Courses

Information for Online Courses

Information for Online Courses

Canvas Online Learning Platform

Canvas is UBC’s primary learning management system for delivering online course content. Learn more about Canvas with these Canvas tips from the ETS office.

Best Practices

  • Before the start of term, log into Canvas (canvas.ubc.ca), view your course and read information provided by the instructor. If you do not see the course in Canvas, please contact us at online.educ@ubc.ca.
  • Check that UBC addresses are on your e-mail “safe” list (i.e., not going into ‘Spam’ or ‘Trash’) as UBC is not responsible for re-sending returned message or for the consequences of a message not received.
  • Once term starts, routinely check your email or Canvas for communication from your instructor. Most instructors will reach out to students a few days before the term starts or on the day of. In the exceptional event that you have not received any communication from your instructor after the first few days of the term, please contact us at online.educ@ubc.ca.

Withdrawal

Students are responsible for managing their registration. Each term, students can add, drop or change courses on the Student Service Centre (SSC) Portal in accordance with UBC’s withdrawal deadlines (see students.ubc.ca/enrolment/registration/course-change-dates).

Please note, non-participation in Canvas and/or deleting your name from the Canvas course site does not constitute withdrawal from a course. Official withdrawal must be done via SSC.

Resources/Supplies

Waitlists

ECED Course Waitlists

Due to the demand for our courses we have a waitlist for classes that are full. Please sign up for the waitlist section of the course.

Please be aware of the following provisions impacting ECED waitlists:

  1. Registration for a course is blocked once all sections of that course in that term are full. Once blocked, students will be prevented from registering and should register for the corresponding waitlist section (please note, there is one wait list section per course as opposed to one per section).
  2. Waitlists work on a priority basis; if seats become available, priority will be given to students registered in the following programs: 1st – ECED MA/MEd (subject to seat availability for graduate students in a given section), all DEDU/Certificate, Arts Minor in in Education – Early Childhood Education, 2nd – Unclassified, Visiting, 3rd - BEd, BSc Kinesiology (3rd and 4th year), 4th – 3rd and 4th year from any faculty/program, 5th – 2nd and 1st year from any faculty/program. Any additional remaining seats will be assigned to students by order in which they registered.
  3. Students will be moved into the course from the waitlist as seats become available. Please note, students will be moved into the first available section without consideration for instructor preferences, etc.
  4. Students are responsible for checking the SSC to confirm/validate registration. If a student has been moved to a course from a waitlist and no longer wishes to be in the course they are responsible for removing themselves from the appropriate section in advance of any withdrawal deadlines.
  5. Waitlists will be monitored on a routine basis. If you see a space available in a blocked course this means that students have not yet been moved that day or that someone has dropped the course after students were moved that day. In the latter case, the seat(s) will be assigned on the next possible day.
  6. In most cases, waitlists will continue to be active and monitored only for the first part of the term. In the case of the Winter terms, they will be active and monitored until the end of the first Friday of the term. In the case of Summer terms, they will be active and monitored until the end of the second day of the term.

If you have questions, please contact online.educ@ubc.ca.

Course Listings

To view courses in upcoming sessions, please check the UBC Course Schedule.

2023 Summer Session: Undergraduate Special Topics Courses

Cancelled: ECED 480O: Land and Young Learners: Early Childhood Education Curriculum Outdoors

  • 3 credits
  • Online, fully asynchronous with optional periodic small group check-in.
  • May 15 – August 11, 2023

This course will address practical and critical considerations for facilitating early childhood education curriculum outdoors. Through regularly engaging with outdoor environments, readings, peers, and other course materials, students will practice pedagogies of listening, collaborative dialogue, critical reflection, and pedagogical narration in relation to outdoor ECE learning with children in the early years. Students will investigate histories and ongoing contexts in relation to their specific early learning locations. Outdoor early childhood education curriculum will be situated in relation to influences of outdoor traditions; diversity, inclusivity and decolonization; sustainable learning.

2023 Summer Session: Graduate Special Topics Courses

ECED 565B: Review of Innovative Research Methodologies in Early and Primary Education

  • 3 credits
  • On-campus, In person
  • May 15 – June 22, 2023 | Mondays and Wednesdays, 4:30 – 7:30 p.m.
  • Instructor: Iris Berger, Ed.D.</li/>

Open to all graduate students.

This course is designed to broaden graduate students’ knowledge and experience diverse research methodologies emerging in the 21st century applied to work with children in the early and primary years. In addition, the course engages students in thinking how research methodologies are linked to current theoretical, cultural, social, ethical and political understandings of childhood(s). Topics covered, but are not limited to, decolonizing and anti-racist methodologies, trans/queer research methods, art-based approaches, post-human, affective and embodied ways of knowing, relational and place-based pedagogies.

This is an in-person course. Class time encompasses lectures, class discussions, in-class writing exercises, field experiences, and the application of knowledge through assignments. The course includes presentations and dialogue with guest scholars/researchers who are using innovative research methodologies. The course instructor will facilitate class discussions on course readings and guest scholars/researchers’ presentations. Students will regularly respond to course readings (in writing or by using other modalities), complete an in-depth study of innovative research methodologies, and compose and present a research project proposal that applies an innovative research methodology for work with children studied in class. Students are expected to critically and reflectively read the research literature, generate questions, and actively participate in class discussions and activities. Overall, the course aims at fostering an innovative and forward-thinking research culture that honors complex and diverse forms of knowing among graduate students.

ECED 565D: Arts-Based Pedagogies, Material Encounters and Living Inquiry in Early Childhood Education

  • 3 credits
  • July 4th to August 11th
  • Online – Synchronous attendance Tue/Thurs 2-4pm [with possible modifications due to time zones and work life]
  • Instructor: Marie-France Berard, Ph.D.

Open to all graduate students.

In this graduate seminar students play active roles as learners/practitioners/thinkers. The course develops an understanding of current theories, approaches and researching in arts-based pedagogies as it relates to artistic ways of knowing and of being in the world in early childhood contexts. Informed by relational-materialist and Deleuzian approaches, a major emphasis will be on characteristics of embodied artistic processes: how these material encounters become opportunities for critical and relational inquiry, for other ways of attuning to daily life, for being responsive to ecological/ social aspects of place, and for generating ideas. Through theoretical readings and embodied practices, students consider what it might mean to engage in artful thinking and aesthetic approaches. The course format combines experiential learning (all materials can be sourced in one’s environment), readings and weekly synchronous online discussions to engage deeply with concepts and create moments of shared “Thinking With…” artistic encounters. Students will have opportunities to study individually or in small groups, to use a range of tools and strategies such as the hand-made or digital visual journal, narrative photography and video to consider the arts and the art studio in alternative forms of lived inquiry and ways of working with young children.

2022 Winter Term 2: Undergraduate Special Topics

2022 Winter Term 2: Undergraduate Special Topics

ECED 480O Special Course in Early Childhood Education: Land and Young Learners: Early Childhood Education Curriculum Outdoors

  • 3 credits
  • Online; Fully asynchronous with optional periodic small group check-in during the term
  • January 9 - April 13, 2023

This course will address practical and critical considerations for facilitating early childhood education curriculum outdoors. Through regularly engaging with outdoor environments, readings, peers, and other course materials, students will practice pedagogies of listening, collaborative dialogue, critical reflection, and pedagogical narration in relation to outdoor ECE learning with children in the early years. Students will investigate histories and ongoing contexts in relation to their specific early learning locations. Outdoor early childhood education curriculum will be situated in relation to influences of outdoor traditions; diversity, inclusivity and decolonization; sustainable learning.

2022 Winter Term 2: Graduate Courses

2022 Winter Term 2: Graduate Courses

ECED 531B: Supporting Young Children’s Social Emotional Learning in Early Childhood Programs

  • 3 credits
  • Online; Fully synchronous, meeting Wednesdays from 4:30-7:30pm PT
  • January 9 - April 13, 2023

This course is designed to provide insights into the social and emotional lives of young children. Together we will explore the theories and research on some key aspects of social and emotional learning. We will be identifying the factors that promote young children’s social and emotional development and discussing theoretical and practical implications for the promotion of young children’s social and emotional competence. We will be looking at universal preventive intervention programs or frameworks designed to promote social and emotional learning (SEL) in young children, including recent research findings on evaluations of these programs.


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