Category: Ask ADDIE

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Demystifying OER and Open Pedagogy: A Practical Guide (Issue 37)

The word "knowledge" as written on a chalkboard with arrows going out and coming in.

Author: Dr. Denise Lowe, University of Central Florida

Editors: Dr. Florence Williams & Bren Bedford, University of Central Florida

Dear ADDIE,

I am an instructional designer at a large institution, and we assist faculty in understanding the differences between Open Educational Resources (OER) and Open Pedagogy for use in their online and blended course designs. I have found that many of our instructional designers are unsure of how these two concepts work together in the OER environment. Can you clarify these distinctions and offer some suggestions for the use of Open Pedagogy?

Signed,

Mystified in OER-Land

Think of OER and Open Pedagogy as a recipe with ingredients.

Dear Mystified,

This is a great question to address since the two terms are often used interchangeably, but they are not the same. Open Educational Resources (OER) refers to freely accessible, openly licensed educational materials that can be used, adapted, and redistributed with minimal or no restrictions (UNESCO, 2019). As Paradiso (2023) notes, this concept has been formally defined by numerous organizations including UNESCO, SPARC, and the Hewlett Foundation, and is regularly discussed at events such as the Open Education Conference and Open Education Week. Open Pedagogy involves activities that engage students in creating knowledge, often using OER – although this is not a requirement. As such, OER is the “what” and Open Pedagogy is the “how.” 

Think of OER and Open Pedagogy as a recipe with ingredients. They work together but serve distinct roles. The key traits of OER as the recipe – the “what” – are free or low-cost resources for students and are licensed under Creative Commons (e.g., CC BY). Though the cost may vary among institutions, “low-cost resources” generally implies a significantly reduced price for course materials. Some examples of OER are OpenStax textbooks, MIT OpenCourseWare, and Pressbooks. 

In contrast, Open Pedagogy are the ingredients – the “how” – a teaching approach that empowers students to co-create knowledge. Sometimes, this uses OER materials to do so. A pedagogical approach is about process, not just content. Its key traits include students becoming creators of knowledge and content with an emphasis on collaboration and public sharing. Some examples of Open Pedagogy are renewable assignments and student-authored case studies, possibly created  through an activity of building wikis or remixing existing OER.

Excelsior University provides some great information on the characteristics of renewable assignments using tools such as Wikipedia, Hypothes.is, Padlet, and Google Docs, as well as some assignment samples. The diagram below displays the connection between OER and Open Pedagogy and some examples of their use:

Open Pedagogy vs OER examples and emphasis
OER vs. Open Pedagogy​ © May 2025 by Lowe, D., & Fauvel, J. is licensed under CC BY 4.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

Resources to Get Started

For OERFor Open Pedagogy
OER CommonsOpen Pedagogy Notebook
MERLOTA Guide to Open Pedagogy
LibGuides Community (search OER)Renewable Assignments Toolkit
UCF Open Educational Resources (OER) Starter GuideOER Starter Kit for RTC: Open Pedagogy

What other ideas or plans for OER and Open Pedagogy have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References

Creative Commons. (2025). About CC Licenses. https://creativecommons.org/share-your-work/cclicenses/

Excelsior University. (August, 2024). Course development toolkit: Renewable assignments.
https://library.excelsior.edu/c.php?g=1361097&p=10051885 

Hewlett Foundation. (2025). Open education. https://hewlett.org/strategy/open-education/ 

MIT OpenCourseWare. (2025). https://ocw.mit.edu/  

Open Education Conference. (October, 2024). https://opened24.sched.com/  

Open Education Week. (February – March, 2025). https://oeweek.oeglobal.org/  

OpenStax. (2025). Learning resources for all! https://openstax.org/ 

Paradiso, J. (April, 2023). Open educational resources: Finding a ‘local’ solution to a ‘global’ problem. TOPkit Digest. Retrieved from TOPkit website:
https://t.e2ma.net/webview/4fnhx0ecdb29fc9b0bdb708df43283a827b9ad 

Pressbooks. (2025). Discover user-friendly digital publishing. https://pressbooks.com/ 

SPARC. (2025). Open education. https://sparcopen.org/open-education/ 

UNESCO. (2025). Open Educational Resources.
https://www.unesco.org/en/open-educational-resources?hub=785

Wiley, D. (2013). What is Open Pedagogy? https://opencontent.org/blog/archives/2975 

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Navigating the Fast Lane: Essential Strategies for Accelerated Course Design (Issue 36)

Racetrack with multiple cars racing

Author: Dr. Denise Lowe, University of Central Florida

Editor: Dr. Florence Williams & Bren Bedford, University of Central Florida

Dear ADDIE,

My university has recently added several new, accelerated course formats in various weekly time lengths for both online and traditional courses, e.g., 3-week, 8-week, 10-week. Many instructors assisted by instructional designers are questioning how they should redesign their online courses to meet a significantly reduced time frame of instruction. Given the challenge of maintaining academic rigor in a shorter time frame, what practical strategies can instructors employ to achieve this?

Signed,

Fast Track

Dear Fast Track,

You are not alone! The scenario described is becoming a regular feature across many institutions in efforts to meet student demand for more responsive course enrollments and reduced time to graduate among other factors. This is an exciting time and provides opportunities for growth, both for faculty and instructional designers as they navigate these new environments together. However, along with opportunities come challenges, as faculty may be overwhelmed with trying to identify and condense critical course concepts and activities to fit within accelerated formats.  By working together and sharing best practices, faculty and instructional designers can successfully navigate these new environments and create high-quality accelerated courses.  

Accelerated course formats can be a challenge when identifying essential concepts for course mastery.

Besides the instructor’s potential learning curve for these formats, students may also need extra support to manage the workload in a compressed time frame. Many students are juggling several responsibilities in their personal lives, making ideas of earlier graduation dates or shortened semesters enticing for many. However, the focus and time management skills needed to be successful in such courses are critical to understand, and students will ultimately be looking to their instructors to lead the way.

One of the most challenging aspects of course redesign for accelerated formats is to determine the content and concepts that are essential for discipline mastery. Equivalency theory suggests that learning experiences for in-person or online learners should be similar across formats. Considering instructional factors and course design, both traditional and accelerated formats can offer equivalent experiences.

There may be several options to course conversions, but faculty should be mindful of student cognitive overload. Effective course design – or redesign – is most effective when it combines objective learning outcomes and content organization with collaborative learning, authentic tasks, and critical reflection. Overall, accelerated course conversions include focusing on four main areas:

Course reorganization
and planning		This is planning for essential topics and concepts. Consider using the “must know”, “need to know”, and “nice to know” strategy for identifying what is essential to course mastery. Look for thematic similarities or redundancies within your course topics.
Course redesignRe-evaluate types of assessments or activities used and look for course tools to engage students with the content. Use “reframing” as a way of modifying your perspective of the course. Active learning strategies often align well with course concepts and enhances learning by doing.
Course deliveryCommunicate, communicate, communicate! Student feedback is paramount in accelerated formats to build confidence that they are on the right track. Find ways to relax the learning environment, even within such a short time frame, such as reflective discussions and other critical thinking activities.
Student resourcesProvide students with success resources that can help focus their attention, time, and effort.Be prepared with these resources at the start of the course to minimize early setbacks. How to Succeed in a 3-Week, Fully Online Winter Session Course from the University of Maine is one such resource.

The University of Central Florida (UCF) provides an invaluable resource for faculty considering the development of accelerated courses: Accelerated Course Design for Educators. As a starting point, interactive decision trees may help faculty consider the nuances of teaching accelerated courses they may not have considered. In addition, using AI chatbots (Course Condenser Tool) to help identify course redundancies and to realign content to fit within specific time frames can make this an easier conversion process. Course Maps may assist faculty in keeping things on track and ensure alignment of content and activities. Infographics provide quick, easily digestible strategy tips and tricks, such as the one shown here:

The UCF accelerated course conversion resources include support for students as well. Are Accelerated Courses Right for You? is a student success resource providing an interactive decision tree to help students determine if enrollment in accelerated courses is a good path for them. Faculty could provide this resource as a link for students within their course materials. An infographic geared to student success also provides a quick look at useful strategies and tips as part of this resource.

What other ideas or plans for accelerated courses have you implemented or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References

Bellefeuille, G. (2006). Rethinking reflective practice in social work education: A blended constructivist and objectivist instructional design strategy for a web-based child welfare practice course. Journal of Social Work Education, 42(1), 85-103. 

Ferguson J, DeFelice A. (2010). Length of Online Course and Student Satisfaction, Perceived Learning, and Academic Performance. International Review of Research in Open and Distance Learning [serial online]. 11(2):73-84. Available from: ERIC, Ipswich, MA.

Hudson, Walter. (2025, February). California community colleges launch initiative to expand shortened courses. Diverse: Issues in Education. https://www.diverseeducation.com/institutions/community-colleges/article/15738240/california-community-colleges-launch-initiative-to-expand-shortened-courses? 

Jowallah, R. (2025). Course Condenser Tool. ChatGPT. https://chatgpt.com/g/g-LkoGIwsbu-course-condenser 

Lapsley, R., Kulik, B., Moody, R., & Arbaugh, J. B. (2008). Is identical really identical? An investigation of equivalency theory and online learning. Journal of Educators Online, 5(1). 

Lowe, D., Jowallah, R., McNulty, R., Swenson, N., Williams, T. (2025, March). Accelerated course design for educators. University of Central Florida Division of Digital Learning. https://cdl.ucf.edu/teach/strategies/accelerated-course-design/ 

Lowe, D., Jowallah, R., McNulty, R., Swenson, N., Williams, T. (2025, March). Are accelerated courses right for you? University of Central Florida Division of Digital Learning. https://cdl.ucf.edu/support/student/accelerated-courses/ 

Swenson, N. & Williams, T. (2025). Six effective ways to teach accelerated courses [Infographic for faculty]. University of Central Florida, Division of Digital Learning. https://cdl.ucf.edu/teach/strategies/accelerated-course-design/  

Swenson, N. & Williams, T. (2025). 5 steps for success in accelerated courses [Infographic for students]. University of Central Florida, Division of Digital Learning. https://cdl.ucf.edu/support/student/accelerated-courses/ 

Swenson, N., McNulty, R., Williams, T., & Woodland, K. (2025). Student decision tree [Interactive decision tree]. University of Central Florida, Division of Digital Learning. https://cdl.ucf.edu/support/student/accelerated-courses/ 

Swenson, N., McNulty, R., Williams, T., & Woodland, K. (2025). Faculty decision tree [Interactive decision tree]. University of Central Florida, Division of Digital Learning. https://cdl.ucf.edu/teach/strategies/accelerated-course-design/ 

University of Maine. (n.d.). How to succeed in a 3-week, fully online winter session course. https://umaine.edu/wintersession/how-to-succeed/ 

Watson, S.W., & Rutledge, V.C. (2005). Online course delivery and student satisfaction. ERIC document ED490363. 

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Unlocking the Power of Quiz Analytics for Smarter Assessments (Issue 35)

Computer screens displaying various data analytics graphs

Author: Dr. Jo Ann Smith, University of Central Florida 

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE, 

I’ve been using quizzes in my online course to assess student learning, but I’m not sure how to make the most of the data provided by the LMS quiz analytics tools. I want to ensure my quizzes are effective and truly reflective of student understanding. What should I look for in the data, and how can I use this information to improve my quizzes? 

Signed,

Quizzer in Quandary 

The goal of data analytics is to enhance the quality of quiz items and support an overall assessment strategy.

Dear Quizzer, 

What a great and relevant question in today’s data-driven landscape! Learning Management Systems (LMS) like Canvas, Blackboard, and Moodle offer quiz analytics tools based provide you with useful information about student learning and engagement. By understanding the types of analytics available and how to interpret them, you can enhance the effectiveness of your quizzes and ensure assessments are providing you with meaningful information about your students’ learning (Brown & Race, 2012; Deetjen-Ruiz et al. 2023; Kumar, et al 2021; Gamage, et al, 2019). Let’s break down the key types of analytics commonly provided by LMS quiz tools and discuss how you can leverage these insights for quiz improvement. 

Using Quiz Analytics to Refine Assessments 

When analyzing quiz data, there are several key statistics that can guide your decision-making and provide valuable insights into student performance and question effectiveness. The goal is to use this data to enhance both the quality of your quiz items and support the overall assessment strategy. Below is a table outlining five common types of analytics provided by LMS quiz tools and how to use these insights to improve your quiz items. Each data type is paired with an example to illustrate how it can inform specific actions for you to take to refine assessments. 

Data Type Applications table with item analysis, description, improvement applications, and examples provided.
Data Type Applications TableDownload

By analyzing these types of data, you can refine your quizzes to ensure that each question is clear, fair, and aligned with your student learning objectives. This iterative process of reviewing and revising assessments based on data helps create more effective learning experiences and ensures that quizzes serve as meaningful tools for both learning and evaluation. 

You could also experiment with adaptive tests that adjusts question difficulty based on student performance. Heat map quiz analytics are also a good visual to quickly identify question items where rows represent a question, and each column represents a student. A specific question might show mostly green colors except for a few patches of red, suggesting that while most students answered quickly and correctly, a few took longer and answered incorrectly. This visual clue could prompt a review of that question to determine if it was unclear or too difficult for those students. 

I also like to use data from open-ended responses to understand the depth of student understanding beyond what multiple-choice questions can provide. Additionally, you could explore the impact of quiz timing (e.g., open-book vs. closed-book quizzes) and provide immediate feedback to further enhance student learning and engagement. 

We’d love to hear your thoughts on innovative uses of LMS quiz tools to enhance learning outcomes. What other ideas or plans for the use of data analytics have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References 

Brown, S., & Race, P. (2012). Using Effective Assessment to Drive Student Learning. Higher Education Academy. 

Deetjen-Ruiz, R., Esponda-Pérez, J. A., Haris, I., García, D. S., Osorio, J. L. Q., & Tsarev, R. (2023). Evaluating the Reliability of Tests Used in LMS Moodle for E-Learning. In Proceedings of the Computational Methods in Systems and Software (pp. 1-8). Cham: Springer Nature Switzerland. 

Kumar, D., Jaipurkar, R., Shekhar, A., Sikri, G., & Srinivas, V. (2021). Item analysis of multiple choice questions: A quality assurance test for an assessment tool. Medical Journal Armed Forces India, 77, S85-S89. 

Gamage, S.H.P.W., Ayres, J.R., Behrend, M.B. et al. (2019). Optimising Moodle quizzes for online assessments. IJ STEM Ed 6, 27 

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How Can K-12 Classroom Teachers Transition to Instructional Design Roles? (Issue 34)

woman standing in front of a whiteboard with a marker

Authors: Mackenzie Hill, M.A., University of Central Florida; Dr. Ashley Salter, University of Central Florida

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

I am a K-12 teacher looking to transition into an instructional design role. What steps should I take to make this career change, and what resources and best practices can help get me started?

Sincerely, 

Ready for a Change

Dear Ready for a Change,

You’re in good company—many educators are excited to move from K-12 teaching to instructional design! It’s a pretty popular career move, and for good reason! With the rise of online and blended learning, many essential skills overlap, and there are way more opportunities for career growth and flexible remote/hybrid work setups. In fact, according to a 2020 article by the Association for Talent Development (ATD), teachers are jumping into instructional design roles more and more, mainly because there’s such a high demand for effective digital learning and better career opportunities (Slade, 2020). Don’t get me wrong, this transition isn’t a walk in the park, but the rewards of this career change have convinced many to take on the challenge and make the switch successfully.

From lesson planning to designing engaging digital content, your teaching skills are invaluable in the world of instructional design

Your teaching experience is going to be a huge asset in this transition. Don’t be afraid to showcase your skills in lesson planning, assessing learners, and managing a classroom. To nail this transition, familiarize yourself with instructional design models like ADDIE, SAM, and Backwards Design. They’ll give you a solid framework to work with. Oh, and don’t forget about technical skills! Brush up on design tools like Articulate 360, Adobe Captivate, and different learning management systems (LMS). Professional development is key, so look into certifications, programs, workshops, or courses to boost your skills. The University of Central Florida has a great Instructional Design Certificate Program, EdX offers an Instructional Design and Technology Micromasters Program, and Coursera’s Learning How to Learn is another fantastic resource. So, dive in and start exploring! With your teaching background and some new skills, you’ll be rocking the instructional design world in no time.

Want to know one of the biggest secrets to success in instructional design? Networking! Get out there and connect with other instructional designers by joining professional communities and attending conferences. Organizations like the Association for Talent Development (ATD), the International Society for Performance Improvement (ISPI), and the International Society for Technology in Education (ISTE) are goldmines for resources and opportunities to collaborate and share ideas with instructional designers from all over the world. 

Oh, and don’t forget about your portfolio! Craft a showcase of your instructional design projects highlighting your skills and creativity. Make sure to follow best practices, such as including a variety of high-quality work samples, emphasizing your design process, and using real-world examples that show off your ability to tackle instructional challenges and create awesome learning experiences. A well-crafted portfolio is your ticket to9+  impressing potential employers and landing your dream job in instructional design!

Top 5 Important Strategies for Teachers Transitioning to Instructional Design 1. Leverage your teaching experience: - Highlight skills in lesson planning, learner assessment, and classroom management - Demonstrate your capability to understand learner needs and design effective, engaging content 2. Develop technical skills: - Gain proficiency in design tools like Articulate 360, Adobe Captivate, and learning management systems (LMS) - Use these tools to create learning materials aligned with the target audience's needs and learning goals 3. Become familiar with instructional design models: - Learn about ADDIE, SAM, and Backwards Design - Understand how these models provide a framework for creating effective educational programs and materials 4. Engage in professional development: - Enroll in certifications, programs, workshops, or courses - Build expertise and stay up to date with current best practices and instructional models 5. Develop a portfolio: - Showcase your instructional design projects to demonstrate skills and creativity - Provide a variety of quality work samples, highlight your design process, and use real-world examples

By prioritizing these five strategies, you’ll be well on your way to successfully transitioning into an instructional design career. Leveraging your existing skills, developing new technical abilities, understanding instructional design principles, continuing professional growth, and showcasing your work to potential employers are the key aspects to focus on as you make this exciting career change.

References

Slade, S. (2020). From Teacher to Instructional Designer: What You Need to Know. Association for Talent Development. https://www.td.org/insights/from-teacher-to-instructional-designer-what-you-need-to-know

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Multi-modal Learning Offerings and Expectations (Issue 33)

"Variety" reflected by many different paintbrushes

Author: Charlotte Jones-Roberts, University of Central Florida

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

As an online faculty member in higher education, I find myself grappling with the multitude of course modalities available, from fully online to blended to hyflex. Each modality seems to come with its own set of challenges and advantages. How can I navigate these different modalities effectively to ensure the best learning experience for my students while also managing my workload as an instructor? Any guidance would be greatly appreciated.

Sincerely,

Mixed-up Modalities

Dear Mixed-up,

Navigating the ever-changing world of online learning can feel like trying to find your way through a maze, especially with the plethora of course options available. But fear not! You’re not alone in this journey.

Thanks to the unexpected shift brought on by COVID-19, online learning has become more prevalent than ever before. This has opened up a world of possibilities, but it’s also introduced its fair share of challenges. One thing that’s become clear is the need for flexibility to meet the diverse needs of today’s students – and there are many modalities to choose from.

Students prefer a mix of learning experiences for availability, convenience, and content suitability.

According to a 2023 report by Garrett et. al., face-to-face enrollment for traditional undergraduates is either stagnant or declining, with 57% of chief online officers (COOs) reporting stagnation and 24% reporting declines. In contrast, online and hybrid program enrollments are on the rise, with 36% and 20% of COOs reporting growth, respectively. To meet the growing demand for online and hybrid programs, institutions are swiftly realigning their strategic priorities, with approximately 50% of COOs confirming support for greater emphasis on online and multi-modal learning, though resource constraints remain a challenge, and 36% are currently reconsidering their strategic priorities (Garrett et. al., 2023).

Institutions are now offering a smorgasbord of options, ranging from fully online courses to traditional face-to-face instruction, and everything in between. Students increasingly prefer a mix of classroom, online, and hybrid learning experiences due to factors like availability, convenience, and suitability for the content (Garrett et. al., 2023). 

This trend results in most students, both at the undergraduate and graduate levels, encountering various delivery modes throughout their academic journey, including the innovative Hyflex model championed by Beatty (2019). This approach gives students the freedom to choose whether they want to attend class in person or participate remotely, giving them the flexibility they crave in their busy lives. The beauty of the Hyflex model lies in its ability to seamlessly blend the best of both worlds. By incorporating a mix of synchronous and asynchronous elements, instructors can create a dynamic learning environment that caters to the needs of all students, no matter where they are.

For instance, in a hyflex biology course, students could choose to participate in lab experiments physically on campus or virtually via live-streamed sessions. Assignments, discussions, and assessments would be accessible and identical for both in-person and remote learners, ensuring equitable participation and learning outcomes. It’s all about giving you options and making sure everyone’s on the same page, whether you’re in the classroom or chilling at home in your PJs.

The key is keeping clear expectations and communication with students. This includes which modality has been selected, what that modality means at your institution, expectations for participation, and guidelines for accessing course materials in both face-to-face and online environments to ensure that students understand what is required of them regardless of the mode of instruction they choose.

So as you embark on this adventure, remember to keep an open mind and embrace the opportunities that come your way. With a little bit of creativity and a whole lot of flexibility, you’ll be sure to create engaging and inclusive learning experiences for your students.

Happy navigating!

ADDIE

References

Beatty, B. J. (2019). Hybrid-Flexible Course Design (1st ed.). EdTech Books. https://dx.doi.org/10.59668/33

Garrett, R., Simunich, B., Legon, R., & Fredericksen, E. E. (2023). CHLOE 8: Student Demand Moves Higher Ed Toward a Multi-Modal Future, The Changing Landscape of Online Education. Quality Matters and Encoura Eduventures Research, 15. Retrieved from: https://qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOE-8-report-2023

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Considerations of Generative AI for Content Creation (Issue 32)

Robot working on a laptop computer

Author: Anastasia Bojanowski, University of Central Florida

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

Some of my colleagues are leveraging Generative AI for content creation.  I have content that needs to be updated and would like to use AI platforms. However, I soon became overwhelmed when I searched for options. Further, I have reservations regarding the accuracy and reliability of AI platforms.  Any suggestions?

Lost in the Matrix

Dear Lost in the Matrix,

I can sympathize with feeling overwhelmed when considering AI platforms for content creation. The options are plentiful.  You are also wise to question the accuracy and reliability of content creation. Indeed, the rate of Generative AI to hallucinate or invent information is estimated to be between 3-27% (Metz, 2023).  Further, the output can contain biases and misinformation (Zewe, 2023).  However, with a healthy level of pragmatism, Generative AI has a place in content creation if users follow the ASSURE and ADDIE models and include design and learning theory in prompts.

When updating content, consider using the design features of platforms and applications.  For example, older PowerPoints can be refreshed with a newer theme, stock images, and the “Designer” feature native to the program.  Additionally, presentations can be uploaded into free versions of Google’s Gamma, Adobe Express (webpage), and Canva.

Generative AI prompts should follow design and learning theory models for content creation.

Another option is to use platforms such as Microsoft’s Copilot or Open AI’s ChatGPT to generate an initial draft of anything from lesson plans to grading rubrics.  Consider experimenting with each by using the same prompt and vetting results. Regardless of the selection of the platform, the prompt should be composed to include instructional design and learning theory. Christie (2024) recommends constructing prompts that include Gagné’s (1985) events of instruction:  

  • Gaining attention
  • Informing the learner of the objective
  • Stimulating recall of prerequisite learning
  • Presenting the stimulus material
  • Providing learning guidance
  • Eliciting the performance
  • Providing feedback
  • Assessing the performance
  • Enhancing retention and transfer
Prompt using Gangé’s Events of Instruction: You are an expert in creating an exercise supporting experiential and active learning.  The activity requires peer collaboration for an asynchronous online course and is based on the creation and review of a digital portfolio for professional purposes.  Students will be sorted into groups of 3 for peer review.  Upon completion of the activity, students will create a digital portfolio that includes a skills-based resume, statement of philosophy, projects, and community service.  Afterward, students will be asked to provide feedback on design and content. The activity is a 3-week activity. Please create a brief yet compelling description of the activity that can be posted in Canvas as an introduction.  Create step-by-step directions to create a digital portfolio that includes content pages for the following: skill-based resume, personal statement, projects, and community service, and contact. Include any resources that can help create a college student digital portfolio.  Create a peer review worksheet that students can use to evaluate design and content. Make sure that the worksheet can be filled out online. Generate a grading rubric that evaluates design, skills-based resume, alignment of skills-based resume with projects, and peer review. Consider each part of the instructions given and generate the most engaging lesson.

Keep in mind that the generated lesson may require several iterations to achieve the desired output.  Further, the output is an initial draft that requires vetting for accuracy and integrity and adding legitimate resources. Output requires careful review to support universal design principles, protect privacy, and avoid bias. 

The one platform that lists sources used to generate output is Microsoft’s Copilot. A follow-up prompt that asks for specific sites or resources to be included has mixed results.  Consequently, the problem with legitimacy and accuracy persists.

Moving forward, content creators should require Generative AI platforms to safeguard privacy and provide robust bias reviews—even with free versions of their platforms.  Just as textbook companies were forced to ensure universal design to accommodate learners with disabilities to remain competitive, Generative AI platforms should protect privacy and minimize bias to be a viable candidate for content creation.

What other ideas or plans for the inclusion of AI have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References

Christie, B [Alchemy]. (2024, January 17). AI for the new year: Integrating AI into academic work [Video]. YouTube. https://www.youtube.com/watch?v=Lx0gGJ18MlI

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart & Winston.

Metz, C. (2023, November 16).  Chatbots may ‘hallucinate’ more often than many realize.  The New York Times. https://www.nytimes.com/2023/11/06/technology/chatbots-hallucination-rates.html

Zewe, A. (2023, November 9). Explained: Generative AI: How do powerful generative AI systems like ChatGPT work, and what makes them different from other types of artificial intelligence? MIT News. https://news.mit.edu/2023/explained-generative-ai-1109

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Strategies for Mitigating Student Anxiety (Issue 31)

Word cloud of person representing "anxiety" over a clock face

Author: Charlotte Jones-Roberts, University of Central Florida

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

In my recent classes, I’ve noticed students being more open about feeling anxious in an online classroom. I’m worried these students aren’t getting the most out of class due to the anxiety they feel. Are there any design affordances or teaching strategies I can use to help these students?

Signed,

Deep Breaths

Hi Deep Breaths,

Thanks for your question! You are keen to notice an increase in student anxiety because overall anxiety has been on the rise steadily over the past decade. Anxiety is also found to be a major factor which affects student success and withdrawal rates (Ali & Smith, 2015).

Online instructor and teaching presence is pivotal to student connection.

First and foremost, it is pivotal to follow accessibility requirements. If a student has registered with institutional accessibility services, there is usually a required accommodation for students such as extra time for tests and assignments.

However, it is entirely possible that a student is still experiencing feelings of anxiety. Luckily, there is some research that reflects strategies to help students with feelings of anxiety in online courses.

  • Make things clear from the start! Studies such as Conrad (2002) and Abdous (2019) have indicated that most feelings of anxiety occur at the beginning of the course. Ensuring clarity and organization of the course schedule, assignments, grading point distribution, and scheduled meetings from the beginning of the course can mitigate these initial concerns. Steer clear of surprises!

  • Take out the guess work. Anxieties can be high when a student doesn’t know what to expect in tackling a complicated task (Abdous, 2019). Use low stakes practice activities, clear rubrics, and offer sample assignments to show your students how to do their best.

  • Show them you’re a human, not an online robot. Increasing your teaching presence online is pivotal to connection and alleviating anxieties surrounding an online course (Barcelona et. al., 2023). Send video announcements to check in with the weekly assignments. For video office hours, make yourself easily available with an app like Calendy that allows the students to schedule a 15-minute appointment without becoming burnt out making appointments.

In the end, every student is different. It may also be helpful to have beginning, midpoint, and end of course surveys to see how you can meet the needs of each individual student and class group.

What other ideas regarding strategies for relieving student anxiety have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

Best,

ADDIE

References

Abdous, M. H. (2019). Influence of satisfaction and preparedness on online students’ feelings of anxiety. The Internet and Higher Education, 41, 34-44. 

Ali, A., & Smith, D. (2015). Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy. Issues in Informing Science and Information Technology, 12(1), 11-20. 

Barcelona, A. B., Baraquiel, J. A., Cupo, E. B., Ferreras, E. T., Galarion, C. G., Yabut, L. A., & Zapanta, J. R. A. (2023). Statistical anxiety and teacher presence among graduate students: A moderation analysis. American Journal of Education and Learning, 8(1), 76-87. 

Conrad, D. L. (2002). Engagement, excitement, anxiety, and fear: Learners’ experiences of starting an online course. The American journal of distance education, 16(4), 205-226. 

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A “Weighty” Issue: Grading Schemes and Course Design (Issue 30)

wooden scale balancing one big ball and four small ones

Author and Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

Thanks for your responses to the issues we all share in Instructional Design. I’m an ID at FAU and work with some amazing faculty. Of course, the faculty member has the ultimate say in their course. One question that I have been ‘pondering’ has to do with the weighted percentages many faculty like to use. I have been wondering if there is an effective way to explain that concept to students. At times I am unclear about the grouping of assignments and the ultimate value of specific assignments. I imagine that students are also somewhat muddled by this concept. Thanks in advance for any clarification you can provide, both for me and to share with others.

Signed,

Muddled and Confused

Dear Muddled,

What a great question for this forum! I’m sure many instructional designers – and even faculty new to teaching – have wondered this same thing. Some faculty choose to use a simple point system for grading of assignments that may or may not include extra credit points as well. In this case, there is a maximum number of points for all assignments given in a course. The total points earned for these assignments equals a specific letter grade. Very simple to understand and implement – so why would an instructor elect to use a weighted system in which certain groups or individual assignments have a higher percentage weight in the course than others? It can, indeed, be confusing for students to understand and calculate where they stand in a course at any given time.

First, let’s understand that “grouping” assignments can be used for simple point or weighted grading systems. In simple point grading schemes, this grouping places similar assignments together for ease of viewing and course planning. In a “weighted” grading scheme, however, the assignment groups reflect specific percentages of the total course grade, and those percentages equal 100%. When the overall points for a specific assignment group are calculated, they are multiplied by the percentage attached to that group. The final grade is determined by adding the group percentage grades to obtain a total. The great thing is that all learning management systems work well with weighted systems. Canvas specifically has a “What-if” function that allows students to see what their final grade would be in they earned various grades on remaining assignments (Barrett-Fox, 2023).

Pie chart with 30% Discussions, 50% Quizzes, and 20% Research grading categories.
Weighted Grading Scheme

The learning management system will determine the overall course grade by performing this calculation:

Final Grade = (average Research grade) x 20% + (average Discussion grade) x 30% + (average Quiz grade) x 50%

Many proponents of weighted assignments claim there are several advantages to this system of grading. According to CTLD Support at Metropolitan State University of Denver (2021), making the assignment points equal a specific number is unnecessary; points do not need to be shuffled when assignment changes occur; and weighting ensures that more in-depth assignments will be worth more than multiple small assignments. The instructor can determine and reflect which assignments are of greater value, which provides them greater flexibility. Instructors may also be able to view patterns of student grades within the gradebook subcategories for specific types of assignments to allow for tutoring or intervention – while students can see their own individual activity patterns for improving their academic skills (Salt Lake Community College, 2021). The best part is that you don’t need to worry about the math and all those potentially moving points!

Critics of this grading method, however, argue that students may have less incentive to do well at coursework that counts less towards the overall course grade. I would argue that this could occur using either grading scheme, as students may still be less likely to expend their energy on lower-point activities. Franke (2018) concludes that weighting of assignments, especially final assignments, should be done in a critical and intentional manner since uncritical assignment weighting can discount student learning that has occurred throughout the course, not just at the end.

Weighting assignments should be done in a critical and intentional manner.

Considering the pros and cons for using a weighted grading scheme, here are some best practices for implementation (CTLD, 2021):

  • Instructors should thoroughly explain the system to their students, using graphics as visual references.
  • Important assignment groups should be weighted more heavily than less assignment groups.
  • All assignment groups should total 100% – unless extra credit is provided.
  • Individual assignments should still be worth the number of points that make sense, based on the grading criteria used.
  • With each assignment group, points are still relevant when compared to one another. For example, a 60-point discussion assignment will have greater impact on the final grade than a 20-point discussion assignment.

For an example of how to share the weighted assignment grading scheme with your students, you might want to point them to this video for How Weighted Grades Work (Warner, 2016). The video provides an easy-to-understand instructional format with examples to demonstrate weighting grades in practice. Another simple instructional video is How Do Weighted Grades Work (McCrady, 2021) – similar title, but a different presenter.

What other ideas regarding the use of assignment grouping and weighting – or other grade book strategies –  have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References

Barrett-Fox, R. (2023, August). Lighten your load: Weight grades. Rebecca Barrett-Fox.https://anygoodthing.com/2020/10/15/lighten-your-load-weight-grades/

Franke, M. (2018). Final exam weighting as part of course design. Teaching & Learning Inquiry, 6(1), 91-103. DOI: https://doi.org/10.20343/teachlearninqu.6.1.9

McCrady, V. [Victoria McCrady]. (2021, January 19). How do weighted grades work [Video]. YouTube. https://www.youtube.com/watch?v=L16_SgnBxcw

Metropolitan State University of Denver, Center for Teaching, Learning and Design (2021, April 19). Weighted Grading. https://ready.msudenver.edu/canvas-spotlight/weighted-grading/

Salt Lake Community College. (2021, August 3). What are the benefits of weighting assignment groups in Canvas? SLCC Knowledge Base. https://slcconline.helpdocs.com/instructional-best-practices/what-are-the-benefits-of-weighting-assignment-groups-in-canvas

TOP HAT. (nd). Weighted Grades. https://tophat.com/glossary/w/weighted-grades/

Warner, B. [Brent Warner]. (2016, July 29). How weighted grades work [Video]. YouTube. https://www.youtube.com/watch?v=1WJT-ckF6PU

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Implementation of AI in Online Teaching and Learning (Issue 29)

AI-generated woman sitting with computer and robot

Author: Dr. Jann Sutton, University of North Florida

Editor: Dr. Denise Lowe, University of Central Florida

Dear ADDIE,

I am concerned! My colleagues are talking about the educational impact of Artificial Intelligence (AI) tools like ChatGPT. I see news articles pop up and am wondering how AI will influence the instructor and instructional designer roles. Some of my faculty are really freaking out! I really don’t know where to start.

Help! AI is melting my brain!

Signed,

OA-Organic Acumen

Dear OA,

The speed of technological change is enough to melt anyone’s brain, I feel for you! However, like any new technological application, we need to approach it methodically and thoughtfully.

Take a deep breath dear reader, as artificial intelligence in the educational setting has been around for decades. It is embedded in adaptive learning, analytics, grading systems, plagiarism checkers, and in our chat messaging systems. AI is typically considered a computer system that has been developed (trained) over time to aid our cognitive capacity. AI can be a valid time-management aid!

Take a deep breath...artificial intelligence in the educational setting has been around for decades.

Recently, some of the more popular AI tools like ChatGPT (text generator),  Dall-E2 (graphics generator), Pictory (video/narrator generator, editor), Grammarly (writing assistant), and Otter.ai (audio/video transcription) have become hot topics for our community. Educators are concerned about how AI will be used to derail students’ learning and influence their ability to write and create. Of course, this is a real concern, but let’s consider whether we can approach the proliferation of AI options as a teaching moment.

Let’s explore how AI, specifically ChatGPT, can be harnessed as a teaching and learning tool. Review the following suggestions which provide entry points to investigate text generators.

  1. Experiment with ChatGPT, make an account, input (ask) questions, and define your parameters. Start by asking simple questions and evaluate the responses – are they accurate, incomplete, or completely inaccurate? During one session, continue to input more complex scenarios and questions. See how some instructors are using ChatGPT to create discussion prompts and lesson plans!
  2. Create assignments utilizing ChatGPT. For example, in a multi-part assignment/project, students can use the tool to draft a short paper, solve an equation/problem, or write a discussion post about a course-related topic of interest. Part of the assignment should be to compare the tool’s responses to their course texts. Consider asking them to keep a reflective journal of their experience and their AI prompts. In a follow-up discussion, students can collectively discuss their experiences using an AI tool: Is it ethical to use, did it help them gain a broader understanding of the topic, and was it accurate? Of course, the instructor needs to be THE guiding voice through this process and carefully review the outputs to help students discern the AI results.
  3. Harness strategies to develop authentic assessments which will make it difficult for a text generator to respond if you or your instructors are not ready to embed the tool in pedagogical activities. Focus on recent local events specific to your course topic which require critical thinking and analysis that cannot be easily replicated by a text generator.
  4. Reflect on your current AI policy and help instructors draft a statement for their syllabi and/or assignment instructions. Can students use it when preparing an outline, but not a final draft? Define your expectations and make them explicit.

Further exploration might include “talking” directly to ChatGPT, asking it how you can incorporate AI into your specific course, and experimenting with how to evaluate its use. Get to know the AI tools, their strengths, and their limitations.

AI-generated conversation with instructor

To give you an idea of how this could work for a research or discussion-related assignment, this image is a screen shot of a discussion between myself and ChatGPT.

As you can see, the ChatGPT AI system provides ideas based on the specificity of my queries. The more specific you are, the better responses are generated by the software. The AI-generated results might also provide you with new ideas to think about, enhancing the depth and breadth of your creativity and research. This is how it works with the graphic image AI software as well – specificity can bring awesome results!

As with all technological advances, there are potential concerns regarding AI, such as privacy issues, equity considerations, and resource allocations. While these concerns should be taken seriously, this article focuses primarily on the positive applications of AI in education.

Personally, I see ChatGPT as a type of Google search engine on steroids. It is powerful, but only as powerful as my own discerning capabilities. A search engine provides resources that are not created equal; similarly, I need to review the AI output and then decide on my own how I will use the results.

What other ideas or plans for the use of AI have you applied or are exploring at your higher education institution? Please share your thoughts with our TOPkit community on LinkedIn!

References

Guan, C., Mou, J., & Jiang, Z. (2020). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation Studies, 4(4), 134-147.

EDUCAUSE Learning Initiative. (2017). Seven things you should know about artificial intelligence in teaching and learning. EDUCAUSE. Retrieved April 20, 2023, from https://library.educause.edu/-/media/files/library/2017/4/eli7143.pdf.

McMurtrie, B. (2023). What you can learn from students about CHATGPT. The Chronicle of Higher Education.

Rose, R. (2023). ChatGPT in Higher Education: Artificial Intelligence and Higher Education. University of North Florida Digital Pressbooks.

University Center for Teaching and Learning. (nd). ChatGPT resources for faculty. University of Pittsburgh. Retrieved April 24, 2023, from https://teaching.pitt.edu/resources/chatgpt-resources-for-faculty/

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Cyberbullying: A Guide for Supporting Faculty Under Attack (Issue 28)

shocked lady looking at computer

Author and Editor: Dr. Denise Lowe

Dear ADDIE,

The faculty members at my institution are facing a unique challenge, especially since the extensive use of Zoom for class meetings during the COVID-19 pandemic. Many of our faculty have come under attack on social media for the way they teach, the way their courses are designed, the way they dress, the way they style their hair, etc. Apparently, nothing is off limits for those that post these negative comments! What can instructional designers and administrators do to help support faculty when they are under such stress?

Signed,

Cyber Stressing

Dear Stressing,

Faculty have varied challenges in teaching a diverse student population but facing social media attacks should not be one of them. Unfortunately, this is occurring frequently in the higher education landscape. What you are describing is known as “cyberbullying.” Cyberbullying is defined by Willard (2004, as cited in Li, 2008) as “sending or posting harmful or cruel text or images using the Internet or other digital communication devices.” These can include tactics such as flaming, harassment, cyberstalking, denigration, masquerade, outing and trickery, and exclusion.

definition of harassment terms

According to Cain, Linos, and Chretien (2019), there have been “coordinated public attacks directed at higher education faculty,” usually politically or socially motivated from students who disagree with statements made by faculty members concerning sensitive or controversial subjects. When opinions, attitudes, or attempts to engage is civil discourse goes viral, the goal is to destroy reputations or careers – not to further scholarly discourse – which further undermines the development of critical thinking and the ability to confront challenging issues. Unfortunately, these negative effects can have repercussions for both the faculty members and their institution.

A "critical instructional design" approach can prioritize course concepts and strategies that may mitigate cyberbullying.

For those of us in faculty support roles, it is important to understand the emotional distress and/or abuse the faculty member may be experiencing. How can one focus on well-designed courses, professional development, and scholarly activities when facing such aggression? The relational support instructional designers and administrators can provide is like self-care but may be viewed as “other care.” Faculty members also have a role to play here. There are purposeful actions each role can take to mitigate the physical, mental, and financial stress during this type of challenge, as indicated in the table below.

Cyberbullying is not an event that anyone – students or faculty – should have to understand or face, but it is a fact of life in today’s world. The steady increase of technology continues to make such communication increasingly easy because it offers anonymity, instant gratification, and often biased rhetoric. While instructional designers, administrators, and faculty peers cannot replace licensed mental health professionals when needed, we can provide some structure and support for faculty under fire. Policies, expectations, syllabi, and engaging critical thought content to capitalize on student involvement are the foundation of effective course design to help mitigate the onset and potential effects of cyberbullying.

Recommendations for Mitigating Cyberbullying for Faculty and Support Roles
WhoRecommendations
AdministratorsDevelop and disseminate clear social media guidelines that outline free speech and academic freedom components.
 
Provide formal training for faculty on social media conduct, communication, and online scholarly discourse.

Form a social media crisis team that can (1) provide an a priori crisis plan and (2) intervene rapidly in cyberbullying cases to protect the faculty member and the university.  
  
Instructional DesignersUsing the COI framework, consider teaching presence elements in course design to create a positive learning environment by establishing policies, procedures, and processes; and reviewing instructor response approaches in course syllabi and expectations (Cox and Raditch, 2022).  

Use a “critical instructional design” approach (Morris, 2017) to assist faculty to prioritize collaboration, participation, social justice, learner agency, emergence, narrative, and nurturing relationships between faculty/students and students/students to help give students a voice and minimize conflict.  

Incorporate instructional support on cyberbullying in faculty development programs and training, especially for online teaching.  

Be flexible in work or training programs deadlines when faculty members are facing cyberbullying challenges.  

Offer relational support and mitigation design ideas through the building of the instructional designer/faculty relationship.  

Offer cyberbullying resources such as the Cyberbullying Research Center, designed for educators at all levels.  
  
FacultyUse principles of civil discourse to reduce the chances of evoking rage and inviting a cyberattack.  

Recognize that one does not have to participate in social media discourse to become a target of cyberbullying as cellphone videos, forwarded emails, and online links to manuscripts are easily shared online by the attacking party.  

If one becomes a cyberbullying target, inform administration immediately, refrain from further social media communications with the attacker(s), and seek legal advice.  

Provide support in private and/or public to peers undergoing a cyberbullying attack.
Adapted from Cain, J., Linos, E., and Chretien, K. (2019). Cyberbullying in academic medicine: A framework for managing social media attacks. Academic Medicine, 94(5), 626-629. DOI: 10.1097/ACM.0000000000002649

What other ideas do you have that could improve the Ask ADDIE approach to inviting questions or article ideas? Please share your thoughts with our TOPkit community on LinkedIn!

References

Cain, J., Linos, E., and Chretien, K. (2019). Cyberbullying in academic medicine: A framework for managing social media attacks. Academic Medicine, 94(5), 626-629. DOI: 10.1097/ACM.0000000000002649

Cox, T. and Raditch, J. (2022). Teaching Online and Cyberbullying: Exploring Cyberbullying Policies. Journal of Effective Teaching in Higher Education, 5(1), 71-89. DOI: https://doi.org/10.36021/jethe.v5i1.152

Del Ray, R., Ortga-Ruiz, R. and Casas, J. (2019). Asegu`rate: An intervention program against cyberbullying based on teachers’ commitment and on design of its instructional materials. International Journal of Environmental Research and Public Health, 16, 434. DOI: 10.3390/ijerph16030434

Li, Q. (2008). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology (CJLT), 34(2). DOI: https://doi.org/10.21432/T2DK5G

Morris, S. M. (2017, October 27). A call for critical instructional design. Sean Michael Morris. https://www.seanmichaelmorris.com/a-call-for-critical-instructional-design/