The design challenge I have proposed is a digital learning resource (DLR) geared towards reducing, educating, mentoring, and interacting with students on the topic of plagiarism. This blog entry is intended to help guide me on the design process and the alignment of a learning theory with my final DLR.
The digital tool I had initially intended to use was Adobe Acrobat Pro DC. Acrobat Pro offers the flexibility of creating standalone digital learning resources in which you can incorporate interactivity, forms, video, and customized interfaces. However, one of the outcomes of this assignment is the interaction with other students as well as the teacher. This interaction may be limited through the use of an interactive PDF. The subject of plagiarism is quite generic and applicable across the many disciplines. However, the courses I teach are experientially-based and involve digital media design. Therefore I may have to end up using a learning management system, such as Blackboard, Canvas or Moodle. I will try to stick to my guns and keep with the interactive PDF.
I found it interesting to review the different theoretical frameworks to aid in the selection of digital tools for the creation of a DLR. My background is in digital media design and I’ve had experience with a wide variety of digital tools. Upon completion of my review, I’ve decided to work with the SECTIONS model by Bates (2015) model. The SECTIONS model offers a well-refined list of elements that I traditionally recognize when I approach the creation of an analog-style or digital learning resource. The development of this DLR will be no different, but I will use the SECTIONS model as a guide.
The first two elements, students and ease-of-use, I have always been my primary concern when creating any curriculum or resources to use within an academic setting. If I cannot empathize with the student, or the student cannot understand how to use the resource, any attempt to create the DLR is futile. The success of the learning resource within both of these elements will lead to what Bates (2015) describes as “student satisfaction” and “student self-motivation” “which are more like conditions for success” (para. 7).
Cost and time used to be a concern during my early years teaching media and design. As the years’ progress, I have collected a multitude of different digital learning resources that I adjust from your do year. However, within most large organizations, changes in digital tools, such as learning management systems, are sometimes decided by management. With experience comes adaptability; therefore the time hang cost is no longer a concern.
Teaching and media selection is also vital. As the audience, I teach is varied in age and background, I intentionally use a variety of media to educate the learner. I have also used most of the 12 principles as described by Bates (2015), such as signalling, redundancy avoidance, segmenting, multimedia, and modality. These principles have been adapted over the past number of years of teaching at my college. Along with teaching and media selection, interaction is vital for any digital learning resource. The learner must be intrinsically motivated to interact with the DLR in order to absorb the targeted curriculum. However, the primary intention of interaction is within the group, between the students, and with the teacher. A well-designed DLR should enhance the learner’s ability to be independently interactive and promote self-analysis in reflection Bates(2015).
One essential element listed in the SECTIONS model is that of organization issues. I profoundly believe that organization in any learning resource, whether it be digital or traditional, is key to the success of the learner. If it DLR is disorganized, or the content is mismanaged, then the learner will become discouraged which may result in a lower level of student motivation. All learners must understand the DLR.
Networking, social networking, or security has never been a concern when I develop any learning resource. The learners I teach have normally taken upon themselves to network with one another as an external information sharing tool. The college has incorporated directives that restrict our involvement with social media, due to issues in the past. There are also directives that the students must follow when it comes to social networking and security.