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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.
Case Studies in a Multimodal Course
Case-based learning allows students to develop higher-order critical thinking, problem-solving, synthesis, analysis, and communication skills by engaging with a realistic scenario in service of practicing course skills and concepts. Case studies are valuable tools for any class that combines asynchronous and synchronous learning. Indeed, some research (e.g., Webb, Gill, & Poe, 2005) suggests that a multimodal delivery model may be ideal for case study-based work, with the combination of synchronous and asynchronous elements enabling students to participate more fully in cases. In the first half of this piece, we outline some key considerations for using case studies in a multimodal course. In the second half, we make targeted recommendations for effectively prepping, facilitating, and reflecting on your multimodal case studies.
Rubrics as a Tool to Support Equity and Inclusion
While student populations have become increasingly diverse, many groups, including first-generation, non-native English speakers, and individuals with disabilities, still face barriers and bias that can derail their success in college (Super et al., 2020). Traditional grading practices—including penalties for late work, writing in dialects other than standard English, and even plagiarism— are prone to bias and only perpetuate disparities, the research says (Feldman, 2019; Savini, 2021).
Course Facilitation Plan
Wondering how to stay on track in facilitating your online course? The Course Facilitation Plan can help! The document below has spaces for brainstorming what your approach will be to a range of actions, from welcoming students to the course to grading and consulting LMS analytics. For more help ensuring you're ready to facilitate your course, see the Course Facilitation Checklists.
Course Facilitation Checklists
Preparing to facilitate your upcoming online course? This checklist can help! With a short, specific list of actions to take just before and just after course launch, you won't have to worry that you're overlooking something important. For more help mapping out your facilitation goals, see the Course Facilitation Plan.
Enhancing Quantitative Courses With Varied Learning Approaches
Employing a variety of modes of instruction and assessment, as recommended by Universal Design for Learning (UDL) principles, can enhance the learning experience for students in quantitative courses. Diverse elements such as visual aids, interactive features, and real-world applications can complement, extend, or replace traditional lectures and exams. Since classes consist of students with varying learning preferences and strategies, using multiple modes of representation in a course promotes deeper understanding, engagement, and skill development. This piece details design elements that can be particularly impactful in quantitative courses.