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Exploring the Latest Innovations in Online Teaching Methods and Learning Approaches

October 28, 2024 Monisha Mohannaidu Leave a comment

In recent years, the field of education has witnessed a profound transformation with the advent of online teaching methods and learning approaches. These innovations have revolutionized the way knowledge is imparted and acquired, bridging geographical barriers and offering unprecedented flexibility to learners of all ages and backgrounds.

As technology continues to evolve, educators and institutions are constantly exploring new strategies and tools to enhance the online learning experience, making it more interactive, engaging, and effective. This exploration of the latest innovations in online teaching methods and learning approaches is essential for staying at the forefront of educational excellence in the digital age.

An Exploration into Teaching and Learning Online

Exploring innovations in online teaching and learning can determine what kind of course, in terms of the mix of face-to-face and online, is the natural next step after considering how educators want to teach a course (Bates 2022). This exploration typically involves developments, and advancements in online teaching and learning, such as new technologies, pedagogical approaches, and research findings. Educators delve into various aspects to enhance the digital learning experience. Now, however, with the development of online and digital learning, there is a wide variety of ways in which learning can be accomplished. Indeed, there is a continuum of technology-based learning. These are just a few of them that could be applied (Bates 2022):

Experimenting with New Methods: Trying out innovative teaching methods, instructional design techniques, assessment strategies, and interactive learning tools to enhance engagement, motivation, and learning outcomes for students.
Integrating Technology: Exploring the integration of technology tools and digital resources into the online learning environment, including virtual reality, augmented reality, artificial intelligence, gamification, multimedia elements, and interactive platforms.
Collaborating and Networking: Engaging with experts, educators, researchers, and industry professionals on collaborative projects, partnerships, and communities of practice to share knowledge, exchange ideas, and co-create innovative solutions for online education challenges.
Adapting to Changing Needs: Adapting teaching practices and curriculum design to meet the evolving needs, preferences, and expectations of learners in digital environments, including addressing issues related to accessibility, inclusivity, and diversity.
MOOCs (Massive Open Online Courses): Analyzing course design approaches, behavioral patterns, completion rates, and instructional quality in MOOCs for professional learning. As stated in the book, “MOOCs are forcing every higher education institution to think carefully both about its strategy for online teaching and its approach to open education” (p. 296).
Community of Inquiry Framework: Understanding and applying the Community of Inquiry framework to online teaching and learning, directly focusing on social presence, teaching presence, and cognitive presence.
Embodiment in Online Teaching: Investigating how embodiment plays a role in online teaching, including the experiences of educators and learners in virtual environments, perception, emotion, language, movement, and interactions with digital tools.
Learning Analytics: Utilizing data analytics and metrics to analyze user behavior, interaction sequences, and learning outcomes in online courses, including predictive analytics for student success and engagement.
Research and Best Practices: Keeping abreast of current research, trends, and best practices in online teaching and learning, attending webinars, conferences, and workshops, and collaborating with experts and practitioners in the field.

New Teaching Methods and Learning Approaches Exploration Within the Online Classroom

A study was conducted to understand how instructors rate the helpfulness of inclusive and equitable teaching strategies in online courses (Bates, 2022; Salmon, 2004). It also sought and identify differences in instructors to recognize, understand, and apply semantics, value systems, and organizational features (Bates, 2022). The results revealed several key insights into the perceived effectiveness of various teaching strategies, enabling students to recognize naturally occurring phenomena or classifications received notably high ratings from educators (Bates, 2022). These results further emphasized the value of personalized and student-centered pedagogical practices.

Studies like this can reveal that using technology and learning approaches that are student-centered can improve student outcomes within a course. Searching, researching, and choosing the right technology to yield the desire outcome is pivotal when adding it to a course. Students want to know that the technology they are interacting with is pertinent to their learning, and not just an impressive addition to the course. Merlot is a repository of Open Educational Resources that might be of use for searching new technology. Also, contacting the SCSU Online and Distance Learning team for a list of acceptable technology/software is also an option.

Staying abreast of current and up-and-coming learning approaches, could help keep educators ahead of the curve. Publications like The Chronicle of Higher Education, websites like the Online Learning Consortium, and the courses offered through our Network of Educational Development (NED) can be helpful with this endeavor. Once again, contacting the SCSU Online and Distance Learning team to learn about this information would be beneficial.

There will be a continual need to develop and implement innovative approaches that promote equity, accessibility, and engagement in digital learning environments. These digital learning environments will be ever-changing to meet the needs of the student population and to improve learning outcomes. This will be crucial and needs to be facilitated by an ongoing collaboration among educators, researchers, and policymakers.

If you are interested in learning more about which of the aforementioned efforts is right for your course, reach out to us via email or through Bookings. We can educate you about any of them and show you where to find them, how to create them or how to best use them.

Additional Reading:

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

Equity and Technology in the Learning Environment
Engaging Learners in the eLearning Classroom
The Metaverse and the Virtual Campus for Online Learning

References:

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80-97. https://doi.org/10.19173/irrodl.v12i3.890

Bates, A. W. (2022). Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates Ltd. https://inee.org/sites/default/files/resources/Teaching-in-a-Digital-Age-Third-Edition-General-1669733778.pdf

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher,18(1),32-4. https://journals.sagepub.com/doi/10.3102/0013189X018001032

Garrison, D. R., & Vaughan, N. D. (2007). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://www.wiley.com/en-us/Blended+Learning+in+Higher+Education%3A+Framework%2C+Principles%2C+and+Guidelines-p-9781118269558

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://www.sciencedirect.com/science/article/pii/S0360131505001752

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf

Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom: The realities of online teaching. John Wiley & Sons. https://www.researchgate.net/publication/281801191_Palloff_R_M_Pratt_K_Lessons_From_the_Virtual_Classroom_The_Realities_of_Online_Teaching

Salmon, G. (2004). E-moderating: The key to online teaching and learning (2nd ed.). Routledge. https://books.google.com/books?hl=en&lr=&id=eVVRrpcXvGkC&oi=fnd&pg=PP1&ots=8dDNuElsFh&sig=NtQFPXxI1IWigfLooH5E2u5Sls0#v=onepage&q&f=false

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. http://www.itdl.org/Journal/Jan_05/article01.htm

Swan, K., & Ice, P. (2010). The community of inquiry framework ten years later: Introduction to the special issue. The Internet and Higher Education, 13(1-2), 1-4. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d618281bdb82eee9ef32e2cb0d682d549e1cb835

Thirdman.(2020a). A female teacher tutoring her male student [Photograph]. Pexels. https://www.pexels.com/photo/a-female-teacher-tutoring-her-male-student-6502731/

Thirdman.(2020b). Person interacting with fellow student [Photograph]. Pexels. https://www.pexels.com/search/online%20teaching%20and%20learning/

Monisha Mohannaidu, currently serving as a Graduate Assistant at SCSU, brings three years of valuable experience from her work with advertising agencies around the world. Apart from her professional background, she is an enthusiastic individual who has actively participated in several art workshops and has a proficiency in graphic design.

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. 

Learning Strategies

What Students Can Derive From Purposeful and Deep Learning Discussion Boards

August 14, 2023 Suvekshya Adhikari 6 Comments

Presently, technology has integrated itself into the educational system and completely changed how we study. The usage of online discussion boards is one such innovation that has completely changed the way students learn. Discussion boards for deep and purposeful learning can support students by engaging in meaningful interactions with their peers and teachers, thus improving learning results (Osborne et al., 2018). According to the National Survey of Student Engagement (NSSE) (2018), students who participate in online discussion boards report better levels of engagement and satisfaction with their learning experience. The regular use of online discussion boards can contribute to an increase in both a sense of online community (social presence) and learning on a deeper level (cognitive community) (Garrison et al., 2010). These are only a couple of the several benefits offered by discussion boards.

Benefits of Deep Learning Discussion Boards for Students

Students are more likely to develop and utilize critical thinking. Discussion boards encourage students to submit queries, dispute hypotheses, and assess ideas, which fosters analytical and critical thinking skills. Students gain the ability to study a subject from several angles, take into account arguments and ideas, and draw their own conclusions when they participate in conversations (Osborne et al., 2018). They improve their capacity for critical thought and problem-solving skills by doing this.

They enhance collaboration skills. Students are strongly encouraged to collaborate, offer input, and build on one another’s expertise via a discussion board. This improves their teamwork skills, preparing them for future employment where collaboration is important.

Online discussion boards can be configured for anonymous posts, offering some students a secure environment. The anonymity of discussion posts, according to Bunker and Ellis (2001), “can encourage the shy learner who may hesitate to interact in face-to-face teaching and fail to ask for assistance or clarification if needed” (pp.3-4), to participate more and provide honest and open communication online. When they are anonymous, it reduces the risk of social stigma or judgment (Bunker & Ellis, 2001). The anonymity of discussion posts also can be seen as a way to protect freedom of speech and the ability to express unpopular or controversial opinions without fear of retaliation. Compared to face-to-face engagement, discussion boards can allow students 1) more time for reflection and 2) a potentially less stressful environment  to express their ideas and perspectives (Douglas, 2020).

Students develop a stronger class community. Positive changes in the classroom environment can be seen in the way that students interact with one another, how they trust one another more, how many questions they ask the teacher, and how they feel that the course is worthwhile and relevant to their needs (Rovai, 2004). By feeling more connected to their peers and the course material, students are likely to perform better academically. According to studies by Pekrun et al. (2009), a supportive learning environment can boost students’ motivation, engagement, and academic performance.
Learning occurs from peer reviews. Additionally, discussion boards allow students to benefit from peer evaluations. They get feedback from their peers, which can be used to discover areas for development and improve their comprehension of the subject. This encourages analysis and active deep learning.
It is easier to create an informed opinion. There are long intervals of time scheduled for a discussion online to consider the claims and assertions made by the other participants. Adequate research can be conducted on any questions, which additionally strengthens the points being presented. There is no longer a requirement for a prompt response. In this approach, well-considered opinions are encouraged.

Given the circumstances, students may gain a variety of advantages by taking part in focused and in-depth learning discussion boards. Students can gain a lot by taking part in these kinds of activities, from improving their comprehension of the course content to enhancing their critical thinking and communication skills.

If you need assistance with developing engaging discussion boards, the SCSU Online and Distance Learning team can help. We can provide the proper guidance and tools for any course. Reach out to us via email or through Bookings.

Additional Reading:

For more information on the Community of Inquiry Model, check out this previous blog post.

For more information on applying active learning strategies, check out this previous blog post.

References:

Bitar, J. (2018, December 5). Indiana University Center for Postsecondary Research releases findings from a 2018 survey of student engagement. Higher Education Today. https://www.higheredtoday.org/2018/12/05/indiana-university-center-postsecondary-research-releases-findings-2018-survey-student-engagement/

Blackmon, S. J. (2012, July). Outcomes of chat and discussion board use in online learning: A research synthesis. Journal of Educators Online, 9(2). https://eric.ed.gov/?id=EJ985399

Burton, K. (2020). Faceless woman freelancer using computer in street
[Photograph]. Pexels. https://www.pexels.com/photo/faceless-woman-freelancer-using-computer-in-street-6084521/

Douglas, T., James, A., Earwaker, L., Mather, C., & Murray, S. (2020). Online discussion boards: Improving practice and student engagement by harnessing facilitator perceptions. Journal of University Teaching &Learning Practice, 17(3). https://doi.org/10.53761/1.17.3.7

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002

Osborne, D. M., Byrne, J. H., Massey D. L., & Johnston A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student student collaboration: A mixed method study. Nurse Education Today
Volume 70, 40-46. https://doi.org/10.1016/j.nedt.2018.08.014

Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher Education, 7(2), 79-93. https://doi.org/10.1016/j.iheduc.2003.10.002

Schneider, A. (2022, March 30). 5 online discussion benefits to improve your student’s thinking- Schnaq. Schnaq Bloq. Retrieved April 18, 2023, from https://schnaq.com/blog/en/online-discussion-benefits/

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

March 13, 2023 Nishika Gopathi and Kendra Self, PhD 2 Comments

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.

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.

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.

DEI Learning

Equity and Technology in the Learning Environment

January 23, 2023 Shagufta Naeem Leave a comment

Nowadays, learning, ideas & information’ sharing is dependent on technology hence it is high time to get familiar with Equity and Technology.

The Minnesota State Network for Educational Development (NED) Equity and Technology short course was designed to get participants familiar with equity while providing learning through technology. As per the course, equity and technology was defined as, “equitable access to learning technology & information irrespective of learners’ socio-economic status, age, ethnicity, physical ability, or any other quality” (Hill, 2022, slide 3). The course was about the creation of a learning environment in which every learner had equitable access to all technologies which were in use throughout the learning process.

To implement equity and technology, it was recommended to apply Universal Design for Learning (UDL) principles in connection with Culturally Responsive Teaching (CRT). With UDL, the learning process is designed to accommodate all learners’ needs and abilities. It is a framework based on three guiding principles: Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of Action & Expression within learning. While CRT refers to the style of teaching and learning that facilitates the equitable achievement for all students / learners through recognition of the fact that culture is a powerful force in shaping how students see themselves and the world around them.

Seven Tips to Design Learning with Equity and Technology in Mind

The following seven tips were described in the course as ways to incorporate UDL and CRT frameworks in course design to support equitable learning outcomes.

Start Small: Pick one instructional problem, one learning experience, and one assessment to begin.
Keep It Manageable: Implement a small change and build on it over time.
Focus on Learning Goals: Provide clear explanations for the assignment’s learning goals.
Connect to UDL and CRT: Brainstorm ways to apply UDL principles in connection with CRT in order to enhance equitable learning outcomes.
Select Technology Last: First, decide on the multiple means of engagement, representation, or action & expression, then select the technology that can support that means. Make sure that the technology and content chosen support access and accessibility.
Let Students Lead: Make learning more interactive and engaging by involving students in the learning process. Also, consider improving learning experiences, then make sure students’ inputs are implemented to drive changes to the learning process.
Build Community: Connect with other faculty on-campus who are engaging in UDL with CRT, and equity to share ideas.

Recommendations

The following recommendations are based on my self-reflection of the Equity and Technology (Fall 2022) course materials and my personal experiences working on several MBA online course design projects.

Provide D2L Student Orientation: Provide guidance, support, and training to students on how to use the technology linked to their learning. This support should also include how to engage in productive online discussions, and how to locate and upload assignments in D2L.
Establish Instructor Presence: Create course-specific instructional videos with transcripts to clarify the learning expectations for students. Instructional videos will also provide details about how multiple modes of communication could be used throughout the course and how students should prepare for it. Videos should not be too long in duration, with a recommended length of 5-10 minutes.
Add an Optional “All Class Meetings” to the Schedule: Introduce and implement synchronous sessions through the use of the break-out room feature as it will encourage communication between students and incorporate multiple means of representation.
Ask for Student Feedback Often: Incorporate student feedback loops (throughout the course) for learning quality improvement. Through the incorporation of feedback loops during the course, faculty and the institute will be in a better position to assess the feedback in real-time and improve the learning outcomes for existing and upcoming students.

When you add accessibility and diversity to the design of your course, you can make learning that can be accessed by different types of students. These are the guiding principles that are identified by Universal Design for Learning and Culturally Responsive Learning. If you are interested in learning more about either of these frameworks, please reach out to the SCSU Online and Distance Learning team. We can be reach via email or through Bookings.

References:

Abegglen, S., Aparicio-Ting, F. E., Arcellana-Panlilio, M., Behjat, L., Brown, B., Clancy, T. L., DesJardine, P., Din, C., Dyjur, P., Ferreira, C., Hughson, E. A., Kassan, A., Klinke, C., Kurz, E., Neuhaus, F., Pletnyova, G., Paul, R. M., Peschl, H., Peschl, R., & Squance, R. T. T. (2021). Incorporating Universal Design for Learning in Disciplinary Contexts in Higher Education (M. Arcellana-Panlilio and P. Dyjur, Eds.). Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

Bass, G., & Lawrence-Riddell, M. (2020, January 20). Culturally responsive teaching and UDL. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/culturally-responsive-teaching-and-udl/

Hill, T. (2022, November 13). Equity and Technology [Online course]. MnSite. https://mnsite.learn.minnstate.edu/d2l/home/6046808

Novak, K. (2022, October 12). If equity is a priority, UDL is a must. Cult of Pedagogy. https://www.cultofpedagogy.com/udl-equity/

Pixaby. (2016). Library high angle photo [Photograph]. Pexels. https://www.pexels.com/photo/library-high-angle-photro-159775/

Shagufta Naeem is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. She is an ACCA Member with a bachelor’s degree in Applied Accounting, a CFA Charter-holder and is pursuing an MBA from SCSU. She has 8 years of work experience specific to Corporate Credit, Audit, Risk Assurance, Internal Controls, and Financial Management.