Course Profile:

Introduction to Brightspace for Medical Device Reprocessing Technician Students

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LINK TO ADDIE

 

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Course Overview 

This course is designed to introduce new medical device reprocessing (MDRT) students to the Brightspace Learning Management System (LMS). The course equips learners with the fundamental skills needed to navigate Brightspace, access course materials, submit assignments, participate in discussions, and complete online assessments. 

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Target Student Population & Demographics 

• Intended Learners: New students enrolled in the Medical Device Reprocessing Technician  (MDRT) program. 

• Age Range: Typically 18–40 years old. 

• Educational Background: 

• High school graduates (Grade 12 education required). 

• English proficiency required: IELTS Band 6.5 overall (with a minimum of 5.0 in each component). 

• Many students are English as an Additional Language (EAL) learners, necessitating additional support and accessibility considerations. 

• Current Skill Level: 

• Little to no prior experience with medical device reprocessing. 

• Varying levels of familiarity with online learning platforms and technology. 

Course Format 

• Delivery Mode: Online Learning with LMS 

• Online (Asynchronous) via Brightspace for instructional content, discussions, quizzes, and assessments. 

• Pacing: Self-paced with structured deadlines for assignments and discussions. 

• Instructor Support: Available through discussion forums, email, and scheduled office hours. 

Course Toolset 

• Learning Management System: D2L Brightspace (hosted by the institution). 

• Instructional Tools: 

• Video tutorials and step-by-step guides on using Brightspace. 

• Interactive H5P practice activities for LMS navigation. 

• Downloadable PDF resources for offline access. 

• Communication Tools: 

• Announcements via the Brightspace newsfeed. 

• Email and discussion forums for student-instructor and peer interactions. 

• Assessment Tools: 

• Brightspace quizzes and exams. 

• Assignment submissions through Dropbox. 

• Discussion board participation. 

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Course Content & Learning Objectives 

Primary Learning Objectives 

Upon completing this course, students will be able to: 

1. Log into Brightspace and access their course dashboard. 

1. Navigate key sections of Brightspace, including Learning Outcomes, Calendar, Newsfeed, and Exam Sections. 

1. Submit assignments through the Dropbox feature. 

1. Engage in online discussions by making posts and responding to peers. 

1. Complete an example exam within Brightspace to simulate actual course assessments. 

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Assessment Strategies 

• Formative Assessments: 

• Creating Instructional Guides for Fellow Students

• Summative Assessments: 

• Complete an interactive tutorial with hotspots. 

• Participate in a peer review of discussion posts. 

• Complete an auto-graded sample quiz. 

 Self-Assessment & Reflection: 

• End-of-course survey to gather feedback on student learning and experience.

 

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Considerations for Common Concerns 

Low Bandwidth & Device Accessibility 

• Course materials available in multiple formats (video, text/transcript). 

• Mobile-friendly design for students accessing Brightspace via smartphones. 

• Alternative submission methods for students with connectivity issues (e.g., email submissions in emergencies). 

EAL Learners & Language Barriers 

• Simple and clear language used throughout the course materials. 

• Visual aids and step-by-step instructional videos.

• Glossary of common LMS and technical terms. 

Attendance & Engagement Concerns 

• Asynchronous format allows flexibility for students balancing work or family responsibilities. 

 Cultural & Socioeconomic Considerations 

• Inclusive content design to accommodate diverse backgrounds. 

• Encouragement of peer collaboration for future student’s learning experiences. 

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Rationale for Course Design Choices 

The design of this course is centered on accessibility and student success, particularly for EAL learners and those with limited digital literacy. The asynchronous approach offers for support while allowing students the flexibility to engage at their own pace. 

By focusing on essential LMS skills and providing step-by-step guidance, the course aims to build confidence and competence in using Brightspace, setting students up for success in their MDRT program. 

I want the student to work through the different task and accomplish them or make mistakes with out any repercussions, the idea is low stake opportunities to learn.  

Utilizing the theory of UDL, the final assignment is for the student to create, a piece of work that would explain to a future student on how to complete one of the tasks they completed in this course. I am working with the idea that they can use their native language for some or all the content.  My hope is that these projects could come together as a database in multiple languages to service future students.  

Although I am creating this for my class. None of the content is specific to it, and this course could be borrowed and used in any program in my organization  

 

Beatty (2019) defines HyFlex education as a course design that:

1. Combines at least two complete learning paths—one in-person and at least one online.
2. Supports ongoing student choice and flexibility among these learning paths.

Advantages of HyFlex Learning

I’ve selected some advantages that I believe are particularly relevant to my organization and areas of interest.

Increased Seat Capacity

HyFlex courses can significantly expand the capacity of educational institutions without requiring additional physical infrastructure (Beatty, 2019). For example, in a traditional model, 25 students might attend two in-person sessions per week. In a HyFlex model, institutions could offer:

• One asynchronous online learning path.
• Two separate in-person groups meeting once a week (e.g., 25 students on Tuesday and 25 on Thursday).

This approach enables institutions to serve 50 students in the same physical space, reducing the need for new buildings while increasing access for learners.

Flexibility and Schedule Control for Students

HyFlex offers unparalleled flexibility, allowing students to choose the learning path that best fits their schedules and learning preferences (Beatty, 2019). This flexibility benefits:

• Working students balancing education with job responsibilities.
• Caregivers who need adaptable schedules.
• Learners who thrive in online environments or require in-person interaction for certain topics.

Sense of Community and Increased Motivation

Initially, I assumed that community development would be limited in a HyFlex model. However, research by Chen and Chiou (2012) highlights how HyFlex environments foster a strong sense of community by providing multiple ways for students to communicate and collaborate. This flexibility also enhances motivation, as students engage in ways that are most convenient and meaningful to them (Mistahov-Rapoport, 2022).

Challenges of HyFlex Learning

Addressing Marginalized Populations

While HyFlex has the potential to reduce barriers to education, it is important to recognize the challenges faced by marginalized learners, such as:

• Limited access to reliable internet or technology.
• Infrastructural barriers that hinder hybrid learning.
• Cultural or contextual factors requiring customized support (Mayr & Oppl, 2023).

Mayr and Oppl (2023) emphasize that blended learning systems for marginalized communities must prioritize:

• Facilitator Training: Equip facilitators to effectively support students both online and offline.
• Accessible Infrastructure: Provide reliable internet, appropriate hardware, and alternative learning methods.
• Flexibility and Context: Design culturally relevant and mobile-friendly content that meets diverse learner needs.
• Human-Centered Design: Continuously gather and act on student feedback to improve accessibility and outcomes.

Additionally Mistahov-Rapoport (2022) discusses Reich’s (2020) argument that while educational technologies promise transformation, they often reinforce existing inequalities. This reminds us that HyFlex, while promising, is not a universal solution.

Bates (2019) notes that fully online learning environments often work better for older, more mature students, those with higher levels of education, and part-time students who are working or managing families. Which I feel is true, but I would like to hear from those that teach different ages if they agree.

Is HyFlex the Future of Education?

There is no denying that HyFlex offers significant advantages, especially in terms of accessibility, flexibility, and scalability. However, it’s not a one-size-fits-all solution. Educators and institutions must address its limitations to ensure it serves all learners effectively, particularly those from marginalized communities.

It is also important to distinguish between modality and pedagogy. While modality influences the learning experience, the pedagogical approach ultimately determines its effectiveness (Irvine, 2020). Mayr and Oppl (2023) stress that high-quality education depends on trained instructors who understand how to apply appropriate pedagogies.

HyFlex learning represents a promising model for the future of education, providing opportunities for flexibility and accessibility. However, educators and institutions must address challenges related to equity, infrastructure, and pedagogy.

 

References

ChatGTP used for clarification and wording, thoughts and messages are my own

• Bates, A. (2019). Teaching in a Digital Age – Second Edition (2nd ed.) [Review of Teaching in a Digital Age – Second Edition]. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
• Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. https://doi.org/10.59668/33
• Irvine, V. (2020, October 26). The Landscape of Merging Modalities [Review of The Landscape of Merging Modalities]. Educause. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities
• Mayr, A., & Oppl, S. (2023). Higher education at the margins—success criteria for blended learning systems for marginalized communities.
• Mistahov-Rapoport, S. (2022). HyFlex Teaching and Learning at Bow Valley College. Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. https://edtechbooks.org/hyflex/bow_valley_college

After contact my organizations Learning Technology support, I was granted a Brightspace Sandbox to play and develop some ideas in.

 

After our first class meeting, I am genuinely excited about the journey ahead. The session sparked immediate thoughts about potential projects, and I wasted no time in reaching out to my program head for guidance on what content would be most beneficial for both staff and students.

One suggestion that stood out was to create a tutorial for navigating D2L Brightspace, the Learning Management System used by Saskatchewan Polytechnic. While there is a generic tutorial available for students, our course could greatly benefit from a tailored version.

I am particularly interested in addressing the cultural and language nuances of my students, many of whom are new Canadians and English language learners. This consideration will ensure that the tutorial is not only informative but also accessible and inclusive for everyone.