The Tapestry tool project is creating a new model for online course content: One that is learner-centered, constructivist, and emphasizes content co-creation. Tapestry will allow for greater collaborative functionality in developing branching, remixable (e.g., a user can reorder, add, or remove elements, based on their needs), and extensible interactive online-modules. Tapestry will also enhance student-faculty co-creation, and the quality and sustainability of online courseware.
To illustrate Tapestry functionality, one of the four planned modules is available to view at year1.tapestry-tool.com. Here is a case scenario for the use of Tapestry within an educational setting: Sylvia, a Psychology instructor, uses Tapestry to allow students to interact and explore the Intercultural Understanding module. In Year 2, Sylvia will be able to author custom branches, for example, by adding a branch to an article she thinks is relevant to the topic of “Contact Theory.” Moreover, students can modify her edited module: they can build branches off the module (e.g., by linking to a YouTube video) or create new links between Sylvia’s content. The students can then submit “drafts” of those additions/changes and the course’s teaching assistant can provide feedback. The final submissions will then become integrated with Sylvia’s module and can be made visible to the class as a whole: a clear example of student-faculty co-creation. At the end of the course, Sylvia can then review the students’ contributions and retains some of them for the next section of her course—and the student-faculty co-creation continues.
In addition to developing the Tapestry tool interface, four modules that explore aspects of living in a diverse world are planned:
1) Intercultural Understanding
2) Gender and Sexuality
3) Indigenous Communities
These interactive online educational modules will serve as a testing ground for Tapestry, and can be used in multiple contexts at UBC (e.g., undergraduate courses, continuing education) or remixed to suit unique external contexts (e.g., adaptations for children).
Initial development of a video player for Tapestry was developed using the HTML5 Package (H5P) platform. Through modifications of the H5P video player were developed our first interactive learning module on Intercultural Understanding. For Tapestry version 2.0, the overarching interface will be developed using the D3 platform, with the interactive H5P video player embedded. Development of Tapestry 2.0 within the D3 platform will reduce the linearity of the interface, thus allowing for greater user control in creating connections between content.
Students who have the opportunity to interact with, remix or extend the modules for living in a diverse world will benefit from the content of those modules; and their remixes and extensions will benefit the UBC community as a whole. The sustained benefits to students will include the emergence of new modes of teaching and learning, and the ability for students to benefit from their use of Tapestry by being able to link their contributions to particular modules to their ePortfolios.
Instructors who use Tapestry in their courses will allow for more engaging modes of teaching, such as constructivist approaches, problem-based learning, and faculty-student co-creation of course content. In addition, any student-faculty co-created content from one section of a course can be carried forward into the next section of the same course. Moreover, instructors who use the modules for living in a diverse world within their courses should improve learning outcomes related to the topics covered.