Use the Quality Criteria for Online Pedagogy

As a teacher, you can, for example:

1. Offer the opportunity to ask questions or discuss the topic in a general discussion area.
2. Guide the learning process through reflection questions.
3. Add guiding elements to videos.
4. Build a guidance process into the content through regular guidance messages.
5. Verbalize transitions between topics or perspectives in a podcast.
6. Support self-study by dividing the module into themes and providing necessary instructions/tools.
7. Create a connection between the content and, for example, an expert forum.

Source: Quality criteria – Digivisio 2030 https://digivisio2030.fi/en/quality-criteria/

Practical examples:Information and Communication

1. Essential communication channels in a Moodle course are the news forum and the contact information block that explains how to reach the teacher.
2. The news forum is a tool used by the teacher to communicate course-related information to all learners on the course.
3. All announcements should be accessible from the course area. For this reason, it is recommendable to use the news forum in Moodle. The messages are sent automatically to students’ email and saved to the forum.
4. The teacher may create a general discussion forum for communication between the teacher and learners. Only the course teacher can post to the news forum, but the general discussion forum can offer learners the opportunity to ask questions and engage in discussion.
5. The need, purpose, and practices of the general discussion forum should be explained to learners. For example, whether the teacher follows the discussion and responds to learners’ questions.
6. The general discussion forum should be kept separate from assignments related to course completion.
7. The teacher decides the communication practices for the course. These may vary depending on the type and needs of the course.
8. In addition to course-specific practices, general communication guidelines such as data protection policies, netiquette, and principles for safer space can be highlighted. These can be linked to the organization’s relevant guidelines and policies.

Contact Information

1. The preferred primary contact channel should be clearly stated.
2. Contact information usually includes at least an email address, but other options may also be used.
3. It is advisable to include any limitations on communication (e.g., response frequency or days when the teacher does not reply to messages).
4. Course teachers may request that messages be sent via a shared tool intended for this purpose (e.g., Teams messages), rather than to individual email addresses.
5. The contact channel must be accessible and commonly used, such as the learning environment’s discussion forum or email. Instant messaging apps, social media platforms, or other external web services cannot be the primary contact channel unless they are otherwise central to the course’s teaching and completion.

Source: Quality criteria – Digivisio 2030 https://digivisio2030.fi/en/quality-criteria/

Format your assignments according to the following instructions:

1. Assignment purpose: Why does the student need to complete the assignment? How is the assignment related to the field of study?
2. Assignment outcome: What is the assignment learning outcome? Which course learning outcome is practiced/fulfilled in the assignment?
3. Instructions for student action: Which steps does the student take to complete the assignment? Add phases and numbered lists. Clarify. How is AI used in the assignment? Add the suitable traffic light image and describe in more detail if necessary.
4. Assignment assessment criteria: What are the requirements for achieving a passing grade/various grades/points?

Read more about the topic: Co-creation: Assignments workshop

Video-based learning assignments support diverse demonstration of competence and help learners develop visual, communicative, and digital skills.

Learners submit their video-based learning assignments via Moodle to Panopto.

Learning Outcomes and Assessment Criteria

1. Use AI to support the general alignment of the course’s learning outcomes and assessment criteria. The assessment criteria should reflect the course’s learning outcomes.
2. Provide AI with the course’s learning outcomes, assessment criteria, and the instructions for the assignment you have created. Ask AI to generate assessment criteria for the assignment based on this information.

Assignment

1. Provide AI with your assignment instructions and ask it to comment on the clarity and coherence of the assignment.
2. Ask AI to comment on the assignment from the learner’s perspective. How does AI interpret the assignment, what kind of a response would it produce, and which parts of the assignment might be challenging for the learner?
3. Ask AI for different types of responses that a learner might produce for the assignment. Based on these responses, you can consider improvements to the instructions.
4. Use AI to build examples or model answers to support your own work or the learners’ work.

A learning path built on learning outcomes and assessment criteria helps the learner understand the importance of continuity in learning. Through the learning path, it is possible to develop the learner’s self-direction and perseverance.

1. The learner’s learning path begins at the start of the course, when they set personal learning objectives. These objectives are based on the course’s learning outcomes and should guide the learner’s work throughout the course.
2. When the course’s learning outcomes and the assignment assessment criteria are aligned, the learner can use the assignments and their criteria to support the achievement of their own objectives.
3. At the end of the course, the learner reflects on the objectives they set at the beginning and evaluates how well they have achieved them and what they have learned. The learner can also be guided to look ahead and consider how to further develop their competence in the course topics from the perspective of lifelong learning.

1. Illustrate the learner’s progress, for example, with a timeline to help them clearly understand the overall structure of the course.
2. Provide clear instructions that help the learner navigate the course smoothly.
3. Choose the tools in the learning environment based on how well they support the course objectives and learning.
4. Use shared structures, such as the Moodle template or an agreed-upon progression model, to make it easy for the learner to follow the course structure and proceed logically along the learning path.

1. Use completion progress tracking and analytics tools to monitor learner progress and performance.
2. Visualize progress. Use a progress bar that shows the learner the core assignments and their own advancement.
3. Use automatic reminders. Reminders can support guidance and help learners stay on schedule.
4. Strengthen learner ownership. Learning analytics support the learner’s active role in their own learning and reinforce engagement and responsibility in planning their learning path.
5. Encourage learners to regularly use analytics data during the course.
6. Use data in group work. Apply analytics data, for example, in forming groups or planning individual support.
7. Make analytics visible. Ensure that the analytics view is easy to find and part of the core content of the learning environment.

1. Learners prefer simple online implementations. The fewer applications or devices that require familiarization, the better. Before introducing a new tool, consider whether it is necessary or adds value to learning.
2. Use only applications recommended by Jamk. Explore the Jamk M365 Application Playbook on our intranet. There you will find information on which applications Jamk has licenses for and what alternatives are recommended for those without a license. For example: You can replace Miro or Flinga with Whiteboard available at Jamk, Canva with Adobe Express, and Doodle with Outlook’s Scheduling Poll.

1. Make the content as clear and simple as possible.
2. Use easy-to-read fonts and ensure the text is large enough in size.
3. Avoid unnecessary emphasis, such as text written in all caps, italics, or underlining. If you need to highlight specific text, use bold. Writing in all caps is perceived as shouting, and underlining is interpreted as a hyperlink.
4. Write short texts and use paragraph breaks, subheadings, and numbered lists.
5. Use the Text and media area resource in Moodle to title steps and organize content.
6. Structure sections and assignments into steps that allow smooth progression.
7. Separate links from other content and name them clearly. Indicate in the link name where the link leads to, and be consistent in whether links open in a new tab.

1. Make menus simple and clear. Use short titles and avoid multi-level menus with several layers.
2. Use the Moodle template that includes the commonly agreed sections, which you complete with the details of your own implementation. Note also Contact information block in the right-hand side menu.
3. Ensure that the learner understands their location within the learning platform. Moodle uses a breadcrumb trail that helps users easily see where they are.
4. Place important items at the beginning so they are visible without scrolling.
5. Use Moodle completion progress consistently and take advantage of the view where you can edit the completion progress settings for all course activities at once.

1. Well-chosen images help with understanding the content. Use images that are related to the content. Illustrative images on unrelated topics can easily cause confusion. For example: I add a picture of a rose next to a text on pedagogy to brighten the page. The student wonders how the rose is related to the topic. So, choose an image that is related to pedagogy.
2. Add an alternative text to images and explain the image content also in the text. You can add alternative (alt) text in the image settings. Describe briefly what the image shows.
3. Videos should be easy to understand and progress slowly enough. Do not use effects because they are distracting. Flashing effects and rapid cuts can cause physical symptoms for the viewer and do not support learning.
4. Add subtitles to videos or provide a text alternative. Videos can be subtitled in Panopto. If you use automatic subtitles, check them before publishing.
5. Pay attention to the colors you use. Avoid red text and highlight colors. The most accessible combination is black text on a white background or white text on a black background. Background colors and images make the text harder to read and the overall layout restless.
6. Color cannot be the only source of information. Make sure choices can be made in other ways. Texts that differ in color from the rest of the text cannot be links. Links are always underlined.

1. Strive to ensure that content works across different devices and connection types. Test functionality. Content may appear very different depending on the device used. Test the content on various devices.
2. Check if the contents open using a mobile device and they are readable on a phone screen. Sometimes, for example, a Moodle course may need to be accessed via a mobile device even though the content is best used on a laptop screen. Also note that mobile versions of applications differ from desktop versions. In Moodle, for example, side menus are not visible when used on mobile. In some cases, it may be necessary to design content so that it works well on mobile too.
3. Keep in mind that studying can take place in various locations. Subtitled videos allow viewing without headphones in places where the device must be muted.

1. Learning material becomes true learning material only when it is linked to a learning outcome that the learner is working toward with the help of the material. Lists of links to good and diverse content are not enough. The teacher must provide the learner with tools to process the material, such as a perspective to reflect on, guiding questions, or instructions for taking notes.
2. The amount of content and material can easily get out of hand, as it is very easy to link materials in a digital learning environment. Honor the must know principle: consider what material the learner genuinely needs to achieve this specific learning outcome.

1. Plan ahead: Just like when packing for a trip, think about what your learners will need during their studies. Your packing aid is the learning outcomes.
2. Choose what is essential: Pack only what is necessary. You don’t want to carry extra weight in your suitcase or burden the learner with materials or assignments that only slightly relate to the topic and don’t focus on what is essential. Learning outcomes form the packing list.
3. Organize logically: Arrange the content in the learning environment as you would pack a suitcase. Start with the basics and move on to more complex topics. Make sure all parts are connected and form a coherent whole.
4. Prepare for surprises: Just like on a trip, be ready for changes and challenges. It may be helpful to consider in advance, for example, what kind of different ways there might be to complete assignments. Be flexible and ready to adapt your plan to ensure learners achieve the learning outcomes.
5. Check and finalize: Before the trip, you check that everything necessary is packed and nothing unnecessary takes up space in the suitcase. Check
   • the learning outcomes and their alignment with the assessment criteria,
   • how the learning outcomes become reality through assignments,
   • how the assessment criteria support learning, and that
   • the materials and resources don’t make the course suitcase too heavy to carry but instead serve as just the right travel reading from the perspective of the learning outcomes.

1. Learn about Responsible Use of AI at Jamk on our website together with your learners. The site includes examples and tips on using AI to support learning.
2. Guide learners in the responsible use of AI by applying the Arene traffic light model in assignment instructions and clarify the boundaries for AI use.
3. AI literacy is a key skill for functioning in society. Support students’ development of AI literacy using the AI Literacy page.
4. Make sure that you and your students understand ethical principles and guidelines for responsible use of AI.
5. Encourage students to use the Microsoft Copilot AI provided by Jamk.

Also explore: Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators

1. Use Jamk’s OneDrive cloud service for file storage instead of other services or saving files directly to your computer.
2. Make teaching materials and assignment instructions available to learners through Moodle or Microsoft 365 services.
3. Carry out course-related communication and group discussions via Moodle, email, or Teams. C
4. reate teaching materials using tools provided by Jamk, such as PowerPoint.
5. Do not use your Jamk account to log in to external services, even if they allow login with Jamk’s Microsoft 365 credentials.
6. If you need to share materials with learners via an external service in special cases, ensure that the service does not require the learner to log in or create an account.

1. Provide opportunities for asking questions and discussing topics during the learning process, for example, on a Moodle discussion forum.
2. Present frequently asked questions and answers to the learners.
3. Ensure that assessment methods support learner reflection.
4. Allow learners to give feedback on the Moodle course content using smiley faces or thumbs-up icons.

1. Explain the purpose and importance of mid-course feedback to learners.
2. Make necessary changes based on the mid-course feedback, such as adjusting assignment schedules, clarifying materials, or modifying teaching methods.

1. Remind learners of the importance of feedback in developing learning and teaching.
2. Participate in the feedback discussion either in the discussion forum or by bringing up feedback-related topics during teaching sessions.
3. Encourage giving feedback and motivate learners to actively take part in it. Feedback is a positive thing!