Hello ECI834,

I just can’t believe how quickly this semester went by and it’s so hard to accept that our journey in EC&I 834 is almost over. I have really relished every moment in this class and spending our Tuesday evenings with all of you in the Zoom room was such a great experience. We want to thank everyone who made this journey meaningful and as a journey of sharing and knowledge gain.

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For this week’s blog post, we were asked to produce a course walkthrough, final overview of our course prototype which consists of the creation process. An overview of the creation process which includes links to our posts we wrote related to our prototype this semester, as well as including the link for our course profile.  Posted below are links to previous blog posts that reveal the developing process of our course prototype throughout this semester and course walkthrough video.

The Beginning of the Learning Journey

Technology Integration in Teaching Mathematics

Course Profile: Foundations of Mathematics by Vedic Math

Analyzing Storytelling Tools

My Thoughts on Online Learning and EdTech

Our Response to Feedback

Designing Student Instructor Interactions In Course Prototype

Our Course Foundation of mathematics by Vedic Math is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose. Nowadays the primary concern of most students and parents have about online courses and classes is that they lack communication between students and teacher, time management and discipline to do the work because everyone thinks that they don’t have an instructor watching over them to make sure they are following the lessons and completing their assignments. When it comes to a math course and that too, which is delivered completely online then the fear and anxiety doubles. Our main concern while planning this course was to address this issue and in our course, students are surely not on their own, bouncing around the coursework. They have a comprehensive course outline and accessible teachers to interact with via Google Classroom, Zoom, and Flipgrid to help them run the course, not get run over by it!

After a lot of thought and planning, Hu Sile and I decided to use Google Classroom as our LMS platform and for a collaborative space where we can upload or course material, Outline, pre-class videos and instruction. Furthermore, Google Classroom is an easy-to-use tool that helps educators manage coursework. With Google Classroom, we can create classes, distribute assignments, grade and send feedback.

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I must acknowledge the fact that the Creation of our course modules was time-consuming and was quite challenging. We had to meet several times to discuss our course of action and planning. We encounter a lot of hurdles, challenges and technical difficulties and thanks to Hu Sile’s technical expertise we successfully crossed them. After the creation of our basic course shell and module 1 and 2 we were pretty confident that we would get positive feedback in our peer response and when the results were out, we were very happy and pleased with the feedback we received. we feel that the whole peer review process was very helpful and gave us some ideas about how we can better our course.  

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We received mostly positive feedback from our classmates for our Modules 1 and 2 but with some helpful suggestions like adding subtitles for pre-class videos, few minor changes in introduction video, adding more visuals in pre-class videos, like circling which digits we were calculating at different times. We have implemented their suggestions in our modules 3 and 4 by adding more visuals in pre-class videos, a new and detailed Introduction video, subtitles for pre-class videos. Mission accomplished!

Overall, I am very happy and satisfied with what I learned this semester. Never in my life, I had thought that I would be designing an online course and thanks to this course that I have finally designed one.  I’ve learned a lot about LMS platforms, online and blended learning, creating digital content, digital resources. I think that I am fortunate to have been a part of such a wonderful course and supportive classmates. Even though this course is coming to an end, I wish all of you the best of luck in your final tasks and summary of learning!

Thanks for stopping by!

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Hello ECI834!

First of all, I want to thank our evaluators for their time in reviewing our course prototype and before I dive deeper into the feedback which we received for our course, I first want to give a shout-out to everyone in EC&I 834 for the construction of their prototypes. I am thankful that I was able to see what others have created and I can only imagine all the work that has gone into the courses that were developed.

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As for the peer evaluations, I am very happy and pleased with the feedback we received. I feel that the whole process was very helpful and gave us some ideas about how we can better our course. It also pointed out a few issues with verb tense/grammar in some of the sentences which we honestly hadn’t noticed before or details we omitted without even realizing it. We found the evaluation process to be beneficial and appreciated the constructive critique we received. We are very happy that our evaluators felt that the course was very laid out well and easy to follow. They also pointed out that there are many opportunities for interaction within the course like pre-lesson google form, discussion area, and flipgrid which has definitely motivated us. Having said that they suggested that the pace of video instruction was good and we should change voice tone once in a while when emphasizing a key point with voice inflection which will be definitely implemented while coming up with the next modules.


The evaluator’s think that our modules would work well in an online and/or a blended setting and it’s great to know that they are even thinking about sharing our course in their math class. Our main focus while coming up with the modules was to make it as engaging as possible and they found the lessons engaging and the promise of being able to do math quicker was motivating. The course of learning a new math technique takes time and practice and once students master the  Vedic math technique they can definitely perform mathematics calculations 10 times faster than the traditional method. The evaluator’s reason that Intro Video of Vedic Maths was thorough, but the timing on the slides was sometimes too fast for them to finish reading what was on the screen. And suggested that It may be beneficial to have a voiceover for students so they don’t have to read the words on the screen which will for sure be taken care and thank you for pointing it out.

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We got some great positive feedback about the course modules and pre-class videos but having said that they suggested that we need to add more visuals, like circling which digits we were multiplying at different times which I think is a good observation and we will make sure that such detailing will be executed while coming up with the next modules.



The evaluators unanimously agree that the course profile was well organized, Well thought out and thoroughly done and we were overwhelmed with such a positive response. One of the comments really made us happy which said “I appreciate that they identified that Math can be a hard subject for many students, and they do not always enjoy it. Their whole goal is to make math an enjoyable lesson, and if I am being honest, I enjoyed myself. I honestly hate math, and I am so proud that I was able to learn the method through your video. I wish I had something like this in high school to help me learn outside of class. I needed more help and often found it embarrassing to ask or go for help. Great idea team! Good work”. We are really overwhelmed and want to thank you very much for such a positive response.

Overall thank you for your kind feedback and for your time in going through our course. We are very happy and pleased with the feedback we received and feel that the whole process was very helpful and gave us some ideas about how we can better our course.

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Hello ECI834!

My classmate and a friend Hu Sile have decided to join forces and create our Online Course together! As a mathematics educator, I have taught students from secondary education to undergraduate studies and one thing that I have noticed in my students is the fear of mathematics. Right from the lower grades students are bombarded with the mathematics syllabus containing arithmetic, algebra, geometry and are taught to solve the mathematical problems with standard techniques and not by logic and shortcuts.


Our Course Foundation of mathematics by Vedic Math is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose. So this is the beginning which will eventually be an outstanding course with all of your support and feedback.


Target Audience:

Vedic math is based on math tricks. Age for learning Vedic math is minimum 10 years and should be taught at the age of 11 or 12 to give a kick-start to maths problems. However, the Targeted Audience for this course would be students who are 16 years and above. This course would be best for students and working professionals who are looking forward to entering universities and clear entrance exams and secure admissions to the best universities of their Dream. This would also be an Ideal course for Math teachers who want to make their Math classes more interesting & innovative and add another skill set to their teaching practices.

Course Timeline:

This online course is comprised of ten sessions and designed to cover the entire module in ten weeks.

Course Delivery:

Foundation of mathematics by Vedic Math course will be formatted in a fully online form, which combines a flipped self-learning procedure with weekly synchronous sessions. It should be noted that conceptual videos of related every course content will be posted to Google Classroom (Learning Management system).

  • Prior to each formal course section, students must pre-watch the foundational knowledge video associated with the upcoming class content by accessing through Google Classroom Courses links. When you finish the video, you are expected to fill and submit the Google Form regarding the description of your understanding or the problems you are struggling with.
  • Our synchronous sessions will employ zoom– an online conferencing software (available for PC, Mac, and smart devices) to give lectures and help solve the problems encountered

Course Objectives and Learning Outcomes:

Mathematics is one such analysis that requires reasoning and mind is used at its best but unfortunately, students are largely dependent on calculators even to perform simple calculations. Most of the learners studying conventional mathematics manage to solve problems that are taught to them at school, but they are unable to solve the problems that are new. They will follow the traditional methods which involve lengthy steps and end up drawing to a conclusion that math is difficult. The main reason for this is the lack of basics and the foundations of mathematics are laid in a complicated manner.  Innovation in education means doing what’s best for each and every student in the classroom and to do that we have to be flexible and so must be the lessons, and curriculum. Learning mathematics must be a fun and joyful experience and Vedic mathematics are one of such methods which simplify the process of learning mathematics and students will learn to reason which will result in innovations.

The most striking feature of the Vedic methods is its coherence. The entire system is interrelated and unified: the general multiplication method, for example, is easily reversed to allow one-line divisions, and the simple squaring method can be reversed to give one-line square roots. And, these are all easily understood. This unifying quality is very satisfying, it makes arithmetic easy and enjoyable, and it encourages innovation.

Difficult arithmetic problems and huge sums can often be solved immediately by Vedic methods. These striking and elegant methods are a part of a system of arithmetic which we believe to be far more methodical than conventional mathematics. “Vedic” Mathematics is said to manifest the coherent and unified structure of arithmetic, and its methods are complementary, direct and easy.

The learning outcome of this course will enable students to perform complex mathematical calculations mentally and set aside their calculators. There are many advantages of using a flexible, mental system. Students can invent their own methods and they are not limited to one method. This leads to more creative, interested and intelligent students.

Course Module:

Section 1: Welcome & Introductions

Section 2: Base Method by Vedic tricks

Section 3: Multiplication of Complex numbers in seconds

Section 4: Finding Square of Complex numbers

Section 5: Finding the Square root of Complex numbers

Section 6: Finding Cube of Complex numbers

Section 7: Finding Cube root of Complex numbers

Section 8: Division of Complex numbers by Vedic tricks

Section 9: Finding the Percentage of Complex numbers by Vedic tricks

Section 10: Finding a Fraction of Complex numbers by Vedic tricks

Course Materials:

There are no textbooks that are required in our class, but as it is mentioned above, we do demand class participants to use their computers or smart devices which have access to a stable and fast-speed internet connection for our online class delivery tasks. For those who are struggling with how to utilize our toolsets, we listed the instruction videos as follows, wish they would help:


Attendance will be mandatory, synchronous sessions will be recorded when delivering the class. We understand that there will be a variety of reasons for students’ miss, therefore, all the recorded videos of class contents and E-materials will be accessible for all registered students during the course timeline. On account of those random reasons for missing classes, before each class, we will send a reminder email to all registered students for participation confirmation.

Assessment and Assessment Strategies:

(ONE on ONE Evaluation and Expert Evaluation)

Formative assessment will happen after every class section which aims to record students’ pace for learning outcomes and help students gain an insight into Vedic Mathematics. Teacher will deliver quizzes via Google Classroom, and students will give their video responses to each assignment by using flipgrid, your response video requires a methodical approach, which means in your video, you have to thoroughly describe how you approach the problems, and explain your train of thoughts, instead of simply providing an answer. (suppose educator has adjusted the length of a video to 5 mins). Assigned teachers will give feedback and provide guides by tracing each students’ flipgrid video.

Students are encouraged to work in groups and discuss with each other problems, any meaningful video comments on other students video responses will be marked as part of the final summative assessment.


Every week assignments will be shared in each individual Course Module. As specific students require diverse methods of instruction, assignments, and expectations may alter depending on the individual student need.


This course is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose.

By the end of every session, students will have a better understanding of Vedic mathematics and will be able to solve problems 100 times faster than normal methods. As students progress through the course they will sharpen their minds which will increase mental agility and intelligence. Students will be learning how to speed up multiplication, Division, finding squares, square roots, Cubes, Cube Roots, performing algebraic Equations in seconds without using calculators. This course will change their paradigm about solving mathematical problems and start to love, enjoy math more than they ever did.

By having regular Interaction with a teacher, students will have more support in mastering the concept, which will boost their self-confidence and cultivates an Interest in numbers.

Obviously, we have a long way to go and have Improvising to do. Any advice is welcome and greatly appreciated!