Month: June 2020

Introduction

Watch this video, to get an overview of Signposting [1:43]

You’ll find the card at slides 17 and 18 in the full slide deck

Moving Online

Signposting is all about making the student’s journey through their module as simple as possible with no barriers or pain points to distract them from their learning. As highlighted in Steve Krug’s web usability book “Don’t Make Me Think: A Common Sense Approach to Web Usability”

“Making every page or screen self-evident is like having good lighting in a store: it just makes everything seem better.” (Krug, 2017)

In the online, self-study, environment we want our students to understand ‘how they can progress through the module and how it all contributes to the overarching learning outcomes of the module’ (GCU Curriculum Design & Development Toolkit for Staff p18). This can be done in a simple way with some effective design principles these include:

• Break pages into clearly labelled, defined, manageable sections (as highlighted in Acquisition). This avoids the danger of information overload. For example content could be broken down by topic or a specific time frame (i.e. week 1, week 2..)
• Numbering content – Using a hierarchical numbering convention helps identify user progress and location. (For example, if you chose to split by weeks you could have everything to be completed in week 3 given the heading 3.1 The Concept of …, 3.2 Reading material for, 3.3…)
• Avoid nesting content. For example, clicking through multiple layers of folders to find the desired content. (Blackboard Ultra has limited the amount of file hierarchy to help avoid this practise).
• Weekly study planners and checklists.
• Provide clearly written learning goals and objectives, appropriate for the course level and aligned to the desired learning outcomes and module descriptors. [from UoD Module Framework]
• Guide students through the sequence of learning activities and tasks that need to be completed. Make use of conditional (staged) release so that tasks are hidden until prerequisite tasks are completed, or until specific dates. [from UoD Module Framework]
• Simplified language wherever possible.
• Declutter text as much as possible, understanding that white space can be important to allow the student to focus.
• Awareness of readability/accessibility.
  (see posts Constructive Alignment & Universal Design)
• Consistency of layout/labelling/numbering conventions.
• Time stamps – useful to clearly show the amount of time required to complete a task in particular for audio and video. For example, 3.4 The Art of Making a Good Cup of Tea [1:44]

We all can get blinded by our own thought processes and lose sight of the student’s goals therefore it can be highly valuable to conduct usability tests. This does not need to be overly complicated and basically requires a fresh pair of eyes looking over your module. This could be a colleague or student however preferably it should be someone outside your area of expertise to make feedback more objective.

Blackboard Ultra – Signposting

One of the key features of Blackboard Ultra is accessibility. With the planned move from Blackboard Learn (current version) to Blackboard Ultra at a module level many of the signposting issues have been improved. A clean, simplified layout, consistent set of icons and accessible navigation structure (bringing key information to the top level) gives clear signposting to the students in an easy, intuitive way.

Blackboard Learn Ultra|video [1:55]

Over to you

In your exploration of other learning providers highlighted in the introduction (FutureLearn, Open University…). Or even your experience of online in general, shopping, researching…can you find some examples of where you thought signposting was effective and examples of when you found the signposting confusing or awkward? Share these examples in the comments box below.

• Think about these examples and share in the comments box below how you could apply the principles to your own module design?
• Think about how you want a student to progress through your module and think about it in terms of a journey. What is the journey you want your students to take? Think about what signposting techniques you could employ to facilitate them?
• Conduct a quick usability test with one of your current modules and try to find insights on how a user interacts and identify possible pain points. Can you use signposting to alleviate these problems?
• Think back to any module evaluations and feedback you have received in the past and consider whether better signposting could have helped address any issues raised. For example, signposting when a student is receiving feedback.
• Finally, one of the most widely used forms of signposting can be the student Handbook, can you think of circumstances that the Handbook could be more valuable than delivering the information in smaller chunks?

Other Dundee resources

Blackboard Ally resource created by University of Dundee students Emma Tennant, Emily Turnbull and illustrations by Daisy Hutton.

References

Houston, S. (no date) Curriculum Design and Development Toolkit for Staff. Glasgow Caledonian University (unpublished)

Krug, S., 2017. Don’t Make Me Think!. [Berkley]: New Riders.

Dundee Exemplary Module Framework 19 May 2020 Version 4

Introduction

Next up is the topic Socialisation – listen to a podcast about what we’ll be covering.

You’ll find the Socialisation example on slides 15 and 16 in the full slide deck

Moving online

Social presence is one of the most significant factors in improving instructional effectiveness and building a sense of community. (Steven R. Aragon 2003).  As we increasingly rely on using virtual spaces and other online collaboration tools to communicate with our learners, it is crucial in your role and presence as an online tutor and e-moderator, to understand how the activities you develop may impact on your student’s social learning experience.  Socialisation with your students should begin at the start of all modules to set the scene and rhythm of your programme and not be viewed as something that only happens when doing induction with first year students.

The rapid increase in digital technologies (Moodle, Blackboard, Collaborate, Twitter …) has and continues to change and shape the way you can deliver your teaching.  Kop, Fournier, and Mak (2011) contend that “the structure of the learning environment, the place and presence of learners and educators within the institutional boundaries, and the nature of knowing and learning are all challenged by the fast pace of technological change” (p. 74).

We have all experienced situations in the physical space where we have had to socialise and interact with others, for example on the first day at university, starting a new job or attending a conference event.  In the physical space, we have developed and adopted over time approaches in observing social cues to deal with this form of social interaction (wait and observe, look for people who you think are similar to yourself, seek out people you might know etc).  When engaged in online interactions, these cues can be more ambiguous, thus requiring a different approach when moving to the online space. Tu & McIsaac (2002) and Aragon (2003) ‘place high importance in using engagement tactics, in online classrooms, geared towards increasing social presence and reducing distance’.

Transitioning to a more online blended learning format, requires your course to be an online ‘Place’ for learning and not just a ‘Space’ for learning.  Some tips on how to prepare for a more connected community of inquiry with your students are:

• Communicate regularly: routinely maintain a consistent online presence by timetabling dedicated slots for discussion both formal and informal with students and other tutors. Use the MyDundee discussion forum to foster discussion and engagement. In episode 2 of this series: The Bigger Picture Emma discussed Universal Design for Learning.  You may find some of the tips there helpful when preparing your students for studying on your programme at a distance.
• Personalised sessions: nothing beats the opportunity to have an open 1-on-1 (or small group) session with your tutor. Timetable these into your teaching schedule – it fosters that sense of belonging and community – have 1-on-1 sessions via Blackboard Collaborate.
• Create an environment of trust, humanity and warmth: Introduce and speak about yourself and likewise ask your students to introduce themselves. Use the MyDundee forum to start this and then perhaps move towards a more virtual face-2-face discussion using Blackboard Collaborate when your students feel more relaxed.
• Establish ground rules: Do not assume your students know the rules of engagement when interacting online with you and your programme, clear guidance at the outset about how they behave when in a virtual place will help to set expectations about appropriate behaviours  – this has been covered in more detail in the Digital Wellbeing  and Safety episode last week.
• Motivate your students: Think of ways to motivate your students. If you run online discussion forums, students can be assessed on their level of contribution and engagement. Think about your activities and how you can add-in ‘fun’ quizzes to supplement these activities.
• Seek Feedback: Feedback provides a constructive way that can help you develop your teaching practice and move your students learning forward. Ask for feedback on how the teaching is going – this will help you to review and make changes in the early stages of your teaching.

Over to you

I hope you have enjoyed this discussion topic.  Below are some questions to think about and discuss/share with your colleagues in relation to ‘Socialisation’ in learning and teaching (use the comments option box below 😉 ).

• Have you taken any online courses or attended online workshops yourself? What were the most engaging and enjoyable features and how might you employ those in your own practice?
• What ice-breakers do you typically use with your students in the classroom and how might those translate into online activities?
• What’s your favourite online communication tool and why?
• What approaches might you consider when you design your online activities, to ensure students have an equal opportunity to contribute?

Other Dundee Resources

If you want to get your students to engage with you and each other online, why not post a weekly topic for discussion on your MyDundee module forum and gamify it by giving points for contribution and engagement.  A colleague from the Medical School introduced this to year the 4 General Surgery block (whilst on secondment in New Zealand!) and it has proved to be very successful.

There has been many other useful information and resources posted during this Blend Your Module series by other CTIL colleagues which you can dip in and out of any time – and comment on.

References/Further Reading

• Cultivating Social Presence in the Online Learning Classroom – Brandi Scollins-Mantha
• Social Presence, Identity and Online Learning: Research Development and Needs – Patrick R. Lowenthal & Vanessa P. Dennen
• How to Make Online Courses a ‘Place’ for Learning – Debbie Morrison (Online Learning Insights)
• Community of Inquiry Framework: A Retrospective – D. Randy Garrison, Terry Anderson, Walter Archer