Explore<\/h2>\r\n<\/header>\r\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.\r\n[h5p id=\"139\"]<\/div>\r\n<\/div>\r\n![\"\"](\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/12\/Yellow__Idea-2.png\")
<\/em>\r\n\r\n \r\n\r\nTip:<\/strong> If you\u2019re partial to rolling up your sleeves and digging around on your own, visit the eCampus resource list part of their Ontario Extend program<\/a>.\r\n\r\n \r\nMeasure Twice, Cut Once<\/h2>\r\nAfter deciding on what tools you\u2019d like to take advantage of, you\u2019ll want to plan some time to tinker with them yourself and figure out some of the nuances or challenges associated with their use.\r\n\r\nUnlike factors such as cost, accessibility and data privacy, it\u2019s sometimes hard to gauge just how well a tool will lend itself to the course material (or the LMS). Something might seem like a dream on paper, but a nightmare to deploy in the way you had envisioned. If you find yourself wondering whether or not the tool adds or takes away from the learning experience, ask yourself\r\n\r\n \t- Does this tool serve the goals and objectives of the course?<\/li>\r\n \t
- Does this tool make things more or less accessible for my learners?<\/li>\r\n \t
- Will the tool increase expression (with other learners, with the content itself)?<\/li>\r\n<\/ul>\r\nRemember that tools exist to serve the ends of our learning community, not the other way around. If they don\u2019t make our lives easier, or offer new opportunities, you might want to rethink that tool\u2019s inclusion. You\u2019ll have to experiment and play around a little to find what fits, but by keeping your learning goals and outcomes front of mind, you should be able to select the right tools for the right jobs in your course to enrich your learners.\r\n
\r\nActivity: All Together Now!<\/h2>\r\n<\/header>\r\n\r\n\r\nConsider what we\u2019ve learned so far with TRIZ regarding communication and community. By identifying what we don\u2019t want, we learn what we do want. And by learning what we want, we can identify what we need. With the presumed ethos of your would-be course in mind, think of a tool that will help serve those ideas and evaluate it with some of the aforementioned methods.\r\n\r\nIf you\u2019re thinking about a tool from the showcase above, you can ask yourself the three bulleted questions previously outlined (will the tool serve us, will the tool improve ease and accessibility, will the tool increase expression). If you\u2019re thinking about a different tool, try to size it up using Western University\u2019s eLearning Tool rubric<\/a>. You can even mix and match approaches, or make use of TRIZ again (how can I make sure this tool makes my course worse?)\r\n\r\n<\/div>\r\n[h5p id=\"140\"]<\/div>\r\n<\/div>\r\nLooking Back and Moving Forward<\/h2>\r\nHopefully by now you have a firm understanding of the ways in which you can turn your course into more of a community. Through the action of co-creation and communication, you\u2019ll be able to intrinsically motivate your learners and help fashion a space that catalyzes meaningful relationships and, of course, learning! As well, you know what to look for in tools that will help you establish and facilitate that action and atmosphere.\r\n\r\nThe next section of this module deals with the Community of Inquiry framework (Garrison, et al., 1999)[footnote]Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education, 2<\/em>(2-3), 87\u2013105. https:\/\/doi.org\/10.1016\/s1096-7516(00)00016-6.[\/footnote]. We\u2019ll be exploring the ways in which different forms of presence converge to produce a valuable learning experience. We will take what we\u2019ve learned about communication and community, and apply it to other forms of interaction that will occur within your course.\r\n\r\nKey Takeaways<\/h2>\r\n<\/header>\r\n\r\n\r\nTools are meant to work in service of your course\u2019s goals and outcomes, not the other way around.\r\n\r\nYou should look to select tools that improve accessibility, or improve the course\u2019s ability to facilitate itself as a learning community.\r\n\r\nPart of tool selection is about curation and experimentation \u2014 taking the time to understand the idiosyncrasies of your chosen software.\r\n\r\nJust because a tool looks slick, doesn\u2019t mean it\u2019ll work well or necessarily meet the needs of your course.\r\n\r\n<\/div>\r\n<\/div>","rendered":"When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\n![\"An](\"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/wp-content\/uploads\/sites\/7\/2021\/07\/IMG_1084-scaled-e1635867801659-2.jpg\")
Caption: An instructor using BigBlueButton in a HyFlex classroom to promote student engagement by playing a virtual game of pictionary.
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n
Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n\n\nExplore<\/h2>\n<\/header>\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.<\/p>\n\n
<\/em>\r\n\r\n \r\n\r\nTip:<\/strong> If you\u2019re partial to rolling up your sleeves and digging around on your own, visit the eCampus resource list part of their Ontario Extend program<\/a>.\r\n\r\n \r\nMeasure Twice, Cut Once<\/h2>\r\nAfter deciding on what tools you\u2019d like to take advantage of, you\u2019ll want to plan some time to tinker with them yourself and figure out some of the nuances or challenges associated with their use.\r\n\r\nUnlike factors such as cost, accessibility and data privacy, it\u2019s sometimes hard to gauge just how well a tool will lend itself to the course material (or the LMS). Something might seem like a dream on paper, but a nightmare to deploy in the way you had envisioned. If you find yourself wondering whether or not the tool adds or takes away from the learning experience, ask yourself\r\n\r\n \t- Does this tool serve the goals and objectives of the course?<\/li>\r\n \t
- Does this tool make things more or less accessible for my learners?<\/li>\r\n \t
- Will the tool increase expression (with other learners, with the content itself)?<\/li>\r\n<\/ul>\r\nRemember that tools exist to serve the ends of our learning community, not the other way around. If they don\u2019t make our lives easier, or offer new opportunities, you might want to rethink that tool\u2019s inclusion. You\u2019ll have to experiment and play around a little to find what fits, but by keeping your learning goals and outcomes front of mind, you should be able to select the right tools for the right jobs in your course to enrich your learners.\r\n
\r\nActivity: All Together Now!<\/h2>\r\n<\/header>\r\n\r\n\r\nConsider what we\u2019ve learned so far with TRIZ regarding communication and community. By identifying what we don\u2019t want, we learn what we do want. And by learning what we want, we can identify what we need. With the presumed ethos of your would-be course in mind, think of a tool that will help serve those ideas and evaluate it with some of the aforementioned methods.\r\n\r\nIf you\u2019re thinking about a tool from the showcase above, you can ask yourself the three bulleted questions previously outlined (will the tool serve us, will the tool improve ease and accessibility, will the tool increase expression). If you\u2019re thinking about a different tool, try to size it up using Western University\u2019s eLearning Tool rubric<\/a>. You can even mix and match approaches, or make use of TRIZ again (how can I make sure this tool makes my course worse?)\r\n\r\n<\/div>\r\n[h5p id=\"140\"]<\/div>\r\n<\/div>\r\nLooking Back and Moving Forward<\/h2>\r\nHopefully by now you have a firm understanding of the ways in which you can turn your course into more of a community. Through the action of co-creation and communication, you\u2019ll be able to intrinsically motivate your learners and help fashion a space that catalyzes meaningful relationships and, of course, learning! As well, you know what to look for in tools that will help you establish and facilitate that action and atmosphere.\r\n\r\nThe next section of this module deals with the Community of Inquiry framework (Garrison, et al., 1999)[footnote]Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education, 2<\/em>(2-3), 87\u2013105. https:\/\/doi.org\/10.1016\/s1096-7516(00)00016-6.[\/footnote]. We\u2019ll be exploring the ways in which different forms of presence converge to produce a valuable learning experience. We will take what we\u2019ve learned about communication and community, and apply it to other forms of interaction that will occur within your course.\r\n\r\nKey Takeaways<\/h2>\r\n<\/header>\r\n\r\n\r\nTools are meant to work in service of your course\u2019s goals and outcomes, not the other way around.\r\n\r\nYou should look to select tools that improve accessibility, or improve the course\u2019s ability to facilitate itself as a learning community.\r\n\r\nPart of tool selection is about curation and experimentation \u2014 taking the time to understand the idiosyncrasies of your chosen software.\r\n\r\nJust because a tool looks slick, doesn\u2019t mean it\u2019ll work well or necessarily meet the needs of your course.\r\n\r\n<\/div>\r\n<\/div>","rendered":"When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\nCaption: An instructor using BigBlueButton in a HyFlex classroom to promote student engagement by playing a virtual game of pictionary.
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n
Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n\n\nExplore<\/h2>\n<\/header>\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.<\/p>\n\n
Activity: All Together Now!<\/h2>\r\n<\/header>\r\n\r\n\r\nConsider what we\u2019ve learned so far with TRIZ regarding communication and community. By identifying what we don\u2019t want, we learn what we do want. And by learning what we want, we can identify what we need. With the presumed ethos of your would-be course in mind, think of a tool that will help serve those ideas and evaluate it with some of the aforementioned methods.\r\n\r\nIf you\u2019re thinking about a tool from the showcase above, you can ask yourself the three bulleted questions previously outlined (will the tool serve us, will the tool improve ease and accessibility, will the tool increase expression). If you\u2019re thinking about a different tool, try to size it up using Western University\u2019s eLearning Tool rubric<\/a>. You can even mix and match approaches, or make use of TRIZ again (how can I make sure this tool makes my course worse?)\r\n\r\n<\/div>\r\n[h5p id=\"140\"]<\/div>\r\n<\/div>\r\nLooking Back and Moving Forward<\/h2>\r\nHopefully by now you have a firm understanding of the ways in which you can turn your course into more of a community. Through the action of co-creation and communication, you\u2019ll be able to intrinsically motivate your learners and help fashion a space that catalyzes meaningful relationships and, of course, learning! As well, you know what to look for in tools that will help you establish and facilitate that action and atmosphere.\r\n\r\nThe next section of this module deals with the Community of Inquiry framework (Garrison, et al., 1999)[footnote]Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education, 2<\/em>(2-3), 87\u2013105. https:\/\/doi.org\/10.1016\/s1096-7516(00)00016-6.[\/footnote]. We\u2019ll be exploring the ways in which different forms of presence converge to produce a valuable learning experience. We will take what we\u2019ve learned about communication and community, and apply it to other forms of interaction that will occur within your course.\r\n\r\nKey Takeaways<\/h2>\r\n<\/header>\r\n\r\n\r\nTools are meant to work in service of your course\u2019s goals and outcomes, not the other way around.\r\n\r\nYou should look to select tools that improve accessibility, or improve the course\u2019s ability to facilitate itself as a learning community.\r\n\r\nPart of tool selection is about curation and experimentation \u2014 taking the time to understand the idiosyncrasies of your chosen software.\r\n\r\nJust because a tool looks slick, doesn\u2019t mean it\u2019ll work well or necessarily meet the needs of your course.\r\n\r\n<\/div>\r\n<\/div>","rendered":"When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\nCaption: An instructor using BigBlueButton in a HyFlex classroom to promote student engagement by playing a virtual game of pictionary.
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n
Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n\n\nExplore<\/h2>\n<\/header>\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.<\/p>\n\n
Looking Back and Moving Forward<\/h2>\r\nHopefully by now you have a firm understanding of the ways in which you can turn your course into more of a community. Through the action of co-creation and communication, you\u2019ll be able to intrinsically motivate your learners and help fashion a space that catalyzes meaningful relationships and, of course, learning! As well, you know what to look for in tools that will help you establish and facilitate that action and atmosphere.\r\n\r\nThe next section of this module deals with the Community of Inquiry framework (Garrison, et al., 1999)[footnote]Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education<\/a>. The Internet and Higher Education, 2<\/em>(2-3), 87\u2013105. https:\/\/doi.org\/10.1016\/s1096-7516(00)00016-6.[\/footnote]. We\u2019ll be exploring the ways in which different forms of presence converge to produce a valuable learning experience. We will take what we\u2019ve learned about communication and community, and apply it to other forms of interaction that will occur within your course.\r\n\r\nKey Takeaways<\/h2>\r\n<\/header>\r\n\r\n\r\nTools are meant to work in service of your course\u2019s goals and outcomes, not the other way around.\r\n\r\nYou should look to select tools that improve accessibility, or improve the course\u2019s ability to facilitate itself as a learning community.\r\n\r\nPart of tool selection is about curation and experimentation \u2014 taking the time to understand the idiosyncrasies of your chosen software.\r\n\r\nJust because a tool looks slick, doesn\u2019t mean it\u2019ll work well or necessarily meet the needs of your course.\r\n\r\n<\/div>\r\n<\/div>","rendered":"When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\nCaption: An instructor using BigBlueButton in a HyFlex classroom to promote student engagement by playing a virtual game of pictionary.
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n
Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n\n\nExplore<\/h2>\n<\/header>\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.<\/p>\n\n
Key Takeaways<\/h2>\r\n<\/header>\r\n\r\n\r\nTools are meant to work in service of your course\u2019s goals and outcomes, not the other way around.\r\n\r\nYou should look to select tools that improve accessibility, or improve the course\u2019s ability to facilitate itself as a learning community.\r\n\r\nPart of tool selection is about curation and experimentation \u2014 taking the time to understand the idiosyncrasies of your chosen software.\r\n\r\nJust because a tool looks slick, doesn\u2019t mean it\u2019ll work well or necessarily meet the needs of your course.\r\n\r\n<\/div>\r\n<\/div>","rendered":"When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\nCaption: An instructor using BigBlueButton in a HyFlex classroom to promote student engagement by playing a virtual game of pictionary.
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n
Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n\n\nExplore<\/h2>\n<\/header>\nBelow you\u2019ll find a small presentation showcasing a few tools we think you might find to be useful.<\/p>\n\n
When you\u2019re creating an online course, you\u2019ll undoubtedly utilize tools in some form or another. Be it a piece of software, a website, something integrated into the Learning Management System (LMS), or even the LMS itself. Generally speaking, tools are things that we can use to perform specific functions. But in the context of online learning, tools are also things that help facilitate communication and engagement.<\/p>\n Tools can often be the most exciting part of course design and functionality: they\u2019re slick, pretty, colourful, and they can help you pull off a lot of fancy stuff. Picking the right tool for the right job means you aren\u2019t overwhelming learners and that, above all else, your chosen tool is servicing the goals and outcomes of your course. Photoshop is a powerful tool, but might not be especially useful in getting students to engage with the material or each other. Tools that will help with this are likely to fashion new spaces for conversation, collect lots of inputs, allow learners to express themselves, and present new lenses through which they can work through content and material.<\/p>\n Making sure a specific tool fits your course\u2019s wants and needs can sometimes prove tricky. You might want to make use of a formal assessment rubric<\/a> to compare tools, or evaluate one tool in particular. In some cases your institution (like Seneca) might already maintain and keep tabs on a list of pre-approved tools<\/a>. Selecting tools from such a list will ensure that you have at least some level of institutional support, and that it ought to work within your LMS.<\/p>\n
Source: Seneca College, Oct 2019, CC BY-NC-SA<\/figcaption><\/figure>\nTool Dreamin\u2019<\/h2>\n
Explore<\/h2>\n<\/header>\n