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  As noted in my third reflection, the internet as a medium is vast with unlimited potential; it is constantly evolving to meet new demands and expectations. It presents powerful tools and media that can be implemented into educational media (Bates, 2019). I have noted as time passes media has “become more communicative, asynchronous, and ‘rich’, thus offering teachers and learners more powerful tools for teaching and learning” (Bates, 2019, pp.9). In my reflection post I mentioned my experience in a previous online classes, and how connected, engaged and innovative the course felt even though it was online. I say “even though” because I was under the impression online courses would be harder as they could create isolation; thus, be lonely and hard to form those human to human connections which are so fundamental to deep learning. However, my experience has been quite the contrary; human connection are fostered in new innovative ways during the online courses I have taken. The concept of “humanizing” an online course is essentially the process of cultivating deep connection between learners and the instructors (Crosslin, 2018). A way that I have experienced that within EDCI 339 is utilizing hypothesis to annotate our course readings in a online community setting. I had apprehensions about this at the beginning, which I did express and I am really grateful there was the option and flexibility built into the course. According to Crosslin (2018), and noted in my reflection post, flexibility is always needed for a successful course. Therefore, within EDCI 339 having the option to participate within hypothesis allows students to experience planned flexibility while taking ownership of their own learning (Crosslin, 2018).  I am grateful I have had the opportunity to learn, and experience, how valuable online courses can be; where different forms of media and technology can be integrated into the courses (Crosslin, 2018). 

  I previously noted this youtube video (below) that challenges the way a university student, and the world, approaches education in this new millennium. David Helfand (2013) invites us to analyze how education is presented, and reinforced by the design of universities, in a linear way with cynicism at its core. In relation to this course, he speaks of how one can design a university that serves students in the 21st century. Moreover, a university that celebrates digital natives and equips students for the tools they need to navigate the world today (Helfand, 2013).

   In addition to the arguments presented above and within the video, to equip students for the world today mindfulness is more important than ever. We are currently experiencing this with Covid-19, to new extremes. EDCI 339 has been a particularly interesting course to be taking in a semester where the entire university moves online due to Covid-19. I have been seeing the independent nature of online classes impact the learning of those who do not have the tools to manage their own learning (Crosslin, 2018). Notably, Crosslin (2018) argues, the ability to sustain attention and self-regulate are crucial, not only for academic success but for obtaining and maintaining employment. Knowing this, why are we not consistently teaching mindfulness? I offer a ted talk below that asks just that:

   I found this video particularly interesting, as “[i]ndividuals who engage in mindfulness practice demonstrate reduced anxiety and depression, lower stress, improved attention skills, increased self-regulation, and richer and more positive personal relationships” (Crosslin, 2018, pp.). Therefore, it really should, as Rossi (2015) argues, be something we incorporate into our educational system. Moreover, recent research has displayed students who engage in mindfulness perform better academically (Crosslin, 2018). As a result, schools across the United States are inviting mindfulness activities into the educational curricula, with goals of enhancing self-awareness and self-regulation of attention and behaviour (Greenberg & Harris, 2011; MLERN, 2012).

  Crosslin (2018) argues, to directly focus and maintain these qualities of being requires courage and humility from the course instructors. Reflecting on my personal experience in EDCI 339, I feel grateful to have seen first hand how a students well-being is prioritized, communication is clear, and reflective assignments and new technologies invite engagement in innovative ways. Notably, clear communication learners may be left feeling confused and discouraged (Crosslin, 2018). Moreover, how a positively executed online course can increase ones capabilities through empowerment (Crosslin, 2018). Ultimately, beyond what I wrote in my third reflection, I believe the human to human connection and mindfulness can be important aspects of an online class which leaves the student feeling confident, supported, and understood in their own abilities; therefore, more inclined to take ownership of their learning.

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References:

Crosslin, M. (2018). Creating Online Learning Experiences. Retrieved from: https://uta.pressbooks.pub/onlinelearning/

Greenberg, M., Harris, A. (2011). Nurturing Mindfulness in Children and Youth: Current State of Research. Retrieved from https://doi.org/10.1111/j.1750-8606.2011.00215.x

Helfand, David. (2013). Designing a University for the New Millennium. Retrieved from: https://www.youtube.com/watch?v=DZQe73IXZtU

Mind and Life Education Research Network (MLERN) (2012). Contemplative Practices and Mental Training: Prospects for American Education. Child development perspectives, 6(2), 146–153. https://doi.org/10.1111/j.1750-8606.2012.00240.x

Rossi, A. (2015). Why Aren’t We Teaching You Mindfulness. Retrieved from: https://www.youtube.com/watch?v=-yJPcdiLEkI

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