The educator provides students with options that allow them to engage with content that will support their specific needs as learners, as well as information on how multimodal learning pathways support specific student needs. Educator implements multimodal learning in a manner that allows students to engage in the learning process through a variety of formats.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a ThingLink project that solves their user’s problem. In Lesson 1, each student will read all three project overviews. Then, they will choose the project they want to work on for the remaining lessons in the project! Note: this project requires your class to have access to a paid “ThingLink” education count. Your students can create free personal ThingLink accounts, but it is recommended to use the paid education version for privacy reasons.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. They will watch pre-recorded video interviews to learn about the wants and needs of their user! Students should only work on the materiel that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will ideate (brainstorm) ideas for their ThingLink projects and visuals/posters. Then, students will create a prototype of their poster using paper, pencil, and coloring implements. Finally, students will create their ThingLink prototypes. Students should only work on the materiel that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 2-3 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will share their projects with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions. Note 1: the lessons for 1A, 1B, and 1C are almost identical in this section. This is a great chance for students to teach each other about their specific project choice and user!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn how to create interactive images and 2D experiences using a website called ThingLink.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Tablet.

In this lesson, students will learn about 360 images and virtual reality. Then students will create their own “VR” show and tell experience using ThingLink and 360 images. Students can capture 360 images on a 360 Camera, smartphone, or use ThingLink’s pre-made media library.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn how to connect multiple ThingLink experiences to create tours and “Choose Your Own Adventure” stories. They can create mysteries, scavenger hunts, and more!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

This lesson will serve as an introduction into the world of oceanography. It will give students a taste of this wide field by simply comparing the environments explored in Aurelia. In doing so, it will touch on three key studies in oceanography; ocean salinity, circulation and currents, and wave mechanics! Each section will underscore the importance of physics and mathematics, showing students that studying the ocean is more than biology and ecosystems.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In Visceral Science, students will be able to make stars of their own, from their earliest stages as a cloud of gas to the ends of their lives. In this lesson, we prepare students by making a kinesthetic model of the life cycle of a star!

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

Further thinking about the vision and role of coaching to empower teachers to leverage technology into their classrooms. Learn about the ways to carry out these roles, and how this understanding can influence one’s work. The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Educators can now equip themselves with the tools and resources they need to develop strategies to authentically incorporate augmented reality into pre-learning, instruction, and cumulative assessment. Explore these self-paced, no-cost resources, which contribute to both educator and student well-being.

Introduction to e-Learning Modules Lesson Planning with Augmented Reality will tackle the topic of student engagement and discuss how using augmented reality can contribute to increased student academic success. Along the way, users will consider the benefits of sustained engagement, be introduced to instructional strategies used during the three phases of learning, and incorporate suggestions for containing augmented reality into lesson plans. After reflecting on their own practice, users will leave with a toolbox of information and ideas for adapting their current lesson plans. Define augmented reality and what it means for students to be engaged. Articulate the benefits of improved engagement. Explore strategies for incorporating augmented reality into instruction at every level. Adapt current instructional plans with strategies learned during this module.

Approximate time to complete this course is 30 min.

Come explore how podcasts and videos can be used as a unique approach for teaching and learning Examine the role of media in education and learn why they are important materials in learning. Plan how to bring podcasts into your classroom, to your students, and into your school.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Teachers will examine different types of flexible learning formats that can be used to deliver instruction with technology. Teachers will learn how to use playlists, choice boards, or create their own flexible learning format. The teacher will describe flexible learning and its impact on teaching and learning. , The teacher will identify flexible learning strategies that I can implement to be responsive to students' unique individual needs and promote student agency and active learning.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

This is the first of four lessons in the module “Life in a Community”. Students will engage with and explore the painting Summer Street Scene in Harlem by Jacob Lawrence, first in their own classroom and then in person at the Memorial Art Gallery. They will also create another original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast “cast”. In this first lesson, students will preview a “Sneak Peak” of Summer Street Scene in Harlem in their classroom.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop.

This is the second of four lessons in the module “Life in a Community”. Students will engage with and explore the painting Summer Street Scene in Harlem by Jacob Lawrence, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast “cast”. In this second lesson, the class will travel to the Memorial Art Gallery to view the painting in person.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop.

This is the third of four lessons in the module “Life in a Community”. Students will engage with and explore the painting Summer Street Scene in Harlem by Jacob Lawrence, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast “cast”. In this third lesson, students will create their own work of art based on their interpretation of the painting Summer Street Scene in Harlem.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop.

This is the fourth of four lessons in the module “Life in a Community”. Students will engage with and explore the painting Summer Street Scene in Harlem by Jacob Lawrence, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast “cast”. In this fourth lesson, students will display the artwork they have created during the third lesson and digitize it using the app CocoCast.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop.

In this activity, students will explore the diverse signs of life that can be hidden in water. After reading articles and creating a news report to help them understand the significance of water on Mars, they will observe pond water under a microscope as they search for single-celled and multi-celled organisms. They will then select an organism to research more in-depth as they further consider the role that each organism plays in its ecosystem. The session will wrap up with a class discussion around whether scientists should further study the water on Mars for signs of life.

Estimated time required: 2-3 class periods.

Technology required for this lesson: .

Students will build models of animal, plant, and prokaryotic cells. Using a toolbox of organelles, students can build models from scratch, and receive adaptive feedback.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset.