What are the best ways to engage learners while maximizing digital potential? For learning to be effective, it is crucial that learners understand the intended goals of the instruction and can seamlessly navigate the digital learning structure. Providing opportunities for learners to explore how the material applies to their own lives and communities is also essential to spark interest and sustain attention.
Learner-centered digital space: destination goals
Clear learning goals (see UDL guidelines) and intuitive navigation within digital learning structures are essential engaging, learner-centered, quality instruction. Learning objectives should be designed with the students’ needs and perspectives in mind, ensuring they understand what they are expected to achieve. These include information on:
- What learners are expected to accomplish: the goals and duration of the activity.
- Where in digital space the activity will take place and in what format: whether it is self-directed or instructor-facilitated.
- How learners will demonstrate the acquired knowledge and skills and what criteria or quality standards indicate the level of mastery.
Intuitive navigation
Intuitive digital navigation helps quickly and effectively locate information and complete tasks. By minimizing the time spent on navigation, learners can focus more on actual learning. Clear headings, logical sequences, and descriptive links ensure learners find what they need without confusion. This reduces frustration and distraction, leading to better retention and understanding of the content. Intuitive navigation benefits all differently-abled learners by providing multiple pathways to access information, supporting both linear and exploratory approach.
Examples:
- Clear and concise menus of main categories grouped by content sequence (chapters, course schedule, sessions’ timetable) and types of activities (discussion, practicum, interactive exercises, assignments).
- Organizing material in logical sequences help learners understand their current location and how to navigate back, enhancing their overall experience. This includes organizing material by difficulty level (Beginner, Intermediate, Advanced) and by subject with increasing complexity of unfolding material.
- Providing descriptive hyperlinks, such as “Read more about effective study techniques”, or “Video-tutorial, duration 3:00 min” (as opposed to “Click here”), and visually distinct links guide users to additional relevant content without disruption their reading flow.
Engagement via Learning Choices
Engagement in digital learning is boosted by offering exploration opportunities. Optional resources, interactive elements, and independent pathways help learners personalize their experience and stay motivated. This approach fosters curiosity, active learning, and encourages learners to see how the material applies to their lives and communities.
Practice
OPTION 1.
Identifying learning goals
- Think about a digital educational setting in which you teach or have learned.
- Identify one of the goals in your example and how learners are asked to demonstrate their learning.
- Review the learning goal and the available demonstration options. Consider whether these are inclusive for learners of different abilities and what improvements might be needed.
OPTION 2. Identifying intuitive navigation elements
- Think about a digital educational setting in which you teach or have learned.
- Identify a navigation pathway: how learners are guided to find information and complete tasks efficiently.
- Review the navigation design is: the steps are logical and easy to anticipate, what improvements you may suggest to improve the navigation effectiveness in your example?
Share your written observations. Include the URL or a short-cut image of the source you analyze. Add your message as a comment to this page.
Resources:
- UDL tips for developing learning goals https://www.cast.org/wp-content/uploads/2024/12/cast-udltipsfordevelopinglearninggoals-20200920-a11y.pdf
- Writing Learning Objectives. AAMS 2016 https://www.aamc.org/system/files?file=2019-07/learning-objectives.pdf
- Address biases, threats, and distractions | UDL Guidelines
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