Assuring Access to Tech-Enabled Experiences

A van Barneveld and L O'Neill

This module will look at an array of ‘places and spaces’ for learning and the degree to which each can support flexible, hybrid, and fully online/offline experiences.

module 3 flow diagram

Key Takeaways for this week

Embed media assets in the curriculum in thoughtful ways.

Map learner-centered options, for your course, for distributing/accessing

media effectively.

 

This module has 4 parts: 

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Introduction

Identifying the ‘location’ of this module within the course level learning will spark the introduction of module theories being considered(time versus security of resources). Three students are introduced to participants, who will share their experience learning within technology-enabled spaces. 

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Expansion

Here we will look at an array of ‘places and spaces’ for learning and the degree to which each can support i) flexible, ii) hybrid, and iii) fully online/offline experiences.

gear icon to denote refinement/application contentRefinement/Application

Its now time to look at the classroom as both virtual AND place-based. The students are introduced to the faculty members from Module 2. How can these instructors best support these learners?

group speaking icon to denote community development contentLearning community participation

With a focus on resourcing for access, with the learner in mind, participants are asked to share the expansion of their draft with others and also the rationale for their decisions.


hand icon to denote introduction content Introduction

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a spark navigation icon In order to a support the academic success of learners like Bobbi, we will consider resource accessibility (by location and by function). This requires us to consider resource distribution/access from a learner’s point of view.

Do you investigate what digital spaces and other tools your institution has available when you choose or create readings, videos, and graphics for your workshop/course? Are your resource choices a result of design/development decisions you have made?

Learner-centered resourcing looks at where teaching happens and where learning can happen, and then determines where to place resources in ways that maximizes potential for learners to apply them to activities and assessments.

directional arrows icon to denote expansion content Expansion

Hakeem is out in the field conducting interviews as part of a class assignment. He wants to be able to capture all necessary information during the interview and, while he has a phone to record the interviews, he has no ability to access assignment resources when he is ‘in the field’ because he has no data plan for his phone. 

Fern is also ‘in the world’ for some of her course activity; much more perhaps even than Hakeem! She will be leading other students through a set of land experiences and will be calling a circle during one of these in order to facilitate a discussion about their experiences and how these connect to their past and future experiences.

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Resourcing learning through mobile devices

Here are a few tips for making your content accessible through a mobile device, like a smartphone:

  • Provide bite-sized chunks of learning content
  • Convert current resources into user-friendly and easily accessible formats
  • Make assessment instructions available in audio format

For additional tips on how to help learners to study effectively any time, anywhere with smartphones, see Faculty Focus.

gear icon to denote refinement/application content Application

Download Video file Download transcripts Download slides

Has this module provided you with some methods you were able to incorporate into your design blueprint? Perhaps in your earlier versions, you had clearly identified the resources needed to introduce topics (teach) but were not yet clear on other resources for the green and blue sections. Take a few minutes to add possible resources that support activity and assessment now.

marked ares most improved by module 3 learning

group speaking icon to denote community development content Learning Community Participation

If your design blueprint changes during this module (especially in the resources and tools column!), re-share with a comment about what was added, and compare your refinements to those of your peers. Comment and questions are encouraged in the Design share space.

In closing

Post any questions you have for us, and share your answers to questions posed by others in the course Q&A space.


Go beyond the Module with these Readings and Resources


About the authors

Angela is a faculty member at Lakehead University (Faculty of Education), with a focus on learning design, especially in online contexts. She is on the Board of Directors for the Canadian Network for Innovation in Education (CNIE-RCIE) and has significant pre-academic experience in industry as a training and learning professional (IBM, Nortel).

Dr. Lisa O’Neill has executed the duties of educational developer, researcher, and technologist, primarily within Teaching and Learning Centers, since 2005. She supports this project as its’ Project Manager, and instructional designer/developer/eModerator within her role as Instructional Developer in Lakehead University’s Teaching Commons.

Dr. O’Neill currently lives in the Netherlands but is Canadian born and raised. Lisa has lead the development of more than 40 massively open online courses (MOOC’s) and also supports teachers as an online sessional faculty member,  at the University of Cape Breton. Her courses assist the design of effective technology enabled (young person) learner experiences.

License

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Assuring Access to Tech-Enabled Experiences Copyright © 2022 by A van Barneveld and L O'Neill is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.

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