Search
There are 5 results.
Tag
Tag
All (35)
Active Learning (1)
Animations (1)
Assessments (1)
Asynchrony (3)
Authentic Activities (2)
Backwards Design (1)
Branching Scenarios (1)
Canvas (1)
Case Studies (1)
Collaboration (1)
Communication (2)
Community (2)
Content Creation (1)
Content Curation (1)
Content Delivery (1)
Copyright (2)
Course Maintenance (1)
Course Materials (3)
Course Preparation (2)
Discussions (1)
Diversity (1)
Equity (1)
Feedback (3)
Formative Assessments (4)
Game-Based Learning (2)
Gamification (1)
Group Work (2)
Infographics (1)
Learning Objectives (2)
Multimodality (3)
Peer Reviews (1)
Podcasts (1)
Presentations (1)
Rubrics (1)
Scaffolding (1)
Summative Assessments (1)
Synchrony (3)
Third-Party Tools (1)
Universal Design for Learning (UDL) (1)
Video (3)
Visual Design (1)
Written Assignments (1)
Format
Six Strategies for Multimodal Content Delivery
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
Universal Design for Learning
Universal Design for Learning (UDL), which has roots in Ronald Mace’s concept of Universal Design, is a pedagogical framework that supports diverse learning needs. According to CAST, the creator of the framework, UDL seeks “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn” (2018). UDL is not a step-by-step curriculum plan, but rather an approach to pedagogy and curriculum development that aims to make the learning environment as accessible as possible for as many learners as possible (Derer, 2021; CAST, 2018).
Presentation Best Practices Guide
Many online courses focus on written communication skills, featuring discussion posts, papers, and case study reports among other assignments. However, oral communication and presentation skills are just as integral to students’ success, and, indeed, many employers list presenting as one of the most desirable skills for job candidates (Suhadi et al., 2021).
Game-Based Learning Experiences
Game-based learning (GBL) is a learning experience, or set of learning experiences, delivered through gameplay or game-like activities with defined learning outcomes. GBL is often confused with gamification, which is the application of game elements to a non-gaming experience. GBL engages students cognitively, emotionally, behaviorally, and socioculturally (Plass et al., 2015). Many factors should be considered when designing GBL, including narrative, player positioning, and interactive design (Dickey, 2005).
Building Your Online Course With the Lister Model
So, you are building a course for the online environment. What an exciting adventure! When building an online course, you may use a similar method to what you used when developing a course previously, or you may use an entirely new technique. Either option is a good option. But, you may have a few questions when you first begin such as: How do I organize my materials? How do I display my materials? How do I make sure my students work together?