Designing engaging courses in the Digital Age
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How to design an engage course in the digital age
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Designing engaging courses in the Digital Age
- 1. Designing engaging courses in the Digital Age Mari Cruz García
- 2. Current context in HE ? Technology supports new delivery models and pedagogical approaches: blended and distance learning, flipped classroom, formal and informal learning, etc. Economic pressure and unprecedented competition (Internationalisation, new niche and segment markets, lack of resources) Challenges for academic staff: are they ready to embed digital literacies in their modules? Is innovate teaching valued as a scholarly activity? Leaners expectations: personalisation, flexibility, interactivity, ubiquity and accessibility of learning Postgraduate and undergraduate programmes
- 3. Key factors to consider Online course Pedagogical Model Accessibility and inclusion Online design Technology Facilitators (academic and support staff) Role of learners
- 4. • How can the course’s aims and learning outcomes be embedded in the activities and course topics? • Who are our students? • How do the learning activities set the digital narrative of the course/module? • Synchronous or asynchronous activities? • Assessment strategy: Formative, summative or peer assessment? 1) Pedagogical model Module aims Learning outcomes Structure (topics) Activity Resource
- 5. 2) Accessibility and inclusion Universal design for learning (UDL) as a development framework Choice of formats to support different learning needs Accessibility guidelines: Web Content Accessibility Guidelines (WCAG) 2.0, Authoring Tool Accessibility Guidelines (ATAG) 2.0 (September 2015), Accessible Rich Internet Applications (ARIA) Multiculturalism: Learning materials should reflect the diversity of our students
- 6. 3) Online design Matching University/College/ School branding Simple and straightforward Content Copyright legislation and creative commons licenses Interactivity Theme Share! (Release, reuse, repurpose)
- 7. o Project Management is king: define clear roles, responsibilities, timelines and deliverables o Define a clear assessment strategy : criteria, grade ranges, plagiarism detection rates and actions, quality and quantity of feedback o New delivery models (e.g. blended learning, distance learning) should be seen as an opportunity for innovative teaching and educational research o QA procedures to standardise the development of new online modules (course format, online design and educational resources) o Evaluation and programme reviews: capturing and sharing accurate feedback from learners and staff 4) Facilitators
- 8. 5) Involving learners as creators of content Transforming assignments into exciting game-based tasks (Gamification) Connecting learning experiences across locations, times, and technologies (Seamless Learning) Supporting sharing of progress and active project-based learning (Flipped Classroom)
- 9. 6) Technology Can the software/web technology support: Any learning environment (Moodle, Blackboard, Canvas)? MOOC platforms (Coursera, FutureLearn)? Alternative publishing formats for assistive technologies ? Any browser and OS (iOS, Windows, Linux?) Low-speed internet connections? Tablets and mobile phones?
- 10. o The technology should support the pedagogical model o PLE as a choice of web-based technologies in opposition to a central VLE o Open Source technologies and open source standards to facilitate interoperability o Open Educational Resources (release, reuse, repurpose) 6) Technology
- 11. Take away messages: o Educational scaffolding: Tutors are ´architects of learning´ who work in collaboration with ´builders´ (digital experts/content developers). Students bring the furniture/decoration. o We need to promote active learning versus passive learning o We need to develop meaningful activities, not meaningless interactions
Editor's Notes
- Online readiness of our students and how the intended audience affects the chosen pedagogy
- Definition of Universal Design for Learning (Higher Education Act 2008): Universal Design for Learning (UDL) is a set of principles and techniques for creating inclusive classroom instruction and accessible course materials. At its core is the assertion that all students benefit when they are given multiples ways to take in new information, express their comprehension, and become engaged in learning. One size does not fit all any more: information should be presented in different formats to support the learning needs of different groups of students. Learning environments and multimedia resource should include accessibility features compatible with assistive technologies. Web accessibility focuses on people with all types of disabilities - visual, auditory, physical, speech, cognitive, and neurological disabilities - including older people with age-related impairments. Accesibility criteria WCAG 2.0 and ATAG 2.0 are part of the Web Accessibility Initiative (WAI) WCAG at a glance: http://www.w3.org/WAI/intro/atag-glance Accesible internet rich applications: WAI-ARIA (Accessible Rich Internet Applications or ARIA) is a W3C protocol for enhancing and supporting accessibility of scripted and dynamic content accessibility issues with rich internet applications can be characterized as: Inability to provide the semantic structure of page areas and functionality (e.g., navigation, main content, search, etc.) Inaccessibility of content that is dynamic and may change within the page (e.g., AJAX content updates) Inability to change keyboard focus to page elements (e.g., setting focus to an error message within the page) Difficulty with keyboard and screen reader accessibility with complex widgets and navigation elements (e.g., sliders, menu trees, etc.)
- Attribution-ShareAlike CC BY-SA This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Attribution-NonCommercial CC BY-NC This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. Attribution-NonCommercial-ShareAlike CC BY-NC-SA This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. As a general rule, if you wish to copy or use a copyright work then you have to get permission from the copyright owner. However, there are some exceptions under the Copyright, Designs and Patents Act 1988(the “1988 Act”) which allow copying or use of part or all of a copyright work without permission. The Government is now implementing a series of changes which aim to make copyright law better suited to the digital age. On the 1 June 2014 a series of small but important changes to copyright law will be put into force. The changes will be extremely beneficial to educational institutions, teachers, students and even museums and youth organisations. What are the changes and how will they affect education? The changes are being introduced by five statutory instruments, each of which amend the 1988 Act. Each instrument deals with a different exception however the most important exception for education is to be introduced by The Copyright and Rights in Performances (Research, Education, Libraries and Archives) Regulations 2014 (the “Regulations”). A few of the key changes are highlighted below: 1. Illustration for instruction: blackboard v whiteboard One new exception permits fair dealing for the purpose of “illustration of instruction”. This essentially means that teachers will now be able to copy a small amount of material to allow them to illustrate a point, without the need to seek permission from the copyright owner. The current law has a similar provision but only allows for copying by hand, such as reproducing a few lines of poetry on a blackboard or flipchart, and does not allow the teacher reproduce work using digital technology such as an interactive whiteboard. The current law also allows a student to copy down the example using pen and paper but not by using a laptop or tablet. Given the widespread use of technology by teachers, students and lecturers, this update seems long overdue and will certainly bring the law into line with the realities of teaching and education. It is important to note however that the copying may only be used to illustrate a teaching point, not be for a commercial purpose and the use must be fair. The work used must also be accompanied by a sufficient acknowledgement; this generally means identifying the author, artist or creator of the work, and the title or some other identifying description of the work that has been copied. 2. Research and private study Under the new Regulations researchers and students will be permitted to copy a limited amount of sound recordings, films or broadcasts for non-commercial research or private study. Under the 1988 Act they are only allowed to copy limited extracts of literary, dramatic and artistic works. Extending the exception to include sound recordings, films and broadcasts brings the law much more into line with the realities of education. Again, copying is only permitted where it is not for commercial purposes and is limited to fair dealing i.e. copying a whole work would not generally be permitted. 3. Virtual learning environment The current law permits educational establishments to play recordings before an audience within their premises (although if a licence scheme is available for this activity, such as a CLA photocopying licence, it must be obtained). The Regulations update this exception and reflect the fact that long distance education outside of the premises is increasingly used and virtual learning environments are now the norm. This update makes it easier for teachers and students to use distance learning technology. Each change recognises the need for delivery of education in the digital age and reflect a positive move for educational establishments and students alike. The changes will enable teachers to deliver multi-media teaching without the fear of copyright infringement and display webpages or quotes on interactive whiteboards for example, without having to seek prior permission. A word of caution Although these changes are hugely positive for educational establishments, they do not erase the need for licences for use that is not “fair dealing”, for example photocopying large portions of a work and recording of broadcasts from the radio and television. Following the implementation of these changes the majority of uses of copyright materials will continue to require permission from copyright owners, so you should always be careful when relying on an exception and if in any doubt, seek legal advice. This article provides only an overview of some of the key changes. Further information can be found on the Intellectual Property Office website.
- Digital scholarship can be viewed as synonymous with open scholarship, if we take the definition by Veletsianos and Kimmons of open scholarship as being based on three forms: (1) open access and open publishing, (2) open education, including open educational resources and open teaching, and (3) networked participation. The Open Educational Resources (OER) movement is broadening its focus on resources to include associated practices that are related to the production, use and reuse of high quality open educational resources. Approaches to releasing, using, reusing and repurposing OER