Link to their draft – Learning Design Draft)

Overview:

This draft demonstrates a thoughtful approach to introducing learners to the topic of race, racism, and antiracism. The content is organized in a way that builds understanding very well, allowing learners to move from foundational concepts toward more complex ideas. As a learner working through the modules, I found the format logical and easy to follow. I really enjoyed the check in questions incorporated in each module, as I felt they truly allowed thought and reflection.

Strengths

The Contents Progression:

  • One of the major strengths of the resource is its clear progression. Beginning with an introduction to race as a social construct before moving into racialization, intersectionality, and antiracist action helps understanding and learning effectively. I appreciated how each module contributes to the overall understanding of the topic rather than feeling disconnected or an after thought. The use of summaries and knowledge checks also helps reinforce key concepts.

Engagement:

  • Another strength is multiple forms of engagement. The case studies, reflection prompts, and quizzes encourage active participation and help learners think critically about the concepts being presented. These activities support learning by requiring learners to apply information. I also found that the use of examples made some of the more abstract concepts easier to understand. 

Areas to improve

Learning Outcomes/feedback:

  • One area that you might consider strengthening is the connection between assessments and learning outcomes. I might have missed something, but it was not always clear which outcomes each activity was intended to assess. As well as rubrics/feedback for assignment could be clearer or more accessible. This will help students further understand what is expected for written assignments

Difference in interaction:

  • I also wondered whether there might be opportunities to increase learner interaction. Many activities involve individual reflection or quizzes, which are valuable, but you might consider adding opportunities for learners to compare perspectives or engage in student discussion, and share ideas/concepts with one another.. These additions could promote deeper learning and help learners apply their learning to their everyday.

Overall, I think this draft is excellent. The content is formatted well, the activities encourage engagement, and the topic is approached in a meaningful way. With stronger alignment between outcomes and assessments, as well as additional opportunities for interaction between peer/feedback, the final version will be very effective!

Post #4

June 17, 2026 / / 0 Comments

When I searched my topic in the Youtube search engine, al TED Talk from an athlete about the hidden struggles athletes face with stress and anxiety was chosen. Its a great video for my topic because It can develop the topics ideas to be real, produces empathy, as well as invokes personal reflection. Bates (2022) suggest that video is incredible for bringing abstract concepts to life and giving them real-world context. It helps learners actually see and feel what is being discussed.

2. Learners Engagement

When students watch this, I don’t want them just passively watch. Instead I want them to pause, reflect, and take notes as they connect the athletes’ stories to their own understandings of sports culture. This kind of self-driven reflection naturally pushes them to think critically about how mental wellbeing and physical performance a one. It hooks their empathy, which Bates (2022) notes is huge for keeping learners genuinely engaged.

3. Applying

After the video, I want to them to enter a discussion which will ask them:

  • Identify one specific mental health hurdle from the talk.
  • Analyze how it realistically impacts an athlete’s life and performance.
  • Brainstorm a concrete strategy that coaches, teammates, or sports clubs could actually use to support them.

4. Feedback

Instead of a regular grading process, the feedback will feel like an ongoing conversation. Students will comment on each other’s posts to share new angles, challenge ideas, and support one another. At the same time, I’ll will also be offering support, guidance, pushing the depth of their analysis, and helping them tie their ideas back to our core course concepts. It keeps the digital classroom feeling engaging and collaborative.

7. Inclusion

To make this truly inclusive, I’m building in multiple pathways to the content. I’m making sure we have accurate closed captions, full text transcripts, and a clear written summary of the key takeaways. Whether a student is hard of hearing, deals with processing challenges, or simply absorbs information better by reading, these choices align with Universal Design for Learning (UDL) principles. At the end of the day, it’s about creating a learning space that is flexible, welcoming, and accessible to everyone.

Refrences:

Bates. A. W., (2022). Teaching in a digital age (3rd ed.). BCcampus. Chapter 8: Pedagogical Differences Between Media. BCcampus Pressbooks

Post #3

June 11, 2026 / / 0 Comments

Reducing Barriers  – Prompt 3

In my interactive learning resource on Mental Health in Sports,  the Subtopic 3 focuses on helping athletes build strategies that support their wellbeing. One of the key activities in this section is the Personal Wellness Plan, where learners create a plan outlining stress‑management strategies and ways to seek support. When overlooking the project, we have to reduce barriers that unconsciously occur.

The biggest barrier is my activity may assume all students already know what a wellness plan looks like  or feel comfortable discussing mental health. My Blueprint states that learners will “create a wellness plan that includes strategies for managing stress and seeking support,” but many high‑school athletes may not have the background knowledge, vocabulary, or confidence to complete this independently or without research. Some may also struggle with organizing their ideas or may feel overwhelmed by the emotional content.

To reduce these barriers, I would redesign the activity using UDL principles:

  1.  Providing multiple examples of wellness plans in different formats, depending on how students learn perhaps a written template, a visual mind map, and a short video walkthrough.
  2. Include infographics about athlete mental health, such as visuals explaining stress responses, coping strategies, or the pillars of sports psychology. These support learners who process information better visually. 
  3. Offer multiple ways for students to express their wellness plan. Students are open to choose how they do the projects whether a written document, a short video, record an audio reflection, or design a visual plan.
  4. Including links to real mental‑health resources for athletes, such as the Canadian Centre for Mental Health and Sport or the IOC Mental Health Toolkit. Including short athlete videos,  like Simone Biles discussing mental health or Michael Phelps talking about anxiety.  This will normalize the topic and makes the students feel less alone/comfortable.

By adjusting the activity to assume learner variability rather than an “average athlete,” the Personal Wellness Plan becomes more accessible, more supportive, and more meaningful for all students.

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