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CIS 120 was a new course development, which folded in CAS (Computer Application Systems) coursework which had recently been sunsetted from the course catalog. The course design blended application systems (MS Office) with information systems and general online and device literacy. The course objectives were:
- Use word-processing in MS Word, spreadsheet in MS Excel, database in MS Access, and presentation MS PowerPoint software to solve basic information systems problems and for communication.
- Use technology ethically, safely, securely, and legally.
- Identify methods to solve problems and organize solutions.
- Describe and analyze computer hardware, software, and the internet.
- Use file management techniques for file and directory/folder organization.
Specific Design Elements & Rationale
Bridging Application with Concepts | Situated Learning in Module Design
One of the most challenging aspects of building this course was to find a way to use the available delivery and technologies to learn both the MS Office suite and larger concepts of information systems and online life. Through many conversations with the team of SMEs, I developed a module structure which leveraged the MS Office tool the students were learning in order to consider a digital literacy topic and produce an artifact in that MS Office tool. For instance, they had to write an essay about digital citizenship, and also create a PowerPoint presentation about a chosen historical figure. In this way, students could practice the skills in the tool, learn about the larger topic, and prepare for future terms’ coursework through authentic activities.
Transitioning to OER | STORIbook Development
In pursuit of a Universal Design, we wanted to provide multiple avenues with which to understand the material. During this development, the course was also pivoting away from inaccessible publisher materials to OER. In order to create a consistent delivery for open materials, I worked with a content developer to create interactive books. This course has the first generation of this creation, which was designed to optimize user experience: the material accordions together and can be navigated through a table of contents. In addition, we employed an interactive transcript for all videos to allow students to follow along, or choose a specific place in the video. As the books are HTML and CSS based, they allow for a variety of content, with videos, text, and other media to all appear together uniformly.
Preparation for Asynchronous Collaboration | Google Module
I worked very closely with the SMEs to choose source material for the MS Office suite. During our conversations, I advocated for including Google in the course to help prepare students for their work at PCC, especially their remote work. This module includes information on Google Drive and specific use of Google Docs, in tandem with collaboration strategies. The focal point of assessment for this module was students working together (sharing and commenting) on one Google doc under specific parameters, which was designed for it’s situativity.
Interactive Book Example
Below is an example of one of the books from the course, which was later changed for CH 100 to alter the table of contents icons, remove the transcript, and include narration. What is shown below is the original design specific for CIS 120, but has also been utilized by other assorted developments in our team at PCC. In addition, this course pioneered use of explorable vector graphics, which also became a new standard in Online Learning at PCC (see “How to Format Text” page within book, select through the toolbar pictured there).