The IDC focuses on pedagogy first, and technology framework second. In other words, “Think learning goals first, technology second.” This suggests that faculty and staff should first identify their course learning goals, and then identify the most appropriate educational technologies that will meet those learning goals. Below are different learning activities and some recommended educational technologies.
Category: Educational Technology (What would you like to do?)
Accessibility
Accessibility tools ensure that all persons, including those with significant disabilities, are provided equitable access to digital content and opportunities to receive effective educational services, with the needed support services. Accessible digital content benefits everyone- not just those with disabilities! Click on the link to learn more about Universal Design for Learning (UDL).
Assessment tools enable instructors to gather information about what students know, understand, and can do. The intent of assessments is not only to gauge the learning process, but also to improve the process.
Web conferencing tools are used for synchronous meetings, including class sessions, guest lectures, team meetings, and more. Meeting hosts and participants can share screens, slide shows, explain spreadsheets, play videos, and collaborate in real-time.
NDSU uses Blackboard Learn Original as its learning management system. These tools can help in the creation, management, and delivery of course content and resources.
Encourage Collaboration
Collaboration tools can facilitate social and peer learning in an online environment. These tools can allow learners to work together in groups to solve a problem, complete an activity, or design a product, thereby fostering their learning experience.
There are probably no tools that can prevent 100% exam cheating. But, some tools might dissuade or discourage students from cheating, thereby improving academic integrity. There are other evidence-based ways of assessing students learning than high-stake tests and exams. For instance, instructors can consider Alternative & Authentic Assessment Strategies such as projects, and low-stakes exams, as an alternative to high stake exams.
Discussion tools can enable the facilitation of engaging conversations that allow students to process information, exchange ideas, and develop their thinking and reasoning skills. These tools, if appropriately utilized, can also enhance interactions and engagement within the learning community.
Polling tools are great to engage and encourage students participation. Polling allows instructors to gather instant responses from students to questions and generate discussion points.
Communication tools can be used to communicate between the instructor and student, for student-to-student communication, or personal reflections. These communications can be internal (within Blackboard Learn Original) or external.
Mini-Lecture capture tools can help present course content. The recommended practice is that videos should not be more than 6-9 mins (Mayer & Moreno, 2003).
MATLAB software is used for numerical computation, visualization and programming. It lets users explore and visualize ideas and collaborate across disciplines including signal and image processing, communications, contro systems and computational finance. Simulink is a block diagram environment for multi-domain simulation and model-based design.
Proponents of educational technologies argued that, if appropriately used, they can foster student learning experience and assist faculty to be more effective and efficient. However, there are important questions to ask before implementing educational technologies.
Know your student:
Who are your students? What demography is most prevalent among them? What is their technology literacy level? Do they have access to the technologies required to be successful in your course?
Functionality:
Will the use of the technology meet your desired learning outcomes? Can the tool be scaled to accommodate large class sizes? Is the tool easy to learn and use? What educational resources and technical support are available for your students to use the tool?
Accessibility and Security:
Is the tool accessible? Is there any cost associated with the tool? Was the tool designed to address the needs of diverse users and their capabilities? Does the tool protect student privacy? Does it meet FERPA requirements? If you would like to submit a tool/software request to be evaluated by IT security, please visit NDSU Blackboard Request for Vendor Tool Integration and Classroom and Lab Software Installation Request KB pages for more information.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 4352. https://doi.org/10.1207/S15326985EP3801_6