Intro
Indicators
Canvas Tools
Examples
Try It!
Resources

Introduction

The purpose of this standard is to encourage you to reflect on how the learning technologies used in your course align with and support your learning materials/content, learning activities, assessments, module-level objectives, and course-level outcomes. Learning technologies or educational technology, a.k.a. EdTech, consists of any software, hardware/devices, digital tools, apps, or media you use, or require students to use, in your course for the purpose of learning, knowledge transmission, assessment, or to practice new skills. For example, Canvas, Google docs, virtual labs, or Zoom just to name a few. Purposeful integration of thoughtfully aligned technology that facilitates active rather than passive learning into your course, can transform the learning experience for your students but keep in mind that sometimes the best technology to use is no technology at all. You might consider incorporating technology into your course when you need to:

Actively engage students in exploration, practice, curation, or creation.
Enhance student-to-content, student-to-student, and student-to-instructor interactions and communication.
Facilitate collaboration in and out of the classroom.
Facilitate activities that might otherwise be difficult or impossible due to time, cost, or location.

As important as aligning your technology selections with the learning goals of your course, it is vital to ensure that the tools you choose are equitable, meaning all students can access and use them. Always be sure to inquire about the accessibility of the tools you are planning to use, any requirements for their use, student privacy concerns, and cost - FREE is always good! There is no one technology or tool that will benefit the learning of every student, so you might consider offering students choice in the tools they use to learn. This will help ensure every student has what they need to be successful. It’s also important to be comfortable using any tools you expect students to use and to have a back-up plan just in case the technology fails.

Why it Matters to Students ...

Since the beginning of the quarter Eryn has been disappointed with the different tools and technology required for Nutrition 101. The tools offer a lot of creative options and could be fun to learn about if there was more time, but none of them have really helped Eryn practice or learn more about the topics. (4.3.a) Eryn is frustrated and thinks “I’m spending more time learning new tools than I am learning anything about nutrition.” (4.3.a) For the final project, the teacher wants the class to create a Prezi to show what they’ve learned about nutritional planning. Eryn has never used Prezi and has no idea why the teacher chose this tool. Eryn doesn’t understand how doing a presentation in Prezi will show how to write a nutritional meal plan and it seems like it’s going to be just another time-consuming tool to learn. (4.3.b) The instructor hasn't included any explanation of why learning Prezi is important to understanding nutrition. Eryn is having a hard time connecting things and wishes there was a place in the course to ask questions and discuss the topic. (4.3.c)

Consider This ...

How might you use technology to help students learn? How will using technology add to or detract from students’ learning? How have your technology selections to date impacted equity in your classroom?
How does the selected tool align with the learning goals of your course? How might using technology transform the learning experience for students?
How equitable is the technology or tool you’re planning to use? Can all students use and access it? Does using the tool create any barriers for students? What alternatives might exist?

Indicators Explained

The Indicators for Standard 4.3 are organized by Essentials and Next Steps. Click the menu bars below to expand and read about the Indicators in each section.

Essential

Applying all Essential Indicators demonstrates that your course design includes the basic foundational elements that must be present for students to succeed in an online course.

4.3.a - Course technologies align with course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

The learning technologies, or EdTech tools, you choose to include in your course should align with and support the course materials, learning activities, assessments, module-level objectives, and course-level outcomes included in your course. Alignment between these elements exists when the learning technologies provide students with the tools they need to enhance their learning, practice newly acquired skills, demonstrate their learning, and work toward achieving module-level objectives and mastering course-level outcomes. Rather than using technology for technology’s sake or just because it’s new or fun, be sure to carefully align your educational technology selections with the learning goals in your course. As you’re exploring new technologies that may be a good fit for your course learning goals, be sure to visit Bloom’s Digital Taxonomy.

EdTech tools have revolutionized teaching and learning but unfortunately, they also have the potential to distract teachers and students. Innovating and trying new tools is something to be proud of, but just because it’s the next new shiny tool, doesn’t necessarily mean it’s the right fit for the learning goals of your course or the learning needs of your students. If learning technologies are misaligned with the learning goals of your course, students may waste precious time trying to figure out how to use a tool or focusing on time-consuming “creative” work that results in minimal intellectual impact. Any tools you choose to use should always enhance, not detract from, your students’ learning experience. Ask yourself why you are using technology and how using technology will impact the learning experience for your students. If the technology has the potential to transform or significantly improve the learning process and aids students in achieving stated learning goals, then it may be a good choice. If not, consider selecting a different tool or reevaluating the need to use technology at all. The best advice you can follow when deciding whether or not to use technology in your course is to always intentionally align any technologies you select with the learning goals of your course and the learning needs of your students.

4.3.b - Course includes a clear explanation describing the relationship between course technologies, course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Adult students learn best when they understand the purpose behind their learning, so be sure to clearly explain how and why the chosen learning technologies and tools will help students be successful in your course. An explanation of how the selected technologies support student learning can come in a variety of forms, one of which is a course map or outline that details how the components of your course work together. However, even a brief paragraph or just a few sentences on each module’s introductory page, on each assignment, or a page in your Start module can help students better understand the relationship between, the purpose behind, and make meaning of, the technologies they are using to learn. Going further and connecting the selected technologies to applications beyond the classroom makes them even more relevant to students.

If you were planning to take a long-distance road trip, you would probably map your route in order to arrive safely at the desired destination. A course map is a document or graphic, much like a road map, that lists all of the vital components of your course and illustrates how they relate and work together to create an effective learning experience for your students. Whatever form your course map takes - a table, outline or list, chart, mind map, or concept map - taking the time to map your course will help you stay organized, speed up the course development process, and identify alignment issues and gaps or redundancies in your curriculum. Mapping your course will help you:

Create a clear road map for your course.
Identify clear learning expectations for students.
Scaffold skills and concepts appropriately.
Align assessment strategies with module-level objectives and course-level outcomes.
Ensure learning materials support student learning.
Ensure learning technologies enhance student learning.
Build more effective units of learning.
Prepare you to compare your course components with colleagues' courses, program-level outcomes and institutional learning outcomes, industry-specific skills, and transfer requirements.

Alignment is an essential component of the backward design process in which you start by asking what students should be able to do by the end of the course and then work backward to set unit learning goals, plan authentic assessments, and select appropriate supporting content and technologies. Designing your course with the end in mind will help you avoid the pitfalls of including too much content and learning activities and technologies that do not support the overarching goals of the course. As you continue to work through the design of your course, the information included on your course map will grow. Eventually, your course map will include information about the course-level outcomes, module-level objectives, assessments, learning materials/content, selected technologies, and all other learning activities in your course. Including each of these intentionally selected elements in your map will help you visualize the alignment of your course.

4.3.c - Course includes an opportunity for students to explore and reflect on the relationship between course technologies, course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Sharing a course map or course outline with students that explains how course components relate to course learning goals is a practical way to illustrate connections for students. Without a clearly defined path, students may focus on learning incorrect skills and/or may not master the skills you intended at the desired level. Having a clear understanding of where they are expected to go and how they are expected to get there helps students monitor their progress and work toward success. Your course map gives students a clearer idea of what they will learn, how they will learn it, the content and resources that will support their learning, and the technology tools that will enhance their learning. It also helps you and your students better understand the purpose and structure of the course.

Beyond sharing your course map document, outline, or other graphic illustrating how all of the components of your course work together, you can also provide space for students to reflect on and share about how course technologies align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes. You can design a class discussion, assignment, or quiz for students to think about and make connections between course technologies, course materials, learning activities, assessments, module-level objectives, and course-level outcomes.

Next Steps

Applying all Next Steps Indicators for this Standard combined with one or more of the following Best Practice Indicators demonstrates that your course design includes the basic foundational elements necessary for students to succeed in an online course plus additional elements that are intentionally designed to increase student success in your online course.

4.3.d - Course technologies align with program-level outcomes.

Student learning outcomes range in specificity from broad and flexible at the global institutional-level to narrow and highly specific at the course and module-levels. Falling in the middle, program-level outcomes are influenced by industry and/or discipline specific needs or transfer requirements. An effective program of study will be built around a set of carefully planned and well-thought-out learning goals that creates a clear career or transfer path for students. Student progress and success on this path can be visualized through a curriculum mapping process.

Global/institutional, program, and course outcomes are the threads that connect the application of learned technology skills and acquired technology knowledge to actual use within the student's continued educational context or outside of the classroom. Clearly articulating what students will know or be able to do, aids in communicating the benefits of completing a given program of study to students and prospective employers. Aligning your course technologies with program-level outcomes will help ensure students are gaining the technology knowledge and skills they need to be successful in their future academic and work lives. If you are unsure which program(s) your course technologies should map to, you may want to check in with the Guided Pathways team on your campus.

4.3.e - Course technologies align with institutional learning outcomes.

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4.3.f - Course technologies align with industry-specific skills and/or transfer requirements.

Adult students learn best when they understand why they are learning something and when the skill or concept has relevance or is of immediate value to their work or personal lives. In addition to ensuring your course technologies align with course materials, learning activities, assessments, module-level objectives, and course-level outcomes, program-level outcomes, and institution learning outcomes, look for opportunities to connect student learning to technology skills and uses outside of the classroom. How might students use this technology in their current or future career path? Why do employers value a technology of this nature? How can mastering this technology help students obtain employment or explore career options? Is this technology an industry standard? How does this technology help students meet a transfer requirement?

Canvas Tools

These Canvas tools can help you meet this standard and make your work easier:

Announcements: Use Announcements to remind students about important learning tools. For example, sending an announcement connecting learning technologies to learning materials, module-level objectives and/or course-level outcomes.
Syllabus: Use the Syllabus page to prominently display important course information. For example, including sections about course technologies and course mapping.
Modules + Pages: Use a Page added to a Module to introduce each learning technology. For example, an introductory page dedicated to explaining how the learning technology connects to learning materials, assessments, module-level objectives, course-level outcomes, and possibly even program requirements or employer valued skills.
Discussions, Assignments, or Quizzes: Use a discussion, assignment, or quiz to provide space for students to share. For example, to share about how they think the learning technologies connect to module-level objectives, course-level outcomes, program requirements, or employer valued skills.
App Center: Use the App Center to add new features to your Canvas course. For example, to add an integrated learning tool to your course like MyOpenMath.

Examples of Standard 4.3

Want to see how other instructors have applied this Standard in their course? Check out these examples!

Example 1

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Example 2

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Example 3

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Example 4

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Example 5

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Ways to Apply Standard 4.3

Need some ideas for how to apply this standard to your course? Try one of these!

4.3.a - Alignment with learning activities, assessments, module-level objectives, and course-level outcomes

(4.3.a) Use a course map worksheet, or another method of your choice, to map your course and identify any gaps or redundancies in your curriculum. Rethink or remove any course technologies that do not support one or more learning activities, assessments, module-level objectives and/or course-level outcomes.
(4.3.a) Review the technologies used in your course to determine if they align with your course outcomes. Rethink or remove any technologies that do not support one or more course-level outcomes for your course.
(4.3.a) Review the technologies used in your course to determine if they align with your module-level objectives. Rethink or remove any technologies that do not support one or more module-level objectives for your course.
(4.3.a) Review the technologies used in your course to ensure that they support your learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Adjust your selected technologies as needed to address any problem areas you identify.
(4.3.a) Use a Survey or Discussion to ask students for feedback about how well the course technologies connect to the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.
(4.3.a) Use Bloom's Digital Taxonomy to compare how well your course technologies align with your course-level outcomes, module-level objectives, and the skills and knowledge measured by your assessments. Rethink or remove any technologies that do not support the intended or appropriate level of learning in your course.

4.3.b - Description of how course technologies align

(4.3.b) Link to or inline display a course map document, outline, or another graphic illustrating how all of the components of your course work together on your Syllabus page or in your “Start” module.
(4.3.b) Write an explanation to include on your Syllabus page or in your “Start” module about how all of the components of your course work together to help students achieve success. Remember to write your explanation in student-friendly language.
(4.3.b) Write an explanation to include on the introductory page of each module briefly detailing how the selected learning technologies support the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes in the unit. Remember to write your explanation in student-friendly language.
(4.3.b) Add explanations to any pages, discussion, assignments, or quizzes introducing the selected learning technologies detailing how the tools connect to the learning materials, activities, assessments, module-level objectives, and course-level outcomes.

4.3.c - Opportunity to explore and reflect on how course technologies align

(4.3.c) Share your course map document, outline, or other graphic illustrating how all of the components of your course work together on your Syllabus page, in your “Start” module, or embedded within discussions, assignments, or quizzes. Ask students to reflect on how course technologies align with the learning materials, activities, assessments, module-level objectives, and course-level outcomes.
(4.3.c) Add a discussion, assignment, or quiz to provide space for students to share about how they think the course technologies connect to the learning materials, activities, assessments, module-level objectives, and course-level outcomes.
(4.3.c) Use a survey or discussion to ask students for feedback about how well the learning technologies connect to the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.

4.3.d - Alignment with program-level outcomes

(4.3.d) Investigate how program-level outcomes map to your course technologies. Discuss what you find with colleagues and the Guided Pathways team on your campus.
(4.3.d) Add explanations to assignments, discussions, and quizzes detailing how course technologies connect to program-level outcomes. Remember to write your explanations in student-friendly language.
(4.3.d) Write an explanation to include in your syllabus briefly detailing how course technologies support students achieving program-level outcomes. Remember to write your explanation in student-friendly language.
(4.3.d) Use a survey or discussion to ask students for feedback about how well course technologies connect to the learning materials, learning activities, assessments, module-level objectives, and course-level outcomes. Use the data gathered to make adjustments as needed.

4.3.e - Alignment with institutional learning outcomes

(4.3.e) Add explanations to assignments, discussions, and quizzes detailing how module-level objectives and course-level outcomes connect to institutional learning outcomes. Remember to write your explanations in student-friendly language.
(4.3.e) Write an explanation to include in your syllabus briefly detailing how the module-level objectives and course-level outcomes for your course support students in achieving institutional learning outcomes. Remember to write your explanation in student-friendly language.

4.3.f - Alignment with industry-specific skills and/or transfer requirements

(4.3.f) Write an explanation to include in your syllabus briefly detailing how course technologies support students in achieving program-level outcomes. Remember to write your explanation in student-friendly language.
(4.3.f) Add explanations to assignments, discussions, and quizzes detailing how course technologies connect to industry or discipline-specific skills or transfer requirements. Remember to write your explanations in student-friendly language.
(4.3.f) Identify which Guided Pathways program map(s) your course appears on and which career paths the technology skills taught in your course align with. Write brief explanations of how technology skills map to specific career paths or transfer requirements to include on the introductory page of each module.

Resources

Recommended Reading

Research Article: The LEAPS Framework for Selecting Digital Technologies in Online, Hybrid, and Face-to-Face Course Design by Linda Lohman discussing considerations for selecting educational technology
Web page: Integrating Technology with Bloom’s Taxonomy by ASU Teach Online explains the expansion of Bloom’s Taxonomy to include technology related action verbs
Video: Bloom’s Digital Taxonomy by Common Sense Education explains the evolution of Bloom’s Taxonomy to include technology related action verbs
Video: SAMR and Bloom's Taxonomy: Assembling the Puzzle by Common Sense Education illustrates how teachers can use the SAMR model and Bloom’s Taxonomy to transform learning design using technology

References

4.3.a - Alignment with learning activities, assessments, module-level objectives, and course-level outcomes

Bailey, T. R., Smith Jaggars, S., & Jenkins, D. (2015). Redesigning America's Community Colleges: A Clearer Path to Student Success. Harvard University Press.
Bouslog, M. (2020, January 22). Finding the Right EdTech to Meet Students Needs. TeachHub. Retrieved July 8, 2021, from https://www.teachhub.com/technology-in-the-classroom/2020/01/finding-the-right-edtech-to-meet-students-needs/
Caukin, N., & Trail, L. (2019). SAMR: A Tool for Reflection for Ed Tech Integration. International Journal of the Whole Child, 4(1), 47-54. https://libjournals.mtsu.edu/index.php/ijwc/article/view/1370
Churches, A. (2008, January). Bloom's Digital Taxonomy. Retrieved from Research Gate https://www.researchgate.net/publication/228381038_Bloom%27s_Digital_Taxonomy
Department of Education. (2017, January). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update [Government Report]. Office of Educational Technology. Retrieved July 9, 2021, from https://tech.ed.gov/netp/#collapseaccordionone
Grantham, N. (2017, July 25). Bloom’s Digital Taxonomy. Fractus Learning. Retrieved July 9, 2021, from https://www.fractuslearning.com/blooms-taxonomy-digital-print-table/
Faculty Focus. (2017, November 1). New Research: More Than Half of College Students Prefer Classes That Use Digital Learning Technology. Faculty Focus. Retrieved July 8, 2021, from https://www.facultyfocus.com/uncategorized/new-research-more-than-half-of-college-students-prefer-classes-that-use-digital-learning-technology/
Lohman, L. (2021, January). The LEAPS Framework for Selecting Digital Technologies in Online, Hybrid, and Face-to-Face Course Design. Currents in Teaching & Learning, 12(2), 6-19. Retrieved July 9, 2021, from https://www.researchgate.net/publication/348817636_The_LEAPS_Framework_for_Selecting_Digital_Technologies_in_Online_Hybrid_and_Face-to-Face_Course_Design
McNulty, N. (2021, June 17). Bloom’s Digital Taxonomy. Teaching (with) tech. Retrieved July 9, 2021, from https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/
Sneed, O., & Arizona State University. (2016, May 9). Integrating Technology with Bloom’s Taxonomy. Teach Online. Retrieved July 9, 2021, from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
Tanner, R. (2020, April 17). Steps toward excellence: Aligning materials and tools. Robert Talbert, Ph.D. Retrieved July 9, 2021, from http://rtalbert.org/steps-toward-excellence-aligning-materials-and-tools/
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.
Willis, J. (2016, January 28). Matching Edtech Products with Neurological Learning Goals. Edutopia. Retrieved July 12, 2021, from https://www.edutopia.org/blog/edtech-products-neurological-learning-goals-judy-willis
Terada, Y. (2020, May 4). A Powerful Model for Understanding Good Tech Integration. Edutopia. Retrieved November 11, 1021 from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration
Zielezinski, M. B. (2016, June 25). What 7 Factors Should Educators Consider When Choosing Digital Tools for Underserved Students? EdSurge. Retrieved July 8, 2021, from https://www.edsurge.com/news/2016-06-25-what-7-factors-should-educators-consider-when-choosing-digital-tools-for-underserved-students
Zielezinski, M.B., & Darling-Hammond, L. (2016). Promising practices: A literature review of technology use by underserved students. Stanford, CA: Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/scope-report-promising-practices-v1.pdf

4.3.b - Description of how course technologies align

Bailey, T. R., Smith Jaggars, S., & Jenkins, D. (2015). Redesigning America's Community Colleges: A Clearer Path to Student Success. Harvard University Press.
Department of Education. (2017, January). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update [Government Report]. Office of Educational Technology. Retrieved July 9, 2021, from https://tech.ed.gov/netp/#collapseaccordionone
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Tanner, R. (2020, April 17). Steps toward excellence: Aligning materials and tools. Robert Talbert, Ph.D. Retrieved July 9, 2021, from http://rtalbert.org/steps-toward-excellence-aligning-materials-and-tools/
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.
Winkelmes, M.-A. (2013, Spring). Transparency in Teaching: Faculty Share Data and Improve Students’ Learning. Liberal Education, 99(2). https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A. (2013). Transparent Assignment Template. TILT Higher Ed. Retrieved March 10, 2021, from https://tilthighered.com/assets/pdffiles/faculty.pdf
Winkelmes, M.-A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Harriss Weavil, K. (2016, Winter/Spring). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1/2). https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

4.3.c - Opportunity to explore and reflect on how course technologies align

Bailey, T. R., Smith Jaggars, S., & Jenkins, D. (2015). Redesigning America's Community Colleges: A Clearer Path to Student Success. Harvard University Press.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
Pappas, C. (2013, May 9). The Adult Learning Theory - Andragogy - of Malcolm Knowles. eLearning Industry. Retrieved March 8, 2021, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles
Teaching & Learning Commons Digital Learning UC San Diego, Hartley, B., & Cha, A. (n.d.). What is a Course Map? The Online Course Mapping Guide. Retrieved March 5, 2021, from https://www.coursemapguide.com/what-is-a-course-map
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. ASCD.

4.3.d - Alignment with program-level outcomes

Bailey, T. R. (2017, Fall). Guided Pathways at Community Colleges: From Theory to Practice. Diversity and Democracy, 20(4). https://www.aacu.org/diversitydemocracy/2017/fall/bailey
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press.
University of Toronto. (2021). Course, Program, Institution: Connecting Learning Outcomes. Centre for Teaching Support & Innovation. Retrieved March 9, 2021, from https://teaching.utoronto.ca/teaching-support/course-design/developing-learning-outcomes/assessment-following-through-on-learning-outcomes/

4.3.e - Alignment with institutional learning outcomes

X

4.3.f - Alignment with industry-specific skills and/or transfer requirements

Association of American Colleges and Universities. Guided Pathways at Community Colleges: From Theory to Practice. Fall 2017, Vol. 20, No. 4. https://www.aacu.org/diversitydemocracy/2017/fall/bailey
Bailey, Thomas R., Shanna Smith Jaggars, and Davis Jenkins. 2015. Redesigning America’s Community Colleges: A Clearer Path to Student Success. Cambridge, MA: Harvard University Press.

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