3 Chapter 3: About the Three Digital Learning Objects

In this section, the design and narrative behind the three DLOs is presented. Each DLO has been intentionally designed to support the development of various skills that educators need but in which early career ECEs might not yet be confident. The scenarios presented for exploration include diverse examples that ECEs who are pre-service or in-service may have yet to experience. First, I will speak to some of the research supporting the intentional design choices I made. Then, I will discuss some of the main skill development that is supported by the various themes and activities within each of the three DLOs created for this project.

3.1 Shifting Intentional Design Beyond Theory: Utilizing Accessibility, UDL, & Mayer’s Principles

A foundational part of the design of each DLO was incorporating accessibility, universal design for learning (UDL), and principles of multimedia design from the start. To do this, design choices were informed by two frameworks to improve the DLOs so they would be more accessible, engaging, and effective for learners. As discussed in the literature review, the two frameworks used in this project are universal design for learning (CAST, 2024) and Mayer’s (2024) principles of multimedia design. While these are often identified as theoretical frameworks, I chose to use them as recommendations and guidelines in the design of my DLOs.

For accessibility, alternate text is embedded where possible. As well, the written content within all three DLOs is presented through a combination of pop-up text windows and slide decks which better enable screen readers to access the text (note that the H5P tool calls slide decks course presentations, in place of slides or slide deck). I also utilized individual slides as opposed to a complete or continuous slide deck for two reasons. The first is for navigational and ease of use purposes. While learners could have used a small arrow along the bottom to advance through the slide decks, breaking them apart in favour of using the consistent navigability of the green ‘Proceed’ button supports a familiar user experience and simpler ease of use. This is supported by Mayer’s Segmenting Principle, which states that people learn better through presenting information in segments that are user-paced (Mayer, 2024). This principle also goes on to support the choice to break the content of each DLO into sections, which gives learners the power to choose what concepts to engage with at their own pace rather than everything continuously at once.

The second reason is that there are some interactions which can only be incorporated into a branching scenario by using a slide deck (called a course presentation in the H5P building tool). For example, drag-the-words, mark-the-words, and multiple-choice-set interactions can be used in a branching scenario only by embedding them on a slide deck. Although similar activities could have been adapted for the branching questions format, it is more beneficial for learning and engagement to have a greater variety in the experience. This is an example of providing multiple means of engagement and designing for inclusion in line with UDL (CAST, 2024), as learners have multiple ways to engage with the content and further develop their skills. The value of having multiple ways of interacting with learning materials is that it motivates and stimulates learners, as learners themselves are diverse and have many ways they can be motivated or engaged in learning (CAST, 2024). A type of interaction that works for one may not be as effective for another, certainly not in all contexts; therefore, providing numerous options for learners to engage with content is essential (CAST, 2024).

Different amounts, types, and levels of feedback are provided in the responses for branching question decisions. Most prompt the learner to go back and try again, but some provide the correction or a reflective prompt for critical thinking. This is both for variety and to mitigate some of the possible feelings of being overwhelmed with information. Varied feedback levels and reflective prompts also provide more space for the learner to cogitate and engage in metacognition rather than be provided with a black-and-white or close-ended view of the scenario answers. This invites deeper engagement and learners to develop their own understanding of the topics.

In the two branching scenario DLOs, there are introductory sections that define and interactively explore the terminology used. This design choice is built on two foundational pieces of the frameworks introduced in the literature review. In the universal design for learning guidelines, a central aspect of building on learning is clarifying the vocabulary used (CAST, 2024). In Mayer’s principles, the pre-training principle explains that learners can best engage with materials when some of the basics of the main concepts to be covered are known (Mayer, 2024). Therefore, explanations and activities for terminology and concepts covered in the DLOs are included early on. Learners can also revisit and engage with the introductory material at any time they choose by either selecting the return to start option or by refreshing their browser.

Finally, the personalization principle tells us that people learn better from conversational or informal voice, as opposed to formal, unfriendly, and/or machine voice (Mayer, 2024). This principle is further supported by the UDL guiding insights, such as optimizing relevance and authenticity (CAST, 2024) by providing scenarios that are more approachable and read similarly to how an educator might experience it in their day-to-day work. Authenticity and approachability can be seen in how the examples and phrasing of the written content in the DLOs is generally informal and does not adhere to the typical academic-type speech seen in research-based resources. This both improves the general learning experience by taking a conversational tone and makes the scenarios feel more relatable.

3.2 Get to Know Your Learning Environment: All Parts 1-4

The first digital learning object, titled Get to Know Your Learning Environment: All Parts 1-4, is a collection of four distinct hotspot images depicting four corners of an early years classroom arranged in a column. The hotspots are clearly visible, depicted by a clickable orange circle with a white outline and question mark. Depending on which of the hotspots you click on, you may see a close-up image of what is in the room, be provided with additional details about what is happening in the room, or see a written prompt for reflection and future action. For the close-up images, alternative text is provided for screen readers.

Each of the four parts has a detailed description to provide guidance and context so learners have an idea of what to look for. There are also a variety of reflective prompts and open-ended questions for each pointing out specific items of interest. These reflective questions are crafted to engage learners in deeper critical thinking, while also providing prompts for many more diverse and extended learning experiences that might only happen with some guidance. While each hotspot image can be engaged with and function perfectly well without the questions and prompts, it is typically more effective to provide learners with some guidance and additional context. It also helps new and pre-service educators to notice things they otherwise might not.

For example, a learner could click on the top-most hotspot icon in the Part 1: Educator Corner image. This interaction provides an inside view of the cupboard where we see the first-aid kit with epi-pens on and around it. This might not stand out to novice ECE as something important to take note of, or it could be a small detail compared to other things learners notice. However, not storing EpiPens appropriately is a health and safety concern. Therefore, within the reflective questions and prompts section below the hotspot image is a question that first prompts learners to view the scene through a critical lens pertaining to health and safety, with sub-questions that point out specific things in the image. One of the sub-questions asks where the epi-pens are, and how they are or should be stored. Another example of health and safety is in Part 4: Dress Up Corner hotspot image, where learners can click on a cleaning schedule for the play materials. When clicking on it, we see the expected cleaning schedule rules and dates of actual cleaning that do not align with the expectations. One of the reflection questions asks about the cleaning schedule rule compared to the actions taken and then connects it back to being able to leave a note in the communication log seen in Part 1: Educator Corner.

Get to Know Your Learning Environment: All Parts 1-4 touches on a variety of topics, such as building a responsive and inclusive learning environment, health and safety, being intentional when selecting or updating play materials and resources, and reflective practice. The biggest abilities ECEs would further develop when using this object are their noticing and observational skills. Being a largely visual DLO, learners can immerse themselves within the learning environment scenarios and picture themselves working within an early years room.

3.3 ABC Reflection & Analysis: Exploring Antecedent, Behaviour, and Consequence in ECE

The second DLO created in this project is a branching scenario focused on understanding and applying the ABC model for behaviour observation, titled ABC Reflection & Analysis: Exploring Antecedent, Behaviour, and Consequence in ECE. The ABC model is an approach to observation wherein the observer investigates behaviours by looking at the antecedent (what happened before), the behaviour itself, and the consequences of what occurred (Bureau of Quality Improvement Services, 2015; Snell et al., 2014). ECEs learn how to observe and document behaviours as part of their post-secondary education, although they may or may not learn about applying specific models. Educators indicate that the ABC model specifically helps them to be able to more effectively observe all aspects of behaviours in a practical and positive manner (Snell et al., 2014). In a study by Snell et al. (2014), the ABC model was utilized by educators who were experiencing extensive problematic behaviour from learners classwide. Their research has shown that educators find interventions that involve ABC see positive improvements in the behaviours of interest, improved routines and transitions, and the use and development of more effective behaviour-response strategies (Snell et al., 2014). In addition, Snell et al. (2014) found that over 90% of the teachers in their study felt less stress and saw better outcomes from children related to routines, transitions, and behaviours following learning about the behaviour model and implementing strategies.

Therefore, I chose the ABC model as the central topic for the second DLO. Using a branching scenario format, learners first explore what each of the ABC terms mean through slide decks and interactives such as mark-the-words and question sets. Then, learners have a choice of applying the ABC model to either a variety of short and simple scenarios, exploring one simple scenario in a little more detail, or looking at a more in-depth and detailed example of what it could look like to apply ABC in practice. Interactions are embedded throughout and often prompt reflection and critical thinking. For example, some of the branching scenario questions have the learner choose the appropriate response or identify whether the example described is either an antecedent, behaviour, or consequence. These questions have a correct answer, sometimes more than one. If the learner chooses the wrong answer, they will receive feedback and be given additional details to explain the scenario further before being prompted to try answering again. Often, there are open-ended reflective questions in the feedback and explanations; however, they do not have a space for answering. This is both to simplify the workload when engaging with the DLO as well as to promote metacognition and critical thinking that will stick with the learner beyond their time using the object. However, learners have the option to write down reflections on their own, such as in their CPL portfolio, which can help them to retain what they have learned. If embedded within a course, the DLO would likely have a written reflection component from the instructor that connects the DLO to the course content.

3.4 Equity, Diversity, and Inclusion in ECE Environments

Equity, Diversity, and Inclusion in ECE Environments is a branching scenario DLO, set up with introductory explanations and explorations of each of the three terms: equity, diversity, and inclusion. All explanations have interactive elements, such as reflective prompts, case study examples set up as branching questions with feedback, and hotspot images. The intent of this object is to introduce the three concepts of EDI so learners can construct their own understanding of what each means, as well as begin to 1) reflect on their own beliefs, 2) critically analyze their actions and practice as it relates to EDI, and 3) begin to consider how they might act with more intentionality to ensure diverse children in their ECE programs are included and supported equitably.

Equity, diversity, and inclusion (EDI) are important topics for all educators that have become increasingly prevalent. They impact and affect everyone, and it is critical that educators working with children and families are not only aware of these terms, but that they can recognize, respond to, and reflect on them meaningfully. A study by Blanchard et al. (2018) followed preservice teachers as they completed an undergraduate course covering EDI and social justice using self-reflective journals. Results indicated that Unit One: Key Concepts had the most impact on individual growth, as indicated by their journal entries talking about impacts on and changes to their beliefs, views, and what they noticed in themselves and their practice (Blanchard et al., 2018). Building an understanding of the main concepts and terms in this case (such as with the EDI DLO) helped students to better understand their own past experiences, as well as how to build responsive relationships with children (Blanchard et al., 2018). Examples within this DLO also connect back to scenarios included in Get to Know Your Learning Environment: Parts 1-4. This includes, but is not limited to, the shopping cart example in equity vs equality and reflective prompts in the block centre related to finding more diverse and inclusive books that would represent different family structures.

For example, the diversity storyline begins with a brief introduction to diversity as a concept, along with several questions to serve as reflective prompts to encourage the learner to self-reflect on what they may already know about it. This is followed by a list of possible diversifiable traits, which are examples of characteristics and identifiers which may or may not apply to the person using the DLO or to the children they work with. The list itself is not exhaustive or interactive; however, the term neurodiversity has been carried over from the list and used as an example in a multiple-choice question which appears next. Then, a hotspot image is used to introduce and explore examples of eight different family structures. Included in the explanations are some of the diversifiable traits and intersectionalities that distinguish it from other structures, and ideas one might not know about that particular type. For example, the adoptive family structure mentions three subtypes: international, public, private, and step-parent. These can then also intersect with other types of family structures: kinship, same-sex, and more. It is important for ECEs working with children to be aware of different types and subtypes of family structures, as all can impact the children in different ways. It is also important for there to be representation within the learning environment for many diverse families, which ECEs may not be able to do effectively without first being aware of other possible structures. After the hotspot image, there is a new list of reflective questions related to diversity; connecting everything covered back to working as an ECE and creating diverse, inclusive, equitable learning environments.

The equity and inclusion storylines, respectively, are built similarly but also include branching scenario case study example questions, wherein the learner identifies whether the example and approach depicted is either 1) equality or equity, or 2) inclusion, exclusion, segregation, or integration. The diversity storyline focuses on being able to understand, identify, and reflect on diversity but does not include questions where the learner has to identify if something is or is not an example of diversity. This is intentionally different from the identification of equity and inclusion concepts in case study examples used in the other two storylines, as they are generally more objective and just about characteristic, role, or aspect of a person could be counted as a diversifiable trait or intersectionality.