Hello Kate, Kayla, Lizzie, and Emily,
As a beta tester I worked through the resource as a learner and made notes for your group so you can improve the design of structure of your resource as related to each of the topics that we covered in class. This is the link to the resource I reviewed https://communityinquiryproject335.opened.ca/
Learning Context & Structure
I enjoyed the appropriate outcomes and alignment The connection between learning objectives, learning activities and assessment match up and your student learn what you intended and you accurately assess what students are earning, however I found it a bit long. It seems to me that this resource was a bit too long, because it’s supposed to be for a group of 15-20 and be able to be done in 1-2 hours. Correct me if I’m wrong but only the first part that is the opening discussion takes 30 minutes.
Learning Outcomes and assessment plan
I enjoyed that every part was clear on the outcome and the assessment plan. You did have an assessment linked to the outcome. This part was really well done and statements that describe the knowledge or skills students should acquire by the end of a particular activity, and help students understand why they have done that.
Inclusive Design
In each of the 5 part you did have the modification and divers learners part that clearly addressed the inclusive design you had in mind and clearly developed a baseline and gave students different ways to learn the content. The technology that you proposed for learners with disabilities was excellent.
Learning Theory & Learning Design
As mentioned at the resource overview The central idea surrounding constructivism is that learning occurs when knowledge is created by the learner as they build open concepts and skills. I think it was followed throughout the resource by all the different activities defined in each section to prepare learners and give them hand on experience with research skills.
Overall, well done and I wish that you keep up the good work. Thank you for sharing our work with us.
