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Share your thoughts in the comments below in response to these spark prompts:
- How might you add multiple means of engagement (the why of learning) in your course?
- How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
- Redesign one of your assignments using multiple means of action and expression (the how of learning).
I found the question of engagement to be a really interesting one. I usually ask my students what their majors and career plans are, but don’t generally do too much with that information (though this semester I had students write sociological autobiographies focused on their career paths, which I plan to refine and use again). One way that I might do this is through the learning objectives of my course. I generally don’t give them much thought and assume that students don’t either, but I might consider asking students to rewrite/respond to them as they might apply to their own major and career plans (so, for example, one of our objectives is about learning a sociological perspective so maybe students could think about how this perspective might help them understand patients as a nurse). This might help them see what is clear to me: that sociology is relevant to everyone!
I already and have long tried to offer students multiple modes of representation, such as PPTs, videos, lectures, discussions, readings, games, etc; this semester I even ended up doing both synchronous online zoom classes for students who could attend and had asynchronous material for those who couldn’t. But this had made me think more about my online courses (and fall semester if everything is online) and I will probably try to create more brief explanatory videos to go along with the PPT lectures, videos and readings that I give students and also giving students the option to post videos or written responses.
Finally, in terms of redesigning an assignment, I might move toward giving students choices in how they complete an assignment. At the moment I think this could work for the PhotoVoice assignment that I give students where they take photos of their communities and analyze them in terms of social stratification. I might give students the option of a written response or a video or audio recording. I am also doing the Open Pedagogy seminar and for that am considering changing the final assignment for my Social Problems class, which is usually a research paper, to give students the choice, which might include options like essay, zine, comic book, podcast, website, etc.
I really like the idea of having students write sociological autobiographies based on their career paths. In one of my classes, I had students write an aspirational biography that included what causes they would like to support in the future. This was a feeder assignment for a grant proposal project.
I also love your idea of the PhotoVoice assignment in which students take photos of their communities and analyze them. I think the more students are able to put their thoughts and responses into concrete, organized forms, the more confident they will feel.
Thank you for sharing these ideas.
The first essay assignment in English Composition is an Analysis Essay in which we analyze a piece of writing using in text citations.
If I open up this assignment, we could co-create a zine in which each student contributes something about the piece of writing.
In looking at the piece of writing, we could use *multiple means of engagement by reading the text together, by listening to the audio recording of the piece, by discussing personal reactions and responses, and by talking about connections to other things we have read, seen or possibly experienced.
Moving on to *multiple means of representation, we could have the option to write a straightforward essay, create an audio recording, create a video, create an artwork or cartoon (with a written explanation of our process), or if we were meeting f2f, we could offer the option of a live performance. These works could be combined to create an online zine by the class as a whole.
If I apply these suggestions to the Analysis Essay Assignment, this gives the option of *multiple means of action and expression.
• How might you add multiple means of engagement (the why of learning) in your course? My students and I discuss the amount of time and energy needed to prepare, rehearse and reworking an outline/presentation notes in order to present projects effectively. I could build low-stakes self-reflections/assessments of those processes into some of their projects. My students and I talk about the ways that the kinds of projects developed in class might apply to their life situations outside or beyond the classroom. I could make those discussions about connecting assignments to those situations more formal parts of an assignment. (In my theatre courses where knowledge of a particular script in required, I have not only provided written or online copies of scripts, but links to audio recordings, or recordings of performances.)
• How might you apply multiple means of representation (the what of learning) to materials or information you provide your students? In the past, my students and I have not only talked about topics but, I have provided written materials/slides/images and videos that support those discussions. I could incorporate more images or videos into our coursework. At times I’ve also provided links where students can read/watch/hear more about certain topics.
• Redesign one of your assignments using multiple means of action and expression (the how of learning). Some of my assignments involve more formal writing, in that student need to draft formal outlines, which they then (ideally) transform into presentation notes. All of the presentation assignments already require students to incorporate presentation aids such as objects, videos, images, music and/or charts/graphs. I could make greater use of a combination of written, audio and filmed versions of presentations in certain modules.
How might you add multiple means of engagement (the why of learning) in your course? On the first day of class, I ask my students to talk about themselves, their major and why are they taking my course, and I actually tell them that it is okay to say ” because I had too” . This way I kind of filter the interest my student will have for the course. What I should do, then is ask them, what are they expecting to learn on this course ( as Amy said) and create their own learning goal. Maybe revise a little the learning outcome without interrupting the frame of the science department for the courses: Also I should add more resources for students who are not just obligated to take the course but they have a passion for the course. ( such as, links, articles and interesting facts)
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
Since most of my students take chemistry for the first time, I try to incorporate flow charts that links them from the information that should have known, to the information they need to know.
I should incorporate videos for some of the subjects that students encounter but I haven’t found the rights ones. I should do more research about that.
Redesign one of your assignments using multiple means of action and expression (the how of learning).
The course I teach ( Chem 121, 201) is designed only of exams, but I have always incorporated a presentation, with a topic my students like ( they choose, their own topic within a chemistry subject) to give students who are not such good test takers an opportunity to express them selves outside of the exam frame.
What I think I can do for this presentation,is to encourage them to even come up with a video or drawing that bests represent their topic.
How might you add multiple means of engagement (the why of learning) in your course?
To add multiple means of engagement (the why of learning) into my LIN100 course I could include:
• an activity to invite comments/input on aspects of the course syllabus that can be adapted to the class. I can do this through a zoom session or in-class activity. In breakout rooms or in small groups students will review syllabus and answer the following questions:
1. Are there any topics in language and culture that you would like to study that are not scheduled?
2. Are there any readings that you are particularly interested in?
3. How can you make the ePortfolio representative of your self and your own knowledge and experience?
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
• St ppt’s of language observation projects + papers + ePortfolio
• Synchronous + asynchronous sessions
• Short videos on different concepts/topics for each unit
• ePortfolio: papers, ppts, graphics, creative writing (linguistic profile)
1) How might you add multiple means of engagement (the why of learning) in your course?
I really like the idea of allowing the students to help identify some of the course goals. In addition, I would like to include learning journals with each module, where students reflect on their progress on the learning objectives. Journals may be written, video, or voice recorded.
2) How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I could curate more videos and perhaps make some videos of my own.
I understood that one of the main principles here is engagement, which can be increased by offering students “deeper dives” into the subjects of their interest. I need to think carefully about if and how I can do this in my Critical Thinking course, given the strong support developmental students need to understand the material. On some of the assignments, I am considering offering a menu of choices, which might allow for a good compromise.
I also believe I can tie assignments more strongly to learning outcomes (going to write more about this in response to the Backward Design material), and lastly, concerning representation, I can try to make some materials more visual and more hyperlinked. I have liked the appearance and hyperlinks of our OER/ZTC materials .
This one’s easy. I already talk a bit about orality and performance in my Intro to Lit courses, and preparing for the likelihood of online teaching in the fall has me shooting video lectures, finding (or sometimes recording myself) audio versions of readings, and preparing an accessible (i.e., legible and screen-reader friendly) Blackboard site. There are almost too many multimedia additions possible, and I’m mindful that my primary responsibility is to teach textual literacy (which is what the majority of students are lacking), so I want to stress that these tools should be portals rather than crutches. I can imagine allowing students to “write back” in comparable ways. I already sometimes encourage them to respond to writing prompts by recording their speaking voices, as a kind of oral freewriting, and using the result to develop or distill ideas. I could incorporate this into the drafting process for pretty much any assignment. It might also be appealing to open up the usual weekly discussion board for audio or video responses (Flipgrid might be the most straightforward platform). These kinds of off-the-cuff or unscripted responses could serve as stepping stones to more formal writing or scripted performances. My only major worry here is accessibility (ironic, I know). In my experience, students struggle a great deal even with the basics, so I’d want to emphasize that any departures are optional. I can see many students embracing them, but I don’t want the others to worry that audio-visual assignments are suddenly a mandatory part of an English class.
For me to improve students’ overall learning experience – I need to become a more inclusive educator. In response to the first part of the question, I’ve decided to change “office hours” to “Student-Talk” time. One, to encourage students to see that time as their time to chat with me; some may or may not have questions, but they may want to share concerns. Also, I give a lot of opportunities for students to make up class work, specifically high-stakes projects. What I can do to encourage more students in this process is to allow them to review the assignments and send me feedback on how they would approach it (a few sentences outlining their understanding of what’s being asked). With regards to the second part of the question, I feel as though I already provide my students with different modes of representations: class notes on the board/whiteboard, lesson plans, detailed written assignment sheets, power points, videos and links to You Tube, TED Talk, NPR and others to enhance their knowledge and show them some practical examples. However, as we’ve transitioned fully into online teaching and learning, I can add the Zoom and/or Blackboard Collaborate recordings. I can download the recordings into the course’s Blackboard page, especially for those who missed the sessions or those who might need to go back and see/hear. Also, I’ve learned that students can save the Zoom chats in their electronic devices. I’ll encourage and remind them to do so as well. But most importantly, I plan to create mini video recordings (not longer than 10 minutes) of me explaining an assignment, discussing a reading, and giving directions. Finally, to address the last part of the question, redesigning an assignment using multiple means of expression, I need to first prepare students for the assignments, give students more options to submit their responses and more detailed feedback. Even though I give students thorough assignment sheets for all the major assignments, I still find that about 5% are still confused when it comes to the details. They are aware of what they must do, but miss the details, for example, the main question, how many quoted information, etc. In all my classes, I encounter students with multiple skills sets, but I don’t tap into them at all. Moving forward, I can spend more time reviewing an assignment, have students share their understanding of the given tasks, and offer students the option of submitting an assignment (that goes for both low and high-stakes tasks) via written, audio or visual responses. Consequently, I wonder: since it’s a writing course, would my feedback to the students who choose the option to write be tougher than those who choose the other forms of expression? Also, would the students who choose audio be required to submit a written transcript?
How might you add multiple means of engagement (the why of learning) in your course?
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
Redesign one of your assignments using multiple means of action and expression (the how of learning).
How might I add multiple means of engagement (the why of learning) in your course. This strikes me as one of the largest challenges in teaching the music of Western Civilization. 1) listening skills, 2) broader understanding of the make up of our current culture by understanding it’s historical roots and 3) sheer convertibility
How might I apply multiple means of representation (the what of learning) to materials or information provided to students: Open source resources and that’s what I’m in this class to learn about
Redesign: Listen to the following three excerpts of love gone bad from three eras of musical theater: Orfeo, Salome and Rent. You will be assigned to write about and defend the one that is most effective (whether or not you believe it is the most effective.)
How might you add multiple means of engagement (the why of learning) in your course?
At the beginning of the semester, I ask students to fill out a survey explaining why they take the class and what they expect to learn from it. Around midterm I will have students fill out another one including feedback on the course, and self evaluation. I use the information to revise my course to suit students’ needs and interests.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
The course materials will be presented in various ways, such as reading, videos, lectures with powerpoint presentations and discussion.
Redesign one of your assignments using multiple means of action and expression (the how of learning).
The students will be asked to present a final project on music of their choice. The presentation can be in writing, video, VoiceThread or graphics.
I always start ESL and CRT classes with the first writing assignment “The Story of My Life” and inevitably about half of the students write a sort of introduction, but not an autobiography. It’s a very useful assignment, because it gives me a very good idea of the students’ abilities and writing voice, helps me quickly put the name to the face to the person, and as I tell them it provides an opportunity to use the past tense correctly and narrate coherently in time order.But no matter how clearly I explain that they should start with the where and when of their birth, tell something about their childhood and so on up to the present time, I do get these “introductions” that are not what I assigned. Something in the chapter on small teaching gave me the idea that I should start explaining the assignment by having the students draw a timeline of their life (I can demonstrate the same for mine) or perhaps I should say a time and place line, starting with the time and place of their birth and ending with NOW. Then they can see looking at the line and marking off important dates and transitions such as when they came to the US, that large sections of their life should not be given such short shift. This also fits in with the strategy of using drawing and graphic design to expand and reinforce learning, and comes in handy later when we do the verb tenses also on a timeline. Similarly in the “family history” writing assignment, we often start by drawing a family tree. We’ve also done “describe your apartment/neighborhood“ with floor plan or a map. I think it has the added advantage of giving the verbal brain a little rest and draws on other intelligences. (I have lots of these that I’ve used, and i’d like to systematize them a bit more.)
I like the idea of exploring the students’ different skills and expertise, and for example asking them to do a short presentation on their language, whether it be explaining a different alphabet, difficult pronunciation, or important literature. We did something along these lines in an essay this past semester, but these readings are helping me to clarify the rationale. I also think especially if we are exclusively online next semester it will be a nice way for them to “get their feet wet” by doing an oral presentation on something that they already know very well! I’m going to keep thinking along these lines.
My iPad is refusing to let me Type, so I have to do this via voice dictation and then Painstakinglycorrect it, and it also occurs to me that I should try having the students do voice dictation in English obviously and see what happens! Would it help with their pronunciation? Spelling? (But then they might figure out a way to cheat when I give them a real “dictation” – Plagiarism, or as I call it euphemistically “research” isn’t a Problem that is going away.) The weird capitalization that’s happening by the way is because of the voice dictation.I just can’t go back and correct it.
• How might you add multiple means of engagement (the why of learning) in your course?
Adding instances of Choices in sources to be consulted to attend to a specific problem, with varying levels of difficulty/challenge. For example: finding definitions of term “primitivism” and expanding the sources to be consulted (from Wikipedia, glossary definitions to papers; adding some other sources, like videos), so that when groups gather to compare definitions/sources there is a variety of responses and an element of self-evaluation in the work done.
• How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
Since I teach art history, multiple media are involved at all times, from powerpoints to videos, to music, texts. To this I have increasingly added performative components in class: creating in groups what they think a public sculpture should look like (based on a prompt or a real story/example) and creating it with their own bodies; interpreting manifestos (for instance a Futurist one) based on the movement’s characteristics. I usually try to have them try out some of the techniques they are learning (collage, dada-based word poems), so that has allowed for creative practice while learning by doing. I would still like to try to turn these modes into more formal work: how to translate some of these creative practices into essays or presentations.
Also, I can give them more options as to how to present work, especially since most of it has been focused on the format of an essay/text-based work. I have been working with visual essays in different formats, but usually they are built into the written. So they might be separated. Another option is to record a paper as an oral presentation.
In terms of accessibility, I am thinking of incorporating different technologies to how the information is conveyed, both in classes and in Blackboard: using videos on artworks or topics that already have written transcripts, recording in audio some of the readings.
• Redesign one of your assignments using multiple means of action and expression (the how of learning).
For research, I am interested in thinking the format of the zine, it might engage students more in how they interpret what they gather from research, and it might help with the retelling of stories they learn about.
The first paper, is usually based on an object I bring to class, which they analyze first working in groups to develop the practice of formal analysis by writing a paper. I also request that they accompany the paper with a plate in which they use images (from any sources) to translate the formal qualities of the artwork; not quite a visual essay, but perhaps this could be turned into a separate option on its own. Since I won’t be able to provide an object is distance learning is involved, this might be further adapted to work on a special object that they have at home, something they value or consider artistic, likewise, this could be expanded to the neighborhood. The formal description could be done through a visual essay, an essay, a video; though creating a rubric that can be translated from one format to another will be a challenge.
Lots of good ideas already here.
Like Cynthia, I always ask students if there are any topics they are particularly interested in and wold appreciate being covered and typically schedule a bit of flexibility into my curricula so that there is room to accommodate such requests.
Given how academically diverse out student body I find it helpful to discuss multimodal learning approaches (particularly when addressing the brain and memory) ex. you can study by writing material over, creating a song, visualizing an image capturing the concept….. This semester students were given the choice to create models of neurons using household materials for extra credit. They were all creative and a treat to share with the class. Even those who didn’t typically submitted extra credit attempted models to show off their wacky ideas. One submitted a photo of a model entirely made of salsa ingredients, others utilized kitchen condiments and office supplies. Providing assignment choice can also be a good approach ex. asking students to make a video, create a hypothetical youth program etc.
In PSY 100, students are asked to do a presentation to explain a particular psychiatric diagnosis. Going forward will stress the importance of making the material memorable to the other students as they are taking on the role of teacher. Will also ask them to shift their focus to patient and family experiences rather than more clinical explanations.
Like Cynthia, I always ask students if there are any topics they are particularly interested in and wold appreciate being covered and typically schedule a bit of flexibility into my curricula so that there is room to accommodate such requests.
Given how academically diverse out student body I find it helpful to discuss multimodal learning approaches (particularly when addressing the brain and memory) ex. you can study by writing material over, creating a song, visualizing an image capturing the concept….. This semester students were given the choice to create models of neurons using household materials for extra credit. They were all creative and a treat to share with the class. Even those who didn’t typically submitted extra credit attempted models to show off their wacky ideas. One submitted a photo of a model entirely made of salsa ingredients, others utilized kitchen condiments and office supplies. Providing assignment choice can also be a good approach ex. asking students to make a video, create a hypothetical youth program etc.
In PSY 100, students are asked to do a presentation to explain a particular psychiatric diagnosis. Going forward will stress the importance of making the material memorable to the other students as they are taking on the role of teacher. Will also ask them to shift their focus to patient and family experiences rather than more clinical explanations. In lieu of presentations, they can be given the option to create alternative lesson plans for the other students such as a study guide, cartoon or video.
Hello,
Multiple means of engagement could be accomplished in my course by assigning infographic or short deep dive assignments. For instance, rather than learn blood pressure physiology, a student may be interested in adding historical background related to the process. In addition, I assign writing assignments for my students through Blackboard in which I can directly comment on their contributions. Often, students should also be reminded of how each topic is relevant to their future occupation, which in my case is healthcare.
Multiple means of representation has been used in my course frequently. I use video to illustrate challenging concepts, such as volume and pressure changes in the thoracic cavity while breathing. I draw diagrams on the chalkboard and they use McGraw-Hill Connect as a text with interactive features. I occasionally post links to relevant articles and incorporate this into an assignment. I would like to explore embedded hyperlinks for my course content.
Multiple means of action can be initiated by using a platform such as Zoom or Blackboard Collaborate Ultra and allowing students to present online. Students have access to Powerpoint and Whiteboard features on these platforms. They may also record or create podcasts using these platforms.
I am teaching computer and especially programming language courses in BMCC. I always try to engage students in class with different methods. one of them that is interesting for them is always I show them the importance of learning the course and show them what kind of big works they can do after that. For example, I will tell them that right now I am working on a company that I had done a project thereby exactly the method that today I explained for you. when I show them how they can earn money or how this course worthy for them and if they don’t listen now then after graduation when they need it they should pay for learning that so I can make them engage in the class. then I’ll try to ask a question of each of them kindly, especially one of the most challenges that now in distance learning mode I face with that is engaging students to the class which I perform it by ask them a question or make them to the group to discuss the concept I just taught them then I will supervise them.
How might you add multiple means of engagement (the why of learning) in your course?
The concept of mastery-oriented feedback really speaks to me! I want to begin incorporating immediate learner feedback on quizzes and tests so that students can understand why an answer is right or wrong, and where that information came from in the materials we studied in class. This is possible and easy to update on my tests and quizzes on Blackboard.
How might you apply multiple means of representation (the what of learning) to materials or information you provide your students?
I love the suggestion to incorporate relevant audio, video, and mixed media resources instead of text-based information, which often comes with the biases and constructs of a singular voice. I already incorporate videos to help explain certain concepts visually and in more tangible ways than the textbook I used to use could, but I plan to incorporate even more of these resources, and encourage students to seek out resources themselves that we can all learn from.
Redesign one of your assignments using multiple means of action and expression (the how of learning).
I’d love for students to be able to express themselves through multiple means for what was formerly our first writing assignment. While this may mean lengthening some other writing assignments to adhere to the department-promised writing credit, I think allowing students to use their own voice to create a submission that is meaningful to them speaks more to the content of their assignment (in summary, students watch “On The Basis of Sex” and then write a response. Instead, they could share a video and testimonial of what it meant to participate in a women’s (or other) march, attend the Pride parade, record an interview with a parent or grandparent who remembers this legislation being passed, etc. This way, students can honor their own experiences, while still responding to — and now interacting with! — the subject matter.
As I’m learning about the core principles of universal design, I realize that I am applying several of its strategies in my classes. For instance, I do allow for “deep dives,” by providing optional readings and viewings, usually posted on the Blackboard page for my course. I also make sure to alternate my modes of instruction, to include hand-on equipment demonstrations and editing software demos, in addition to lecturing. I show many clips from famous films and I ask students to analyze them in terms of sound, editing, cinematography, etc. In addition, I typically have students screen and critique their own work and invite their classmates to join the discussion.