{"id":186,"date":"2021-12-22T10:12:29","date_gmt":"2021-12-22T15:12:29","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/3-9-resources-for-further-study\/"},"modified":"2023-07-07T23:06:18","modified_gmt":"2023-07-08T03:06:18","slug":"3-9-resources-for-further-study","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/3-9-resources-for-further-study\/","title":{"raw":"3.9 Resources for further study","rendered":"3.9 Resources for further study"},"content":{"raw":"For those interested in learning more about particular topics in Module 3, we\u2019ve included links to further resources below. Resources are organized by topic and arranged in the order in which they appear in the module. To view longer summaries of particular resources, select the \"Click for resource description\" tab.\n

Organizing your course<\/h1>\n

Online teaching toolkit, Association of University and College Educators (ACUE)<\/h2>\n[h5p id=\"46\"]\n

Teaching toolkit: Course organization, Queen\u2019s University<\/h2>\nTeaching Toolkit: Course Organization<\/a>, Centre for Teaching and Learning, Queen\u2019s University\n[h5p id=\"47\"]\n

Structuring weekly online content, University of Waterloo<\/h2>\nCreating Weekly Introduction Pages<\/a> is a succinct resource created by the Centre for Extended Learning that includes tips on how to segment content, create weekly introduction pages, curate, and organize content in your learning management system.\n

Presenting content<\/h1>\n

Nine ways to reduce cognitive overload in multimedia learning<\/h2>\nMayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive overload in multimedia learning. Educational Psychologist, 38<\/em>(1), 43\u201352. https:\/\/faculty.washington.edu\/farkas\/WDFR\/MayerMoreno9WaysToReduceCognitiveLoad.pdf<\/a>\n[h5p id=\"48\"]\n

The cognitive theory of multimedia learning<\/h2>\nMayer, R. (2009). Multimedia learning<\/em> (2nd ed.). Cambridge University Press.\n\n\"How Do We Create Useful Online Learning Experiences?\"<\/a> on the User Experience Design for Learning (UXDL) Honeycomb website<\/a> provides an overview of Mayer\u2019s cognitive theory of multimedia learning, with examples across disciplines illustrating each of the principles highlighted.\n\nNoetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Multimedia design for learning: An overview of reviews with meta-meta-analysis<\/a>. Review of Educational Research.<\/em> https:\/\/doi.org\/10.3102\/00346543211052329\n\n[h5p id=\"49\"]\n

User Experience Design for Learning (UXDL) research<\/h2>\n\"The User Experience Design for Learning (UXDL) Framework: The Undergraduate Student Perspective\"<\/a> (Troop et al., 2020) presents results of a validation study on the UXDL framework.\n[h5p id=\"50\"]\n

Using video<\/h2>\nLackmann, S., L\u00e9ger, P.-M., Charland, P., Aub\u00e9, C., & Talbot, J. (2021). The influence of video format on engagement and performance in online learning.<\/a> Brain Sciences, 11<\/em>(2), 128. https:\/\/doi.org\/10.3390\/brainsci11020128\n[h5p id=\"51\"]\n\nWilson, K., Martinez, M., Mills, C., D\u2019Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning<\/a>. Computers & Education, 122<\/em>, 205\u2013220. https:\/\/doi.org\/10.1016\/j.compedu.2018.03.011\n[h5p id=\"52\"]\n

Storyboarding an online course<\/h2>\nThe ABC Online Course Design<\/a> workshop by Western University\u2019s Centre for Teaching and Learning and Toronto Metropolitan University\u2019s Centre for Excellence in Teaching and Learning presents a storyboarding process\/approach using Trello.<\/a> Participants map and organize six \"learning types\" (acquisition, investigation, collaboration, discussion, practice, and production) that they will use in their course. The workshop can be accessed asynchronously and is made available through an Attribution-NonCommercial-ShareAlike 4.0 International <\/a>license.\n

Creating accessible content<\/h2>\nThe University of British Columbia has created an OER Accessibility Toolkit<\/a>, which focuses on what is needed to create truly accessible educational resources\u2014ones that are accessible for all students.\n\nThe University of Toronto's Ontario Institute for Studies in Education offers an education commons page specifically on accessibility tools and resources,<\/a> which offers a variety of accessibility checkers, checklists, and testing functionalities that allow you to gauge if your content is accessible. There are also many resources specifically dedicated to creating an accessible website.\n\nThe National Centre on Accessible Educational Materials' site, Designing for Accessibility with POUR<\/a>, provides tutorials on how to make Word, Google, and PDF documents accessible, how to write descriptive text and alt text, how to use built-in accessibility checkers, how to locate or create captions for videos, and more, all guided by a set of four principles that define the qualities of an accessible experience.[h5p id=\"53\"]\n\nThe University of Waterloo, together with eCampus Ontario, have created a set of Web Accessibility Guidelines,<\/a> which describe, in plain language, the Accessibility for Ontarians with Disabilities Act (AODA) legislation for accessible websites and web content, which is based on the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines 2.0 (WCAG 2.0) at Level AA.\n\nConestoga College have created a very useful Accessibility Checklist for OER Development<\/a> (DOCX).\n

Creating inclusive content<\/h2>\nThe Centre for Teaching and Learning at Columbia University has produced a Guide for Inclusive Teaching at Columbia<\/a>, which highlights five inclusive teaching principles derived from research and evidence-based practices, and includes practical, accessible, and usable strategies that instructors can readily adopt into their teaching practice.\n

Metacognition<\/h2>\nThe Big Reveal: Showing Students How Metacognition Works<\/a> by The Learning Scientists presents an overview of how to improve metacognitive regulation in learners.\n

Retention<\/h2>\nBawa, P. (2016, January 5). Retention in online courses: Exploring issues and solutions\u2014a literature review.<\/a> <\/em>SAGE Open.\n[h5p id=\"54\"]\n\nRetention issues in higher education<\/em><\/a> by S. Brown is a comprehensive list of suggestions for improving retention for postsecondary learners framed as reflective prompts. It also includes an extensive reference list.\n\n8 Great Ways to Enhance Retention [Infographic]<\/em><\/a> highlights key strategies to increase retention, including retrieval practice (e.g., self-assessment), visualizations, feedback, interleaving, and distributed practice.\n

Copyright<\/h1>\n

Copyright-free media sources<\/h2>\nSuggested Sources for Free Images, Video and Audio<\/a> from the Centre of Extended Learning at the University of Waterloo is a curated list of sites that house freely available resources, including a description of the types of resources available and notes with special usage and copyright considerations.\n

Copyright Guide for Instructors<\/h2>\nCopyright at Waterloo\u2019s Guide for Instructors<\/a> helps instructors understand when they might require copyright permission and when they do not. The Copyright for Teaching<\/a> resource includes an interactive Copyright Decision Tool<\/strong> which allows you to enter a use case and receive copyright guidance relevant to your use case.\n

The Copyright Act, Work available through the internet exception<\/h2>\nCopyright Act, RSC 1985, c C-42, Work available through the internet<\/a> explains the Work Available through the internet<\/strong> copyright exception.\n

Creative Commons, About the licenses<\/h2>\nCreative Commons\u2019 About the Licenses<\/a> page describes the various Creative Commons licenses available with links to license deeds and legal codes.\n

Fair dealing copying guidelines<\/h2>\nCheck Before You Copy (PDF)<\/a> from the University of Waterloo, and the Fair Dealing Guidelines (PDF)<\/a> from the Council of Ministers of Education, Canada, provide useful\u00a0 summaries of what is permissible to copy under the Fair Dealing Advisory.","rendered":"

For those interested in learning more about particular topics in Module 3, we\u2019ve included links to further resources below. Resources are organized by topic and arranged in the order in which they appear in the module. To view longer summaries of particular resources, select the “Click for resource description” tab.<\/p>\n

Organizing your course<\/h1>\n

Online teaching toolkit, Association of University and College Educators (ACUE)<\/h2>\n
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