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Another suggestion for improvement on this module is to include more media-based products for the consumer to use. Specifically in the modules surrounding spoken language (phonics and phonological/phonemic awareness), the subject matter experts could provide short videos with teaching tools for vowel sounds, diphthongs, and other spoken material. This would add a layer of improvement of the technology per the SAMR model and would also ensure that auditory learners have material that meets their learning style.

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In future iterations of this module, we would suggest hosting the module on a site that allows for record-keeping of test questions. This would help the client understand what learning gaps the teacher preparation courses still need to overcome and where learners are excelling.

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In the original content, the main task for the learner was to read the content from the PowerPoints and take the assessments to gauge learning. With our Articulate modules, the learner is engaging in several in-module activities that assess learning informally. We retained the style of in-module assessments as a form of formative assessment.  These assessments allow the learner to explore their current knowledge level with immediate feedback.

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Accessibility is an important factor for consideration. It is possible to use existing PowerPoint slides in Rise 360. However, the group decided to use the information from the Blackboard PowerPoint modules to build new content into Rise 360 instead of screenshots of the slides. As we have limited information about the varied potential users of this learning module, we aimed to remove roadblocks where necessary without fundamentally changing content.

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One of the areas of concern for learners in any online course is cognitive load. Rise 360 has various tools that allow designers to ask learners to click, expand, and read information in sections. This helps the student to not overload their cognitive channels with information. Rise 360 also offers the ability to create flashcards to display information. These interactive tools were a positive feature in creating these modules, and should be very helpful to the learners.

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An interactive tool to promote engagement

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Assessment and interactive tools that can be added

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While there are limitations, several features of Rise 360 enriched the design of our module. The various interactive components provided us with the opportunity to deliver content in creative ways. Originally, the content was delivered via PowerPoint and required limited learner interaction. By using the Rise 360 tools, we were able to animate that information to be more engaging for the learner. Instead of reading a list of outcomes, learners could be asked to flip cards to increase engagement.

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Rise 360, the component of Articulate being used for this project, is limited in design functionality. There are standardized fonts, though sizes can be adjusted, and a large catalog of stock images. Designers can use their own media or import a stock image and set where the images are viewed (left, center, right). Videos can be linked or imported. There are a variety of assessment tools, but the content must be hosted within a LMS for clients to view learner progress.

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Each module was originally hosted on the Towson University's Blackboard site, with a Powerpoint presentation for the students to review. Our task was to transform the content into Rise 360. The focus of each module was the following:

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Assessment and Instructional Decision-Making

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Writing

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Comprehension of Literary and Informational Text

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Vocabulary and Fluency

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Phonics

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Phonological and Phonemic Awareness

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Overview

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Module Learning Outcomes and Discussion Questions

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Module Learning Outcomes and Discussion Questions

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There are seven modules, including an overview of the Praxis II test and the sections of the preparation guide. Each content module provided a pre-test and post-test that had to be adapted to Articulate Rise 360 in addition to the content itself with the exception of the final module which had post-practice for writing.

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Articulate 360 provides an engaging experience where the learner interacts with the module in various ways. Instead of digesting information on a screen, the learner works through in-module quizzes, clicks through processes, and gets real-time feedback.

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The technology enhances existing content without functionally changing it. By moving the module into Articulate, we have retained the ultimate goal: to provide a useful study guide for students taking the Praxis.

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By taking existing material that uses technology (Blackboard modules) and reworking the content into a newer, multi-layered product (Articulate module), we have achieved the Augmentation level of the SAMR model.

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Once we determined a direction, we began building the modules individually, connecting regularly to review modules and make changes as necessary.

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We accomplished this by meeting synchronously with the project manager to identify what she was looking for in a final product.

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To update the Blackboard modules into an engaging interface that would encourage learner participation.

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When considering how to translate this project into a well-designed module, our group considered the Backward Design Model and the SAMR as the most relevant. Our main focus was on Backward Design.

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The group worked with Dr. Patricia Rice Doran and her Enhancing Literacy for English Learners (ELEVATE) team to adapt modules already created in their Blackboard site to RISE 360 for students preparing to take the Teaching Reading to Elementary Praxis Exam.

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The goal was to create a more interactive experience for the learners. The modules provided pre-and post-test questions as well as organized content on the elements of reading fluency that will be tested on the reading Praxis test.

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Our adapted modules will be used for pre-service teachers at Towson University and a cohort of teachers in Anne Arundel County Public Schools who are preparing to become dually certified as Reading Specialists with an endorsement as ESOL educators.