Instructional Technologies

This chapter outlines our pedagogical approaches to online course design and delivery that we believe can apply to MOOCs due to our experience with non-massive, but still large class sizes. Specifically, we discuss gamification strategies for two fully online courses and what we are learning about their influence on student motivation and success.

The chapter reports on the research and efforts of two faculty members in an Instructional Technologies (ITEC) Master’s program to transform their undergraduate and graduate courses into culturally sensitive personalized learning experiences in media literacy education. The 20-year-old ITEC program needed upgrading to meet the paradigm shift in new technologies and global education that its students would enter on graduation. Cultural and social justice issues have been the mission of the University for 40 years and that dimension of media literacy education was missing from the ITEC curricula. Researchers found that introducing techniques of gamification, heutagogical methods, and universal design for learning principles into their online and blended-learning courses provided a way to help students personalize their learning experience and interact more engagingly with each other, and to master the media literacy skills being taught.

In the spring of 2020, the term ‘emergency remote teaching’ began to emerge to describe what was occurring in education at all levels, despite the more commonly used term “online learning” dominating media descriptions of the instruction offered to students forced to remain at home. Hodges et al. (2020) described emergency remote teaching as an attempt not “to re-create a robust educational ecosystem but rather to provide temporary access to instruction and instructional supports in a manner that is quick to set up and is reliably available during an emergency or crisis” (¶ 13).

As the new school year began, most education jurisdictions across Canada offered some combination of face-to-face, hybrid, and/or online instruction for students, including pre-existing online learning programs. Yet both designed and established online learning programs and the remote teaching offered by classroom teachers were still described by many as “online learning”, ignoring the clear differences between both instructional methods.

This report is a collection of revised works from other scholars, primarily focused on the higher education context, adapted for the K-12 sector. These works include a recent article that was published in EDUCAUSE Review entitled “The Difference Between Emergency Remote Teaching and Online Learning” (Hodges et al., 2020); as well as a number of blog entries from PhilOnEdTech blog (Hill, 2020; Kelly, 2020a, 2020b; Moore & Hill, 2020). Throughout the report, we have attempted to identify each of the sections that relied upon these sources.

Soon the COVID-19 threat will diminish, yet when it does we should not simply abandon remote teaching and return to our prior classroom-only practices without ensuring that we preserve the lessons of 2020 for future public health and safety issues. For example, in recent years school campuses have been closed due to natural disasters such as wildfires, hurricanes, earthquakes, and the polar vortex (Baytiyeh, 2018; Mackey et al., 2012; Samson, 2020; Watkins, 2005). As such, the possible need for remote teaching – in both emergency situations and more planned contexts – must become part of a teacher’s skill set.

This report argues the importance of avoiding equating emergency remote teaching with online learning. It is clear from most schools and teacher’s experience with emergency remote teaching that much more planning and deliberate attention be provided to teacher preparation, infrastructure, education policy, and resources to be able to maintain quality instructional continuity during a crisis. This report offers recommendations for how schools can be better prepared for future crises that incorporate both home-based and school-based learning opportunities mediated through online learning environments. While it is clear that schools remain a good place for children to be supported in their emotional growth and learning, with proper planning and good communication, homes and communities outside of school walls can be as well.

In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating research-based practices for ePortfolios. After year one, the Task Force released the Digital Ethics Principles in ePortfolios: Version 1. This article describes the process used to recruit Task Force members and develop the resulting principles. In using the Task Force as a model for international collaboration and digital composition, the final section of
this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice.