Approx 6 minute read
Patti O'Sullivan, Instructor and Program Manager, Externally Funded Academic Innovation Projects, University of Mississippi
Approx 6 minute read
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You’ve decided to adopt a digital learning solution to solve a specific problem in your classes. Now an equally important choice quickly follows: should you build a custom course, buy off-the-shelf-courseware, or start somewhere between the two?
In managing an adaptive courseware grant at the University of Mississippi, I’ve observed that many faculty tend to default to the digital platform provided by the publisher of their preferred textbook. What often happens in this situation is that once they use the platform for a couple of semesters, they grow frustrated by the limited functionality of the courseware in terms of customization and actionable data.
What’s likely happening in these situations is that the faculty selected a solution based on content, not based on its ability to address their specific needs or challenges. To avoid this pitfall, I recommend flipping the process: rather than selecting courseware because it pairs with a particular textbook, evaluate options based on what best suits the needs of your course. To help guide you through this process, I’ll break down the different approaches you can take and share the key questions to consider that can inform your decision.
Choosing digital learning courseware is a little like buying a home – before making a purchase, you first have to decide what you’d like your new house to look like, what features you want it to have, and how much time and effort you’re willing to put in to bring that vision to life.
All three of these digital learning approaches typically involve four components: content, practice, assessments, and analytics. As you explore your options, think about what your goals and needs are in each of these areas and how well each type of digital courseware solution can deliver on this. As you begin your decision process, consider these five questions:
It is not easy to know what you want in a digital learning platform before actually using one, so don’t be afraid to ask service providers for access to a sandbox course where you can experience the platform in the student and instructor view. You might also consider reaching out to colleagues in your discipline who are using digital courseware for their advice; Every Learner Everywhere is putting together a list of faculty willing to share out their experiences using digital learning platforms. You can also find faculty users giving presentations at discipline-specific conferences and educational technology conferences. If you cannot attend these, browse the agendas for faculty presenters and reach out to them via email.
Finally, for whichever approach you choose, solicit feedback from your students throughout the implementation process and take the time to benchmark their performance before and after any changes go into effect. After all, the most important measure of the quality of any digital learning platform is whether it is effective in helping students learn – and helping you create and manage that learning experience for them.