Category Archives: Learning Technology Integrations

Highlighting information related to any technology incorporated into an online course to assist with learning. This can include D2L Brightspace, Flip, Kaltura MediaSpace, Kahoot, virtual reality/augmented reality simulation, etc.

Learning Technology Integrations

AI’s Transformative Impact on the Higher Education Landscape

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Academia believes there are several positive impacts from using artificial intelligence (AI) in higher education. AI can enhance the learning and teaching process while helping students develop valuable skills and competencies. However, the research also highlights some potential downsides of AI implementation. There are concerns about negative psychosocial effects on students and faculty. Data security and privacy issues arise with the collection and use of personal data for AI systems. Ethical questions emerge around the appropriate use of AI in education settings (Pisica et al., 2023).

There is an intense and heated debate taking place regarding the increased use of artificial intelligence (AI) across many different areas and industries. On one side are strong advocates who promote the potential advantages of AI. On the other side are determined critics who raise concerns about the disadvantages, threats, or risks that AI could create for us as individuals, for businesses, or for societies at large. However, the debate surrounding AI in higher education is particularly prominent.

Impact of AI on Higher Education

AI is making big changes in higher education, touching everything from operations, student learning, research, and employees. Let’s dive into some examples:

  • Administration: AI tools are streamlining tasks like admissions and student management. Some worry this could lead to less human interaction and a lack of personal touch in the administrative process (Abdous, 2023).
  • Teaching: AI can offer personalized learning experiences and help with grading too. Generative AI (Gen-AI) not only learns from previous data but can also produce new data.   This means that AI not only helps with the grading process and providing feedback to students, but it may produce entire teaching materials, articles, and blogs too, which will definitely kill some creativity. There is some fear it might replace human teachers altogether, raising concerns about the quality of education and the loss of jobs in the teaching sector.
  • Learning: Students’ performance can be predicted using AI-driven tools, which can then offer tailored recommendations for remediation or further success.  There is a concern that reliance on AI could hinder critical thinking skills and creativity among students.
  • Research: AI assists researchers in analyzing vast amounts of data and identifying trends.  Critics worry that this might lead to a dependence on AI-generated insights, potentially stifling innovation and originality in research (Abdous, 2023).
Potential Challenges and Drawbacks of AI Implementation in Higher Education 
  • Impact on employment: In areas like admissions, administrative support, instructional design, teaching, and IT support, the increasing adoption of AI technologies has the potential to streamline operations and automate repetitive tasks. While this can lead to greater efficiency and cost-effectiveness for institutions, it also raises concerns about the future of employment in these sectors. For example, AI-powered systems can handle tasks like data analysis for admissions and student management, reducing the need for manual processing and decision-making by human staff. Similarly, in instructional design and teaching, AI-enabled platforms offer personalized learning experiences and automated grading, potentially diminishing the need for as many human instructors. Moreover, the integration of AI in IT support functions could lead to more efficient troubleshooting and maintenance processes, requiring fewer human technicians (Power, 2024).
  • Privacy Concerns: The proliferation of AI technologies in educational settings raises important questions about data security and privacy. While these systems offer invaluable insights and personalized experiences for students, they also pose potential risks if proper safeguards are not in place (Pisica et al., 2023). For instance, AI algorithms analyzing student performance data may inadvertently reveal sensitive details about individual learners, raising concerns about confidentiality and data transparency. Moreover, the collection and storage of large datasets by AI systems can increase the likelihood of data breaches or cyberattacks, putting student privacy at risk.
  • Cost of Implementing AI: Bringing AI-powered tools into academic settings often necessitates significant investments in infrastructure, software, and staff training. From the procurement of cutting-edge hardware and software to the recruitment of skilled personnel capable of implementing and managing AI systems, to ongoing maintenance and updates, and even providing specialized training programs for faculty and staff, the cost associated with integrating AI into higher education can quickly escalate (Pisica et al., 2023).
  • Dependability: One of the key concerns with AI algorithms is their susceptibility to bias and error. These systems rely on training data to make predictions or decisions, and if the data is incomplete or skewed, it can lead to inaccuracies or disparities in outcomes. For instance, AI grading systems may struggle to accurately assess the quality of student work, especially in disciplines that require nuanced interpretation or creativity.
Potential Benefits and Opportunities of AI in Higher Education

AI not only has disadvantages, but it also has advantages that can prove to be helpful if used properly in Higher Education. Here are a few examples:

  • Virtual Reality Enhanced Learning: Using virtual reality (VR) technology in online learning platforms can be a great way to keep them engaged. VR can create immersive educational experiences that feel like stepping into a different world, which is something students are already familiar with. By combining VR with online learning, teachers can use tools that students understand and enjoy (Crompton & Burke, 2023).
  • Customized Educational Approaches: With online learning, teachers can tailor lessons to fit each student’s strengths and weaknesses. This means students can learn at their own pace and focus on areas where they need extra help, which makes learning more effective and enjoyable (Power, 2024).
  • Analytical Classroom Insights:  With the help of artificial intelligence (AI) tools or programming languages like Pandas-AI, teachers can analyze large amounts of students’ data quickly and efficiently. These tools and software can spot patterns and trends in students’ performance, helping teachers understand what works best in the classroom. This way, teachers can adjust their teaching methods to meet students’ needs and improve learning outcomes.
  • Interactive Learning Games:  Teachers can use quizzes, badges, or leaderboards to motivate and keep students engaged. AI technology can enhance this approach by personalizing the gaming experience for each student based on their performance and preferences. By making learning feel like a game, students are more likely to stay focused and motivated to learn (Pisica et al., 2023).
The Best Ways to Handle AI

In preparing for the integration of AI into higher education, academic institutions must take several crucial steps to ensure a balanced and responsible approach.

Transparency: There should be discussions across the institution gauged to address the implications of AI use in different aspects of the institution, with the understanding of both the advantages and disadvantages of the technologies. Transparency is key here, with topics including data ownership, intellectual property rights, data security, and the protection of individuals’ privacy requiring thorough consideration (Abdous, 2023).

Collaborating: Institutions should actively explore the incorporation of AI across various academic disciplines by identifying opportunities for integrating AI applications and skills into the curriculum.  By infusing AI skills into diverse fields of study, institutions can prepare students for the evolving landscape of technology and innovation (Abdous, 2023).

Special Research Program: Academic institutions should think about setting up special research programs that involve different areas of study to look into how AI affects society, ethics, and education. These discussions could cover a wide range of topics, from AI’s influence on interpersonal interactions to the ethical concerns within education (Abdous, 2023). By studying these issues from different perspectives, institutions can better understand the complex advantages and disadvantages that AI presents in higher education and beyond.

Considering everything, the integration of AI in higher education is rapidly advancing, bringing both potential advantages and disadvantages. While AI can enhance certain areas, jobs, and aspects of higher education, it can also diminish them and pose various concerns and fears. To help combat these things, institutions must engage in open and transparent discussions to understand AI’s benefits and limitations. Ultimately, higher education institutions need to proactively adapt and strategically leverage AI technologies while prioritizing ethical considerations and safeguarding the interests of students, faculty, and the broader community.

If you an specific questions about AI and its uses at SCSU, please reach out the SCSU Online via email.  If you are interested in learning about the AI tools and software available at SCSU contact us for more information via email or through Bookings.

Additional Reading:

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

  • How Educational Technology Can Improve the Exam Experience
  • The Metaverse and the Virtual Campus for Online Learning
  • Software in the Classroom and Its Approval for Use
References:

Abdous, M. (2023, March 21). How AI is shaping the future of higher ed. Inside Higher Ed.
https://www.insidehighered.com/views/2023/03/22/how-ai-shaping-future-higher-ed-opinion

Cameron, J. M. (2020). Person writing on notebook [Photograph]. Pexels.
https://www.pexels.com/photo/person-writing-on-notebook-4144923/

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of
Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00392-8

Pisica, A. I., Edu, T., Zaharia, R. M., & Zaharia, R. (2023). Implementing artificial intelligence in higher education:
Pros and cons from the perspectives of academics. Societies, 13(5), 118. https://doi.org/10.3390/soc13050118

Power, R. (2024, February 4). 3 innovative use cases for AI in higher education. Forbes.
https://www.forbes.com/sites/rhettpower/2024/02/04/3-innovative-case-uses-for-ai-in-higher-education/?sh=4c1474bd29f8

 

Nirajan Rijal is currently working as a Graduate Assistant in the SCSU Online & Distance Learning department. He has more than 3 years of working experience in data analysis. Apart from his professional background, he loves to travel and learn about different cultures. In his travels, he tries different foods and wants to mindfully and spiritually experience different places.

Learning Technology Integrations

Software in the Classroom and Its Approval for Use

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“To use or not to use” is the question that has come up about software usage in the classroom (in-person and online). With such an abrupt shift to more online learning from the previous pandemic, the need to use various applications, integrations, and software in the classroom has been on the rise. To add more to a course for student enrichment, faculty have searched for software that could aid with this endeavor.  

There are many diverse types of software available on the market. For instance, there are those that provide learning activities, easy access to a textbook, store student work, or even provide additional learning material. They can also be used to provide interactivity with the material and provide more engagement. Then there are the ones that either entirely or partially incorporate artificial intelligence (AI). While there are many available, both for a price and free, not all are approved for use in the classroom at SCSU by the Minnesota State system. Something to keep in mind is that approval for use may be institute specific. 

What Gets Checked and Why 
Data Compliance and Security 

As a duty to our students, the university is bound, by law, to keep their personal information safeguarded. At the federal level you have the Family Education Rights and Privacy Act of 1974 (FERPA) and at the state level is the Minnesota Government Data Practices Act (MGDPA) (St. Cloud State University, n.d.). With unapproved software (and websites), this information could be at risk. These risks could stem from tracking cookies, and malware (viruses, ransomware, spyware, keystroke logging, etc.), which can track user information, collect personal data, and cause a user’s device to not work properly (Federal Trade Commission, 2021).   

System Integration and Accessibility 

New software must be checked to see if it is compatible with our current Learning Management System (LMS) and provides features that make it accessible to all students. Technology is ever-changing and improving. As of the beginning of 2024, the Minnesota State system switched over to Learning Tools Interoperability® (LTI®) 1.3.  Any LMS integrations not using the LTI 1.3 specification will not be approved for use.  

Also, so that all students can use any software available at the university, it must be accessible. Under the Americans with Disabilities Act (ADA) of 1990, learning materials and activities should be provided to students with accessibility features added to help remove/decrease obstacles to learning. The features vary depending on what is present in the software.  

Terms and Conditions 

Another issue is the usage agreement language within the contract. Everything written within a contract needs to either be deemed acceptable or amended during the approval process. There may be verbiage in a contract that is unclear, unfavorable, or just unacceptable for the university. This is when the legal team steps in to make sure that the language in the contract has the university’s best interest in mind and proper usage of the software is followed, once approved.   

The Process of Approval  

For software to become approved by the system, there is a process that it must go through. All software (websites, downloadable, etc.) for use at the university need to be reviewed for compatibility, security, and legal purposes to make sure that all parties can use the application safely and properly. Whether for a price or free, each software must go through a predetermined process.  

Simply stated, for both processes, are the following steps: 

  1. Requestor provides the specified information about the desired software application  
  2. The Information Technology Services (ITS) department conducts a review for compatibility with the current systems 
  3. The Minnesota Attorney General’s Office (AGO) conducts a review of the legal policies       

For more information about each process, you can read more about it on the Information Technology Services (ITS) webpage.  

The Alternatives 

The Minnesota State system has approved many software applications for classroom use. Based on your needs, there may be something available for most learning activities administered within a course. The ITS department has a list (with downloadable links) on one of their web pages. For a full list and assistance with setup, please contact ITS. Below is a table with ways the approved software applications can be used within a course.  

For Learning Activities  Approved Software Applications 
Meetings 
  • Microsoft Teams 
  • Zoom 
Collaborative work 
  • D2L groups 
  • Zoom or Teams Whiteboard 
  • Microsoft Outlook 
  • Microsoft SharePoint 
Interactivity 
  • H5P 
  • Kaltura quizzes and hotspots 
  • Zoom quizzes and polls 
  • Adobe 
  • Kahoot (Contact IT for the SCSU branded version) 
Learning materials (can include textbooks, articles, blogs, assessments, supplemental material, videos, etc.) 

*Log-in may be required for access* 
  • Cengage 
  • Pearson 
  • Wiley (Assignments and Resources) 
  • FlatWorld (Assignments and Books) 
  • McGraw Hill (ALEKS and Connect) 
  • SAGE Vantage 
  • RedShelf 
  • myBusinessCourse  
For Other Uses  Approved Software Applications 
Academic integrity 
  • Lockdown Browser and Respondus Monitoring 
  • Turnitin (only for courses in the Herberger Business School) 
Teaching presence 
  • Media Library (Audio notes and videos) 
  • Kaltura 
  • Zoom 

SCSU makes every effort to approve and make software available to faculty for use in their classroom. No matter if the entire course is reliant on a textbook integration (Pearson or Cengage) or if parts of the class are supplemented with learning activities (H5P or Kahoot), there is something available. If you are interested in learning more about what is approved and available at SCSU, please check out the Information Technology Services (ITS) webpage dedicated to this topic. If you are interested in having a desired software go through the approval process or have any questions, please contact ITS. 

The SCSU Online team can help you choose the right approved software for your classroom, whether it is taught in-person, online, or in combination. 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:   

Federal Trade Commission. (2021, May). How to recognize, remove, and avoid malware. Federal Trade Commission Consumer Advice. https://consumer.ftc.gov/articles/how-recognize-remove-avoid-malware#:~:text=Once%20malware%20is%20on%20your,vulnerable%20to%20even%20more%20malware.  

Kindel Media. (2021). Woman Smiling and Approving [Photograph]. Pexels.  https://www.pexels.com/photo/woman-smiling-and-approving-7688367/      

St. Cloud State University. (n.d.). Data privacy and data practice. https://www.stcloudstate.edu/policies/data-privacy/default.aspx  

St. Cloud State University. (2023, September 12). Software purchasing guidelines for campus. Retrieved October 5, 2023 from https://services.stcloudstate.edu/TDClient/1919/Portal/KB/ArticleDet?ID=147217  

Learning Strategies, Learning Technology Integrations

Digital Storytelling: A New Way to Engage

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Within a school setting, students are considered the learners, and instructors are the teachers, but that dynamic can limit the potential for students to take on a teaching role and for instructors to take on a learning role. Of course, the student may not be able to teach the foundational knowledge of the course to the instructor, but they can provide a unique perspective on it by applying it to their personal experience. This is the basis for Digital Storytelling, a concept that utilizes modern technology to tell stories, and it can be a significant aid in engaging students in course content.

What is Digital Storytelling?

Using multimedia tools, students can tell a story related to the topic given by the instructor. Students can use a subject they are experts on – themselves – to explore new topics outside of a purely lecture- or text-based perspective. It encourages multiple areas of learning by having students self-reflect and apply foundational knowledge while simultaneously refining media-making skills through the creation of videos, audios, animation, and graphics that tell their story.

Why Should Digital Storytelling be Used in the Classroom?

Not only does Digital Storytelling teach information and digital literacy, but it also teaches media-making skills like succinct scriptwriting and professional development (Smeda et al., 2014). It is also an inclusive, multimodal, non-text-based structure that works for online, hybrid, and hyflex courses (Chaidez & Carmona, 2023). Students experience an overwhelming amount of lecture-driven content with the expectation of reciting the information back through homework or quizzes. Digital storytelling allows them to have a hands-on experience that does not require sitting quietly in a classroom for an hour. Rather, that time can be spent sharing their perspective and engaging with other students’ work, which can be far more memorable.  In this way, it ties into Universal Design for Learning by engaging students to become self-motivated and self-reflective, represent themselves through their unique symbols and language, and express themselves with a mix of media tools.

Some examples of assignments that make use of Digital Storytelling include video essays, “pocket documentaries” with the audio/video recorded on a cell phone, podcasts, video resumes, StoryMaps (stories/videos that begin with an individual and moves to include a broader region), and PhotoVoice (participants take a picture of their community and then have a conversation with the class about it) (Chaidez & Carmona, 2023).  Students can also be tasked to create instructional material to demonstrate their understanding of the foundational content as well as their ability to organize and deliver that knowledge to an audience.

Tools at SCSU That Can Help with Digital Storytelling
Microsoft 365 & Sway

Students should be aware that their student email is a Microsoft Outlook account, but what they may not realize is that Microsoft 365 offers a suite of applications that they can utilize to tell their story. They may be familiar with Word and PowerPoint and their capabilities, but an application they may not have heard of is Sway. Sway is an application that is perfect for most story-telling needs. It provides a handful of templates ranging from blogs, photo collages, portfolios, resumes, and reports, but students can build a project from scratch that caters to their unique vision. Students can combine text, visuals (photos, videos, or graphics), audio, and their presentation skills in one place.  Projects are able to be shared out to classmates, and the instructor for easy access. As a bonus, expertise with Microsoft 365 products can be put on a student’s resume.

Adobe Creative Cloud

Once students have created their raw video or audio, they may want to edit their material. Perhaps they want to create illustrations or graphics to express their perspective instead. Maybe their creative vision requires more in-depth work that free software cannot handle. Adobe Creative Cloud is an all-in-one platform that students can utilize.  SCSU has the software available for students to use on campus lab computers. Students have access to the following Adobe applications: Express, Photoshop, InDesign, Premiere Pro, and over twenty others.  The full list of available applications can be found on the official Adobe website. Much like Microsoft 365, expertise with Adobe products is a helpful resume-builder, so encouraging students to utilize this resource while they have free access may also help them once they begin looking into jobs in their career field.

D2L Media Library Tool and Kaltura MediaSpace

As of 2023, a new tool called Media Library was made available in D2L, which allows for short-form media (less than 30 minutes) to easily be created within the platform.  Instructors and students can use this tool to create and store videos and audio for various learning activities and materials.  For assignments that only require the student to briefly record themselves speaking, instructors can direct students to either use the ‘Record Video’ or ‘Record Audio’ buttons.  Instructors can also encourage students to upload any of the videos (SWF, MPG, MPEG, RM, MP3, MP4, M4V, M4A, AVI, WAV, RAM, ASF, MOV, RA formats only) they create to the Media Library. This will allow students to keep an archive of their work, they can go back once the assignment closes and the semester ends.

For long-form media (over 30 minutes) and screen recording, students can use their Kaltura MediaSpace account.  There are two types of recording options that students can choose from for recordings, based on their needs.  Students can either use Express Capture for facial or voice-only recordings, or they can use Kaltura Capture to record their screen.  These videos are saved and stored on MediaSpace, so that students can edit, and  caption, then embed them in D2L.

Equipment Checkout at the Miller Learning Resource Center

If students are required to use a video camera to record, or to take photographs, they can directed to the campus library to check out such equipment. View the list of what they have available. This way, students are allowed to experience new technology, without the commitment of buying their own for a possible one time usage.

Implementing digital storytelling exercises within a course is a rewarding experience. By giving students the opportunity to tell their story, not only will instructors give them a chance to explore their unique perspectives of the same topic, but it gives instructors the opportunity to learn from their students’ experiences. These opportunities are all too rare in a college setting where instructors rely on lectures and text-based lessons that are often quickly forgotten after the semester ends. Stories are not only memorable, but they demonstrate how applicable the lessons learned in the classroom can be in a real-world scenario. Students will look back on those lessons long after they have finished the course, not because they were lectured to about it or had to read a chapter in a textbook, but because they had a chance to apply it to their lived experience.

If you are interested in learning more about helping students tell their stories through multimedia or if you want to know more about the digital tools available at SCSU, please let us know.   The SCSU Online and Distance Learning team is available via email or through the Bookings.   We can demo any of the tools and provide further uses in the course.

Additional Reading:

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

References:

Chaidez, S. & Carmona, S. (2023, August 24). Tell me your story: Building engagement and inclusion in online and hybrid courses with digital storytelling methods. Online Learning Consortium. https://onlinelearningconsortium.org/webinar/tell-me-your-story-building-engagement-and-inclusion-in-online-and-hybrid-courses-with-digital-storytelling-methods/

Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17-29. https://eric.ed.gov/?id=EJ1125504

Smeda, N., Dakich, E., & Sharda, N. (2014, December 3). The effectiveness of digital storytelling in the classrooms: A comprehensive study – smart learning environments. SpringerOpen. https://slejournal.springeropen.com/articles/10.1186/s40561-014-0006-3

Souza, R. (2019). Photo of a man sitting in front of a camera [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-a-man-sitting-in-front-of-a-camera-2531552/  

 

 

CJ Laudenbach is a student of the Mass Communication – Strategic Media Communications program at SCSU. She has past experience as a writer and editor for the University Chronicle.

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.