Converting traditional assignments to appeal to varied learning preferences using digital tools
Nassau Community College
As we begin to delve more deeply and consistently into assessing SUNY GenEd and NCC Institutional Learning Outcomes across the curricula, I have been searching for new and varied ways to convert existing projects to achieve the goals of additional learning outcomes. I was seeking new/different methods of assessment to appeal to a variety of learning preferences. I piloted use of a new tool to enhance digital learning, visual literacy and presentation in two of the courses I teach.
The Creative Problem Solving in Business course consists of a project-based curriculum with extended group projects. In an effort to make the introductory work more appealing, I introduced the use of templates for creating timeline info graphics. I led a class demonstration and provided an example of a timeline created with Visme, visme.co. The class was then guided to create their own accounts to experiment with the digital learning enhancement. They did an impressive job of converting their long, text-based timelines into themed infographics relevant to the companies they were researching.
In my human resource management course, there were two written papers assigned, each covering a different subject that was required for the course. It is a content-rich class, but it can be a bit tedious for the students to listen to each other present papers continuously in class. It was delivered in a hybrid format, easily lending itself to the use of more robust digital learning tools.
After participating in the EmTech MOOC through The SUNY Center for Professional Development (SUNY CPD) and several Dedicated Digital Learning initiatives at NCC, I had the idea to convert one of the assigned papers to a different kind of project utilizing one of the new tools I had explored. I polled the class regarding two methodologies I was considering employing. Their preference was overwhelmingly for the creation of infographics based upon their research topics.
The project was to choose a labor law and describe its history, current provisions, and what (if anything) they would change about the law. All of their sources would of course have to be cited. I directed them to use Visme, an online tool for creation of infographics that has a functional free version. They had the choice of publishing the infographic on the web, supplying me with a link, or simply creating a gif or bmp file containing the infographic.
I accessed the SurfacePro computers that are available in my department and brought them into my classroom. After the students had each researched their topics on their own, I had them all create accounts in Visme while in class. I was able to assist them with logging in and navigating the rich resources available within the tool. After that, they had to complete their assignments remotely and submit them. The students were largely able to do this on their own. If I had more time during the semester, I may have conducted an additional lab session bringing the SurfacePro computers into the class.
They were suddenly excited to complete the assignment and eager to present virtually and in class. The infographics were themed according to their choice of law. The engagement of the audience was also obvious. It was exciting for all of us, as I could now assess them on additional learning outcomes, consciously enhancing their skill sets and outcomes. The students enjoyed the process overall and preferred it to the traditional method of writing a research paper, even though there was a learning curve that required additional time and work for many of them. Their interest in each other’s projects was also very empowering for each of them. Students shared the following feedback:
“It was much easier to organize my information in the context of the infographic”
“I was less stressed out about my presentation because the infographic was organized in a format that I could follow”
“I found it easier to cover my topic in this format that in writing a traditional paper”
Students were easily able to demonstrate their effectiveness in performing the following:
• Accessing and utilizing basic computer and internet functions, demonstrating appropriate and effective utilization of programs and features
• Using basic research techniques demonstrating appropriate, effective research skills
• Producing coherent texts within common college level forms
• Visual presentation of information
• Mastery of the topic explored
• Oral presentations used enhanced visual materials
I would highly recommend offering alternative formats for traditional assignments, especially in online and blended environments. It opens the students to new skill sets and improved ways to present what they have learned. It provides an alternate opportunity for students to synthesize the information they are exploring and reading, and can also raise the interest level of the instructor and students. The varied formats and themes add visual interest as well as room for clear content. The added bonus is the production of one assignment that can be used for varied types of assessment.
(Examples of student work follows)
BUS 140 Project Samples: Labor Laws
https://my.visme.co/projects/y4yz4x7x-bus140project
https://my.visme.co/projects/76o4qx0x-fmla
BUS 100 Timelines, as well as additional labor law projects in file upload section.