In EDCI 339, I think this is a very interesting class because it teaches us how to create different tools and websites with various skills and redesign methods to help people with different needs learn. Before I took this class, I had never thought about how people learn effectively or how difficult learning can be for some groups of people with special needs. I had overlooked those peopleâs needs, the importance of designing a learning model, and the value of a teacherâs instruction.
After completing different tasks in this course, I now have a better understanding of how to design and create accessible tools for all kinds of people, even those with special needs. Another thing I would like to highlight is that I used AI quite often in this course, which helped me learn how to use AI in the right way and how to use AI to create tools more effectively and make them more beneficial for the audience.
At the end of this course, I have learned a lot about multimedia learning and built my own website and comic. Since my major is Economics and my minor is Business, most of my courses involve a lot of papers and exams, which is unlike this class. In this course, I could focus on my interests and apply knowledge in the way I wanted to present it to others. There was a lot of freedom and room for creativity throughout this course. I enjoyed applying that knowledge in a creative way rather than only through papers or exams. Therefore, I am very proud that I created my own website and comic and worked with my groupmate. It was a lot of fun, and throughout the learning process, there were many things that I explored. I also learned many useful skills, such as how to create a website, design a comic, and build a learning model.
I think the biggest takeaway from this class is Mayerâs Principles, and this theory is made up of three core principles. By understanding this theory, it can help me study more effectively and more easily. First, it is important to understand the concept of cognitive load. It is important to break the whole concept up and understand it step by step in small pieces. It would be difficult if you tried to understand everything at once and within a limited amount of time. For example, when I have to prepare for a final exam, I make sure I have notes for my course and write down the key ideas from each chapter in point form. Then I go through my notes step by step on different days. Therefore, it is important not to study at the last minute and to manage my time before the final exam.
Secondly, there is Dual Coding Theory. As an Economics major at the University of Victoria, I have found that drawing graphs with simple text can help me study more effectively, and this theory relates to the idea that some people may find learning from images easier than learning only from text-based notes. Therefore, I usually make my notes include both text and graphs to help myself learn more effectively and more easily.
The last concept is active processing. I think this step is the most important part of learning because actively thinking by connecting different knowledge that you have learned may give you a better picture of what something is about, and it can help me remember it for longer. Eventually, I can apply my knowledge to a different field, such as the stock market.
The biggest challenge in this class was the last project, since one group member never showed up. This increased the workload for me and my other group member a lot. Luckily, we divided the work and checked in regularly to make sure everything stayed on track. I think this was a great experience for me because when unexpected things happen in life, it is important to plan ahead and seek help when it is needed.
In the future, I think I will apply the knowledge and group project experience that I learned from this class in my workplace. Since I am working at BC Childrenâs Hospital, I think all of this experience and knowledge will help me deal with unexpected situations and apply Mayerâs Principles when I am learning the workflow and new things in my workplace. I will share those skills with my colleague, and I think this can help us work more effectively in the future.
In order to improve self-learning, students may now track their own learning process through this website. On this website, there will be different sections that show studentsâ performance, active time, and goals. The website will show the results to students, and students may find it easier to track their learning process. Moreover, by including AI to analyze student performance, students may receive feedback from the AI, and teachers may see their results on their end. Teachers can redesign their teaching by understanding studentsâ areas of weakness. This will maximize the learning experience and help students improve their academic performance.
By using this website, teachers will understand their classes better. Teachers will no longer rely only on textbooks to teach students. They may address studentsâ weaknesses and identify what they need more help with. The teaching method will no longer be one-way; instead, it will involve feedback and redesign depending on studentsâ needs.
On the other hand, I have added a community feature to this website, which will encourage students to be more active and participate in class more often. By setting up some competitions, such as a leaderboard, it will encourage students to be more active in learning outside of class. Moreover, students may exchange their ideas and thoughts in the community. They will be able to learn outside of the classroom.
After talking with Instructor Adrian Granchelli, I had a great conversation with him. He has a Master of Educational Technology and is currently pursuing a PhD in Educational Studies with a focus on educational technology at the University of Victoria. As a PhD student and a contract instructor at UVic, he shared his opinions on different questions. Here are his opinions on each question.
Adrian Granchelli’s thoughts:
Do you think AI should be used more as a tutor, a teaching assistant, or a teaching tool in classrooms? Why?
Teachers may provide review and personal feedback, but AI cannot.
How is AI changing the role of teachers compared with traditional classrooms?
This is a big change for both teachers and students. For example, the way AI is breaking into todayâs society is similar to how the internet was introduced to the world in the 2000s. Therefore, Adrian believes that AI can accelerate the learning and studying process.
How can AI improve student independence, or could it make students rely too much on technology?
Yes, there is a risk and a negative effect on student learning, since AI is considered a large language model. Therefore, it can limit peopleâs ability to remember things, and students may become overly reliant on technology rather than using their own brains. For example, because of the Google effect, students may simply search for the answer directly without going through any learning process in between. This can be harmful to student learning.
How will AI change the relationship between teachers and students in a positive or negative way?
Instructor Adrian hopes that teachers will be able to use their social skills and have a better connection with students in the future. Moreover, he also mentioned that teachers have been devalued in todayâs society. Since AI will never be able to replace teachers, he thinks that the value of teachers has been overlooked by the education system.
In your opinion, what skills will students need most in an AI-classroom environment?
He mentioned that it is important to have evaluative judgment and critical thinking skills. These two skills will be useful and help students learn and receive the right information. Therefore, teachers should spend more time teaching students how to apply these skills in their self-learning with AI.
How should schools balance the benefits of AI with concerns about bias?
He mentioned that AI usually provides one answer, and students often think that it is the only answer. This is a huge misunderstanding and can mislead students in learning. Therefore, teachers should teach students critical thinking skills so they can apply their knowledge when it comes to self-learning with AI. AI cannot provide the full picture of what you are looking for. Therefore, he mentioned that students need to learn how to learn outside of AI, fact-check the information they receive, and seek help or confirmation from teachers when they find something online or through AI. Teachers will be the ones who guide them on the right educational path.
In conclusion, there are pros and cons when you use different tools, and it depends on how you use them in your learning. it is important to know how to use the tools in the right way, and that will help you learn more effectively. One thing is that we are now watching a huge milestone of education changing in the next few years.
Topic: Managing money as a student: tracking expenses, saving tips, common traps
Updated: March 16, 2026
Authors: Himson Chu, Parsa Peikani
INTRODUCTION:
In todayâs society, people admire materialism, and students can easily fall into common consumer traps and develop incorrect consumption habits because they have never received formal instruction on budgeting, tracking spending, and avoiding financial mistakes. Even though money management is an important skill, students can hardly learn it in school, and these skills have often been overlooked. In order to help students avoid overspending, relying too heavily on credit, and struggling to save, this learning model is designed to help students spend and use their money wisely and recognize common spending traps before they become bigger problems.
The goal of this resource is to establish a correct concept of consumption. We have designed a learning model that can help students use and save their money wisely, which is relevant to student life. Therefore, in this learning model, we aim to make the learning process an easy-to-understand and engaging resource for students by incorporating multimedia, interactive elements, multimedia learning theories, active learning models, accessible online content, and universal design for learning strategies, so that learners can eventually apply the content to their own lives.
DESCRIBE THE CHALLENGE:
University is often the first time students have real control over their own moneyâand it can feel overwhelming fast. Tuition, rent, groceries, transportation, and other entertainment activities can eat up a studentâs entire income. Meanwhile, peer pressure, fear of missing out, and âtreat yourselfâ culture make it easy to overspend without noticing.
Our website design responds to the challenges that students may face. By giving them a step-by-step guide to understand and use the tools on the website daily to manage their money more easily.
CONTEXT AND AUDIENCE:
The primary audience will be freshmen and sophomore undergraduate students living away from home for the first time on a tight budget. They’re navigating dormitory life or first off-campus rentals, dealing with newfound freedom, and feeling the pressure to keep up socially. This topic connects strongly to studentsâ lived experiences, such as rental, food expenses, online shopping and credit carding
Due to this resource, the target audience will be above 18; therefore, we will include more specific terms and skills that can actually help them in real life. Furthermore, in order to help university students apply the knowledge from the learning model, we have created different trackers that can help students apply their knowledge to different concepts. These tools will be useful, and they may use them at any time.
In order to support learners with different needs, the resource uses:
plain language
short sections
visual examples
step-by-step tasks
practical scenarios
POV STATEMENT:
Students should develop good financial habits, which is a practical and easy-to-understand financial management method. This can help them manage their spending, use their money wisely, and avoid common financial mistakes.
LEARNING OBJECTIVES:
By the end of this resource, students will be able to:
Identify and categorize their income and essential vs. discretionary expenses.
Monitor and record daily expenses using simple digital tools.
Identify 5 common budgeting traps specific to students.
Apply practical saving techniques such as 50/30/20 rules.
Design and create a personalized monthly budget template.
In this learning model, students may take away the knowledge they have learned from this learning process. After completing the model, they can still use the tools to help them manage and use their money wisely.
Plan (Ideate, Sketch, Elaborate)
IDEATION:
IIn the planning process, our model focuses on the real financial challenges that students may face in their daily lives. We have developed a well-organized website for students with different needs to access. We have six different modules on the website, including quizzes, tools, text, videos, and images, which can help students learn even if they have different needs. After completing the tasks, they will also receive feedback from the website, which will provide suggestions on how to use their money wisely.
The model includes:
Explore common financial challenges students face
Spending examples of collecting realistic student data
Including some of the relatable examples, such as coffee spending, food delivery, subscriptions, transport, and shopping
Design interactive activities
Create a simple budget tracker tool
Student will some feedback once they have upload their expenses tracker
Those ideas and thoughts have helped us create a website with a written introduction and informative videos on how to manage money. The goal of the tracker is a formative check-in to ensure students understand. The summative task is to help students track and manage their money wisely. Students may upload their tracker to see their expenses and receive feedback from the website or analyze them.
STORYBOARD OR SCRIPT
The website is an easy-to-access tool for students to learn and apply the knowledge they have gained.
On this website, we have included different features for learners. We aim to help students understand and apply the knowledge in their daily lives. On the website we have included five different modules:
1.Income vs. Expenses
Students learn where money comes from and where it goes.
2. Track Your Spending
Students can use the interactive budget tracker to input their different spending and build awareness of where their money actually goes.
3. 5 Budgeting Traps
Students will be introduced to the five common traps that can stop them from saving money, such as procrastination, subscription creep, emotional spending, credit card overuse, and social pressure.
4. The 50/30/20 Rule
This model introduces a simple budgeting framework that divides income into needs, wants, and savings. This teaches students a simple rule for spending their money.
5. Build Your Budget
In the last section, students will use all the knowledge they have learned from this model and enter everything into the model. This will be a very useful tool for students to actually use and apply the knowledge in their real lives.
6.References and Resources
The module is built step by step and helps students work through different concepts and tasks. We have included some everyday solutions to help students better understand the content.
Since managing their own expenses and applying the 50/30/20 Rule involves a lot of math, we have designed a tracker. Students only need to enter the numbers, and the tracker will help them do the math and provide basic advice.
PEER FEEDBACK:
The thing that came up the most in terms of strengths was that the topic is very strong, relevant, and easy for students to connect with. The topic focuses on a common issue that students may face when they are living by themselves in college. They have to live independently and manage their money on their own. This can be very challenging for students since they may have never lived by themselves before going to college. Therefore, the feedback mentioned that my learning objective is clear, engaging, and realistic. They also highlighted that the tools we created are very useful for students when it comes to managing their money. Since we not only provide students with concepts and knowledge but also give them a chance to apply that knowledge, this will help students in the learning process.
They also mentioned that we have applied theories well on the website and that it has a good mix of visuals, text, activities, and real-life examples, such as rental expenses and other daily expenses. They found the tools very useful for students who have difficulty managing their money. In the project, the website connected well with learning theories such as Accessible Multimedia, UDL, and Merrillâs real-world learning. Students may apply their knowledge in their real lives after learning from the model.
The biggest area for improvement that both peers pointed out is that the website needs more visuals because it is too text-heavy and looks too âinformative.â Therefore, we have included more images, tables, and quizzes to help and test students after each section. Therefore, we made some changes and restructured the pattern in the final design for the website. The latest version of the website will provide clear, simple text, images and a well-organized website that will provide a better learning experience for students.
REFLECT AND REFINE:
The things that worked best on the website were its strong use of constructivism and learning by doing. On the website, different modules have different tasks and quizzes that require students to complete them. Through these tasks and quizzes, students may strengthen the knowledge they have learned. Furthermore, both pieces of feedback confirmed that we have a strong structure that guides students step by step through the learning process. Therefore, based on this feedback, we kept the same structure in the new version of the website.
On the other hand, based on the feedback, we made several revisions. One thing that needed improvement was that we used too much information and text on the website. Since extra material adds extraneous cognitive load and should be removed (Mayer, 2009), we removed some of the text and replaced it with images and quizzes. This helps students learn and check their understanding during the learning process. The model guides students step by step, and the website has been restructured to include videos, quizzes, and different texts to help students learn. Furthermore, this allows readers to learn through both visual and verbal channels (Paivio, 1986). The model structure also follows the segmenting principle by presenting the message across different modules (Mayer, 2009).
Lastly, in order to increase interactive elements, we added quizzes and additional reflection activities that would engage learners more. After they submit the tasks, feedback will be shown, including which areas the students need to improve in each module. In conclusion, this was a great experience that helped us understand how important open educational resources are and how to design a website for students with different needs. The feedback provided us with valuable advice that helped us improve the website and provide students with a better learning experience.
Universal Design for Learning (UDL): Employing a variety of presentation methods (visual and textual) to stimulate participation (related things that students may see in their daily lives) and support expressive methods (which can motivate students to learn more in depth).
Constructivism / learning by doing: From the website, students may apply the knowledge they have learned, such as using budget trackers, entering their income, and adding their expenses. It can help students create their own personalized monthly budgets. These activities can help students build understanding through practice.
Accessible Multimedia:
The website uses simple text, images, videos, and clear page organization. This will make the content easier to follow and create a better learning experience for students.
Web Content Accessibility Features:
Use videos to help students learn.
Use simple and easy-to-understand language, and avoid unnecessary jargon.
Ensure sufficient contrast between the text and the background.
Use organized tables to help students read the content.
Use table sections to help students learn the concepts.
Use images to help students learn and receive the same information when they have different needs.
Cognitive Load Theory:
In one of the modelâs 50/30/20 rule pages, learners are shown some examples and then required to test their knowledge. This is a âdemonstrate first, then practiceâ approach.
Scaffolding :
In the model, we have created a step-by-step guide to lead learners through the process. In the beginning, we have the introduction, then the quiz, and then different tasks that we would like students to complete. At the end, students need to use everything they have learned and apply it in the last section. It will be a useful tool that students may take away to help them manage their money in the future.
Self-Regulated Learning :
In the model, students will learn different concepts in different modules. After that, they will apply the knowledge by using different tools, such as a tracker, reflection prompts, and a budget builder, which will encourage students to monitor their own behaviour.
TEAMWORK REFLECTION:
In terms of teamwork, I think we divided the work well. We set up regular meetings and had regular check-ins when there were issues or confusion.
I focused on most of the writing for this webpage and helped create one of the budgeting tools on the website. I think I learned a lot by organizing this webpage. I understand that working with others is not the same as working alone. Therefore, I set up regular check-ins and checked the channel often to make sure Parsa Peikani did not have any confusion or questions. I think it was important that we worked collaboratively throughout the process and maintained consistent communication to ensure the project stayed clear and aligned with our goals.
On the other hand, Parsa Peikani is a computer science major, so he created a wonderful and well-organized website that includes different theories such as UDL, Constructivism, Accessible Multimedia, Cognitive Load Theory, Scaffolding, and Self-Regulated Learning. Those factors are important when it comes to designing a website. I think this was very challenging for him since he was the only one working on the website. Therefore, I think this was very challenging for him. Luckily, after all the hard work we did, we overcame all the problems and confusion related to the website or webpage. I think this was a successful group project.
Academic References
AI-Generated Picture
Canadian University Survey Consortium. (2023). 2023 graduating student survey: Master report. CUSC-CCREU. https://cusc-ccreu.ca/
Lusardi, A., & Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. Journal of Economic Literature, 52(1), 5-44. https://doi.org/10.1257/jel.52.1.5
Prelec, D., & Simester, D. (2001). Always leave home without it: A further investigation of the credit-card effect on willingness to pay. Marketing Letters, 12(1), 5-12. https://doi.org/10.1023/A:1008196717017
Warren, E., & Tyagi, A. W. (2005). All your worth: The ultimate lifetime money plan. Free Press.
Granchelli, A. (2025, November 2). Accessible Multimedia. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/11/02/accessible-multimedia/
Granchelli, A. (2025, September 5). Theories of Multimedia Learning. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/09/05/theories-of-multimedia-learning/
Granchelli, A. (2025, October 19). Models of Active Learning. University of Victoria: Educational Technology. https://edtechuvic.ca/edci337/2025/10/19/models-of-active-learning/
While reading ChapterâŻ1 of Assessment Strategies for Online Learning by DianneâŻConrad and JasonâŻOpeno, I was inspired by their insights into how learners respond to assessments. Looking back across 19 countries, I have noticed that educational systems and teaching methods have changed very little, remaining much the same since the nineteenth century. The COVIDâ19 outbreak in 2019 became a milestone for education, exposing the outdated nature of traditional learning approaches. Since then, people have sought new methods of teaching and learning to help students succeed under different circumstances.
Compared with the 19th century, the education system in the 21st century is changing. Even though students still learn in the classroom, they can now use the internet to explore knowledge, not just rely on the teacher. Therefore, Universal Design for Learning offers multiple ways for students to perceive knowledge and engage with content. Providing flexible learning methods will enable learners to thrive in online spaces. This can optimize learning efficiency and support students even when they are in different situations.
I would love to share this quote. Online learning, according to Latchem (2014), âceases to be mere delivery of digital learning products for the studentsâ consumption and becomes a platform whereupon knowledge and learning are created by students through interaction, collaboration and inquiryâ (p. 311).
This proves that today’s learning channels have extended far beyond the four walls of the classroom; students can build this knowledge through their peers, instructors or even learn from others through different platforms. Moreover, Conrad andâŻOpeno point out three key elementsâsocial, teaching, and cognitiveâthat play an important role in the learning process. Combining these factors can help students achieve a deeper and more effective learning experience. For example, while working on this PostâŻ3 in WordPress, I must share my thoughts after reading the article, and my peers can comment below. This is a great example that combines the social, teaching, and cognitive elements. In today’s education, each layer strengthens the others, turning a simple posting exercise into a richer cycle of learning experience.
Education Suggestion
I think it is good to include a social-media platform like WordPress in the lesson plan. This approach moves away from traditional teaching methods and integrates more diverse educational strategies that can increase studentsâ enthusiasm for learning. Students can freely control their study time, and the process is actively managed by them. Teachers support all group members through meetings. Students can discover more interesting knowledge through communication with peers, and when they encounter difficulties, they can exchange opinions and learn from one another. This will be a big milestone for the education system.
Welcome to comment below and discuss what you think so we can learn together.
Refenece
A Set of Essentials for Online Learning : CSE-SET – Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Benefits-of-online-learning_fig3_369556674 [accessed 9 Jun 2025]
Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. AU Press. https://doi.org/10.15215/aupress/9781771992329.01
https://onlineacademiccommunity.uvic.ca/frankiekerr/ I have a similar idea to FrankieâŻKerrâs BlogâŻ1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vickyâs teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!
After reading the article by Ertmer and NewbyâŻ(2018), I learned a great deal. It also made me reflect on my past learning experiences with different professors, where I encountered various approaches such as cognitivism and behaviorism. I agree that learners do not simply transfer knowledge from the external world into memory; instead, they construct personal interpretations of the world based on their individual experiences and interactions. I would like to share two of my own learning experiences to illustrate this.
Behaviorism My story
Flashback to my lastâsemester ECONâŻ313 tutorial at UVic. I remember my professor opened every class with a five to ten minute speed quiz on the material we had learned in the previous class. The quiz displayed the scores on our laptops. If we scored above 80âŻpercent on the quiz, we would earn a bonus mark toward the final grade. After we submitted each question, the professor would go over it with us and revisit the concepts we had learned in the previous class.
I think this learning experience demonstrates a behaviorist approach because you can check your responses as soon as you submit your answers. Even when you make mistakes, you can see the correct answers and understand why you made those errors. The quiz also gives us a chance to apply the knowledge we have learned. This provides positive reinforcement of the concepts you learned in class.
Constructivism
I personally believe that constructivism is the best way for me to learn. I worked at BC Cancer inâŻ2024, and my coâop work term was the perfect example of constructivist learning. I took several courses and reached out to others whenever I had questions about work processes. After three months, my manager resigned, which meant I had to face challenges on my own. I still contacted her occasionally for her opinion on various matters. I used the knowledge I had learned when facing challenges, and when I made mistakes, I learned from the experience. This coâop proved the value of learning through realâworld experience, and I applied the knowledge I gained throughout the entire yearâlong coâop inâŻ2024.
Re â Best Learning Experience (frankiekerr)
https://onlineacademiccommunity.uvic.ca/frankiekerr/ I have a similar idea to FrankieâŻKerrâs BlogâŻ1. He illustrates the combination of cognitivist and constructivist perspectives through his story with Vicky. I think Vickyâs teaching style is suitable for children, because children usually learn more easily by experiencing rather than just listening to knowledge from the teacher in the classroom. Children can learn more effectively by experiencing and thinking more actively during the experience. I think the survival unit is a very valuable learning experience, and I definitely agree that you learned a lot from this unit, because you can still remember the details even though the lesson took place more than ten years ago. Thank you for sharing!
An Introduction to Me!
My name is Christian Chu. I am an international student at UVic, currently studying Economics with a minor in Business. I enjoy playing sports and have worked several jobs in the past. I also love spending time with friends and family. Iâm definitely an outdoor personâI love exploring the world, which helps open my eyes to new experiences. I especially enjoy the summer; the weather is amazing during that season.
Last year, I worked in the healthcare sector at BC Cancer. During that work term, I gained many practical skills that I could not have learned from textbooks or in school. I had to explore the unknown and continuously push myself to improve. That experience motivated me to take this course as an elective to explore a different field. Iâm looking forward to this course and expanding my knowledge beyond my current area of study.
