Images can shape the narrative of your online course and affect students’ learning. Bruning et al. (2011) recommend imagery as a way to encode information. The three most important things to consider when selecting an image are copyright, inclusion, and purpose. Your school’s librarian can help you navigate the copyright and fair use practices; otherwise, review the US government site
Read moreI’m co-designing a new Irish literature hybrid course with an English professor and her teaching assistants (TA) where college students will use Google Cardboard with their mobile phone applications (app) for virtual reality (VR) experiences with 360 media. This is my first time preparing VR learning experiences, and I wanted to share what I’ve figured out so far. This is
Read moreThis article was originally posted on the AACE Review by Sandra Rogers. The Data & Society Research Institute has produced and shared informative articles on the many facets of fake news producers, sharers, promoters, and denouncers of real news as part of their Media Manipulation Initiative. In Dead Reckoning (Caplan, Hanson, & Donovan, February 2018), the authors acknowledged that fake news is an ill-structured
Read moreThis was previously posted on the AACE Review by Sandra Rogers. In Media Manipulation and Disinformation Online, Marwick and Lewis (2017) of the Data & Society Research Institute described the agents of media manipulation, their modus operandi, motivators, and how they’ve taken advantage of the vulnerability of online media. The researchers described the manipulators as right-wing extremists (RWE), also known as
Read moreOne of the first issues I encountered on the job as an instructional designer was the misuse of copyrighted media by instructors. Unfortunately, this was propagated by the previous uninformed instructional designer. According to the U.S. Copyright law and Digital Millennium Copyright Act (DMCA), copying copyrighted material is a violation. Basically, you cannot modify the existing format (e.g., copying a
Read moreThe following instructional design strategy is based on Gagné’s (1985) nine events of instruction in which he provided a format for designing effective training by correlating internal cognitive processes with that of external instructional activities. Many K-12 school systems utilize his sequence of instructional events as a framework for lesson planning. I have previously blogged about Gagné’s work. These are
Read moreHere are three main takeaways for proper use of copyright protected material in online courses. I. Follow the Law on Copyrighted Media Please note copying or changing the original format (e.g., VHS to DVD) of copyrighted material is a violation of the U.S. Copyright Law and Digital Millennium Copyright Act. I recommend you review your institution’s policies (e.g., Faculty Manual) on
Read moreThis is a cursory list of important concepts and items to consider when preparing to conduct educational research that involves the use of videogames. Use media selection criteria (e.g., Chapelle’s 2001 computer-assisted language learning media criteria or Jamieson, Chapelle, & Preiss, 2005 revised version) Determine reading level of videogame text by analyzing chat logs with the Flesch-Kincaid readability index. Make
Read morePixlr Tech Teaser This instructional sequence is based on Gagné’s (1985) nine events of instruction. The internal processes for each event are based on the work of Gagné and Driscoll (1988). Preparation Download Pixlr software to desktop. Open picture editor. Preload folder with images for practice. Locate some great images edited with the software to illustrate as examples. Software constraints:
Read moreDear Teachers, This learning module instructs and guides students on how to upload a media file to a podcast channel, specifically Podbean.com. It can be used to supplement any course content as a project. For instance, a student can produce an audio file on any topic and then publish it to a podcast channel as part of an oral language
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