All posts by Alekhya Jonnagaddala

Learning Design Basics

Fostering Collaborative Learning: Strategies for Quality Student Engagement

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Dive into the world of interactive learning! Discover how innovative tools and strategies are revolutionizing student engagement in online education. 

Imagine a classroom where discussions aren’t a chore, but a chance to bounce ideas off classmates, explore topics creatively, and even have a little fun. That’s the power of collaboration in action!  It explores why working together is essential for learning, the pitfalls of traditional discussion boards, and exciting tech tools that can transform your classroom experience. 

Why Collaboration Makes You Smarter 

The significance of collaboration in education is highlighted by research conducted by Johnson et al. (2014), emphasizing the advantageous outcomes of peer interaction. Collaboration fosters active learning, where students don’t just passively absorb information, but actively engage with it. It also encourages critical thinking as students analyze different perspectives and social learning as students learn from your classmate’s ideas and approaches (Adams & Wilson, 2020; Bender, 2005).  Group work can even make learning more authentic, as students grapple with real-world problems that require teamwork. On top of that, collaborating with others can help combat feelings of isolation, making the classroom a more supportive and engaging environment (Swan, 2017). 

Why Some Conversations Can Be Boring 

Traditional discussion boards often fall short of achieving the objectives crucial for meaningful student engagement (Brame & Biel, 2015). Common problems highlighted by Bender (2005) reveal why some conversations can be downright boring. These issues include an overwhelming number of discussions, repetitive posting formats (such as the infamous “post once, reply twice” pattern), poorly formulated questions that fail to spark conversation, and lengthy requirements that resemble essays rather than fostering interactive dialogue. Such shortcomings have a detrimental effect, stifling creativity, dampening engagement, and transforming what should be lively exchanges into mundane tasks. Despite being a staple in online education, traditional discussion boards frequently miss the mark in meeting multifaceted educational goals ( Bender, 2005). 

However, recognizing and addressing these deficiencies opens the door to unlocking the full potential of online discussions. By understanding the importance of stimulating intellectual curiosity, encouraging diverse perspectives, and fostering an inclusive environment for idea exchange, teachers can transform mundane discussions into dynamic learning experiences (Brame & Biel, 2015). Specific learning experiences can include: 

  • Stimulating intellectual curiosity among students. 
  • Encouraging diverse perspectives and viewpoints. 
  • Facilitating the exchange of ideas in a supportive and inclusive environment. 
  • Promoting active participation and engagement in discussions. 
  • Enhancing students’ critical thinking skills through analytical discourse. 
  • Fostering collaborative problem-solving abilities through interaction with peers. 
  • Supporting the attainment of learning goals and outcomes through effective discussion facilitation. 
The Interactive Advantage: How Technology Breathes Life into Discussions 

The good news is that a range of interactive technologies can transform discussion boards from stagnant forums to vibrant hubs of learning. These tools not only encourage participation but also foster deeper engagement and collaboration among students (Bender, 2005). 

Imagine a discussion board where active collaborations can be established, and student-to-student interactions are more engaging.  Within discussion boards instructors can post or link various resources (written prompts, documents or multimedia). Students then ditch the text box for recorded short responses (audio or video), fostering creativity and engagement. Discussion boards even allow instructors to break students into smaller groups, enabling focused discussions on multiple topics simultaneously (Bender, 2005). 

Image of a discussion text box with the options of uploading, recording, or existing files.

To take the collaboration a step further. Instructors can use various software available to them to empower students to record, explore, and express their thoughts to the forum. This fosters richer discussions as classmates can build upon each other’s ideas and engage with the material in a more interactive way.  Whether typing out responses or recording audio/video comments, interactive discussion boards can foster a vibrant and engaging learning environment (Adams & Wilson, 2020).  This can be achieved using the following: 

  • Media Library: Students can record audio responses right within the thread.  Students can record a 5 minute audio file. Instructors can use Media Library in the same way.  Students, can appreciate the convenience of recording audio directly within the discussion thread, without the use of outside software and equipment. The 5-minute limit encourages concise yet meaningful contributions(Adams & Wilson, 2020). Knowing that instructors can listen to student responses adds a sense of accountability and can motivates students to prepare thoughtfully. When grading student discussion assignments, instructors can record (audio or video) directly into D2L. All recorded audio files can only be  up to 5 minutes, but video files can be up to 30 minutes, allowing instructors time to provide a more detailed feedback.  Instructors personalized feedback via multimedia can enhance student understanding with the use of thorough explanations and visual aids. This can add more teaching presence and make the grading experience more personable for students (Adams & Wilson, 2020).
Image of an instructor feedback display with green arrows pointing to record video and record audio. Next to the arrows are images of the recording displays for each type.
  • Kaltura MediaSpace: Students can either record within the system or upload files to the system, which can be added to the thread. Videos recorded within Kaltura can be over 30 minutes and audio can be over 5 minutes (Adams & Wilson, 2020). Using Kaltura, students can create engaging video presentations or record audio explanations. This can be empowering to students to offer the option to choose the medium that suits their learning style. 
  • Microsoft Teams: Teams now have whiteboards that can be developed using either preset templates or created prompts.  Instructors can link the whiteboard to the discussion board, allow students to collaborate, then discuss the assignment. Teams’ whiteboards encourage collaboration. Students can collectively brainstorm, sketch concepts, and work on group assignments. It can provide students with the feeling of personal interaction within a virtual classroom where ideas flow freely. 
  • H5P: Instructors can create interactive learning content, such as a 360 virtual tour, Timelines, Column, and more. Once developed content can be added directly to a forum for student access. This can inject excitement into the learning process and provides students with various ways to engage with the material. 
Interactive Activities: Breathing Life into Online Learning 

The good news is that a variety of interactive online activities can transform online learning from a passive experience to a dynamic and engaging one (Swan, 2017). Let’s explore four main types of interactive activities: 

  • Collaborative Learning: This approach focuses on individual learning through student interaction (Johnson et al., 2014). Activities like: 
      • Peer Brainstorming: One effective activity within this approach is Peer Brainstorming. During peer brainstorming, students collaborate to generate ideas on various topics, such as literature reviews, research thesis statements, or presentation topics. This process not only fosters critical thinking but also encourages collaboration among peers.  
        • Key considerations for successful peer brainstorming:  
          • Group Preparation: Before the brainstorming session, students should be well-prepared. This includes understanding the topic, doing any necessary research, and having a clear idea of what they want to contribute.  
          • Desired Outcome: Students should have a shared understanding of the brainstorming session’s purpose. Are they seeking innovative ideas, problem-solving strategies, or creative approaches? Clarifying the desired outcome helps guide the discussion. 
          • Interaction Expectations: Establish ground rules for interaction. Encourage active listening, respectful communication, and openness to diverse viewpoints. Students should feel comfortable sharing their thoughts without fear of judgment.   
      • Peer Feedback: Madeline & Richards (2016) highlight the benefits of peer review, where students provide constructive feedback to improve each other’s work.
        • Tips: Providing a clear template and ensuring feedback is Informative (I), Constructive (C), and Effective (E) enhances the learning experience. 
        • Group Research: Students collaborate on research projects.  
        • Considerations: Establish the desired outcome, set expectations for shared tasks, and explore technology tools that can facilitate collaborative research. 
  • Cooperative Learning: Here, students work towards a shared goal in a final project. This fosters teamwork, accountability, and communication skills. Activities that foster cooperative learning can include: 
    • Jigsaw: Students become “experts” on a specific topic and then teach their knowledge to their peers (Brame & Biel, 2015). This promotes active learning and information retention. 
    • Group Projects: Students work together on a research project or presentation, requiring them to leverage individual strengths and manage group dynamics. 
    • Simulations: Role-playing scenarios allow students to apply their knowledge in a realistic setting, fostering critical thinking and problem-solving skills. 
  • Team-Based Learning: This approach emphasizes learning from one another within a team to gain a deeper understanding of a specific topic (Johnson et al., 2014).
    • Team Debates: Student’s research and debate opposing viewpoints on a topic, encouraging critical thinking and persuasive communication skills. 
    • Case Studies: Teams analyze a real-world scenario and develop solutions, fostering problem-solving and decision-making skills. 
    • Four Corners: Activities like Four Corners ignite spirited discussions, fostering divergent viewpoints and collective learning, encouraging active participation and discussion.  
      • Considerations: Define clear expectations for group discussion and establish grading criteria for team interaction. 
  • Problem-Based Learning: Activities center on solving a specific problem, encouraging collaboration and critical thinking. This approach is like collaborative learning but focuses on solving a specific problem rather than a broader topic. 

Interactive learning, fueled by technology and engaging activities, holds the power to transform the educational landscape (Swan, 2017). It offers a departure from traditional discussion boards, providing students with dynamic platforms for collaboration and exploration. By embracing the interactive advantage, learners can actively participate, engage with peers, and cultivate critical thinking skills essential for lifelong success.  

No matter if you and your students are recording audio and video files or you are creating interactive learning activities for students, our team can assist you with both. If you want to explore how to best incorporate the use of these D2L tools and software in your course, reach out to us via email or through Bookings.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Adams, B., & Wilson, N. (2020). Building community in asynchronous online higher education courses through collaborative annotation. Journal of Educational Technology Systems, 49(2) 250-261. https://doi:10.1177/0047239520946422 

Bender, T. (2005). Role playing in online education: A teaching tool to enhance student engagement and sustained learning. Innovate: Journal of Online Education, 1(4). 

Brame, C.J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/. 

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3 & 4), 85-118.  

Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293

Kampus Production. (2020) Multiethnic students doing research together in library [Photograph]. Pexels. https://www.pexels.com/photo/multiethnic-students-doing-research-together-in-library-5940844/  

 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking.  

Learning Technology Integrations

The Metaverse and the Virtual Campus for Online Learning

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With its promise of immersive experiences, the Metaverse is changing the face of online education.  H5P is a software application that can aid in the creation of interactive content, offering a diverse array of content types designed to meet various educational needs. 

Online technologies are now an essential component of the learning environment, resulting in a significant shift of the education sector. Even though many colleges and universities have embraced digital platforms, educators are becoming increasingly interested in the notion of the Metaverse as a cutting-edge method for online instruction (Kaddoura & Al Husseiny, 2023). The Metaverse promises an enhanced educational experience with the introduction of new opportunities in a variety of sectors, including military training and medicine. 

Overview of the Metaverse 

The Metaverse is a virtual world that combines aspects of virtual reality (VR) and augmented reality (AR) with artificial intelligence (AI), allowing user-created avatars to interact in a digital setting (Kaddoura & Al Husseiny, 2023). Definitions and notions are always changing in this environment; some have even referred to it as a post-reality cosmos with continuous multiuser participation. Whereas VR submerges viewers in a virtual realm, AR offers an interactive overlay over the actual world to create the Metaverse. This innovative term, which was first used by Neal Stephenson in 1992, combines the meanings of “meta” (beyond) and “verse” (universe) to refer to a place where the virtual and the real coexist (Kaddoura & Al Husseiny, 2023).  

In the Metaverse students can go beyond the confines of conventional online learning. It provides an immersive virtual reality experience by fusing social media, blockchain technology, AR, and VR to create interactive environments that resemble the real world. This ever-changing digital landscape provides a stage for producing meaningful experiences, social connections, and long-lasting content. It has applications in both education and gaming, enabling users to make avatars with distinctive looks and actions. With the creation of generative models and advancements in vision and language recognition, we may anticipate an increasingly natural and immersive user experience as technology progresses. 

Challenges to Metaverse Adoption 

While the Metaverse holds exciting prospects, concerns about security, privacy, and potential abuse or harassment by other internet users pose significant drawbacks. The term “privacy” typically encompasses concerns related to the confidentiality and control of one’s personal information, while “security” refers to the protection of that information from unauthorized access, disclosure, or modification (McKinsey & Company, 2022).  

In the context of the metaverse, these concerns are particularly relevant due to the immersive and interactive nature of the platform, which could potentially expose users to a wider range of risks than with traditional online environments. Because of the possibility of unwanted access to user accounts, devices, and personal data, there are security concerns in the metaverse. This might involve stealing login passwords, listening in on conversations, and gathering private data like bank account information or physical location. Utilizing VR headsets and other immersive technologies may increase these concerns since they have the potential to gather and share private information about user’s movements, physical attributes, and even mental states. 

Concerns of abuse and harassment in the metaverse extend beyond privacy and security. Because of the platform’s immersive and interactive features, hate speech, cyberbullying, and other online abuse may flourish there. Since there are no physical borders in the metaverse, people may feel more comfortable engaging in abusive or offensive behavior because of their potential anonymity. Victims may therefore find it more difficult to flee or get assistance. 

Benefits of Metaverse Adoption 

The Metaverse offers exciting opportunities for education. It eliminates the need for physical infrastructure, such as classrooms, laboratories, and equipment. This could lead to significant savings for schools and universities, especially those in remote or underserved areas. It can facilitate the delivery of personalized learning experiences, which can be tailored to each student’s individual needs and learning style. This can reduce the need for one-on-one tutoring or specialized accommodations (Kaddoura & Al Husseiny, 2023). 

Online learners can often feel isolated from the traditional classroom environment, which can negatively impact their learning experience. It fosters collaborative learning opportunities, enabling online learners to connect and interact with peers from diverse backgrounds. This can enhance their learning experience by promoting peer-to-peer learning, knowledge sharing, and teamwork. The metaverse’s virtual social environment can help reduce this isolation by providing opportunities for interaction and engagement with peers and instructors. 

Using H5P to Create a Small-Scale Metaverse  

In the dynamic landscape of education, technological innovations continually reshape the way educators teach and students learn. One such tool making waves in the realm of education is H5P (HTML5 Package), an open-source content creation platform. 

H5P stands as a versatile and robust resource, offering educators a toolkit to craft interactive content that transcends traditional teaching methods. Its versatility enables the creation of diverse content types, from interactive presentations and books, AR scavenger hunts, and virtual (360) tours to immersive videos embedded with assessments (H5P Group, n.d.). 

By educators leveraging their H5P account, they can seamlessly integrate these interactive elements into their D2L courses. This flexibility empowers educators and content creators to preview and explore a wide range of content types, fostering an engaging and dynamic learning experience for students. Whether it is quizzes, presentations, games, or other interactive formats, H5P provides a user-friendly platform for enhancing educational content across different digital environments 

The Metaverse holds immense potential to revolutionize education by offering immersive and engaging learning experiences, improving accessibility for distant learners, and facilitating personalized learning. However, it is important to address the potential challenges associated with security, privacy, and abuse before the metaverse becomes a mainstream platform. H5P, an open-source content creation platform, can be a valuable tool for teachers to create interactive and engaging content for the metaverse. By leveraging H5P and other innovative technologies, educators can create a more immersive and effective learning experience for all students. 

If you are interested in learning more about H5P, please let us know.  The SCSU Online and Distance Learning team can provide some information to get you started.  You can reach out to us via email or through Bookings.  If you would like to inquire about signing up for an H5P account, please contact Scott Wojtanowski at scott.wojtanowski@minnstate.edu.

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

References: 

Cameron, J. (2020). Photo of boy video calling with a woman [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-boy-video-calling-with-a-woman-4145197/ 

Cheong, B.C. (2022). Avatars in the metaverse: Potential legal issues and remedies. International Cybersecurity Law Review 3, 467–494. https://doi.org/10.1365/s43439-022-00056-9 

H5P Group. (n.d.). Examples and Downloads. H5P. Retrieved September 28, 2023 from https://h5p.org/content-types-and-applications 

Kaddoura, S., & Al Husseiny, F. (2023). The rising trend of Metaverse in education: Challenges, opportunities, and ethical considerations. PeerJ. Computer Science, 9, e1252. https://doi.org/10.7717/peerj-cs.1252 

McKinsey & Company. (2022, October 4). The metaverse: A new layer of opportunity. Retrieved September 28, 2023 from https://www.mckinsey.com/featured-insights/themes/welcome-to-the-metaverse 

 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking. 

Learning Technology Integrations

How Educational Technology Can Improve the Exam Experience

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Exams are becoming more accessible, safe, and entertaining through educational technology, which is changing education. Institutions are improving the exam experience by providing a variety of modalities, utilizing Learning Management Systems (LMS), and employing interactive questions and ethical AI content. 

The way we approach education and exams has changed dramatically in the last several years. Exam accessibility has increased due to the integration of education technology, which has also improved the quality of education at an entire institution. Educational institutions have provided various course and exam modalities in response to the changing environment. These forms come in hybrid, online, and in-person versions. This flexibility allows students to choose the format that best aligns with their needs and learning style. These advancements in technology have made exams more accessible and positively impacted the overall educational experience. Institutions can leverage LMS platforms to improve the exam experience. 

Leveraging Learning Management Systems (LMS) for the Overall Exam Experience 

LMS platforms provide a flexible environment for designing exams that accommodate diverse learning needs. Teachers can create assessments ranging from multiple-choice questions to essay formats, allowing for a comprehensive evaluation of student’s understanding. Moreover, the accessibility features inherent in LMS platforms ensure that exams can be accessed and completed remotely, promoting inclusivity, and enabling students to take assessments regardless of their location or circumstances.  

LMS platforms allow for the integration of multimedia elements into exams. Teachers can incorporate videos, audio clips, images, and interactive content, using Kaltura and H5P, to create more engaging and comprehensive assessments (Thakare, 2017). This integration of diverse resources not only enhances the exam experience but also caters to varied learning styles, enriching the overall learning journey. 

The adaptive nature of LMS platforms enables personalized assessments tailored to individual student progress. Through features like branching logic and adaptive quizzing, exams can dynamically adjust difficulty levels based on student’s responses, offering a more customized evaluation. 

By leveraging the capabilities of LMS platforms, educational institutions can redefine the exam experience. These digital ecosystems offer a transformative approach to assessments, fostering adaptability, accessibility, and personalization. As institutions continue to harness the potential of these platforms, the exam landscape evolves, creating an environment where assessments become not just evaluative tools but opportunities for enriched and engaged learning experiences. 

 Creating an Engaging Exam Experience

Authentic evaluations require students to acquire abilities like problem-solving and creative thinking, which go beyond typical tests. They provide students with several options for showcasing their knowledge. These assessments can include different applications, techniques, and tools. 

  • Using Varied Applications: Computer software allows students to gain real-world experience. For instance, accounting students can use Microsoft Excel to produce a balance sheet. Virtual presentations provide students with the ability to simulate real-world situations. For instance, business students can make a sales proposal using Zoom or Kaltura. Written assignments have students write essays using standard pen and paper or using digital resources. 
  • Using Different Techniques: Assessments have undergone a revolution because of interactive questions, which let students show their understanding in a variety of ways. For example, within Kaltura video-based exam questions, answers can be used to make the evaluation process more interesting and real. Kaltura also has the option of incorporating hotspots into a video exam for further student engagement.  
  • Using Third-Party Tools: More dynamic methods of evaluating student’s knowledge are provided by third-party programs, which also give a variety of possibilities for designing interesting exam experiences. The university has partnerships with various textbook companies (Cengage, Pearson, Wiley, etc.) that are integrated into D2L. This integration allows faculty to access composition exam materials and students access to exam aids. 
  • AI Generated Exam content:  Artificial Intelligence (AI) in education has created new opportunities successful successfully designing dynamic, interesting, and effective exam experiences. Teachers are using AI tools more often to create exam questions that are not only multiple-choice. Artificial intelligence (AI) enabled tools can produce case studies, problem-solving scenarios, and simulations that replicate real-world situations (Keith, 2023).  Through these types of exam questions/prompts, students are encouraged to apply their knowledge in real-world situations through this immersive method of assessment.  By doing so, students can deepen their understanding and develop their critical thinking abilities for the subject matter.
Other (Non-Technological) Ways to Improve the Exam Experience 

For students to succeed, it is imperative that they are adequately prepared for online assessments. Here are some crucial things to remember: 

  • Reduce Anxiety: Students who study well usually experience less anxiety during tests. This can be facilitated by having a clear understanding of the examination procedure and expectations.
  • Clear Expectations: Reducing ambiguity during online exams can be accomplished by being open and honest with students about what to expect.
  • Practice Exams: Providing practice exams helps students get comfortable with the testing environment, which lowers anxiety and makes for a more seamless exam experience. 

The exam experience has been transformed by educational technology, which has increased its effectiveness, accessibility, and engagement. Through the use of AI-generated content, LMS platforms, and interactive question types, teachers may design exams that accommodate a variety of learning styles and foster a deeper comprehension of the subject matter. Exams will transform from being merely tools for evaluation into chances for students to demonstrate their knowledge and acquire critical skills necessary for success in a world that is changing at a rapid pace if educational institutions continue to adopt these technological developments. 

If you are interesting in how to best leverage AI to create content for exams or any learning content, please let us know.  We can provide you with strategies for proper use, the best way to address it with your students, or even what to expect.  The SCSU Online and Distance Learning team can get you started, just reach out to us via email or through Bookings. 

Additional Reading:

For more information on any of the following topics, please check out our previous blog articles.

 

References: 

Anderson, T. (2008). Teaching in an online learning context. The Theory and Practice of Online Learning (2nd ed.) (pp.484). Athabasca University Press. https://doi.org/10.15215/aupress/9781897425084.01 

Kampus Production. (2020) Serious young woman with diverse groupmates working on laptops in library [Photograph]. Pexels. https://www.pexels.com/photo/serious-young-woman-with-diverse-groupmates-working-on-laptops-in-library-5940712/ 

Keith, T. (2023, January 23). Combating academic dishonesty, part 6: CHATGPT, AI, and academic integrity. Academic Technology Solutions. https://academictech.uchicago.edu/2023/01/23/combating-academic-dishonesty-part-6-chatgpt-ai-and-academic-integrity/ 

Sarker, M. N. I., Wu, M., Qian, C., Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9, 453-461. doi:10.18178/ijiet.2019.9.7.1246. 

Thakare, R. (2017). 10 things you need to know when choosing a learning management system. eLearning Industry. https://elearningindustry.com/10-things-need-know-choosing-learning-management-system 

Alekhya Jonnagaddala, is a Graduate Assistant at the Online and Distance Learning Department at Saint Cloud State University. She is pursuing a master’s in information assurance (MSIA). She has worked in the IT industry for 2 years as a Software Engineer and spends her leisure time cooking.