Interactive Resources for Asynchronous Modules: Using Articulate Storyline to Demonstrate and Assess Digital Literacy

Concurrent Session 1
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Brief Abstract

In this session, the presenters will demonstrate a variety of interactive resources designed for a large-scale asynchronous workshop and discuss how the digital tools embedded in the workshop created opportunities for participants to explore innovations in teaching and learning. Several examples of resources developed using Articulate Storyline will be featured.


Steven Goss is the Vice Provost of Digital Learning for Teachers College, Columbia University. Dr. Goss joined Teachers College after working as the Director of Online Education at Bank Street College of Education and New York University for ten years as a faculty member and director of several teaching and learning online initiatives at SPS Distance Learning and The Center for Faculty Innovations in Teaching and Learning at the Tandon School of Engineering. He has had a long dedication to education, receiving his undergraduate and Master’s degrees in Art Education from Penn State University and New York University and his doctorate from Teachers College, Columbia University, in Instructional Technology and Media. Prior to starting his career at NYU, he worked in the New York City Public High School system as an arts educator; teaching a various arts based technology courses.

Extended Abstract

In this presentation, Steven Goss, Vice Provost of Digital Learning, and Detra Price-Dennis, Faculty-in-Residence, Office of Digital Learning, share their experience working with an external partner to develop an asynchronous workshop to foster a model for pedagogical innovation as a guide for online course design at the College. The workshop featured was a collaborative effort between Teachers College, Columbia University and LearnKit (developer and Online Program Manager). LearnKit is a partner of Teach Away. Teach Away provides professional development to over 500,000 North American teachers working abroad.

In this session, the presenters will discuss the process for selecting an Online Program Manager with the capacity to develop a workshop that incorporated game-based learning experiences and interactive content about digital literacy. They will also share how they aligned the objectives of the workshop with the College’s strategy to challenge and push the boundaries for an asynchronous online workshop. During this session, the presenters will provide a variety of hands-on opportunities for the audience to interact with sections of the workshop, explore different resources and tools that were developed to create the workshop, and reflect on experiences to support future thinking about their online programming.

Purpose of presentation

The goal of this presentation is to demonstrate the resources and tools that we developed with skilled designers, Articulate developers, and videographers to create an asynchronous experience that went beyond the discussion forum and downloadable, voice-over PowerPoints. We will 1) present information about the educational landscape that necessitated the creation of the workshop; 2) invite the audience to share thoughts and insights about their experiences developing online courses or workshops; 3) provide a hands-on demonstration of pre-selected portions of the workshop; and 4) share guiding principles to support and enhance their asynchronous programming.

Digital Tools that Support Pedagogical Innovation

In recent years, our understanding of digital learning in the classroom has been challenged to account for the ever-changing landscape of educational technology. As policy makers, researchers, students, and parents express concerns about teaching and learning with digital tools, the Digital Literacies for K-8 Classrooms workshop was designed to explore research that is currently being used to inform curriculum development and pedagogy.

We had access to a variety of digital technologies during the development of this workshop. These included an LMS developed by LearnKit, videos, Articulate Storyline, and various external web applications. The tool that gave us the most opportunity to create innovative resources and experiences was Articulate Storyline, along with external apps and web-based platforms. For example, in using Articulate Storyline, we were able to bring to fruition many of the ideas we had for emulating technologies or creating virtual experiences for the participants. This resulted in the development of:

  • Interactive quizzes, for example, we developed a self-assessment tool that mimics the style of a Buzzfeed quiz to assess the digital literacy skills and practices of the participants.
  • Virtual classroom builder, we developed an interactive tool that allows the participants to design a classroom to support the type of learning theory needed for facilitating digital learning.
  • Digital games, for example, we developed games such as BINGO, which allows the participant to match digital tools to their affordances; and The Internet Explorer, which allows the participant to join a fictitious character on an adventure to construct curriculum that fosters digital literacies in the classroom.

We also used a variety of digital tools and resources to enhance the student learning experience, such as,

  • LMS tools (blogs, discussion boards)
  • Magazine generator
  • Social media (Twitter)
  • Educational apps (Flipgrid, Padlet)

The ability to design and provide interactive resources created a flexible environment and allowed for the workshop to be more student driven. It also supported our ability to assess the participants by providing them with immediate feedback aligned with the affordances of the tool.

Strategies for Engaging the Audience

The presenters will begin the session with an overview of the educational landscape that supported the development of the online asynchronous workshop. Next, they will engage the audience using an interactive tool (AnswerGarden) featured in the workshop to gather ideas about their experiences with asynchronous learning. Then, the presenters will conduct an interactive tour of the workshop, allowing participants to explore with specific modules that promote direct student learning. At the completion of the tour, the presenters will engage the audience in a discussion about the benefits of student driven asynchronous classes and share some guiding principles for doing this work in higher education. To conclude, the presenters will ask the audience to share takeaways from the presentation that will guide their future thinking for online programming using a digital tool (Padlet) featured in the workshop.