Search
There are 8 results.
Tag
Tag
All (51)
Active Learning (2)
Activities (1)
Analytics (2)
Animations (1)
Assessments (1)
Asynchrony (1)
Backwards Design (1)
Canvas (4)
Communication (1)
Content Creation (7)
Copyright (2)
Course Maintenance (4)
Course Materials (5)
Course Preparation (2)
Diversity (1)
Faculty Presence (2)
Game-Based Learning (2)
Gamification (1)
Generative AI (1)
Grading (1)
Hyperlinks (1)
Images (3)
Inclusion (1)
Infographics (2)
Multimodality (1)
Page Design (1)
Podcasts (1)
PowerPoint (2)
Presentations (1)
Representation (1)
Revising (2)
Rubrics (1)
Screen Readers (1)
Social Media (1)
Synchrony (2)
Third-Party Tools (1)
Universal Design for Learning (UDL) (1)
Video (11)
Visual Accessibility (2)
Visual Design (2)
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).
Copyright
From time to time instructors may want to include in their courses copyrighted materials like images, print content, audio recordings, or videos. The University of Minnesota Libraries define copyright as “the area of law that deals with creation, ownership, sale, and use of creative and expressive works.”
Zoom Into Online Learning
Faculty often express concern over how to maintain personal relationships with their students in an online course space; incorporating optional synchronous elements to an online course can help “put a face” to a name. Zoom, the video conferencing tool that allows you to create synchronous experiences for their students, has become ubiquitous in educational and businesses in the past two years.
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.