This level includes instruction on the following:
The way that information is communicated will influence how that information is perceived, stored, and accessed. Your goal in level 2 is to select methods of communication that will support the effective delivery of your planned content, activities, and assessments.
When choosing between modes of communication, identify the main purpose and decide how that information is best conveyed. Content-related communication focuses on asking and answering content-related questions, gathering and sharing information, or expressing an idea or thought. Hrastinski, S. (2008) explains that asynchronous methods are effective at communicating content that is complex and the student would benefit from time to review materials at their own pace, to reflect, or to apply their learning.
On the other hand, consider using synchronous methods for planning-related communication that focuses on scheduling and allocating tasks, coordinating joint efforts, reviewing drafts, negotiating and resolving conflicts. Socially-related communication is also best-served by synchronous methods that provide opportunities to express companionship, provide emotional support, or advise, or to talk about things other than class work.
Review the following video for more information on modes of communication.
This Synchronous or Asynchronous sorting activity is an opportunity for you to consider the role of communication in your course by considering how common course components are best conveyed. Consider the communication options for each content, activity, and assessment in your course storyboard. Identify ways in which you can mitigate risk for students by fully exploring the potential for a component to be identified as with synchronous or asynchronous, planning more than one access point to course components when possible.
Drag and drop the items to indicate the communication method that best suites each component. Use the Check button below the activity to review your answer.