This post continues with the UDL framework and its Multiple Means of Representation principle.

UDL Multiple Means of  Representation is the WHAT of learning and focuses on “the way information is presented to increase recognition and understanding.” (Israel, Ribuffo, and Smith, 2014) Students are diverse in both their learning needs and the ways in which they learn. Providing course materials and resources in different ways not only reduce barriers to access and learning but also help students reach course goals by enhancing the learning process. As with all the principles, CAST provides guidelines and checkpoints to facilitate the implementation of multiple means of representation in the classroom.

Learners differ in the ways that they perceive and comprehend information that is presented to them.” (UDL, 2018)

Determine Learning Objectives before Incorporating Multimedia

How you use varied formats and multimedia to present course content depends on your learning objectives. Multimedia – any combination of text, image, audio, video, animation, and simulation – provide alternative and varied means of presentation for course content in order to reach all learners and their different learning styles. Further, using multimedia reinforces student⟷content interaction and improves learning effectiveness. Before incorporating multimedia into your course, using Backward Design (Wiggins and McTighe, 2011) and Bloom’s Taxonomy ensures that content aligns with and supports learning goals and unit-level learning objectives.

In short, people learn better from words and pictures than from words alone. This statement summarizes what has been called the multimedia principle, which has become a fundamental principle of instructional design based on a growing body of research evidence.” (Mayer, 2019)

➕

Utilize a Range of Formats and Multiple Media to Enhance Learning 

Student↔content interaction in the online environment is more than just reading an eBook or an article on the web, although this is still one format that should be incorporated in the course. There are so many tools that can be used to present content and information to learners in various ways. After determining what activity or assessment would best support the learning objective, brainstorm about different technologies and/or multimedia that could be implemented to create the learning experience.

Because students have unique learning styles, online courses should include activities and assessments that are varied to meet the learning styles of all students.” (NEA, 2014)

Present content with text+visuals, video, or even simulation. Each learning unit or module does not have to comprise all multimedia formats. Further, do not overwhelm students by using too many tools; choose one or two to start. But, be sure to provide both a variety and balance of multimedia to allow for different types of student interaction with content, activities, materials, and resources throughout the course. Below are some examples that enable instructors and students to access content and apply knowledge in a wide variety of ways. To find more multimedia resources, check out OER Commons and Merlot as well as your textbook publisher.

Present Content in a Consistent, Organized Structure

Incorporating multimedia can create an engaging and stimulating online course. Or, it can just be downright overwhelming if not properly designed and integrated into the course. Developing an organized, consistent online course structure guides the student’s online learning experience. And, an organized course structure eases the navigation and use of online tools and multimedia in order to minimize student frustration and confusion. Unit-level modules organized by topic or week help students’ awareness of all related multimedia activities and assignments and supports student responsibility and accountability in their learning process. 

Resources

• • • Overview of Canvas Modules (what they are and how to create)
    • SJSU Canvas Course Template (eCampus designed template that “prepares the recommended structure and elements for your online course and can be imported into your blank Canvas course”)
    • Instructions to Import Canvas Course Template (step-by-step instructions on how to import the template into your Canvas course shell)
    • SJSU eCampus Workshops (listing of all upcoming workshops)

Make Your Content Accessible 

Keep all learners and their diverse needs in mind as you design and facilitate your course. Ensure that any formats and multimedia you use are compatible with assistive technology, images are described using alt text, and videos have closed captions. Using campus licensed technologies is beneficial because not only will you receive prompt technical assistance if needed (as technical issues can and will arise!), but also these technologies are already vetted to meet accessibility requirements. Lastly, be sure to provide accessibility documentation for all technologies used in your course. 

Resources

• • • SJSU Accessible Education Center (faculty and student services and accommodations such as testing and notetaking)
    • SJSU CFD Accessibility Resource list (summary list of accessibility resources)
    • SJSU Teaching Tools list (short description of each tool as well as accompanying documentation such as student guides, tutorials, and accessibility statements)

Provide Tutorials and Tech Support Contact Information

Today’s students are “digital natives” and heavy consumers of tech products and services, e.g., social media, online shopping, etc. However, most are not familiar with or well-versed in educational and instructional technologies; they’re learning right along with us. As such, provide guides and tutorials for course technologies and multimedia. And, clearly provide contact information and direct students to the appropriate tech support whether that be eCampus for Canvas and other instructional technologies or the textbook publisher for its online content. In addition, students may need general IT support for their device (laptop or tablet) and/or software used to access multimedia; SJSU IT support can help in this case. This information can be housed in a “Start Here” module under a Course Technologies and Support page; see the SJSU Canvas Course Template referenced prior for an example.

Resources

• • • SJSU eCampus Support (for Canvas and instructional design help)
    • SJSU IT Support (for IT hardware and software support)
    • SJSU Teaching Tools list (for a short description of each tool as well as accompanying documentation such as student guides, tutorials, and accessibility statements)

References
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
eCampus, San Jose State University. (2020). eCampus. Retrieved from https://www.sjsu.edu/ecampus
Israel, M., Ribuffo, C., & Smith, S. (2014). Universal Design for Learning innovation configuration: Recommendations for teacher preparation and professional development (Document No. IC-7). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar. education.ufl.edu/tools/innovation-configurations.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary: University of Calgary.
Mayer, R. E. (2019). How multimedia can improve learning and instruction. In J. Dunlosky & K. A. Rawson (Eds.), The Cambridge handbook of cognition and education (p. 460–479). Cambridge University Press.
National Education Association. (2014). Guide to teaching online courses. Retrieved from http://www.nea.org/assets/docs/onlineteachguide.pdf.
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD.
Wiggins, G. P., & McTighe, J. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.

In my last post about online discussions as a means to engage learners, I touched on the importance of providing instructor feedback to encourage student participation and communicate clear assignment expectations. Continuing with the Universal Design for Learning (UDL) principle of engagement, this post will focus on tech tools to support one of its underlying guidelines – sustaining student effort and persistence through feedback. According to CAST research, effective feedback is described as “relevant, constructive, accessible, consequential, and timely” (CAST, 2018). In addition, the CAST UDL Increase Mastery-Oriented Feedback checkpoint outlines further elements as listed below.

• • “Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge
  • Provide feedback that emphasizes effort, improvement, and achieving a standard rather than on relative performance
  • Provide feedback that is frequent, timely, and specific
  • Provide feedback that is substantive and informative rather than comparative or competitive
  • Provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success” (CAST, 2018)

Canvas and Zoom are two tech tools with features designed to aid effective and efficient instructor feedback. In Canvas quizzes, there is an automated, pre-populated feedback feature so that students can receive prompt, corrective intervention on assessments. Audio or video comments in Canvas assignments allow for specific, personalized feedback. Finally, Zoom is a great video conferencing tool for more in-depth, individual or group learning support akin to in-person office hours. And, these tools can be used not only for corrective feedback but also as a means to encourage (or praise!) all learners in the class. See below for limited instructions on how to implement these tools; as always, eCampus is available for further consultation.

Canvas Quizzes Automated feedback can be pre-populated in the quiz answer comment fields.

• In Canvas Quizzes, click the “Edit” button and then click the “Questions” tab to view quiz questions.
• [1] Click on the comment field beneath each answer to leave a specific comment for that particular answer.  OR
• [2] Create general answer comments for the quiz question as a whole. Correct answers receive feedback in the green comment field. Incorrect answers receive feedback in the red comment field. The blue button comment field provides feedback to all students regardless of in/correct answer response.
• The comments field can also be used to connect feedback to resources by including a link to a Canvas page within the course or external site.

Image and instructions from  Canvas Guide on Multiple Choice questions.

Canvas Assignments Audio or video feedback (text and attached file too) can be provided via Canvas SpeedGrader.

• Audio and Video support different learning styles and foster student-instructor interaction for online students.
• Audio comments are especially helpful for language learning. 
• Files can also be attached to the comment section by clicking on the paperclip icon.

In the Canvas Assignment, Click on SpeedGraderOpen Student Submission Add Media Comment to Record Audio or VideoSubmit Comment

Images and instructions from  How do I leave feedback comments for student submissions in SpeedGrader.

Zoom Video Conferencing for in-depth student support and virtual office hours.

• Can be used for standing, weekly virtual office hours or as-needed basis.
• Option to use Zoom as audio call only or video conference.
• Screen Sharing allows for instant sharing and review of materials on your computer, laptop, or mobile device.
• Whiteboard allows you to write or draw on a blank screen and share with participants. And, you can save whiteboard sessions.

 Sharing a Whiteboard

 Click the Share Screen button located in your meeting tool bar.

 Click Whiteboard.

 Click Share.

The annotation tools will appear automatically, but you can press the Whiteboard option in the meeting controls to show and hide them.

Use the page controls in the bottom-right corner of the whiteboard to create new pages and switch between pages.Note: Only the participant or host that started sharing the whiteboard has access to create and switch pages.

 When you are done, click Stop Share.

Images and instructions from  Zoom Sharing a Whiteboard.

Of the above tools, Zoom (headquartered in San Jose!) is my favorite for many reasons. First, it’s accessible and easy to use. Just send an invitation link and the recipient can click on the link to access the Zoom meeting right away; no prior setup or account registration is required. And, students are impressed with Zoom’s ability to serve as a tech aid in their learning process. I can screen share their progress on Canvas assignments and also seamlessly switch over to the whiteboard to write out a particular concept or draw a graph. Lastly, student exposure to Zoom is beneficial as this communication tool is used in the workforce as part of the recruiting-interview process and on-the-job to collaborate with remote coworkers or interact with clients.

This post wraps up the UDL engagement principle. Next, I’ll share about Multiple Means of Representation and a new tool I want to try to support this principle.

Image Source: CAST UDL Guidelines, http://udlguidelines.cast.org

References
Canvas Guides. (n.d.). Retrieved February 20, 2020, from http://guides.instructure.com/m/4152/l/41477-how-do-i-create-a-multiple-choice-question
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
How do I leave feedback comments for student submissions in SpeedGrader? (n.d.). Retrieved February 20, 2020, from https://community.canvaslms.com/docs/DOC-12746-415255023
Sharing a whiteboard. (n.d.). Retrieved February 24, 2020, from https://support.zoom.us/hc/en-us/articles/205677665-Sharing-a-whiteboard
Top 10 UDL Tips for Engagement (2016). Retrieved February 19, 2020, from http://castprofessionallearning.org/project/top-10-udl-tips-for-engagement/

This month, we’ll take a look at the Universal Design for Learning (UDL) principle of engagement – the “why” of learning for students. The CAST UDL Guidelines on Engagement provide more detailed information on multiple ways to motivate and tap into the interests of learners.

Image Source: CAST UDL Guidelines, http://udlguidelines.cast.org

Online Discussions as a Means to Engage Learners

“There is not one means of engagement that will be optimal for all learners in all contexts” (CAST, 2018) so in this post, I will explore one means that I have used  – online discussions. Online discussions are an integral component of online courses and can be used as an alternative means of expression for an in-person course to promote student engagement, facilitate the exchange of ideas, and deepen understanding of course content. For online courses, these discussions provide necessary social presence and interaction (instructor-student, student-student, and student-content) as similarly achieved in a traditional classroom and support student learning perception and a sense of community.

Purposeful design that incorporates online communication between students and instructors, as well as between students and peers fosters effective learning interaction (Johnson, 2017)

Online discussions require more than just an interesting question or prompt although this is a crucial component. Here are a few key features and resources to address in designing and facilitating asynchronous online discussions. 

Promote Netiquette and Provide Feedback Due to the absence of visual and auditory cues in online discussion forums, a netiquette policy sets upfront expectations for constructive online communication and behavior. Providing netiquette rules and guidelines lays the foundation for a safe, shared learning environment.

Active participation by the instructor reinforces the model behavior as established in the netiquette guidelines. Additionally, instructor involvement and feedback encourage student participation. Further, providing detailed feedback and comments to student posts early in the semester helps develop good habits and discussions that meet expectations. (Simon, 2018)

Set Clear Expectations A clear expectation of depth of discussion post, frequency, interaction with peers and instructor, and evaluation criteria facilitate better student engagement (Johnson, 2017). This helps students’ awareness of what is required and facilitates not only participation but engagement with peers and the content. There are various protocols for structuring online discussions but in general, all share a well-defined objective, set clear interaction roles and rules, and clarify deadlines. The Save the Last Word for Me protocol has been shown to support student engagement and ownership of discussion. (deNoyelles, 2015)

Add Relevance “Why do I need to know this?” is a common question amongst learners. The instructor can offer opportunities for students to see the relevance and value of course content by providing a question or prompt and connecting it to a current event or real-world model. 

Add multimedia Beyond text, student to content interaction can be boosted with the use of multimedia – image, audio, video, and animation. Visual tools engage students by creating a connection between student and content and reinforce discussions. (Harris, 2011) Further, “context-based videos in online courses have the potential to enhance learners’ retention and motivation.” (Choi, 2005)

Provide a Rubric for Assessment Online discussions can be assessed from a surface (participation) and/or deep level understanding (critical thinking and application of course content), depending on the learning objective and design for that particular discussion assignment. (Johnson, 2017)  Although online discussion assignments can either be graded or non-graded, graded posts incentivize both student participation and quality of posting. For graded discussion posts, the use of a rubric is beneficial as it defines assignment expectations (e.g., clarity, critical thinking, grammar, and word count) for both the student and instructor. Henri’s five key dimensions of content analyses can be used to evaluate the content and engagement level of student discussion posts and serve as the basis for the instructor’s own grading rubric.

Summary of Henri’s Five Dimensions of Content Analyses and Indicators for Engagement

Table: Summary of Henri’s (1992) Five Dimensions of Content Analyses (Henri as cited in Johnson, 2017)

To learn more about the pedagogy of discussions, check out the eCampus Guide (Canvas log-in required).

Tech Tools to Facilitate Online Discussions 

There are various tools that can be used to facilitate online discussions. Canvas Discussions and Piazza are both supported by eCampus.

Canvas Discussions is probably the easiest tool to set up and use as it is a feature of the Canvas LMS. Canvas discussions can be graded or not and have the option to include a customized rubric. 

And, check out the upcoming February 17th eCampus workshop Canvas IV: Creating Community with Discussions, Groups, Chat, Collaborations, & Conferences (Online) to learn more about implementing Canvas Discussions.

Piazza is a wiki style platform that integrates with the Canvas LMS and encourages collaborative student engagement. Take a look at some Piazza Professor Success Stories.

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org.

Choi, H. & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses, American Journal of Distance Education, 19:4, 215-227.

deNoyelles, A., Zydney, J.M., & Seo, K.K. (2015, April). Save the last word for me: Encouraging students to engage with complex reading and each other. Faculty Focus. 

Farrell, M. (2018). Rethinking Online Discussions for Inclusion. 10.13140/RG.2.2.19115.28964. 

Harris, M. (2011). Using YouTube to enhance student engagement. Faculty Focus.

Johnson, C.E., Hill, L., Lock, J.V., Altowairiki, N., Ostrowski, C.P., Santos, L., & Liu, Y. (2017). Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses. The International Review of Research in Open and Distributed Learning, 18(6).

Simon, E. (2018, November). Ten Tips for Effective Online Discussions. Educause Review.