1.10 Learning Management System (LMS) tools are used efficiently to reduce the labor intensity of learning
(e.g., providing links to needed resources, using native LMS tools where available)
4 points
This standard is strongly related to standard 1.6: Navigation is user-friendly. If you create a course with a module/unit structure that gathers everything a student needs in one place (rather than a folder for exams, another for assignments, study guides, etc.) this standard is just one small additional step.
It means you develop a habit of providing the connection (often a hyperlink or course link) between where a student is located (the module) and the tool they need to use (such as a discussion board).
This does take you a bit of time to set up and maintain, but the time it saves students quickly compounds. You will also spend less time answering procedural questions!
Steps to take
Use a module/unit structure that gathers all materials, activities, and assignments in one place (refer to standard 1.6: Navigation is user-friendly).
1.11 Technology available in the course is used to facilitate learning by engaging learners with course content
(e.g., integrating publisher resources that are tailored to the course materials, and providing streamlined access to supplementary materials)
3 points
This standard is clearly about engaging students, but it is also about ensuring you are using technology in appropriate ways. So, for instance, you are using your discussion board for discussion, not for the submission of essays. Additionally, the key word here is "engage."
This standard is meant to push past a student simply consuming content, but instead working with it actively.
Steps to take
Make sure the tool you use is the one best suited to the activity or assessment.
Make a habit of providing the hyperlink or course link to a resource every time you want a student to use it.
If you use publisher materials, ensure they are accessible from multiple areas of your course (not just one textbook link) in a way that takes students directly to the relevant materials for where they are in their course/module.
Look for opportunities in your course for active learning, which involves meaningful activities that build skills and directly apply what they are learning.
Consider further improving this process by building in opportunities for student reflection.
1.12 Technologies are used creatively in ways that transcend traditional, teacher-centered instruction
(e.g., peer-led instruction, technology-supported learner choice, flipped classroom)
3 points
There are multiple ways you can meet this standard and so it is easier to explain what this is NOT about. This relates to not having a course in the "sage on a stage" style, which mostly include lecture content and exams.
The key here is to pick technologies that help you put control of learning in the hands of students. This is very motivating for students, especially adult students.
There are many, many resources available on student-centered teaching and active learning. Far too many to include in this context.
Steps to take
Using “student-centered online teaching,” “active learning,” or similar terms, research and choose approaches that best fit your teaching style, course topic, and supported technology at your institution.
Some examples: simulations, role-play, case-studies, debates, providing multiple assignment options for the same objectives, adaptive release in an LMS to provide tailored content, etc.
Click here to continue on to Course Design: Accessibility of Course Design (ECP 1.13-1.16).