Rethinking Multimedia Instructional Material Design for an Equitable and Critical Pedagogy

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RethinkingRethinking

MultimediaInstructional

Material

Design

Multimedia

Instructional

Material

Design

foranEquitableandCriticalPedagogyforanEquitableandCriticalPedagogy

KristinaSchneiderKristinaSchneider

CentreforInstructionalTechnologyCentreforInstructionalTechnology

JohnMolsonSchoolofBusinessJohnMolsonSchoolofBusiness

ConcordiaUniversityConcordiaUniversity

Montreal,CanadaMontreal,Canada

Spring2004Spring2004

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PresentationObjectivesPresentationObjectives

RecognizingtheneedtointegrateinstructionalRecognizingtheneedtointegrateinstructional

packagesthat

engage

learners

in

research,

critical

packages

that

engage

learners

in

research,

critical

thinking,awarenessoftheirbiases, communication,thinking,awarenessoftheirbiases, communication,andallowthemtobuildconnectionstodiverseandallowthemtobuildconnectionstodiverse

waysof

understandingways

of

understanding

LearningtoconstructandintegrateengagingLearningtoconstructandintegrateengagingactivitiesrequiringbasic,creative,criticalandactivitiesrequiringbasic,creative,criticaland

complexthinking

skills,

using

goalcomplex

thinking

skills,

using

goal

oriented

and

oriented

and

problemproblembasedactivitiesbasedactivities

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PresentationOutlinePresentationOutline

PresentingConcordia,JMSBanddemographicsPresentingConcordia,JMSBanddemographics

Identifyingneeds

and

problemsIdentifying

needs

and

problems

AddressingNeedsviaInstructionalDesignAddressingNeedsviaInstructionalDesign

Designing

with

a

Constructivist

ApproachDesigning

with

a

Constructivist

Approach UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

PresentingPresentingJMSBJMSBss currentdirectioncurrentdirection

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CentreforInstructionalTechnology(CIT)CentreforInstructionalTechnology(CIT)

WorksinpartnershipwiththestaffandfacultyofWorksinpartnershipwiththestaffandfacultyof

theJohn

Molson

School

of

Businessthe

John

Molson

School

of

Business

Offersavarietyofservices:Offersavarietyofservices:

Desktop&audioDesktop&audiovisualsupportvisualsupport

Technicalsupport(network,Web&database)Technicalsupport(network,Web&database)

Mediasupport(documentformatting&graphicMediasupport(documentformatting&graphicdesign)design)

Educationaltechnologysupport(course&Educationaltechnologysupport(course&curriculum)curriculum)

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JohnMolsonSchoolofBusiness(JMSB)JohnMolsonSchoolofBusiness(JMSB)

IsthebusinessfacultyofConcordiaUniversityIsthebusinessfacultyofConcordiaUniversity

Offersawide

variety

of

programs:Offers

awide

variety

of

programs:

UndergraduatedegreesUndergraduatedegrees

E.g.:Accounting,Marketing,Management,CommerceE.g.:Accounting,Marketing,Management,Commerce

MBAprogramsMBAprograms

WithanExecutiveMBA&anAviationMBAWithanExecutiveMBA&anAviationMBA

PhDcourses&researchPhDcourses&research

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ConcordiaUniversityConcordiaUniversity

Isoneof4MontrealUniversitiesIsoneof4MontrealUniversities

Isone

of

2Anglophone

Montreal

UniversitiesIs

one

of

2Anglophone

Montreal

Universities

Has4majorfaculties:Has4majorfaculties:

ArtsandSciencesArtsandSciences

JohnMolsonSchoolofBusinessJohnMolsonSchoolofBusiness

EngineeringandComputerSciencesEngineeringandComputerSciences

Fine

ArtsFineArts

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DemographicsDemographics

InNovember2003:InNovember2003:

30,801students

were

30,801

students

were

enrolledinacademicenrolledinacademiccoursesatConcordiacoursesatConcordiaUniversityUniversity

Ofthese,3,139(over10%)Ofthese,3,139(over10%)wereinternationalstudents.wereinternationalstudents.

5,532students

(30%

of

5,532

students

(30%

of

ConcordiaConcordiasstudentsstudentpopulation)wereenrolledpopulation)wereenrolledattheJMSBattheJMSB

OftheseinternationalOftheseinternationalstudents,students,779(30%)779(30%)studentsstudentswerestudyingintheJMSBwerestudyingintheJMSB

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DemographicsDemographics

JMSB International Students307

118 10982

63 5134

10 4 1

China Europe Middle

East

Asia (ex

China)

Africa Latin

America

USA Antilles Other Oceania

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DemographicsDemographics

JMSBandConcordiaJMSBandConcordiasstudentpopulationandsstudentpopulationand

facultyis

quite

ethnically

diverse.

Other

factors

to

faculty

is

quite

ethnically

diverse.

Other

factors

to

consider:consider:

TherearemanystudentswhoTherearemanystudentswhosparentsaresparentsare

immigrants(2immigrants

(2ndnd generation)generation)

ThereisalargefrancophonepopulationattendingThereisalargefrancophonepopulationattendingbothJMSBandConcordiabothJMSBandConcordia

Raceand

ethnicity

is

not

the

only

issue:

every

learner

Race

and

ethnicity

is

not

the

only

issue:

every

learner

hasvariousneedsandviewstheworlddifferentlyhasvariousneedsandviewstheworlddifferently

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AddressingOurDiversePopulationAddressingOurDiversePopulation

ThereisaneedforteachingandlearningThereisaneedforteachingandlearning

environmentsto

be:

environments

to

be:

inclusiveinclusive

equitableequitable

multicultural

multicultural

TheseenvironmentsareequallycrucialintheTheseenvironmentsareequallycrucialinthedevelopmentofrichlearningenvironmentsdevelopmentofrichlearningenvironments

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AreEffortsMade?AreEffortsMade?

ThereisagreatamountofeffortsmadebyThereisagreatamountofeffortsmadeby

Concordiafaculty

and

administrationConcordia

faculty

and

administration

Intheclassroom,facultymakesstudentsawareofIntheclassroom,facultymakesstudentsawareofbusinesspracticesinotherculturesbusinesspracticesinothercultures

TheCIT

works

with

JMSB

faculty

in

developing

The

CIT

works

with

JMSB

faculty

in

developing

pedagogicalresourcespedagogicalresources

TheadministrationoffersinternationalstudentsTheadministrationoffersinternationalstudents

resourcesand

helpresources

and

help

ViaspecialeventsandextraViaspecialeventsandextracurricularactivitiescurricularactivities(E.g.:TheJMSBChineseNewYearparty)(E.g.:TheJMSBChineseNewYearparty)

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AretheEffortsWorking?AretheEffortsWorking?

ProfessorsarewillingtobemoreinclusiveintheirProfessorsarewillingtobemoreinclusiveintheir

teachingthough

often

do

not

have

the

necessary

teaching

though

often

do

not

have

the

necessary

resourcesresources

ProfessorsareofvariousethnicoriginsandvariousProfessorsareofvariousethnicoriginsandvarious

backgrounds,yet

most

completed

graduate

studies

backgrounds,

yet

most

completed

graduate

studies

intraditionalNorthAmericanlearninginstitutionsintraditionalNorthAmericanlearninginstitutions

StudentsstillhaveaveryNorthAmericanviewofStudentsstillhaveaveryNorthAmericanviewofbusiness

and

business

culturebusiness

and

business

culture

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IdentifyingtheRealProblemIdentifyingtheRealProblem

BanksaddressedtheneedforachangeinthewayBanksaddressedtheneedforachangeintheway

knowledgeis

processed:knowledge

is

processed:

WemustengagestudentsinaprocessofattainingWemustengagestudentsinaprocessofattaining

knowledgein

which

they

are

required

to

critically

analyse

knowledge

in

which

they

are

required

to

critically

analyse

conflictingparadigmsandexplanationsandthevaluesandconflictingparadigmsandexplanationsandthevaluesandassumptionsofdifferentknowledgesystems,formsandassumptionsofdifferentknowledgesystems,formsand

categories.categories.

Banks,James(1992)Banks,James(1992) ACurriculumforEmpowerment,ActionandChangeACurriculumforEmpowerment,ActionandChange

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IdentifyingtheRealProblemIdentifyingtheRealProblem

BennettidentifiesthemaincontributingdeficitsinBennettidentifiesthemaincontributingdeficitsin

theteaching

and

learning

process:the

teaching

and

learning

process:

ThereisThereisalackofconceptualclarity,alackofagreementonalackofconceptualclarity,alackofagreementon

thegoals

of

multicultural

and

global

education,

and

the

the

goals

of

multicultural

and

global

education,

and

the

lackoftheoreticalframeworktoguideteacherslackoftheoreticalframeworktoguideteachers

Bennett,Christine(1992)Bennett,Christine(1992) StrengtheningMulticulturalandGlobalPerspectivesintheCurriStrengtheningMulticulturalandGlobalPerspectivesintheCurriculumculum

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IdentifyingtheRealNeedsIdentifyingtheRealNeeds

AneedforaaradicalchangeinthewayknowledgeAneedforaaradicalchangeinthewayknowledge

isbeing

transferred

to

learnersis

being

transferred

to

learners

AneedforasetofframeworksforandapproachesAneedforasetofframeworksforandapproachestodevelopinginclusive,equitablematerialtodevelopinginclusive,equitablematerial

Aneed

for

resources

that

enable

students

to

A

need

for

resources

that

enable

students

to

personalisetheirlearningexperienceandcatertopersonalisetheirlearningexperienceandcatertomultipleintelligencesmultipleintelligences

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TheTeachersBurdenTheTeachersBurden

GrantandZeichnerproposeteacherstakeituponGrantandZeichnerproposeteacherstakeitupon

themselvesto

become

reflective

teachers

and

make

themselves

to

become

reflective

teachers

and

make

changesfromwithin,onamicrolevel:changesfromwithin,onamicrolevel:

Thereflective

teacher

is

wholehearted

in

accepting

all

The

reflective

teacher

is

wholehearted

in

accepting

all

studentsandiswillingtolearnaboutandaffirmthestudentsandiswillingtolearnaboutandaffirmtheuniquenessofeachstudentforwhomheorsheacceptsuniquenessofeachstudentforwhomheorsheaccepts

responsibility.responsibility.

Grant,G.&ZeichnerK.(2000).Grant,G.&ZeichnerK.(2000).OnBecomingAReflectiveTeacherOnBecomingAReflectiveTeacher.InIseke.InIsekeBarnesJ.&Wane.BarnesJ.&Wane.N.(Eds),N.(Eds),Equityinschoolsandsociety.Equityinschoolsandsociety.

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TheTeachersBurdenTheTeachersBurden

ManyteachersarenotequippedwiththetimeandManyteachersarenotequippedwiththetimeand

resourcesto

accomplish

such

an

onerous

objectiveresources

to

accomplish

such

an

onerous

objective

Thereisadesiretoinstilsocialchange,butThereisadesiretoinstilsocialchange,butbetweenaspirationandaccomplishment,therebetweenaspirationandaccomplishment,there

mustbe

afeasible

planmust

be

afeasible

plan

ThedevelopmentandintegrationofinstructionalThedevelopmentandintegrationofinstructionalpackageshasthepotentialprovideteacherswithapackageshasthepotentialprovideteacherswitha

methodologyand

resourcesmethodology

and

resources

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AddressingNeedsviaInstructionalDesignAddressingNeedsviaInstructionalDesign

MooreandShattuckdefineInstructionalDesignas:

[a]system

of

developing

well

structured

instructional

materialsusingobjectives,relatedteachingstrategies,systematicfeedbackandevaluation.

Moore,M.G.&Shattuck,K.(July2001).GlossaryofDistanceEducationTerms.

https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml

WemustgobeyondthisWemustgobeyondthis

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RethinkingInstructionalDesignRethinkingInstructionalDesign

InordertocontributetoanequitablecurriculumInordertocontributetoanequitablecurriculum

andademocratic

classroom,

an

instructional

design

and

ademocratic

classroom,

an

instructional

design

packagemustcontainadditionalcriteria.Thesepackagemustcontainadditionalcriteria.Theseinclude:include:

activitiesthat

require

complex

thinking

skillsactivities

that

require

complex

thinking

skills

democraticandequitableinstructionalmaterialsdemocraticandequitableinstructionalmaterials

studentstudentcenteredactivitiesandmaterialscenteredactivitiesandmaterials

accessiblematerialsaccessible

materials

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ChoosingMultimediaLearningMaterialsChoosingMultimediaLearningMaterials

CanCan beusedin:beusedin:

traditionalintraditional

in

class

settingsclasssettings

adistanceeducationprogramadistanceeducationprogram

ahybridmodelahybridmodel

CanCan empower:empower:

teachers/facilitatorsastheystrivetoaddresstheteachers/facilitatorsastheystrivetoaddressthemyriadneedsoftheirstudentsmyriadneedsoftheirstudents

studentsastheycanbenefitfromselfstudentsastheycanbenefitfromselfpacedandselfpacedandselfdirectedlearningactivitiesdirectedlearningactivities

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ChoosingMultimediaLearningMaterialsChoosingMultimediaLearningMaterials

MultimedialearningmaterialsMultimedialearningmaterialscancan enabletheenablethe

integrationof

constructivist

learning

principles

integration

of

constructivist

learning

principles

suchas:suchas:

multimultigoalorientedactivitiesgoalorientedactivities

problemproblembased

activities

based

activities

TheseactivitiesrequirelearnerstoconsideravarietyTheseactivitiesrequirelearnerstoconsideravarietyofdomainsandperspectives,whichisessentialforofdomainsandperspectives,whichisessentialfor

meaningfullearning

and

building

awarenessmeaningful

learning

and

building

awareness

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RevertingtoBehavioristPatternsRevertingtoBehavioristPatterns

MultimedialearningmaterialshavetoooftenbeenMultimedialearningmaterialshavetoooftenbeen

developedusing

apurely

behaviorist

pattern,

developed

using

apurely

behaviorist

pattern,

emphasizing:emphasizing: alargetextalargetextbasedcontentpushgearedtowardsbasedcontentpushgearedtowards

memorization

of

factsmemorization

of

facts drill&practicetypebasicinteractivitiesdrill&practicetypebasicinteractivities

Suchapproacheshaveneglected:Suchapproacheshaveneglected:

subjective

and

critical

thinking

skillssubjective

and

critical

thinking

skills

learnerswhoneedtolearninotherways(audiolearnerswhoneedtolearninotherways(audiovisual,etc.)visual,etc.)

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RevertingtoBehavioristPatternsRevertingtoBehavioristPatterns

Oneofthemain(perceived)reasonsforbuildingOneofthemain(perceived)reasonsforbuilding

simplemultimedia

learning

materials

is

due

to

the

simple

multimedia

learning

materials

is

due

to

the

complexityoftheirdevelopmentprocesscomplexityoftheirdevelopmentprocess

Someoftherequirementscanbe:Someoftherequirementscanbe:

thetime

to

design

and

developthe

time

to

design

and

develop

technicalresourcestechnicalresources

requiredskillsandexpertiseforthedesignrequiredskillsandexpertiseforthedesign

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DesigningwithaConstructivistApproachDesigningwithaConstructivistApproach

JonassensuggestsaJonassensuggestsalearnerasdesignerlearnerasdesigner approachapproach

wherestudents

use

computers

as

cognitive

tools

in

where

students

use

computers

as

cognitive

tools

in

ordertoaccessdiverseinformation,interpretandordertoaccessdiverseinformation,interpretandorganizeitandpresentingtheirknowledgetoorganizeitandpresentingtheirknowledgeto

others.others.

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DesigningwithaConstructivistApproachDesigningwithaConstructivistApproach

JonassenproposesanenvironmentwherestudentsJonassenproposesanenvironmentwherestudents

takeownership

of

their

learning

with

the

help

of

take

ownership

of

their

learning

with

the

help

of

learningtechnologies:learningtechnologies:

technologiesshould

be

used

to

keep

students

active,

technologies

should

be

used

to

keep

students

active,

constructive,collaborative,intentional,complex,constructive,collaborative,intentional,complex,contextual,conversational,andreflective.contextual,conversational,andreflective.

Jonassen,D.H.(1999).DesigningConstructivistLearningEnvironments(CLEs).http://tiger.coe.missouri.edu/~jonassen/courses/CLE/index.html

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DesigningwithaConstructivistApproachDesigningwithaConstructivistApproach

JonassenJonassensrhizomesrhizome

diagram

contains

the

diagram

contains

the

variousrequirementsvariousrequirementsforconstructivistforconstructivistlearninglearning

environments.

environments.

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DesigningwithaConstructivistApproachDesigningwithaConstructivistApproach

MultimediaapplicationsdevelopedwithaMultimediaapplicationsdevelopedwitha

constructivistapproach

can

foster:constructivist

approach

can

foster:

ResearchResearch

CriticalthinkingCriticalthinking

CommunicationCommunication

ConnectionbuildingConnectionbuilding

Notonlytooldwaysofthinking,butmoreNotonlytooldwaysofthinking,butmoreimportantly

to

new

and

enlightened

ways

of

importantly

to

new

and

enlightened

ways

of

understanding.understanding.

l l h kD l i C l Thi ki

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DevelopingaComplexThinkingDevelopingaComplexThinking

FrameworkFramework

Isdesignedtocontain:Isdesignedtocontain:

content/basicthinking

skillscontent/basic

thinking

skills

criticalthinkingskillscriticalthinkingskills

creativethinkingskillscreativethinkingskills

Isan

Is

an

actionaction

oriented

thinking

process,

oriented

thinking

process,

which:which:

fostersmultidisciplinarywaysofunderstandingafostersmultidisciplinarywaysofunderstandingatopictopic

engagesastudentengagesastudentsawarenessoftheirpriorsawarenessoftheirpriorknowledgeandwaysofknowingtodevelopaknowledgeandwaysofknowingtodevelopabroaderandmoreinclusiveperspectivebroaderandmoreinclusiveperspective

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Jonassen,D.H.(2002). ComputersasMindtools forSchools:EngagingCriticalThinking.

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UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

GreeneandZimmerstudyontheimpactofaddingGreeneandZimmerstudyontheimpactofadding

anInternet

research

component

to

aUniversityan

Internet

research

component

to

aUniversity

level

level

businessclassfoundthat:businessclassfoundthat:

[S]tudentsimprovedsignificantlyinsevenbusinessskills[S]tudentsimprovedsignificantlyinsevenbusinessskills

andinterests,

including

increased

proficiency

with

foreign

and

interests,

including

increased

proficiency

with

foreign

marketresearchbasedonelectronicinformationsourcesmarketresearchbasedonelectronicinformationsourcesandimprovedknowledgeofdoingbusinessinaforeignandimprovedknowledgeofdoingbusinessinaforeign

market.market.

Greene,C.S.&Zimmer,R.(2003).AninternationalinternetresGreene,C.S.&Zimmer,R.(2003).Aninternationalinternetresearchassignmentearchassignmentassessmentofvalueadded.assessmentofvalueadded.JournalofEducationforBusinessJournalofEducationforBusiness

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UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

Viathisactivity,learners:Viathisactivity,learners:

developedcultural

consciousness

and

global

developed

cultural

consciousness

and

global

perspectiveperspective

developedabetterunderstandingoftheirowndevelopedabetterunderstandingoftheirown

worldviewvia

selfworldview

via

self

reflectionreflection

reducedtheirethnocentrismviaawarenessofthereducedtheirethnocentrismviaawarenessoftheotherother

willpotentiallybecomebusinessprofessionalswithwillpotentiallybecomebusinessprofessionalswithamoredemocraticandinclusiveapproachamoredemocraticandinclusiveapproach

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UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

RobertsonandAlexanderreportonthesuccessofRobertsonandAlexanderreportonthesuccessof

their

their

Critical

Thinking

Curriculum

ModelCritical

Thinking

Curriculum

Model

(CTCM)

(CTCM)

thatintegratedcomputertechnologyandsolidthatintegratedcomputertechnologyandsolidteachingpracticesintheirinstructionaldesignteachingpracticesintheirinstructionaldesign

package.

package.

Thestudentswererequiredto:Thestudentswererequiredto:

doonlineresearchtocompiledatarelatedtotheirdoonlineresearchtocompiledatarelatedtotheir

tasktask considerscientific,political,social/culturalandconsiderscientific,political,social/culturalandeconomicaspectsoftheglobalissueseconomicaspectsoftheglobalissues

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UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

Byresearchinginformationonline,studentshadByresearchinginformationonline,studentshad

accessto

awider

variety

of

resources

and

access

to

awider

variety

of

resources

and

perspectivesfromotherregionsandcountriesperspectivesfromotherregionsandcountries

ThisactivityalsoengagedstudentsincreativeThisactivityalsoengagedstudentsincreative

thinking,as

they

were

required

to

summarize

their

thinking,

as

they

were

required

to

summarize

their

findingsinamultimediapresentationfindingsinamultimediapresentation

Robertson,B.

&

Alexander,

R.

(2003).

Critical

Thinking

CurriculRobertson,

B.

&

Alexander,

R.

(2003).

Critical

Thinking

Curriculum

Model,

from

um

Model,

from

http://techknowlogia.org/TKL_active_pages2/CurrentArticles/main.http://techknowlogia.org/TKL_active_pages2/CurrentArticles/main.asp?IssueNumber=19&asp?IssueNumber=19&FileType=FileType=HTML&ArticleIDHTML&ArticleID=461=461

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UsingDemocraticandEquitableActivitiesUsingDemocraticandEquitableActivities

WebQuest:WebQuest:

Was

developed

at

the

Bernie

Dodge

at

San

Diego

Was

developed

at

the

Bernie

Dodge

at

San

Diego

StateUniversityStateUniversity

Hasprincipleswhicharesimilartothelast2Hasprincipleswhicharesimilartothelast2

examplesexamples EngagelearnersinanonlinetreasurehunttogatherEngagelearnersinanonlinetreasurehunttogathertheinformationrequiredtomeettheirlearningtheinformationrequiredtomeettheirlearning

objectivesobjectives ExampleofaWebQuestExampleofaWebQuest

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AccessibleMaterialsAccessibleMaterials

Accessibility:Accessibility:

canbe

defined

as:can

be

defined

as:

easeofuseeaseofuse

easeofaccesseaseofaccess

affordabilityaffordability availabilityavailability

isaboutthedemocraticqualitythataresourcecanisaboutthedemocraticqualitythataresourcecan

havehave requirescarefulplanningandattentiontothedesignrequirescarefulplanningandattentiontothedesign

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AccessibleMaterialsAccessibleMaterials

Tobetrulyaccessible,instructionalpackagesTobetrulyaccessible,instructionalpackages

should:should: bedesignedtofostercomplexthinkingbedesignedtofostercomplexthinking

bedemocraticandunbiasedbedemocraticandunbiased

promotestudentpromotestudent

centered

activitiescenteredactivities

offeravarietyofoptionstomeetthediversityofofferavarietyofoptionstomeetthediversityofstudentneedsstudentneeds

facilitateconnection

buildingfacilitate

connection

building

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JMSBPastInitiativesJMSBPastInitiatives

ViaLearningObjectsViaLearningObjects

CurriculumCurriculumaligned,

supporting

inaligned,

supporting

in

class

teachingclassteaching

FinancialAccountingFinancialAccounting

LinearProgrammingLinearProgramming

ViaGlobal

Distance

Education

ProgramsVia

Global

Distance

Education

Programs

ProgramsdeliveredtostudentslocatedProgramsdeliveredtostudentslocatedinternationallyusingWebtechnologiesinternationallyusingWebtechnologies

GlobalAviation

MBA

ProgramGlobal

Aviation

MBA

Program

AviationSecurityManagementTrainingCourseAviationSecurityManagementTrainingCourse(inpartnershipwithICAO)(inpartnershipwithICAO)

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JMSBsCurrentDirectionJMSBsCurrentDirection

IsreplacingthemorerigidtechnologywithmoreIsreplacingthemorerigidtechnologywithmore

suppleand

flexible

technologiessupple

and

flexible

technologies

IsfocusingonmakingitIsfocusingonmakingitsdistanceeducationsdistanceeducationprogramscompletelyelectronicprogramscompletelyelectronic

Isworking

with

the

professors

to

find

alternative

Is

working

with

the

professors

to

find

alternative

waysofcommunicatingwithstudentsandmeetwaysofcommunicatingwithstudentsandmeettheirdiverseneedstheirdiverseneeds

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JMSBsCurrentDirectionJMSBsCurrentDirection

TheGlobalAviationMBAprogramTheGlobalAviationMBAprogram

Case

study:Case

study: learnerscompareandcontrastthesituationswithsituationslearnerscompareandcontrastthesituationswithsituationsintheirenvironmentintheirenvironment

learnersposttheirthoughtstoathreadeddiscussionboardlearnersposttheirthoughtstoathreadeddiscussionboard

learnersread

each

otherlearners

read

each

others

posts,

respond

to

their

classmatess

posts,

respond

to

their

classmates

viewsandopinionselectronicallyviewsandopinionselectronically

Trulyinteractiveobjects:Trulyinteractiveobjects: Editabletextdocumentsand/orwithannotationfeaturesEditabletextdocumentsand/orwithannotationfeatures

EditablespreadsheetsEditablespreadsheets

FlexibledatabasesFlexibledatabases

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DiscussionDiscussion

Suggestions:Suggestions:

Deconstruction

of

past

initiatives

(yours

or

others)Deconstruction

of

past

initiatives

(yours

or

others)

OnotherwaysofincludingmoreequitablepracticesOnotherwaysofincludingmoreequitablepractices

Questions&

CommentsQuestions

&

Comments

[email protected]@jmsb.concordia.ca