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As an English literature teacher at John Abbott College, I’m always on the lookout for tools that engage my students and promote deeper learning. One tool that has made a significant impact in my English classes is myDALITE, a free, open-source platform designed by SALTISE for peer instruction. 

myDALITE offers a unique approach to learning by encouraging students to explain their reasoning, engage with peer feedback, and reinforce their understanding of the course material. Here’s a breakdown of how I use the tool in my literature course, the benefits I’ve observed, and some practical tips for teachers interested in trying it!

What is myDALITE?

myDALITE (Distributed Active Learning Integrated Technology Environment) is a free, open-source web platform designed to boost conceptual learning. It uses social learning principles to engage students in cognitive tasks such as:

  • self-explanation
  • comparison
  • peer explanations
  • reflection

myDALITE stems from the principles of peer instruction, an active learning strategy developed by Eric Mazur at Harvard University. This approach fosters critical thinking and meaningful discussion by using multiple-choice conceptual questions.

It encourages students to engage deeply with challenging ideas in order:

  1. to reflect individually on a conceptual question
  2. to explore their peers’ thoughts about this question
  3. to revisit their initial answers in accordance with the previous discussions

Key features and benefits

myDALITE offers a range of features that make it a valuable tool for any teacher in any discipline:

  • Question database
    This open-source community offers a growing collection of questions across various subjects. Teachers can add their own questions to the platform, continuously enriching available content.
  • Assignment options
    Teachers can use myDALITE in class (synchronous) or outside of class (asynchronous) via the website itself or different learning management systems (LMS), such as Moodle.
  • Course pack
    Teachers can compile multiple-choice questions into a “course pack,” covering anything from a single topic to an entire semester’s curriculum.
  • Collaboration and sharing
    Teachers can share their curated question collections with colleagues, facilitating collaboration and resource sharing.
  • Analytics and reporting
    The platform provides detailed analytics and reports, allowing teachers to track student performance over time.
  • Free and accessible
    The tool offers free access to a comprehensive educational platform, ensuring that all educators can benefit from its resources. The platform is also compatible with all electronic devices.

How I use myDALITE in my English class

When I introduced myDALITE into my English literature class, my main objective was to enhance students’ literary analysis skills. Initially, I turned to myDALITE while exploring ways to make a hybrid class work during the pandemic. Although I eventually started teaching blended classes instead, the tool’s design was a great fit with my course structure. Since my students spend 30% of their time learning from home, the platform has proven to be a valuable tool for asynchronous learning.

Integrating the platform

I started using myDALITE 3 years ago, and since then, I’ve refined my approach. The way I’ve integrated it is simple but effective. Each week, I create 2 multiple-choice questions directly related to our class readings (chapters in a novel, short stories, etc.). I carefully select answer options that encourage critical thinking. These questions are posted on the platform, and students are expected to complete them as homework before our next class.

To facilitate the process, I integrated myDALITE in Moodle so that students can access it through our existing LMS. Students, though, don’t even need to know they are using Moodle: I share the link to the Moodle activity through Léa, and students log in via Office 365, making the transition to using the tool smooth and straightforward. I walk them through the tool at the beginning of the semester, and after a few rounds, students become fully autonomous in using it.

The platform also provides useful analytics and reports, allowing me to monitor student engagement and participation. I can review their rationales and see what students view as a good answer or rationale. The feedback essentially comes from their peers.

The process

Step 1: answering the question and writing their rationale 

The process starts with students reading the multiple-choice question and selecting an answer. Then, they have to write a rationale to explain their reasoning. This step is crucial as it requires them to think deeply about the material and articulate their thoughts, reinforcing their comprehension.

While the platform allows me to set a single correct answer, I chose to make all options correct in my course. My goal is not to emphasize “right” or “wrong” answers but to nurture their analytical thinking skills. That said, I sometimes design questions with misleading answer choices to test common misconceptions, making it a great way to challenge students’ assumptions.

A screenshot of the platform myDALITE showing an example of a question related to the novel To Kill a Mockingbird, 2 answer options, as well as a space for the students to type down their rationale. It reads: “Ch.24-31: Fear / In the early description of Maycomb, Scout tells the reader that “Maycomb County had recently been told that it had nothing to fear but fear itself” (6). Critic Michael J. Meyer suggests that this is, in a way, the idea supporting this novel. Do you agree with Meyer? In your rationale, whether you agree or disagree, discuss the role of fear in the novel (for example, why does Lee set the climax during Halloween? Who is afraid in the novel, and of what?) / A. I agree that the novel presents the idea that “there is nothing to fear but fear itself”/ B. I disagree that the novel presents the idea that “there is nothing to fear but fear itself.”

A screenshot of the platform showing an example of a question on the novel To Kill a Mockingbird and 2 answer options that generated very interesting answers from the students.

Step 2: Reviewing their peers’ rationales and reconsidering their answer 

After submitting their responses, students can access and review their peers’ explanations, giving them the opportunity to compare perspectives. The anonymity of the platform (no names or student numbers visible) allows students to learn from each other without hesitation.

A screenshot of the platform myDALITE showing an answer selection with its instructions. It reads: “Consider the problem again, noting the rationales below that have been provided by other students. They may, or may not, cause you to reconsider your answer. Read them and select your final answer. / C. At the end of the story, | believe that Arnold's line “My sweet little blue-eyed girl” connects to the topic of Fantasy. Connie's actual eye color is brown. I believe that Arnold makes this statement about blue eyes because Connie was actually dreaming about the crazy events that happened with Arnold. In the beginning of the story, Connie stays home alone as her family goes to a BBQ at her Aunt’s home. Connie proceeds to sit down on the back porch and the narrator says"…and when she opened her eyes she hardly knew where she was, the back yard ran off into weeds and a fence-like line of trees and behind it the sky was perfectly blue and still. The asbestos ranch house that was now three years old startled her—it looked small. She shook her head as if to get awake". / Connie’ mother would often scold her for being too obsessed with her looks. Whenever Connie would glance at herself in the mirror, her mother would send her bad remarks like: "stop gawking at yourself" (Cates1). Connie therefore created a different version of herself when she was away from home. She would change her appearance while she was with her friends. Connie would wear “a pull over jersey blouse that looked one way when she was at home and another way when she was away from home" (Oates 1). We could consider this a "fantasy" version of herself. At the end of the short story, we can see that Connie sees herself walking towards a fantasy like land, a place where "Connie had never seen before and did not recognize" (Cates 9) /+ Show more rationales.”

A screenshot of the platform showing an answer selection with instructions from Joyce Carol Oates’s short story Where Are You Going, Where Have You Been. It is an example of what the students see when deciding whether to change or stick with their answer.

This method encourages students not just to select an answer but to consider arguments or evidence they had not thought of. It also allows them to reconsider their initial choice after seeing how others approached the same question.

Step 3: Consulting the expert rationale 

As a final step, I provide an expert rationale, which is my own detailed explanation of the answer. This offers students insight into my thought process and highlights the aspects I consider when analyzing literary texts. I present it as if I were a student

A screenshot of the platform myDALITE showing an expert rationale for a question about William Faulkner’s A Rose for Emily. It reads: “The way Faulkner plots the story is our first clue: the story opens with Emily’s funeral, so the story of her life is told after Emily’s secret has been discovered. The narrator possesses knowledge all along the story, but does not share this knowledge until the very end. The manipulation of this knowledge allows the narrator shape the story to their own worldview. They are not presenting an objective view of Emily, but rather guiding the reader to see her the way they see her. For example, the narrators say that "when she got to be thirty and was still single, we were not pleased exactly, but vindicated" (704). This passage highlights some key information about the narrators: first, they are a first-person plural narrator ("we"). These people, whoever they are, are not neutral observers of Emily; they feel "vindicated" once she ages into a spinster, suggesting, perhaps, that she wounded their ego in the past. Likewise, when Emily purchases poison, the narrators think that she will kill herself and "we said that it would be the best thing" (705). While the narrators might not harbor murderous thoughts towards Emily, this opinion reveals their values: they believe it is better for Emily to die by her hand than to continue betraying her Southern values by seeing Homer Barron. The narrator is not just providing a subjective account of Emily; they also somewhat conceal their active participation in the story. Once Emily dies, the townspeople are eager to see the inside of Emily's home, in which nobody has been allowed in for forty years. However, the narrators reveal that "Already we knew that there was one room in that region above stairs which no one had seen in forty years, and which would have to be forced" (707). The fact that they know Emily has a room upstairs that no one has seen in a long time is quite plausible, but how do they know the room has to be forced? Since we know that men helped Emily conceal the smell of the body by spreading lime around her house, is it possible that they also helped Emily conceal the murder of Homer altogether? There is other evidence that the townspeople will go to some length to help Emily, from the druggist who provides the rationale for the arsenic (he writes "for rats" when Emily fails to provide a justification) to Judge Stevens who refuses to order Emily to clean up for fear of accusing her of smelling bad. In short, we know that the townspeople see Emily as a "hereditary obligation" (702). We know that they are repulsed by Emily and are judgmental of her. At the same time, the narrators cannot help but fulfill their obligation towards her, and may even go as far as concealing a murder she committed. The appearance of neutrality and innocence on the part of the narrator helps to place Emily in the role of the "perverse" (706) crazy woman, allowing the narrators to see themselves as different from her, when in fact they share the same Southern values. Both the townspeople and Emily participate in the murder of Homer Barron, and the fact that the narrator does not admit to it means that they are undeniably unreliable.” 

A screenshot of the platform showing an expert rationale for a question about William Faulkner’s A Rose for Emily.

How myDALITE supports better learning

Incorporating myDALITE into my English classes has brought various benefits that significantly enhance student learning. From fostering critical thinking to building confidence, this tool transforms how students interact with the class material.

  • Promoting active learning

Students actively engage with the material by explaining their reasoning for each answer rather than just selecting one.

  • Supporting critical thinking

Students defend their answers and compare their rationales to their peers’, which helps them think critically and approach the material from different perspectives. This reflective process encourages a growth mindset, where students learn to revise their thinking based on new information.

  • Building confidence

The anonymous online format of myDALITE allows my students to take more risks and reflect on their answers more confidently than in a traditional classroom setting. In addition, one key advantage of the tool is its scaffolding structure. Since I write the multiple-choice questions, students don’t have to create an interpretation from scratch. Instead, they follow my line of thinking when selecting an answer and then justify their choice. It helps them build confidence in engaging with the text.

  • Preparing students for literary analysis

Since integrating myDALITE, I’ve noticed that my students come to their 1st essay writing better prepared and with a stronger knowledge of literary analysis.

  • Fostering peer engagement

Being able to compare their answers with their classmates’ fosters a collaborative learning environment. Most of the learning happens through peer interaction.

Ready to give it a try?

myDALITE is versatile and can fit into almost any curriculum. Whether you’re teaching in an online, hybrid, or in-person setting, this tool can be adapted to your classroom needs and disciplines.

If you’re new to using myDALITE, I would recommend starting with a hands-on introduction in class to model the tool for students. Start small with a single question related to your lesson to help students get used to the format and the concept of providing rationales.

In my blended classes, I use myDALITE every week for asynchronous teaching. However, in a different classroom format, it might become overwhelming for students to use it too frequently. To prevent this, I would suggest slowly integrating it into the course, giving students time to process the material between uses.

When creating questions, ensure they are carefully constructed to encourage meaningful connections between ideas. Students should have something to write about in the rationale section. Since the questions can be quite complex, go over your expectations for the rationale with students.

To avoid issues with the platform, draft your questions in a Word document as a backup and copy-paste them into myDALITE. Similarly, advise students to keep separate copies of their answers for future reference if needed.

Finally, the key to using the tool effectively lies in the feedback loop it creates. Make sure students understand that their written rationales are as crucial as the multiple-choice answers.  This is where the real learning happens!

How would you integrate myDALITE?

Incorporating myDALITE into my English courses has transformed how my students engage with course material. If you’re a teacher looking for a flexible tool that promotes critical thinking, reflection, and peer engagement, myDALITE is worth exploring. I’d love to hear about your experiences with myDALITE or how you plan to integrate it into your teaching practice. Share your thoughts and insights in the comments!

About the author

Valerie Bherer

Valerie Bherer has been teaching at John Abbott College since 2015. She is currently Curriculum Chair of the English department as well as a SALTISE fellow. She is passionate about better understanding how CEGEP students think and learn. In recent years, this interest has led her to integrate research project into her teaching life, namely on students’ perspectives on blended learning and on how students who must write the Épreuve uniforme de français navigate learning about literature in 2 languages.

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