Hands-On Workshop
Pre-Conference

(Presenter)

Evaluating Your Online Course

Laura Sederberg

CSU, Chico

(See handbook, pg 29)

An interactive seminar/workshop, participants worked together to evaluate the quality of their own online courses, sharing observations through the eyes of the Rubric for Online Instruction.

http://www.csuchico.edu/celt/roi/

Bob Boufford, University of Alberta
bob.boufford@ualberta.ca

(See handbook, pg 31)

Others (in digital games)

• Robert J. Clougherty, Institute for Technological Scholarship
• Sandy Mills-Alford, AliveTek Inc.
• Bob Bramucci, Open Campus, Riverside Community College
• Alan J. Masson, University of Ulster

This workshop was incredibly rich in learning how to involve students in content in a fun way. There are many programs available to use to create games. Some are free.

The immersion of learning that takes place in games for students through interactivity and multiple forms of learning styles is often called Deep Learning.

University of Alberta offers a great workshop for folks on this topic.

Deep Learning Resources for Spanish language:

http://www.uprm.edu/ideal/juegos/id2.htm

Mike Capstick is the king of digital games, many of which he makes available online for free: http://cybil.tafe.tas.edu.au/~capsticm/

• Quiz Game
• Crossword Creator
• CodeBreaker

Mike also has a source for creating E-Books, http://cybil.tafe.tas.edu.au/
~capsticm/ubook/ubook.html

Other Resources:

• Crossword Compiler
• EclipseCrossword
• Hot Potatoes Crossword and JCross
• Matching Squares
• Jigsaw Puzzles
• Matching Puzzle

Carol Vallone, President and CEO

WebCT, Inc.

(See handbook, pg 40)

In 2010, learning outcomes will drive publishers into a digital content revolution.

• integrated technologies
• open source
• applications seamless
• workgroups
• reporting to enterprise system
• Intiuitive user experiences

Students' needs will be key to model transition enterprise-wide system.

Highlights from Villanova University, University of Georgia, and Passaic County Community College

Articles to read:

WebCT and Merlot as Strategic Partners

Efficient Content Reuse

Curtis J. Bonk

Professor of Educational Psychology, Indiana University

Dr. Curtis J. Bonk is a former CPA and corporate controller who is now a Professor of Educational Psychology as well as Instructional Systems Technology at Indiana University.

He also is founding member of the Center for Research on Learning and Technology at IU and a Senior Research Fellow with the Advanced Distributed Learning Lab in DC.

(See handbook, pg 41)

Future Trends he sees:

• All learning is blended.
• Certificate programs are growing.
• Focus on teacher & student training and rewards
• Online collaboration & virtual teaming
• Reality teaching & learning (authentic)
• Increasing focus on online Cheating
• Quality becomes pervasive (increases)
• Parnerships online
• Technology outpaces theory (moves ahead faster than we can imagine)
• Self-directed learning is up
• Lots of collaborative and synchronous tools
• News resources online explode

http://php.indiana.edu/~cjbonk/

John Morris
Drexel University

(See handbook, pg 47)

Drexel University expects their students to take 20% of all courses fully online. (16,000 students, 1500 faculty, 1000 active courses)

Team approach to developing courses online with SME, ID, and facilitator.

Question: Can all faculty be good online facilitators?

Course facilitator model is needed for skills required - both technical and instructional - for the course facilitator.

Suggests using reusable learning objects as often as possible.

Definition of online facilitation: Act of managing the learners and the learning through an online medium.

Effectiveness is measured by how well students are engaged.

Panel Presentation
(co-presenter)

(c

Alan J. Masson
Laura Sederberg
Diane Lippe

(See handbook, pg 51)

Nova Southeastern University uses a centralized approach; team of an instructional designer, a multimedia specialist, and a programmer; later adding faculty. (60,000 students)

Ulster faculty get pedagogical support; extensive best practices; library reserves are built into WebCT (using MERLOT and e-Packs).

(We know Chico's practices.)

http://webct3.nova.edu:8900

David Smetters, Respondus

(See handbook, pg 70)

Test bank and publishing partners

Flash-based activities/games into WebCT

Automatically asks for alt tags.

Works with CE 4.1 or Vista 3

StudyMate looks like Respondus, but has 3 quiz-like templates:

• No answer (Facts)
• One Answer
• Multiple Choice

Also has:

• Matching
• Challenge (like Jeopardy)
• Fact Cards Plus

http://www.respondus.com

or

http://www.respondus.com/studymate/

Isabella Hinds, WebCT

Rhonda Berger, Miami-Dade University

Travis R. Kramer, Iowa State University

Laura Sederberg, CSU, Chico

(See handbook, pg 57)

There are presently 2700 e-packs in 50 disciplines offered with WebCT.

E-Packs can leverage campus' investment in WebCT.

Faculty testimonials available.

Danna Vessell

David Reid

Marla Germann

Gary Godsy

All from Univ. of Missouri-Columbia

(See handbook, pg 74)

They have 22,000 students, 6,000 grad students on a 4-campus system.

Divide faculty into 5 groups:

• Innovators: willing to experiment (the lone rangers)
• Early Adopters: good for pilot studies (opinion leaders)
• Early Majority: front of the herd
• Late Majority: skeptical, motivated by peer and student pressure
• Laggards: only if mandated

http://etatmo.missouri.edu

Adoption Retention:

• Ease of use
• Support
• Research/feedback
• Continued extensibility/ flexibility

Laura Sederberg
CSU, Chico

(See handbook, pg 107)

You've gone through the blood, sweat and tears to develop a great online course. You see greater interaction among your students. Learning outcomes are demonstrated. Your hard work has paid off. How can you get your peers, chair and dean to recognize your success?

CSU, Chico has a program to recognize exemplary online instruction. Using their Rubric for Online Instruction, see how they have created a showcase of exemplars for others to follow.

I Want My WebCT!

Product Advisory Board (PAB)

Barb Ross
COO, WebCT

Barry Garrison
Corning CC

Kathy Fernandes
CSU, Chico

MJ Connolly
Boston College

John P. Campbell
Purdue Univ.

(See handbook, pg 79)

Focus points and Q & A:

• Priorities for product development
• Ease of use for faculty
• Ease of use for student users
• Support 24/7 in all time-zones

• Mobility
• Accreditation
• Assessment
• Learning Outcomes
• Portal & Admin front end
• Portfolio for students
• Reporting/Stats
• Integration issues
• Cost containment
• Emphasis on teaching & learning

http://www.webct.com/services

Jennifer Gurrie, WebCT

Andy Zeilman, WebCT

(See handbook, pg 86)

New features:

• Gradable discussions
• PeopleLinks
• Group Sign-Up sheets
• Rool-up Reports
• Easier course prep
• More efficient course management
• Shareable content
• Departmental templates
• Integration with MERLOT

http://www.webct.com/vision

http://www.webct.com/vista

Albert Goble
&
Marianne Kline
Marshall Univ.

Alice King, Deaken Univ.

(See handbook, pg 87)

Deaken has 5 campuses with 40% on Distance Education

Marshall has 16,000 students with 2000 faculty on 2 campuses (SCT/Luminous)

Centralize the IT process of moving to Vista! (admin, integration to SIS, timelines, training, documentation)

Suggest maintaining a separate environment for single course restores.

Suggest online and print resources for faculty and students. Their training materials use RoboDemo (Flash) and PDF for print version.

www.marshall.edu/cit/webct/
vistaconfig.htm

This URL shows Marshall's hardware configuration to run Vista. It's very interesting!

Suggest a group administrator per college and/or department.

Deakin uses a 3-server system:

• Production
• Pre-Production
• Archive-Test

Tammy Hoskings,
Univ. of Houston

(See handbook, pg 99)

First semester 4 faculty were hand-picked to pilot test Vista: 2 loved technology; 1 did not and was a no-nonsense business professor; 1 was a hand-wringer.
Complete support promised to these faculty.

They created their own Vista manual, step-by-step with screen captures. Had one-to-one support. Offered 3-hour workshops and 1-1/2 hour quick-starts.

Training included pedagogy throughout.

1. Look at interface
2. Communication tools
3. Syllabus
4. Content & organizer pages
5. Adding files (managing)
6. Gradebook
7. Show good example course

Students LIKE Vista!

Team included (full-time people):

• 2 system administrators
• 1 project manager
• 1 database administrator
• 1 programmer

35,000 students, 700 faculty at University of Houston; 80% courses hybrid, 10% fully online.

Problems with Vista 2.0, now they love Vista 3.0.

Learning Comments:

• Learn product better
• Make sure users know what a Pilot is
• More communication

Stacey L. Powell
&
Donald C. Buck,
Auburn University

(See handbook, pg 113)

They have 40 sections of Elementary Spanish per semester.

• Use master WebCT site, restore master into sections.
• Use senior faculty member as the designer, and other course section instructors are only getting access to course as TAs to keep it consistent.

Susan L. Stein
&
Bob Boufford,
University of Alberta

(See handbook, pg 127)

Why selected Web-4M over other products? (Company charges a lot for corporate clients, not so for Education.)

Selection Criteria:

• Unix-based for system
• No client software
• Integration with WebCT
• Support and Training
• Cost

Other products reviewed: Breeze, CentraOne, HL, Placeware, vClass, FireTalk

How is it used on campus?

• Small seminar-based sessions
• guest speakers
• software demos
• training
• online office hours
• tutoring

Web product page and demo available,

http://www.web4m.com/

Jennie Vautrin

Jane Himmel

Stacia Stastny

All from University of North Texas

(See handbook, pg 138)

Migration Process:

• Moving a course from WebCT Campus Edition to Vista takes a couple of weeks to build.
• Its important for faculty to learn to teach from the Section Level.
• Sections taught from can be backed up and used later as a Template, but Admin has to do.

Who works with Vista?

• Top level: 3 people
• Back end: 3 WebCT administrators; 1 programmer; 7 student workers
• Front end: 4 Instructional Designers
• Computer Help Desk

Recommended: Pilot test various roles, such as instructor, TA, designer Check first 50 courses very carefully when using the migration tool kit. Allow 7-8 hours per course.

Faculty Resources online:

http://courses.unt.edu/webct/vista/faculty/

Quick Start Guides

Student Resources (with Pop-up Blocker Test)

John Hallett,
WebCT

WebCT PowerLinks makes using WebCT more integrated with other resources, and allows pulling out data to be easy. WebCT data is now in an SQL format, easy to access, but it is not intuitive. It is designed for functionality not extraction. Vista Reporting Interfaces (VRI) solves this. Data is all in one place and is safe. There are 7 tables of data, 5 live views and 2 aren't live.

Tables are:

• Person
• Learning Content
• Learning Content Size
• Member
• Template
• Tracking
• Gradebook

Alan Guskin,
Antioch University

Distinguished University Professor at Antioch University with responsibilities as Co-Director of the Project on the Future of Higher Education and a faculty member in Antioch's new and highly innovative Ph.D. Program in Leadership and Change

(See handbook, pg 144)

Institute Meeting
(Pre-Conference Meeting)

We need to communicate more often (the institutes). There are 26 institutes now. Meet every other month online. Use HL/Wimba. Build an institute community tool. Blogs?

Use institutes for functionality testing of new products. Listen to us at the Advisory Committees. Let us help out.