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

Videos in the Course: Enhancing Learning with Multimedia

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Keeping students engaged in a lesson can be challenging. Instructors nowadays are using multimedia tools to complement and enhance instruction due to 1) decreasing student attention spans and 2) the limited time instructors have available to create informative courses. 

Videos can be a valuable tool for enhancing student learning in the classroom through multimedia. According to Mayer (2017), the cognitive theory of multimedia learning asserts that videos can help students learn by providing both auditory and visual information, which can improve their understanding and retention of information. 

In a recent survey conducted by Kaltura (2018), “92% of students said that videos helped them learn effectively” (p.4). Students are more likely to retain material, feel secure in their knowledge of a subject, and, as a result, report higher levels of educational satisfaction when they are interested in and satisfied with the course of study (Kaltura, 2018). 

Doolittle and Hicks (2003), discovered during their research that students were more involved and interested when multimedia was used in the classroom. Additionally, the study discovered that students who were exposed to multimedia in the classroom understood the content more thoroughly than those who were not (Doolittle & Hicks, 2003). Similar results were obtained in a study by Mayer and Moreno (1999), which revealed that students who were exposed to multimedia materials learned more than those who were just exposed to text-based resources. 

How Can Videos Enhance Student Learning? 

To achieve the greatest benefits from using videos in your course, instructors should think about how it best integrates into their learning outcomes and assessment activities. It is necessary to provide clear communication on the purpose of watching videos in the course. Effective videos, regardless of purpose, need planning. Let’s look at some of the ways videos can be used in the classroom to enhance student learning: 

As an Introduction to New Topics. Videos can be used to introduce a new topic or idea. Instructors can help students understand the relevance and context of the material they will be learning.  This can be achieved by playing a video that provides an overview of a real-world example of the topic (Mayer, 2017). Guo et al. (2014), discovered that the use of brief introductory videos (chapters, modules, courses, etc.) dramatically increased student interest and performance in online courses. 

To Facilitate Discussions. By encouraging students to interact with the content through conversations or reflections, videos can be utilized to encourage active learning. For instance, instructors can pause the video at specific points to encourage students to discuss how the material in the video relates to their practical experiences and the course content (Gagne & Briggs, 1979). 

To Demonstrate Procedures. Videos can demonstrate animations, experiments, or other presentations that are challenging and costly to recreate in a classroom environment. These illustrations can help students to comprehend difficult or abstract ideas (Mayer, 2017). 

In a Flipped Classroom. Instructors can use videos as part of a flipped classroom model where students watch videos outside of class and use class time for discussion and learning activities. Each student can watch the video at their own pace; pausing it,  rewinding it, or adjusting the speed and volume, for a better experience. Students can control the information flow in this way, allowing them to take notes or do tasks without missing any information.

Overall, videos can be a valuable tool for enhancing student learning in the classroom. By using videos effectively, instructors can help students better understand complex concepts, foster discussion, and engagement, and support differentiated instruction. 

If adding videos or any other forms of multimedia into your course is of interest, but you need some assistance, just reach out to us via email or through Bookings. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track.

Additional Reading:

For more information about adding equity to your technology, check out this previous blog post.

References:

Doolittle, P. & Hicks, D. (2003). Constructivism as a theoretical foundation for the use of technology in social studies. Theory and Research in Social Education, 31(1): 72–104. https://doi.org/10.1080/00933104.2003.10473216 

Fyfield, M. (2022, July 13). 6 ways to use video effectively in class. Monash University. Retrieved April 27, 2023, from https://www.monash.edu/education/teachspace/articles/6-ways-to-use-video-effectively-in-class 

Gagné, R.M. & Briggs, L.J. (1979). Principles of instructional design (2nd ed.). Holt. Rinehart, and Winston. 

Gou, P, Kim, J, & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Association for Computing Machinery Digital Library. https://doi.org/10.1145/2556325.2566239

Kang, S. (2020). Crop woman browsing modern laptop [Photograph]. Pexels. https://www.pexels.com/photo/crop-woman-browsing-modern-laptop-6045364/   

Kaltura. (2018). Fifth annual state of video in education 2018: Insights and trends. https://corp.kaltura.com/wp-content/uploads/2018/07/The_State_of_Video_in_Education_2018.pdf  

Mayer, R. E. (2017). Using multimedia for e‐learning.  Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197   

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368. https://doi.org/10.1037/0022-0663.91.2.358

Sherer, P., & Shea, T. (2011. Using online video to support student learning and engagement. College Teaching, 59(2), 56-59. https://doi.org/10.1080/87567555.2010.511313  

University of Hartford. (n.d.). 12 principles of multimedia learning.  https://www.hartford.edu/faculty-staff/faculty/fcld/_files/12%20Principles%20of%20Multimedia%20Learning.pdf  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.

Learning Technology Integrations

Interactive Learning Applications in the Online Classroom

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Online interactive learning has become an integral part of academic life since the advent of the pandemic. The entire world was at a standstill, but the learning process had to continue. Certain programs, apps, and techniques were adopted and popularized during that time, which are relevant and adaptable in this online medium of teaching. These resources came to be known as interactive learning applications. Interactive learning applications are software programs designed to engage learners in active participation, feedback, and collaboration. These applications incorporate various multimedia elements, such as videos, animations, and virtual or augmented reality simulations, to enhance the learning experience.  

Students have become accustomed to this method as it is interesting, and innovative and engages them with the content present in the course. They can access it just with resources available to them during the online class, such as a handheld device and an internet connection. In an online learning environment, learning is both active and interactive, which can make the process interesting to students. The main goal of instructors during an online class is to keep students engaged and actively participating in the course. It can be overwhelming for instructors to create a wholesome learning experience and they might face hurdles that seem impossible for them to overcome. In such circumstances, there are tips that can be incorporated to make the learning process effective.  

Person looking at images on a tablet and touching the screen.

Tips for Creating Interactive Learning Experiences: 
Let Students Explore the Learning Material

Students exploring the course content is key to learner engagement (Pappas, 2021). Instructors can include links to other related material, which might provide the students with more context about the topic. The course can be made more exploratory and exciting by including facts in the form of bars and graphs or pictures, videos, and interactive visual aids. 

Incorporate Visuals into the Course 

The content in the courses can be overwhelming to the students at first sight. So, it is important for them to feel at ease, by providing a variety of visual aids like pictures, videos, and animations, as it enhances the learning process (Shabiralyani et al., 2015). Visual aids could help students memorize and recapitulate the main concepts in a chapter or lecture.  Visual aids can also be helpful to students facing learning barriers, where understanding is hindered by just reading text.      

Make Learning Activities Challenging 

Make the activities, assignments, and discussions in the course challenging but not impossible to complete. These activities should tap into the intellect of students and let them understand their potential, rather than adjusting to what is presented. In-depth content for the given topics can also be provided as links to other materials, along with links for materials that are easy to understand. Instructors should make use of diverse kinds of strategies to keep students engaged and increase the quality of learning.  

Make the Experience Personalized 

The learning experience can be tailored according to a learner’s specific needs or experiences. The student’s name can be included in an announcement, discussion, or in email communication. Also, setting up an online course in an asynchronous format allows students the freedom to work their way through the course. 

Set Your Learners on a Journey 

Storytelling or narration can be used to explain a concept to the learners using realistic scenarios and real-life examples relevant to the content. It enhances their critical thinking skills and allows them to think about what the consequences would have been if they were in that situation, and how they would have used their knowledge or skillset. 

Create a Collaborative Environment 

The learning environment needs to be enriching and engaging. Such an environment will help students boost their self-confidence, self-assurance, and increase their reliance. This can help learners to come out of their shells by building connections through talking to their peers and working on group activities or projects. Underperforming students may become motivated to participate and overcome their fear of socializing or language barriers. They can do so by communicating their thoughts, ideas, and experiences with their classmates. All these aspects could pave the way for personal and professional self- development in the future (Anderson, 2008). 

Provide Real-world Scenarios 

Providing real-world scenarios as examples in the content will help learners gain knowledge about the topic by connecting the information to something familiar to the student. Real-world scenarios will help learners to analyze challenging situations and act accordingly in their personal or professional lives in the future.   

Virtual or augmented reality simulations are technological environments created to mimic the real world for learning and studying purposes. Allowing students to test out different scenarios in a controlled environment could decrease the likelihood of mistakes made during real applications. Mostly in education, simulations are used in lab environments to test hypotheses so they can observe and experiment safely and efficiently (Adipat et al., 2021). 

Offer Gamification and Game-based Learning 

Gamification and game-based learning (GBL) are powerful tools that can be used to make learning more enjoyable. Gamification incorporates certain elements featured in games (points, scoreboards, and awards) into the learning content, while GBL facilitates learning using actual games (Kahoot and H5P) (Mospanyuk, n.d.; Radu, 2021). GBL is particularly effective for teaching new skills and concepts, by embracing digital or non-digital games. It is used to balance the theoretical content and learning, with the introduction of entertaining games. These educational games are structured in such a way that they obtain maximum user attention. 

Gamification elements could be added to spark a competitive spirit among students while going over learning materials. Students can gain awards for certain achievements within the course, or even earn points that could earn them a reward at the end of the course. 

A person sitting at a desk with a laptop positioned on the desk in front. There are 3 people on the screen conducting a meeting.

Interactive Learning Tools and Websites 

SCSU has access to various tools, programs, and applications that faculty can use to keep the students active and engaged in an online class. A few of them are: 

Kahoot 

This is a game-based learning (GBL) platform, which can be accessed through its website or app. On this platform, instructors can use predesigned games and quizzes for many subjects or design their own. As students go through the game or quiz, their points are displayed on a scoreboard. For use within a course, instructors will need to sign up for an account so that students would not have to.  

Microsoft Sway 

This application allows for learning material to be displayed in an interactive way. With the assistance of premade templates, activities, and multimedia can be added to content to make it more engaging. Students are free to listen to audio, watch video clips, compare and contrast images, and more. Once completed, each Sway can be added to a course via a link.  

Zoom polls and quizzes 

For synchronous online courses, Zoom has interactive polls and quizzes. Either of these interactive activities could be dropped in during a class meeting to prompt engagement, conversation, and learning. There are options to create simple polls, advanced polls, or quizzes. Question types available are single-choice, multiple-choice (multiple answers), matching, ranking, short-answer, and long-answer. Images can even be added to quiz questions. Once answers are submitted, line charts are displayed with answer choice values that can be discussed during class. 

Whiteboards (Zoom or Microsoft) 

These features enable the instructor to provide a medium for writing and drawing exercises or collaboration efforts between instructor-students or student-student. Both contain premade templates, either grouped by subject (Zoom) or concentration (Microsoft), with free handwriting as the default. Both also contain additional articles that can be added to the board, such as sticky notes, and shapes. Once completed, the whiteboard can be saved, downloaded, and shared with students. 

Mediaspace hotspots and quizzes 

These features allow students to interact with instructor-developed media. Within a video lecture or talk, instructors can design brief pop-up activities, in the form of quizzes, or information (hotspots). Quizzes can be placed within the media to check for understanding or as a reflective exercise, with scores provided at the end of each quiz. Hotspots can be added to a video for students to click on with links, images, articles, etc., which can add interest to the overall experience.  

H5P 

This software has a vast library of interactive content that can be developed and added to a course. Instructors can design anything from games, quizzes, written activities, study materials, and more. Interactive presentations and books can also be made with this software for further student engagement. H5P is an extensive tool that can be used to better immerse students within the content. If you are interested in H5P, make sure that you sign up with Scott Wojtanowski at ed-innovations@minnstate.edu and have it enabled for every course that it will be used in.  

Creating effective and engaging e-learning content requires careful planning and execution. By following these tips, you can create interactive learning experiences that will engross learners and help them to retain the information. A few things to keep in mind are to get to know your audience, use visuals, make it interactive, provide feedback, foster collaboration, and make it mobile-friendly. By doing so, you can create e-learning content that is both effective and engaging.  If you are interested in any of the above interactive tools and websites, please contact SCSU Online and Distance Learning team via email or through our Bookings site. 

References: 

Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z. (2016). The use of interactive learning technology in institutions of higher learning. International Journal of Environmental and Science Education, 11(18), 12528-12539. https://files.eric.ed.gov/fulltext/EJ1124626.pdf    

Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (IJTE), 4(3), 542-552.  https://doi.org.10.46328.ijte.169  

Anderson, T. (Ed.) (2008). The theory and practice of online learning (2nd ed.). Athabasca University Press. https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf 

Baig, M. A. (2011). A critical study of effectiveness of online learning on students’ achievement. Journal of Educational Technology, 7(4). 28-34. https://files.eric.ed.gov/fulltext/EJ1102153.pdf  

Cameron, J. (2020). Man in yellow crew neck t-shirt vsing VR headset
[Photograph]. Pexels. https://www.pexels.com/photo/man-in-yellow-crew-neck-t-shirt-using-vr-headset-4144179/ 

Cottonbro Studio. (2020). Person in white long sleeve shirt using iMac [Photograph]. Pexels.  https://images.pexels.com/photos/5083397/pexels-photo-5083397.jpeg?auto=compress&cs=tinysrgb&w=600 

Giorgdze, M. & Dgebuadze, M. (2017). Interactive teaching methods: Challenges and perspectives. IJAEDU- International E-Journal of Advances in Education, 3(9). 544-548. https://doi.org.10.18768/ijaedu.370419  

Khandve, P. (2016). Interactive teaching and learning activities. ISTE 45th annual national convention and international conference on challenges and opportunities in technical education in era of sustainable development. Indian Society for Technical Education. 104-110. https://www.researchgate.net/publication/292695438_Interactive_Teaching_and_Learning_Activities 

Mospanyuk, A. (n.d.). Gamification vs game-based learning: what’s the difference? Gamify. https://www.gamify.com/gamification-blog/gamification-vs-game-based-learning-whats-the-difference#:~:text=Gamification%20is%20the%20application%20of,out%20of%20an%20entire%20process.  

Pappas, C. (2021, May 12). 7 Tips to develop a successful interactive eLearning strategy. eLearning Industry. https://elearningindustry.com/7-tips-to-develop-successful-interactive-elearning-strategy 

Pixabay. (2016). Person Using iPad [Photograph]. Pexels. https://images.pexels.com/photos/35550/ipad-tablet-technology-touch.jpg?auto=compress&cs=tinysrgb&w=1260&h=750&dpr=2 

Radu, A. (2021, November 16). Key differences between game-based learning and eLearning gamification. eLearning Industry. https://elearningindustry.com/key-differences-between-game-based-learning-and-elearning-gamification  

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19). 226-233. https://eric.ed.gov/?id=EJ1079541 

Shvets, A. (2020). People on a video call [Photograph]. Pexels.  https://images.pexels.com/photos/4226122/pexels-photo-4226122.jpeg?auto=compress&cs=tinysrgb&w=600 

 

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St. Cloud State University. She is a student of Information Assurance.  She likes to paint and travel in her free time. 

Learning Technology Integrations

Using Social Media in College Courses 

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Social media sites can be used to not only teach students who are already proficient with the tools but also, to advance a teacher’s professional development. When faculty require students to utilize social media, it can encourage them to express or discuss their thoughts. There are many different accessible platforms, for faculty to use in a number of exciting ways. 

It comes as no surprise that today’s college students are surrounded by and engrossed in social media. Faculties can make use of social media platforms in their courses for many different purposes. These purposes can include raising student interest in learning, improving teacher-student interactions, and extending learning communities outside of the classroom. 

Social Media Platforms and Ways to Use Them Within a Course 
  • The use of a Facebook page to broadcast updates and alerts: Encourage students to like the class’s Facebook page so that the teacher may use it to post class updates, distribute homework, and promote conversation. 
  • The use of Twitter as a class message board: Teachers can publish words of encouragement, provide links to pertinent resources and materials, and post alerts for assignment and assessment deadlines (West, 2021). Additionally, teachers can start Twitter chats and discussions centered on a chosen hashtag.   
  • The use of blog posts as essays: Another method for integrating social media and learning is to have students write essays or other short forms of writing on their personal blogs. 
  • Faculty can use social media to create virtual communities for practice and to have students engage with each other, with the subject, and with their teacher in a digital setting. These communities are most conducive for online and hybrid courses where face-to-face interaction is constrained or absent. 
  • The use of YouTube to provide students with an opportunity to create their own media and personal advertisement.  

Student in library looking at a smart phone.Moran, Seaman, and Tinti-Kane (2011) conducted a survey on the adoption of social media within the college classroom and found that: 

……20% of professors have given students the task of posting or commenting on social media sites (p. 3), while more than 40% of instructors have mandated that students read or view social media as part of a course assignment (p. 3). With 80% of staff members reporting some use of online video in the classroom, since it is by far the most popular social media platform shared in class, posted outside of class, or given to students to view (p. 3). 

Faculty Considerations When Using Social Media in a Course 
  • Becoming proficient in the use of social media and new computer programs before incorporating them into their classrooms. 
  • Considering how social media will promote participation and improve learning outcomes when determining whether to use it for a class assignment. 
  • Being cautious of the effects of letting students publish content on outside websites (those not provided or hosted by your institution). Keep this checklist close as you when you plan your class activity because FERPA and Copyright Compliance overlap with social media usage within the classroom. 
  • Preparing your response in advance if a student expresses discomfort sharing their information with third-party services or other social media users.  
  • Making social media optional and providing a substitute for students who are hesitant to use it (Chen & Bryer, 2012). Social media is a supplemental tool, but it shouldn’t get in the way of teaching.

Reaching a larger audience, inspiring students, and enhancing openness in communication (both internal and external), assessment, and evaluation can all be considered while using social media. 

 References:  

Chen, B. & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distance Learning, 13(1):87-104. https://doi.org/10.19173/irrodl.v13i1.1027

Focus Faculty. (2020, December 7). Using social media to retain and connect with students in the shift to online education.  Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/online-education/online-student-engagement/using-social-media-to-retain-and-connect-with-students-in-the-shift-to-online-education/   

Hall, A. A., Delello, J. A., & McWhorter, R. R. (2017). Using Facebook to supplement instruction in online and hybrid courses. International Journal of Innovation and Learning, 22(1), 87-104. https://doi.org/10.1504/ijil.2017.085250 

Kampus Production. (2020). Black couple doing presentation for studies in classroom [Photograph]. Pexels. https://www.pexels.com/photo/black-couple-doing-presentation-for-studies-in-classroom-5940845/ 

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning, and sharing: How today’s higher education faculty use social media. Babson Survey Research Group. https://eric.ed.gov/?id=ED535130 

Piacquadio, A. (2020). Student browsing smartphone at table with books [Photograph]. Pexels.  https://www.pexels.com/photo/student-browsing-smartphone-at-table-with-books-3769982/ 

Richardson, M. E. (2020). Social Media in the classroom. The new normal for university education after COVID. International Dialogues on Education Journal, 7(1/2), 14–18. https://doi.org/10.53308/ide.v7i1/2.19 

Samuels-Peretz, D., Dvorkin Camiel, L., Teeley, K., & Banerjee, G. (2016). Digitally inspired thinking: Can social media lead to deep learning in higher education? College Teaching, 32–38. https://doi.org/10.1080/87567555.2016.1225663 

West, C. (2021, November 11). 12 ways to use social media for education. Sprout Social.  https://sproutsocial.com/insights/social-media-for-education/  

 

Suvekshya Adhikari is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is a Master of Science in Information Assurance (MSIA) student at SCSU. Suvekshya spends her leisure time painting and cooking for her friends.