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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.

DEI Learning

Adding Accessibility to Learning Materials

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Fair and equal access to education is a necessity for all students. This includes students with impairments who might encounter difficulties accessing conventional educational resources.  By making learning materials and activities more inclusive, a fair and equitable learning environment can be established for all students.  This can be established by making your educational resources accessible.

Accessibility in the Online Classroom

Accessibility in education is critical because it ensures that all students have equal access to educational resources and materials. Students with impairments, such as those who are visually or hearing impaired, may require modifications to use regular learning resources. Teachers can guarantee that all students have the chance to learn and achieve by offering resources that are accessible (Karger & Lazar, 2014).

Teachers can contribute to ensuring that all students have equitable access to all learning materials and activities by applying a variety of accessibility elements. There are several ways to apply accessibility, including:

Providing alternative text for images

This is a brief explanation of an image that enables readers with visual impairments to comprehend its content. It is known as alternative text, or “alt text.” Make sure to add alt text for all of the images when developing educational materials.

Alt text is a short explanation of a picture that helps students who are blind or visually impaired understand its content. When designing instructional resources, it is critical to provide alt text for all photos, except for images used as decorations, which should be labeled as such to avoid misunderstanding.

Using closed captioning for videos

Closed captioning displays the words of the audio in a video into text.   Doing so makes it easier for deaf students to comprehend what is being said. Closed captioning is easy to enable and should always be used when producing videos for educational purposes.

Using accessible document formats

Use formats that are user-friendly to all students when developing documents. Providing accessible formatted documents allows students who may use screen readers to properly identify and read aloud the presented information.  For instance, when using a PDF, provide things like headers, lists, titles, language, tags, and alternative texts to adequately ensure that all of the information can be conveyed to a student.  An easy way to remember these considerations is with the acronym SCULPT (Wilson, 2020, para. 3):

  • Structure documents with headings
  • Colors that have strong contrast
  • Use of alt text for non-decorative images
  • Links provided in descriptions
  • Plain, simple, and clear language
  • Table structures that are simple
Providing accessible online platforms

Make sure all students can access the learning materials and activities on the provided internet platforms. This involves making sure the platform is appropriate for assistive technology such as braille displays or screen readers.  Accessibility information can be found on any websites used outside of D2L.  The D2L Brightspace platform is accessible.  Teachers will have to make sure what is added into D2L is too.

Get Started with Accessibility

With a little time and effort, accessibility can be easily incorporated into any learning material.  When accessibility is kept in mind while searching for and developing materials for a course, it makes providing equity and inclusivity in the course easier. Following these steps will be a good start to becoming more knowledgeable and familiar with adding accessibility to a course.

  • Gain knowledge on accessibility best practices. To better meet different student needs and promote an inclusive learning environment, instructors will want to learn about accessibility best practices.  Best practices are a great starting point to build from and grow your knowledge.  These can be obtained through professional development and training sessions, seminars, and online resources.  The Student Accessibility Services (SAS) website is a great place to start a search. Their office provides faculty and students with the information they need for understanding and receiving accessibility services and materials.
  • Collaborate with students with disabilities. When it comes to accessing learning resources, teachers should collaborate with students who have disabilities to understand their requirements and preferences. Open lines of communication with these students could help them to feel more included in the course (Van Noy et al., 2015). This collaboration could also assist with improving knowledge and awareness through gained insight, provided by students who use the materials.
  • Share knowledge with colleagues. By sharing knowledge this may foster a more welcoming and fair learning environment for all students. Regularly collaborating with those colleagues who are knowledgeable about accessibility practices can help to increase awareness, understanding, and implementation (Van Noy et al., 2015). 

Although it can take a little additional work, making learning materials and activities accessible is a crucial step.   Making the classroom more inclusive and equitable for all students provides everyone a fair chance to learn.

Various Microsoft Office apps and Adobe Acrobat contain accessibility features and checkers already built in to help with incorporating accessibility into your learning materials. If you need any assistance with this, 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 creating inclusivity within a course, check out this previous blog post.

For more information on equity through the use of technology, check out this previous post.

References:

Garcia, V. (2020). Photo Of Person Pointing On The Screen [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-person-pointing-on-the-screen-6326107/

Karger, J., & Lazar, J. (2014). Ensuring that students with text-related disabilities have access to digital learning materials: A policy discussion. Perspectives on Language and Literacy, 40(1), 33-38.

National Center on Deaf-Blindness. (n.d.). Why is accessibility important? Retrieved August 13, 2019, from https://www.nationaldb.org/for-state-deaf-blind-projects/accessibility-toolkit/why-accessibility-is-important/#:~:text=Accessibility%20means%20that%20all%20people,members%20of%20the%20digital%20world 

Seale, J., Draffan, E. A., & Wald, M. (2010). Digital agility and digital decision-making: Conceptualising digital inclusion in the 21st century. Studies in Higher Education, 35(4), 445–461. https://doi.org/10.1080/03075070903131628

Van Noy, M., Heidkamp, M., & Kaltz, C. (2015). How are Community Colleges Serving the Needs of Older Students with Disabilities? NTAR Leadership Center. https://www.dol.gov/sites/dolgov/files/odep/pdf/communitycollegesolderstudents.pdf

Wilson, H. (2020). SCULPT [Infographic]. AbilityNet. Retrieved on April 24, 2023 from https://abilitynet.org.uk/news-blogs/everyone-can-sculpt-accessibility 

 

Harihara Varma Aketi is a Graduate Assistant at the Online and Distance Learning department at Saint Cloud State University. He did his bachelor’s degree in Information Technology, and currently, he is pursuing a Master’s in Computer Science at Saint Cloud State University.

 

DEI Learning

Equity and Technology in the Learning Environment

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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.

  1. Start Small: Pick one instructional problem, one learning experience, and one assessment to begin.
  2. Keep It Manageable: Implement a small change and build on it over time.
  3. Focus on Learning Goals: Provide clear explanations for the assignment’s learning goals.
  4. Connect to UDL and CRT: Brainstorm ways to apply UDL principles in connection with CRT in order to enhance equitable learning outcomes.
  5. 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.
  6. 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.
  7. 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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.