STEVEN REESE - Multimodal Assignment Module

MULTIMODAL ASSIGNMENT MODULE

For this design task, I crafted an online module in D2L for my Accessible Multimodal Composition in Two Genres assignment based on the work I did in the previous design task. Having identified all of the learning activities students would need to do to complete the project, the primary goal of this task was for me to think through how I would help a faculty member or subject matter expert create all of the supporting materials and documentation needed on a learning management system for students to complete a multimodal assignment in an Online: Asynchronous course.

This assignment is meant to be completed over three weeks, so I created sub-modules for each week's work and included the dates in the navigation bar to help students keep track of their progress and the pacing of the project.

In the introduction to the module and the assignment, I outline for students what our major project for the next three weeks will be and offer advice on how they should proceed through the module in the order in which I've arranged it. Because this module is for an Online: Asynchronous course and students will be completing the project on their own with minimal guidance, this introduction is meant to ensure that they begin the project with knowledge of what's to come.

I created three different resource documents for this project: the assignment sheet, a 'remixed' assignment sheet, and class resources on composing for accessibility and disability shared document. With each of these documents, I included a description of what students will find at each link. The class resources list is housed on a collaborative Google Drive document on which I've compiled over a dozen resources that students can reference for this project. I also encourage students to add to this resource list themselves to help their classmates.

The learning activities for this project are varied: students complete an independent activity practicing composing in several different genres; students complete readings; and students have their choice of one of three activities that they will complete on the discussion board. These activities incorporate social media, podcasts, and video. This strategy aligns with UDL principles of varying the learning materials and ways for students to show their learning, and the discussion boards encourage discussions between students, which is especially important for fostering a supportive learning community in an Online: Asynchronous course.

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