RADIC Educational Handbook - 2. Organizational and digital resources
Today, educators are faced with an abundance of digital (educational) resources to use for teaching. A challenge for any educator is to effectively identify the resources that fit his or her learning objectives, learner group and teaching style (Purnie, 2017). When developing a course for Digital Rehabilitation, the educator needs to think about some organizational aspects and available resources.
2.1 Infrastructure for digital learning
The first thing to consider when developing a digital course is which learning environment is available. So-called Learning Management Systems (LMS) support the learner in the learning process. A LMS is a software that can be used to create, manage and distribute digital teaching content. The LMS such as Moodle or Canvas provides various tools for learning. All course materials, assignment and content can be stored, students have access to the learning materials anytime and anywhere, which supports the different learning styles. LMS encourage collaboration among the students and between students and teachers. Learners can communicate and collaborate with each other through synchronous (e.g. chat) or asynchronous (e.g. discussion forum) communication tools (Arnold et al., 2015).
The challenge for the LMS is that educators need to structure the wealth of materials in a user-friendly and intuitive way. The structure of the LMS must enhance the students’ engagement with the LMS tools. An interactive design of the LMS is one of the most important features of effective LMS use. A user-friendly structure, avoiding too many tools and links, respecting copyright rules, when using, modifying and sharing resources, and supporting privacy, are important factors that influence user engagement (Zanjani et al., 2017).
The LMS can be used for different types of feedback mechanisms for the learners. LMS platforms can facilitate peer feedback, where students evaluate each other’s work. Teachers can provide detailed feedback on assignments and exams. Quizzes and tests can provide immediate feedback and help learners understand their mistakes. Interactive feedback can also be provided in chats or discussion forums. (Read more about LMS: https://itechcraft.com/blog/learning-management-system-development/).
Furthermore, the students learn to work with a digital tool that can support their understanding of using digital tools in their professional life. Regardless of the LMS, the existing infrastructure of computers connected to the Internet should also be used for digital learning.
2.2 Basic scenarios for virtual learning
When developing digital learning, the scope of digital teaching needs to be considered. In principle, the designs for virtual learning scenarios can be divided into three levels, depending on the degree of virtualization. Digital media can be used as a supplement to face-to-face teaching, through partially virtual blended learning scenarios, to fully virtual events such as Massive Open Online Courses (MOOCs) (Arnold et al. 2015).
Level 1: Enriching face-to-face teaching
Digital media can be used in a variety of ways to enhance the classroom experience. In face-to-face teaching digital slides can be directly linked to digital media such as videos, animations, and simulations to optimize visualization. Alternatively, digital voting systems, small tasks, or feedback tools can be integrated into lectures by using an application on mobile devices (Arnold et al. 2015). In the classroom, mobile devices and mobile applications (apps) make it possible to situate learning in new physical and social contexts and open up opportunities for exploratory learning. For example, augmented reality (AR) and virtual reality (VR) are growing in importance, and real places and scenarios can be augmented with additional information relevant to learning. Some applications require additional accessories, such as special glasses (Craig, 2013).
Level 2: Blended learning
Blended learning refers to the didactically meaningful combination of face-to-face phases and self-directed learning with e-learning elements (Sauter, 2004). Blended learning is an integrated learning concept that makes optimal use of multimedia learning methods in combination with more traditional methods in a learning arrangement that builds on and complements each other. The blended learning concept helps to promote self-directed learning (see 4.1.1), can be arranged flexibly in terms of location, and responds to people's different learning needs (Kerres, 2016).
Level 3: virtual courses
The third level takes place entirely in a virtual learning environment. Virtual courses can include synchronous elements, such as online lectures or chats, alternating with asynchronous elements, such as provided learning materials, forum discussions, and collaboration in WiKis. They can also be entirely asynchronous. Massive Open Online Courses (MOOCs) are a new form of purely online events with many participants (Arnold et al. 2015).
2.3 Structural and organizational aspects
Once it is, clear what kind of basic scenarios for digital teaching have been chosen, further structural and organizational aspects determine the next steps. To develop a user-friendly course structure several structural and organizational aspects must be considered. Define what learners are expected to learn and achieve by the end of the course. The learning objective should be specific, measurable, achievable, relevant and time-bound. Ensure that the course content aligns with the overall curriculum and program objectives. The course description clearly reports the number of credits, workload, learning outcomes and assessments (Arnold et al., 2015). The choice of learning methods (e.g., lectures, readings, videos, interactive simulations) depends on the content and the competences to be achieved. This educational handbook focuses on appropriately management and orchestration of digital teaching interventions. To do this, integrate various active learning strategies such as group discussions, problem-solving activities, and case studies that promote Digital Rehabilitation in your course development (Purnie, 2017). Design for this learning activities that encourage collaboration among the students (read more in section 4.1).
Develop a clear schedule for the course, including deadlines for assignments and dates for exams. Communicate this schedule to learners in the LMS and in the course at the beginning of the module (Arnold et al., 2015). Once the formal framework for course development has been established, several conditional factors need to be considered. Depending on where the learners are in their studies (beginning, middle, or end), it will be necessary to consider the learners' prerequisites. What prior knowledge and skills do the learners have? What cultural backgrounds and religious issues need to be addressed? These conditional factors need to be considered individually so that they can be applied in a supportive manner (Govindasamy, 2001).
2.4 Managing, protecting and sharing digital resources
When designing the LMS interactively, it is important to properly manage, protect and share digital resources to ensure that data security and user privacy are guaranteed at all times (Purnie, 2017). It is important for learners to know which rights individuals have in a learning platform, such as read and write rights. Who can read the chat logs? Who has access to the work results? Who can view test and exam results? Take measures to protect sensitive data and resources (Purnie, 2017). Set appropriate access permissions to ensure that only authorized users can access or modify digital resources.
The LMS generates large amounts of data. Ensure that digital resources comply with copyright laws and licensing agreements. Provide clear information about usage rights and restrictions for all shared resources. Integrate collaboration tools such as discussion forums, group workspaces, and real-time editing to facilitate resource sharing and collaborative learning (Vuorikari et al., 2022). All of this must be done in compliance with country-specific guidelines on data protection and privacy policies. Moreover, LMS-administrators conduct regular audits of the LMS to check for potential security vulnerabilities, access permissions, and compliance with policies.
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