Tag Archives: engagement

Fostering Collaborative Learning: Strategies for Quality Student Engagement

November 18, 2024 Alekhya Jonnagaddala Leave a comment

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

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

Why Collaboration Makes You Smarter

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

Why Some Conversations Can Be Boring

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

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

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

The Interactive Advantage: How Technology Breathes Life into Discussions

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

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

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

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

Media Library: Students can record audio responses right within the thread. Students can record a 5 minute audio file. Instructors can use Media Library in the same way. Students, can appreciate the convenience of recording audio directly within the discussion thread, without the use of outside software and equipment. The 5-minute limit encourages concise yet meaningful contributions(Adams & Wilson, 2020). Knowing that instructors can listen to student responses adds a sense of accountability and can motivates students to prepare thoughtfully. When grading student discussion assignments, instructors can record (audio or video) directly into D2L. All recorded audio files can only be up to 5 minutes, but video files can be up to 30 minutes, allowing instructors time to provide a more detailed feedback. Instructors personalized feedback via multimedia can enhance student understanding with the use of thorough explanations and visual aids. This can add more teaching presence and make the grading experience more personable for students (Adams & Wilson, 2020).

Image of an instructor feedback display with green arrows pointing to record video and record audio. Next to the arrows are images of the recording displays for each type.

Kaltura MediaSpace: Students can either record within the system or upload files to the system, which can be added to the thread. Videos recorded within Kaltura can be over 30 minutes and audio can be over 5 minutes (Adams & Wilson, 2020). Using Kaltura, students can create engaging video presentations or record audio explanations. This can be empowering to students to offer the option to choose the medium that suits their learning style.
Microsoft Teams: Teams now have whiteboards that can be developed using either preset templates or created prompts. Instructors can link the whiteboard to the discussion board, allow students to collaborate, then discuss the assignment. Teams’ whiteboards encourage collaboration. Students can collectively brainstorm, sketch concepts, and work on group assignments. It can provide students with the feeling of personal interaction within a virtual classroom where ideas flow freely.
H5P: Instructors can create interactive learning content, such as a 360 virtual tour, Timelines, Column, and more. Once developed content can be added directly to a forum for student access. This can inject excitement into the learning process and provides students with various ways to engage with the material.

Interactive Activities: Breathing Life into Online Learning

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

Collaborative Learning: This approach focuses on individual learning through student interaction (Johnson et al., 2014). Activities like:
- - Peer Brainstorming: One effective activity within this approach is Peer Brainstorming. During peer brainstorming, students collaborate to generate ideas on various topics, such as literature reviews, research thesis statements, or presentation topics. This process not only fosters critical thinking but also encourages collaboration among peers.
    - Key considerations for successful peer brainstorming:
      - Group Preparation: Before the brainstorming session, students should be well-prepared. This includes understanding the topic, doing any necessary research, and having a clear idea of what they want to contribute.
      - Desired Outcome: Students should have a shared understanding of the brainstorming session’s purpose. Are they seeking innovative ideas, problem-solving strategies, or creative approaches? Clarifying the desired outcome helps guide the discussion.
      - Interaction Expectations: Establish ground rules for interaction. Encourage active listening, respectful communication, and openness to diverse viewpoints. Students should feel comfortable sharing their thoughts without fear of judgment.

- - Peer Feedback: Madeline & Richards (2016) highlight the benefits of peer review, where students provide constructive feedback to improve each other’s work.
    - Tips: Providing a clear template and ensuring feedback is Informative (I), Constructive (C), and Effective (E) enhances the learning experience.
    - Group Research: Students collaborate on research projects.
    - Considerations: Establish the desired outcome, set expectations for shared tasks, and explore technology tools that can facilitate collaborative research.

Cooperative Learning: Here, students work towards a shared goal in a final project. This fosters teamwork, accountability, and communication skills. Activities that foster cooperative learning can include:
- Jigsaw: Students become “experts” on a specific topic and then teach their knowledge to their peers (Brame & Biel, 2015). This promotes active learning and information retention.
- Group Projects: Students work together on a research project or presentation, requiring them to leverage individual strengths and manage group dynamics.
- Simulations: Role-playing scenarios allow students to apply their knowledge in a realistic setting, fostering critical thinking and problem-solving skills.

Team-Based Learning: This approach emphasizes learning from one another within a team to gain a deeper understanding of a specific topic (Johnson et al., 2014).
- Team Debates: Student’s research and debate opposing viewpoints on a topic, encouraging critical thinking and persuasive communication skills.
- Case Studies: Teams analyze a real-world scenario and develop solutions, fostering problem-solving and decision-making skills.
- Four Corners: Activities like Four Corners ignite spirited discussions, fostering divergent viewpoints and collective learning, encouraging active participation and discussion. 
  - Considerations: Define clear expectations for group discussion and establish grading criteria for team interaction.

Problem-Based Learning: Activities center on solving a specific problem, encouraging collaboration and critical thinking. This approach is like collaborative learning but focuses on solving a specific problem rather than a broader topic.

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

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

Additional Reading:

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

References:

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

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

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

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

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

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

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

Learning Strategies, Learning Technology Integrations

Digital Storytelling: A New Way to Engage

August 26, 2024 CJ Laudenbach Leave a comment

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

How Educational Technology Can Improve the Exam Experience

June 10, 2024 Alekhya Jonnagaddala 3 Comments

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

Learning Strategies

How to Use Digital Badging for Micro-Credentialing to Make Online Courses Engaging

April 22, 2024 Cavan Cheong 1 Comment

Micro-credentialing and digital badging are becoming popular methods to quickly acquire new skills and education, and then display that mastery across multiple platforms. Micro-credentialing is a workshop, short class, or program offered to acquire new hard or soft skills related to a position, field, or class (University of Denver, n.d.). Digital badges, at first look, may seem like ordinary images or symbols but are used to visually represent the micro-credential received. Behind them, they contain the type of certification, and the knowledge and skills required to receive the badge (Digital Promise, 2023).

Before implementing micro-credentialing into a course, the instructor or the organization must decide on the most feasible and economical approach to incorporating a badging system into their curriculum. While micro-credentialing may not be as desirable within a course setting, providing digital badges is a good way to promote motivation and reward students as they progress through the semester. Digital badges are also a good way to display a list of hard and soft skills achieved through the coursework.

Using Digital Badges in a Course

There are several strategies that instructors can enact within a course for using digital badges.

Badges as Awards: Depending on the course subject, instructors can think of their courses as a game, with the badges as awards. What would the badge reward the learner for accomplishing? What achievement does it symbolize? Will this badge be appealing enough to motivate learners to work toward one? By providing these badges during intermittent times throughout the semester, students may feel more encouraged, and motivated, and have a desire to want to succeed in their courses.
Badges for Coursework Completion: Badges can be given to learners for completion of a set amount of coursework, or if they have participated in specific learning activities. These badges can be designed with the skills identified in the learning objectives for either the module or the activity.
Badges as Passes: These badges could be utilized as virtual passes to be used at the instructor’s discretion. For example, if there are supplementary quizzes given, learners who have obtained a mastery badge of the same content could use the pass to skip such quizzes.

Once the purpose is decided, and the strategies planned, the instructor can use the integrated awards system in D2L to create and award digital badges. Printable certificates are also offered within this tool. All the necessary functions to issue digital badges can be accessed through the Award tab in the Navigation bar. Instructors can award badges at the end of each module or after the completion of a set of specified conditions. Depending on the instructor, a notification within D2L, or an email notification can be created for any achievement earned by the learners. In addition to acquiring the badges (and certificates), learners can also share them on their ePortfolios, and even their LinkedIn accounts.

Using Digital Badges for Future Employment

Many organizations are starting to adopt the digital badging trend, a blog by David Leaser stated that his company succeeded in implementing a badging program (Pakstis, 2019). He stated that 87% of his employees gave feedback saying they were more engaged due to the badges, while another 72% said they felt their achievements were recognized thanks to the badges (Pakstis, 2019).

The supporting research shows the effectiveness of digital badging from micro-credentialing. It motivates learners and employees to strive further and excel, which benefits them too, as companies globally are gradually accepting digital badges on resumes. In an SNHU article, the author stated: “When you’re searching for a job, these emblems allow potential employers to know that you have demonstrated proficiency in a certain area. While some applicants may simply list their skills, you can set yourself apart by offering real proof of what you can do” (Girolimon, 2023, para. 16)

Digital badges obtained through micro-credentialing are the future, not only in education but in the employment world too. When designed with the hard and soft skills that learners and future employers find of interest, these small symbols can be shining examples of accomplishments. These badges are virtual, portable, and convenient to display. They can also be easily implemented into a course.

If you need assistance with finding ways to incorporate badging and certificates in your course or how to set them up in D2L, please let us know. The SCSU Online and Distance Learning team can provide you with instructions, and suggestions, and walk you through the updated process. 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:

Avcı, B. (2023). What is digital badging and how it Is used?. Sertifier Blog. https://sertifier.com/blog/what-is-digital-badging-and-how-it-is-used/

Galindo, M. (2023, April 13). The relationship between digital badges and micro-credentials. Digital Promise. https://digitalpromise.org/2023/04/13/the-relationship-between-digital-badges-and-micro-credentials/#:~:text=Digital%20badges%20are%20electronic%20representations,sharing%20and%20verification%20of%20skills

Girolimon, M. (2023). What is a digital badge? Southern New Hampshire University. https://www.snhu.edu/about-us/newsroom/career/what-is-a-digital-badge

Kazal, A. (2022). Photo of a backpack with badge [Photograph]. Pexel. https://www.pexels.com/photo/souvenirs-on-gray-backpack-10771786/

Pakstis, S. (2019). For organizations and learners, the benefits of badging are clear. Harvard Business Publishing. https://www.harvardbusiness.org/for-organizations-and-learners-the-benefits-of-badging-are-clear/#:~:text=Badging%3A,with%20the%20skills%20they%20need

University of Denver. (n.d.). Micro-credentials and Badges. Office of the Registrar. Retrieved December 8, 2023 from https://www.du.edu/registrar/academic-programs/micro-credentials-badges#:~:text=A%20micro%2Dcredential%20is%20a,to%20showcase%20the%20earner’s%20achievement

Cavan Cheong is an Instructional Designer Graduate Assistant with the Online and Distance Learning Department at St. Cloud State University. He has a bachelor’s degree in business administration and experience in the hospitality industry. Currently, he is pursuing his master’s in business administration at St. Cloud State University.

Learning Strategies

Universal Design for Learning: Creating Inclusive Learning Environments

November 6, 2023 Nishika Gopathi Leave a comment

Educators are responsible for ensuring all students have access to high-quality learning experiences by utilizing suitable educational resources. One way to do this is through Universal Design for Learning (UDL), a framework that offers a flexible curriculum design approach that meets the diverse needs of all learners.

“Universal Design for Learning (UDL) is a framework for designing curriculum that provides all students with equal opportunities to learn” (TEAL Center staff, n.d. para. 2). UDL aims at creating a learning environment that is accessible to everyone, irrespective of their background, learning style, and ability level. UDL is based on the idea that there is no one-size-fits-all approach to learning. By providing multiple ways of presenting information, engaging students, and assessing learning, the diverse needs of learners can be better supported.

UDL was first introduced in the 1990s by architects who were looking for ways to create more inclusive environments for people with disabilities (Ralabate, 2011). It was termed a barrier-free design. It has been proven that students’ functional capacity gets enhanced when barriers to knowledge are reduced (Moore, 2007). Barriers to learning are not due to a learner’s inability to grasp the content, rather it is due to the methods and techniques that are provided through which the material can be consumed.

Since then, it has been adapted for use in education and has gained widespread recognition as an effective approach to teaching and learning. The concept behind UDL is that it should be able to accommodate a wide range of audiences. An example of UDL is curb cuts on sidewalks. They were initially introduced to benefit people in wheelchairs, but they turned out to be useful for many others like parents pushing strollers, blind people, joggers, cyclists, and more (Moore, 2007).

Key Principles of Universal Design for Learning

The UDL framework is based on three key principles. By incorporating these principles into curriculum design, educators can create a learning environment that is more inclusive and supportive of all learners.

Multiple Means of Representation

Information is provided in multiple ways to meet the diverse needs of learners. This might include using visual aids, audio recordings, or written materials to present information. If there is a video in the content, include captions or transcripts for accessibility.

Multiple means of engagement

Multiple avenues of engagement are provided to learners to promote motivation. This might include offering multiple-choice options for assignments, the use of real-world examples, or providing opportunities for collaboration.

Multiple means of expression

Multiple avenues are provided for learners to demonstrate their understanding. This might include offering diverse types of assessments, such as written essays, oral presentations, or projects. That way, students are allowed to submit assignments in the format of their choice. For instance, instead of a WORD document, students submit a hand-written assignment, that is photographed with a phone or tablet, then uploaded. This can promote a sense of belongingness and creativity in students.

Implementing Universal Design for Learning in the Classroom

There are several ways that educators can implement UDL in the classroom. One approach is to start by identifying the diverse needs of learners in the classroom and then designing curriculum and instruction that meets those needs. Below are several approaches that educators can take to identify and mitigate barriers faced by students.

Approach 1: If a student is visually impaired, providing materials in an audio format may be more effective.
Approach 2: If a student struggles with writing, offering alternative forms of assessment, such as a video project or an oral presentation, may be more appropriate.
Approach 3: If a student struggles with comprehension of the content, a discussion between the educator and student is integral to learning, as the most effective techniques and methods can be focused upon (Hall, 2019).
Approach 4: If a student struggles with the current means of assignment submission, provide multiple options for completion to demonstrating their understanding. This might include offering multiple choices for assignments, providing scaffolding to support struggling learners, or providing extension activities for advanced learners.

Universal Design for Learning is an effective approach to creating inclusive learning environments that meet the diverse needs of all learners. By incorporating the key principles of UDL into curriculum design and instruction, educators can provide students with multiple ways of presenting information, engaging students, and assessing learning. As a result, students can access and participate in the learning process, leading to improved outcomes for all learners.

Various aspects of UDL can be added to any course. The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

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

For more information on engaging your students, check out this previous blog post.

References:

Cameron, J.M. (2020). Person using silver iMac while holding pencil [Photograph]. Pexels. https://www.pexels.com/photo/person-using-silver-imac-while-holding-pencil-4144228/

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org

Hall, T. E., & Meyer, A. (2019). Universal design for learning in the classroom: Practical applications. New York: Guilford Press. https://eric.ed.gov/?id=ED535760

Krukau, Y. (2021). A man writing on the blackboard [Photograph]. Pexels. https://www.pexels.com/photo/a-man-writing-on-the-blackboard-8197526/

Moore, S. (2007). David H. Rose, Anne Meyer, teaching every student in the digital age: Universal design for learning. Educational Technology Research and Development, 55(5), 521-525. https://doi.org/10.1007/s11423-007-9056-3

Ralabate, P. (2011). Universal design for learning: Meeting the needs of all students. Reading Rockets. https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

Samkov, I. (2020). Photo of woman taking notes [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-woman-taking-notes-4458554/

TEAL Center staff. (n.d.). TEAL center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning. LINCS. Retrieved April 26, 2023, from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/udl

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. 