8 Digital Resources

Content

All learning materials support learners’ understanding and mastering of content to achieve the learning objectives.

Learning units include:
  • Checklists (may use Checklists tool in Avenue to Learn)
  • Learning objectives
  • Study materials with an estimated completion time
  • Learning activities (synch or asynchronous)
  • Assessments (when applicable)
  • Summary
The required learning resources accurately portray ideas and information, are current and from credible and authoritative sources documented in the course (e.g., recognized experts and practitioners, respected organizations or institutions, peer‐reviewed journals)
Content includes curated resources from McMaster libraries, partners, and Open Educational Resources collections.
Multiple media are used to illustrate concepts:
  • Present key concepts in one form of symbolic representation (e.g., an expository text or a math equation) with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative)
  • Make explicit links between information provided in texts and any accompanying representation of that information in illustrations, equations, charts, or diagrams.
Learning materials support the learning of vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge.
Support for learning vocabulary and symbols within the text (e.g., hyperlinks or footnotes to definitions, explanations, illustrations, previous coverage, translations) is provided.
Support for the learning of unfamiliar references within the text (e.g., domain-specific notation, lesser-known properties and theorems, idioms, academic language, figurative language, mathematical language, jargon, archaic language, colloquialism, and dialect) is provided.
Supports for decoding of text, mathematical notation, and symbols are provided. For example:
  • Allow the use of Text-to-Speech
  • Use automatic voicing with digital mathematical notation
  • Use digital text with an accompanying human voice recording
  • Allow for flexibility and easy access to multiple representations of notation where appropriate (e.g., formulas, word problems, graphs)
  • Offer clarification of notation through lists of key terms
Tools to promote understanding across languages is available. For example:
  • Make all key information in the dominant language (e.g., English) also available in first languages (e.g., Spanish) for learners with limited-English proficiency and in ASL for learners who are deaf.
  • Link key vocabulary words to definitions and pronunciations in both dominant and heritage languages
  • Define domain-specific vocabulary (e.g., “map key” in social studies) using both domain-specific and common terms
  • Provide electronic translation tools or links to multilingual glossaries on the web
  • Embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.)
There are at least three content‐related resources (in addition to the required materials, such as the textbook) that support the learning objectives and help to provide a balanced view (e.g., describe different theories, techniques, or approaches).

Language & Writing

Language is easy to understand, free of bias and in a tone that contributes to a supportive learning environment.

Writing is clear, objective, and specific to ensure the reader understands as quickly, easily, and completely as possible. It avoids verbose, convoluted language and jargon.
Content has no grammar, punctuation, and spelling errors.
The language used is inclusive and incorporates appropriate societal and cultural groups to promote an atmosphere of respect and equality.
The content uses a positive and supportive tone in course instructions, learning activities, instructor introduction, etc. This models appropriate online communication and help to build a learning community in the course.

Multimedia

Digital resources are accessible and support students’ achievement of course learning outcomes.

Content is presented in various modes such as text, lists, tables, graphics, audio, or video.
Multimedia materials engage students and prepare them for assessments in the course.
Required multimedia resources are presented in at least two formats to increase accessibility. Follow AODA accessibility guidelines explained in various McMaster resources such as the Accessible Documents Webinar playlist.
Icons used to guide students through the learning material reflect their function (e.g., book icon represents reading, question mark icon represents help).
Learners with special requirements are advised whether external websites offering multimedia resources are accessible by them. Alternative resources are provided in those instances.
Videos embedded into Avenue include accessibility features, such as:
  • Captions
  • Transcripts
  • Clips that are no longer than 10 minutes
  • Described video transcripts that describe actions, cues, and what is spoken in the video.
Texts embedded into Avenue include accessibility features, such as:
  • Fonts used are sans serif type (e.g., Arial, Verdana, Calibri)
  • Font size is a minimum of 12 pt. for regular text (except for footnotes, credits, or referencing)
  • Content is emphasized in italics or bold fonts.
  • Colour is not the only way to convey information (e.g., red to mark what is critical)
  • Presentation slides include only keywords and/or key ideas (versus scripts of a speech)
  • Presentation slides minimize the use of font types
  • When colour is used, it complies with colour contrast standards according to AODA regulations
  • Content is emphasized in italics or bold fonts
  • Lists, groups of links, or other listable items are listed using the Avenue HTML Editor features (html tags <ol>, <ul>, or <dl>)
  • All text and images of text have a contrast ratio of at least 4.5:1, large-scale text has a contrast ratio of at least 3:1.
  • The purpose of each link can be determined from the link text alone or the link text together (contextual links)
  • Headings are used hierarchically, and describe the topic accurately
  • Time limits are used when essential to the learning activity
Visuals embedded into Avenue include accessibility features, such as:
  • All visuals (e.g., photos, diagrams, graphics, charts, tables) include an alternative text (e.g., image description, table summary)
  • Tables include a header row to indicate relationships of cells
  • A summary is provided for complex information in a table
Audio embedded into Avenue include accessibility features, such as:
  • Transcripts or any text alternative
  • Audio is recorded in high quality (using headsets or headphones and mic, and recording in a quiet room with soft features)

Intellectual Property & Copyright Policies

Content is properly cited and permission to use is granted.

Content that is not authored by the instructor, whether it is an open educational resource or copyrighted by another author is cited using an academic citation guide (e.g., APA style) or following the attribution information provided by the author.
Content that refers to or is based on external sources employing summarizing, paraphrasing, the inclusion of graphics, images, and quotations is properly cited within the text and in a full reference list in the course.
Copyright permission has been acquired from authors of content used in the course (e.g., chapters, visuals, videos) when the amount exceeds what is allowed by fair dealing guidelines as outlined in the McMaster University Copyright | Fair Dealing Policy

License

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Teaching Online at DeGroote School of Business Copyright © by DeGroote School of Business is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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