Tag Archives: educational technology

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.