Mapping Multimodal Terrains – Multimodal Course Builder

Ana Marjanovic, LMS Administrator, Instructional Designer, EdTech

Mapping the Future of Teaching

In a Coding of Modes of Instruction Memo, Spring 2023, CUNY redefined its categorization of teaching modalities to include in-person, hybrid (hybrid synchronous, hybrid asynchronous, and hyfield), online (online synchronous, online asynchronous, online mix), and hyflex. This variety of teaching modalities and technology integration necessitates a shift toward multimodal course design. The faculty’s ability to adapt to new technology and modify their teaching strategies to take into account the various modalities will play a part in the implementation of instructional modalities within the CUNY system. To help instructors develop the necessary skills and competencies to teach in the different modalities effectively, Hostos EdTech is developing a professional development program – Mapping Multimodal Terrains (MMT) that facilitates the design process for inclusive, accessible, and student‐centered courses in various teaching modalities.

Empowering Faculty: MMT’s Role

The MMT structure is designed to empower faculty to take control and lead the way in adapting their courses to various modalities. The course equips instructors with practical strategies and highly effective teaching approaches that can enhance student achievement and retention while also preserving academic continuity. It aims to provide a blueprint for designing and adjusting courses that prioritize equal opportunities for student success, regardless of the teaching modality. Whether faculty are adjusting existing courses or developing new ones, the MMT course provides a framework for course organization that prioritizes student success in the multimodal landscape.

MMT Structure: A Detailed Roadmap

Following the definitions provided in the Memo, the MMT course is divided into pathways, each corresponding to a particular instructional modality. Each pathway is made up of several self-paced lessons that support the modality-specific course design process. The pathway lessons have a predictable format that encourages participants to construct their own understanding of concepts by exploring and discovering information through hands-on activities, experimentation, and reflection. The pathways include topics such as creating schedules that reflect Regular and Substantive Interaction (RSI) standards utilizing the CUNY definition of a credit hour and achieving a balance between contact hours (if applicable) and additional activities, such as homework and assessments. This approach ensures that students receive a high-quality educational experience that is consistent across courses and programs. In addition to RSI standards, each pathway in the MMT course also covers the topics of Universal Design for Learning (UDL) and accessibility. These principles are woven into each modality-specific pathway, offering examples and recommendations for incorporating UDL and accessibility solutions and promoting an inclusive learning environment.

MMT course flowchart The MMT lessons that pertain to online learning are aligned with the SUNY Online Course Quality Review Rubric (OSCQR), a set of research-based standards that provide guidelines for designing and delivering high-quality online courses. The integration of OSCQR affirms that course design guidelines provided by MMT adhere to the highest standards.

In addition, the MMT course will discuss leveraging Artificial Intelligence (AI) to enhance student learning. Faculty will learn how to integrate free AI tools including the Generative Pretrained Transformer (GPT) models to enhance student engagement.

Gamifying Progress: Badge System

The MMT course employs a badge system as part of its gamified approach to fostering faculty expertise in multimodal course design. As participants complete modules and demonstrate mastery of specific competencies, they earn badges that can be displayed on their digital portfolios, demonstrating their proficiency in designing and delivering effective multimodal courses. The badge system not only recognizes and incentivizes faculty progress but also serves as a visual representation of their newly acquired skills and competencies.

Adaptation to D2L Brightspace

Since CUNY is in the process of migrating from Blackboard Learn to the D2L Brightspace learning management system, the pilot version of the MMT course will be delivered in D2L following the CUNY D2L Brightspace implementation timeline; this course will provide an opportunity for Hostos faculty to experience the new LMS from the student perspective. This experience may help instructors adapt to D2L and better understand the platform’s tools and features. Additionally, the MMT course will integrate training on using D2L, ensuring that faculty are fully equipped to design and deliver compelling multimodal courses using the new system. Leveraging D2L for the MMT course highlights Hostos’ commitment to providing high-quality professional development opportunities that are tailored to meet the evolving needs of faculty and students in the changing landscape of higher education.

Conclusion: Adapting to Change

As CUNY transitions to new teaching modalities and technology, faculty need to adapt and modify their teaching strategies to accommodate these changes. The MMT course, along with other professional development opportunities offered by the Hostos Teaching Institute, aims to equip faculty with the necessary knowledge and skills to succeed in this changing landscape.

Table of Contents

EdTech Innovations, Issue 25, fall 2023, cover page