19 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 • Messaging/Chatting • Group formation • Analytics (e.g., logging): history of users’ interaction, time spent on tasks, and actions taken • Search options/ links to external websites C. Create an instructional strategy. This strategy refers to the learning activities with which students will engage, to learn the content of the course and achieve the objectives. The strategy includes the design of all content: reading material, exercises, projects, worksheets, discussions, activities, and assessment that will assist in learning. As suggested by Dick and Carey the instructional strategy includes defining the: • pre instructional activities that will communicate the objectives, motivate students, and show them the relevance of instruction with the real world and their own goals. • presentation of the content that needs to be concise, in line with the objectives, including detailed examples. • learners’ participation, specifically the tasks they will practice and the feedback they will gather. • assessment, including the formative and summative assessment of learners’ skills, attitudes, and satisfaction. • follow-up activities that will allow the leaners to review what they have learned, promoting self-reflection and metacognition. The material includes both the guides and the content/resources for the activities of the lessons. The guides provide an overview of the learning outcomes, the content, and the activities that students will have to complete. Since the students are young, the guides can have the form of a short video introduction. The learning material per se can be selected from existing sources (e.g., OERs, trustworthy websites, previous courses, the same course if it has already been delivered) and can be used as it is or be adapted. In any case, the material needs to be multimodal with audiovisual elements and interactivity (e.g., links to web pages). We can include Virtual/Augmented Reality (AR), three-dimensional (3D) multiuser virtual worlds (VWs), games, digital diagrams/graphics, photographs/images, maps and infographics, posters, rubrics podcasts, among other resources, including printed material (e.g., books). Having collected the so-called “raw” material, we have to refurbish the digital versions of it, organise it and present it using digital tools. To develop the instructional strategy for the online learning experiences, we can refer to the Community of Inquiry (CoI) framework proposed by Garrison, Anderson, and Archer (2001). The framework suggests that to create meaningful experiences based on a socio constructivist approach, we should consider the enhancement of the teachers’ online
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