The document discusses the role of instructors in promoting digital citizenship through online instruction. It outlines learning objectives related to digital citizenship, techniques for designing online instruction including backward design, Clark and Mayer's principles, and universal design for learning. When applying technology, instructors should consider pros and cons of learning management systems and web 2.0 tools. Emerging trends may include personal learning networks, web 3.0 tools, and mobile learning. The goal is for instructors to effectively promote learning through thoughtful design and use of technology in online instruction.

1. Reflection
Maria Toy
Unit 6 Discussion

2. Learning Objectives
The learning objectives are to:
Understand the role of the instructor in their
students’ digital citizenship
Learn techniques used for designing online
instruction
Apply technology in online instruction
Determine the role of technology in online
instruction in the future

3. Digital Citizenship
Digital citizenship is defined
as “the quality of habits,
actions, consumption
patterns that impact the
ecology of digital content
and communities” (Heick, 2013).
By promoting learning
through multimedia
instruction, instructors play
an important role in their
students’ digital citizenship.

4. Designing Online Instruction
 Backward Design
 Clark and Mayer’s
Principles
 Universal Design for
Learning

5. Backward Design
When designing online instruction is
designed, it is more effective to consider the
goals first. Known as Backward Design, the
three stages are, as follows:
“Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence of
Learning
Stage 3: Design Learning Experiences &
Instruction “
(Instructional Design, n.d.)
If I want to create an effective
learning object for Unit 5, Applying
the Personalization Principle to
Multimedia Instruction, I had to
consider the learning outcomes that
I wanted to achieve. The learning
outcomes were:
(1) Understand the purpose of the
personalization principle
(2) Identify the different ways that
personalization principle can be applied
(3) Learn how to apply the
personalization principle in
multimedia instruction

6. Clark and Mayer’s Principles
People learn better when the following
principles are applied:
• Modality – Animation and narration is more
effective than narration and text.
• Redundancy – Narration and text that mirror
the narration should not be used together.
• Contiguity – When text is used, it should
correspond with the graphics.
• Coherence – Instructors should avoid using
irrelevant material.
• Multimedia – Words and pictures should be
used rather than words alone.
• Personalization – Conversational style, virtual
coaches, and visible authors should be used.
(Clark & Mayer, 2011)
Example: There were many clouds in the sky that
day.

7. Universal Design
“Guideline 1: Perception
Guideline 2: Language,
Mathematical Expressions, and
Symbols
Guideline 3: Comprehension
Guideline 4: Physical Action
Guideline 5: Expression and
Communication
Guideline 6: Executive Functions
Guideline 7: Recruiting Interest
Guideline 8: Sustaining effort and
persistence
Guideline 9: Self-regulation”
(CAST, 2011)
Example: Students are given the
option to listen to audio recording of
the seminar instead of attending the
video seminar.

8. Applying technology in Online
Instruction
 LMS
 Web 2.0 Tools

9. LMS
Pros
• Students can access the
LMS anytime.
• Students can review their
performance on an LMS.
• An LMS can be easily
updated.
(Parker, 2014)
Cons
• The interface of an LMS is confusing to
students.
• Institutions have a limited ability to
implement tools in an LMS.
• An LMS is costly for institutions to
license.
• The implementation of an LMS is
complex.
(Black, Beck, Dawson, Jinks, &
DiPietro, 2007; Siemens, 2004).
• The content of an LMS cannot be
shared outside of the institution.
(Siemens, 2004)

10. Web 2.0 Tools
Pros
• Web 2.0 tools encourage
collaboration among
students.
• Web 2.0 tools provide
motivation to students.
• Web 2.0 tools improve
students’ skills and
knowledge.
(Kovalik, Kuo, Cummins,
Dipzinski, Joseph, & Laskey,
2014)
Cons
• Instructors do not know
how to use Web 2.0 tools.
• Instructors do not have the
time teach students how to
use Web 2.0 tools.
• Institutions are unable to
address technical support
issues that students may
have.
(Kovalik et al., 2014)

11. Future Trends
 Personal Learning
Network (PLN)
 Web 3.0 Tools
 Mobile Learning
(mLearning)

12. PLN
Students learn by drawing upon resources that
they select themselves (Mott, 2010).
Example: Students can stay updated in the field
by following Twitter.

13. Web 3.0 Tools
Web 3.0 tools takes data and obtains meaning
from it (Morris, 2011).
Example: Web 3.0 tools would be able to let
instructors know when their students are not
doing well so they can reach out to them.

14. mLearning
Students would be able to learn “on the go”
with their mobile devices (Crow, Santos,
LeBaron, McFadden, & Osborne, 2010).
Example: Students can listen to a missed
seminar on their iPods.

15. Summary
In sum, instructors possess a responsibility to
help students become digital citizens. In order to
promote learning, instructors should apply
Backward Design, Clark and Mayer’s principles,
and Universal Design for Learning when designing
multimedia instruction. When designing
multimedia instruction, instructors should weigh
the pros and cons of the LMS and Web 2.0 tools
to determine how to use them. In the future, we
will likely see PLN, Web 3.0 tools, and mLearning
become trends in online instruction.

16. References
Black, E.W., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). The other side of the
LMS: Considering implementation and use in the adoption of an LMS in online and
blended learning environments. Techtrends: Linking Research & Practice to Improve
Learning, 51(2), 35-39.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved
from http://www.udlcenter.org/aboutudl/udlguidelines
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for
consumers and designers of multimedia instruction (3rd ed.). San Francisco, CA: Pfeiffer.
Crow, R., Santos, I.M. LeBaron, J., McFadden, A.T. and Osborne, C.F. (2010). Switching gears:
Moving from e-learning to m-learning. Journal of Online Learning and Teaching, 6(1), 268–
278. Retrieved from http://jolt.merlot.org/vol6no1/crow_0310.htm

17. References
T Heick. (2013, May 2). The definition of digital citizenship. [Web log comment].
Retrieved from http://www.teachthought.com/technology/the-definition-of-
digital-citzenship/
Instructional Design. (n.d.). Backward design. Retrieved from
http://www.instructionaldesign.org/models/backward_design.html
Kovalik, C., Kuo, C., Cummins, M., Dipzinski, E., Joseph, P., & Laskey, S. (2014).
Implementing web 2.0 tools in the classroom: Four teachers’
accounts. Techtrends: Linking Research & Practice To Improve Learning, 58(5), 90-
94.
Morris, R.D. (2011). Web 3.0: Implications for Online Learning. Techtrends: Linking
Research & Practice To Improve Learning, 55(1), 42-46.

18. References
Mott, J. (2010). Envisioning the Post-LMS Era: The Open
Learning Network. EDUCAUSE Quarterly, 33(1).
B Parker (2014, December 29). Top 5 benefits of using a
learning management system. [Web log
comment]. Retrieved from
http://elearningbrothers.com/top-5-benefits-of-using-a-
learning-management-system/
Siemens, G. (2004, November 22). Learning management
systems: The wrong place to start learning. Retrieved
from http://www.elearnspace.org/Articles/lms.htm