As a writer, you should not judge, but understand.

Module One emphasized defining key learning concepts and differentiated among teaching environments, course delivery formats, and temporal modalities. Relying on the tenants of GSOLE and the Asynchronous/Synchronous modalities discussed in Mick and Middleburg’s chapter, I chose to create an artifact is an infographic for instructors at the University of Central Florida taking a mixed-mode, 10 week training course to become certified to teach online. According to a chapter by Mick and Middlebrook (2015) on asynchronous and synchronous modalities, asynchronous instruction is not defined by timed interactions while synchronous learning happens in real time. By utilizing the principles and tenets of the Global Society of Online Literacy Educators (GSOLE) and Middlebrook’s theories provide a comprehensive framework that aids in creating an Online Literacy this IDL Instruction Infographic to use for all writing across the curriculum in several key ways:

1. Inclusivity and Accessibility: GSOLE emphasizes the importance of making online literacy instruction inclusive and accessible to all students, regardless of their backgrounds or abilities. By incorporating these principles into the infographic, it ensures that faculty members are aware of the need to design courses that cater to diverse learners. This might include highlighting the use of universal design for learning (UDL) principles, which advocate for multiple means of representation, engagement, and expression. By utilizing a UDL overlay in all OWI, this meets the DEI tenants of GSOLE that is often lost on instructors solely focusing on modalities. 

2. Technical Viability: Both GSOLE and Mick & Middlebrook stress the importance of using technology that is reliable and easy to use. The infographic can illustrate how different technological tools and platforms can be integrated into online courses to enhance learning without overwhelming students or instructors. This can include practical tips on choosing the right tools and ensuring they are accessible to all students. Mick & Middlebrook stress that there are only “two digital modalities through which OWI is conducted: synchronies and asynchronies. However, the types of both of these modalities are further broken down at UCF and this infographic was developed to help OWI categorize how they will be disseminating their information to the students.  

3. Visual Representation of Complex Information: Infographics are effective in breaking down and visually representing complex theories and principles. For faculty, seeing these concepts in a visual format can make it easier to understand and apply them to their teaching. The infographic can include diagrams, flowcharts, and other visual elements that map out the decision-making process for online writing instruction (OWI), such as when to use asynchronous versus synchronous modalities. It also allows OWI to see that they are part of a larger community of practice to discuss the viability of their course in these modalities. 

4. Illustration of Course Modalities: At UCF, where various course modalities are offered (In-Person, Mixed-Mode, Livestream, etc.), the infographic can clearly depict these options and the contexts in which they are most effective. By aligning these modalities with GSOLE and Mick & Middlebrook’s principles, faculty can better understand how to choose and implement the right modality for their course objectives and student needs (i.e. “stake-holders”). According the GSOLE Tenants on Educational environments, “OLI can occur in fully online, hybrid online, or technology enhanced settings using synchronous and/or asynchronous modalities and engaging a variety of electronic media, platforms, and technologies.” This infographic easily breaks down this framework for instructors. 

5. Decision-Making Process for OWI: By utilizing Mick &Middlebrook’s “Three Dimensions,” this infographic easily scales the online course modalities to the DEI, Technology and Pedagogical course needs and outcomes. The infographic can serve as a decision-making tool for faculty, guiding them through the process of designing and implementing online writing courses. It can outline the steps involved in planning, delivering, and assessing online instruction, highlighting best practices from GSOLE and Middlebrook’s research.

By integrating these elements into an infographic, faculty members at UCF can be provided with a clear, concise, and visually appealing resource that encapsulates essential principles and theories for effective online literacy instruction. This resource can aid in their understanding and implementation of different teaching modalities, ultimately leading to a more effective and engaging learning experience for students.