This week I read about OMMI: Offline MultiModal Instruction, as written about by CMU’s Dr. Dirkin (my advisor). Overall, at the start of the COVID pandemic, not every home access to devices let alone wifi. Schools did their best to deliver hot spots to students but it wasn’t always feasible. This article presents the idea of offline multimodal instruction (OMMI) documents that can be accessed once by students using online connectivity then replicated at home without that online connectivity. It is something I wrote about this semester in Dr. Ray’s class, the Digital Divide. A key idea not to gloss over here is that of datacasting, a live document to be viewed once allows students to digest work more appropriately, in smaller bites, than getting a chunk of hard-to-swallow documents in bulk.
I thought the article was well-planned out and did a good job explaining key terms as they arose, in a logical order and in terms the reader could understand. I made an outline for it and made sure to include key points in my blog entry here.
This week’s reading again piques my interest and is something I aim to use in the future when talking about my day to day work at the library with that of my doctoral work, in educational technology. I like the idea of bridging the Digital Divide, mending the gaps in the net, so everyone has greater access, an idea this article writes of at its heart.
Works Cited
Dirkin, K., Hain, A., Tolin, M. & McBride, A. (2020). OMMI: Offline MultiModal Instruction. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference (pp. 24-28). Online: Association for the Advancement of Computing in Education (AACE).
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