Strategies for Weekly Modules
Promote ease of navigation and a concept-based approach to online instruction by using concept-specific pages on D2L to link, introduce, describe, and comment on PowerPoints, Readings, and Videos. Strategies include:
Avoiding Categorized Sub-Folders
Creating a Learning Sequence Based on a Concept
Introducing Links and Embedding Videos and Transcripts with D2L Content Web Pages
Strategy #1: Use Only One Level – Avoid Sub-Modules
D2L modules allow instructors to create sub-modules. Sub-modules act as sub-folders, and they create a hierarchical organizational structure. In the example below, Week 2 content is within the top-level “Weekly Content” module, and the Week 2 module is sub-divided into Readings, Video Links, and Assignments.
This organizational format looks “neat” and “organized,” but it does not follow effective practices for online learning. Sub-modules and sub-folders hide content. Students cannot see what is within sub-modules, so they have to click in and out of folders to find course content and assignments.
Avoid hiding content and promote ease of navigation by linking all items to a top-level module – as shown on the right.
Strategy #2: Create a Learning Sequence – Don’t Group Items by Type
The Week 2 module above groups items by type – Readings, Videos, and Assignments. This organizational structure suggests that students should complete all readings first, then watch all videos, then attempt the assignments.
This may be okay if the weekly unit focuses on only one concept. But, if the unit includes several concepts, it means that students will go from one concept to another without any opportunity for practice and feedback.
Avoid grouping items into sub-folders organized by type. Instead, link items into a learning sequence around individual concepts. The example on the right shows how instructional content and assignments can be grouped around individual concepts. The image shows that all Concept 1 materials come first, followed by Concept 2 materials.
Students are able to see which assignments correspond to which concepts, and they are able to practice and receive feedback for each concept before attempting the more major end-of-unit assignment.
What if my PowerPoint covers the whole chapter and is 50 slides long?
Try to translate “chapters” into “learning concepts.”
Identify individual concepts within the chapter,
divide the presentation into smaller conceptual pieces,
add (or move) activities and assignments between each concept, as appropriate.
Strategy #3: Build Content Pages – Don’t Link Items without Introductions
When linking content items to modules (as shown above), it's useful to provide an introduction, background information, context, or transition between items. Often, content links contain little or no information, and the student is not adequately prepared for the instructional content. Also, videos often open in a new browser on an external website. This takes the student out of D2L, and the new webpage may not provide a transcript.
Provide introductions, background information, context, and descriptions by linking content within a File or Content Web Page.
Within the module, click on “New,” then “Create a File.” Link PowerPoints, PDFs, and other handouts within this page. Link videos with embed codes so the video will play within the D2L content page, and provide a link to the transcript.
After posting links to content or videos, provide introductory material, reflection questions, transitions between items, and other explanatory materials.
The content web page on the right looks like a website. The same D2L content (PPT, Readings, Videos) is linked within the page.
The page provides introductions and useful information. For example, it shows that the PowerPoint and video describe components of the balance sheet, while the two readings describe analytical strategies.
Content pages provide concept-specific information, and they reduce the number of items in the weekly module.
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