UMW M.O.L.I.E. Initiative Gains Support Via Canvas Grant

Canvas Grant also provides funding to support the creation of a collaboratively designed hybrid faculty development pilot project designed to transform faculty understandings of powerful learning and also supports the development of multimedia online learning immersive environment (M.O.L.I.E.) courses. What is unique about this innovative model is twofold: a) supports faculty teams in the development of multimedia rich immersive online courses or modules connected to compelling narrative, and b) multimedia production and digital literacy skill development for faculty.

UMW’s M.O.L.I.E. courses infuse a unique feature – an embedded layer of scholarship of teaching and learning (SoTL) ensuring faculty will have rich data (qualitative and quantitative) to talk about the ways in which their course supported or hindered student learning contributing important lessons learned to our broader disciplinary communities.

Current practices of ‘flipping the classroom’ haven’t produced transformative learning and most online learning courses follow a predictable pathway for course mastery. M.O.L.I.E. positions students as active participants by engagement with course content integrated into a compelling story, such as, solve the mystery, a Hero’s quest, changing the world, life as a scientist, or exposure to alternative perspectives to more deeply understand an issue. Interaction within a compelling story can be a catalyst for powerful learning.

Game theory, game elements are the pedagogical drivers of M.O.L.I.E. course design and the use of a quest-based course design curriculum matrix can break predictive online learning models our students often encounter. A quest based curriculum, moves learning beyond a linear progression of content coverage to one that allows for choice, collaboration, and curation.

UMW’s M.O.L.I.E. Initiative offers faculty multiple pathways to tap into a variety of pedagogical drivers, multimedia tools, to engage students in course content and social-emotional learning as they interact and collaborate within a compelling course narrative. CTE&I will provide a scaffold yearlong instructional course design process that integrates a faculty team approach and creation of online multimedia immersive environments tightly aligned with course content.

By July 31st faculty teams (2-3) interested in learning about and experiencing an immersive and responsive course are invited to submit their M.O.L.I.E. course proposal and share their dream of the EPIC story they wish to create with a course(s). Courses with low student participation, ‘gateway’ courses, and capstone courses are particularly encouraged.

Accepted faculty teams will participate in the Fall pilot project and receive a course release in Spring 2016 to begin building out their immersive multimedia immersive environment course with an anticipated courses ready to go in Fall 2016-Spring 2017.

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