Notre Dames SevenStep Planning Process for WebEnhanced Courses

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Notre Dames Seven-Step Planning Process for
Web-Enhanced Courses

• Martha Wicker,
• Director of the Center for Instructional
  Development
• Joyce Swofford,
• Professor of English
• Clayton College State University

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Integration of Technology - Stages
Conscious Commitment
Enlightened Engagement
Sporadic Excitement
Reluctant Co-existence
Perceived Intrusion
New Directions for Community Colleges, Integratin
g Technology on Campus
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Background

• onset of ITP
• technology training
• formation of PETT Committee
• participation in Notre Dame training
• development of the Course Enhancement Seminar
  Series

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Seminar 1

• Defining Course Goals and Learning Objectives

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Developing Course Goals

• Step 1 Review Core Curriculum, Program Outcomes,
  Certification Requirements, etc.
• Step 2 Review Course Description and
  Prerequisites
• Step 3 List Major Course Topics
• Step 4 Gather Learner Profile Information
• Step 5 Develop Course Goals

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Course Goals
broad or abstract statements that describe the
intent, state, or condition that you want to
accomplish by the end of the course
student-centered

• describe the overall purpose and scope of the
  course
• state the knowledge, skills, and attitudes the
  course teaches
• includes both content and non-content statements

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Learning Objectives
statement of the intended outcomes of
instruction-not the process of instruction
itself describes the knowledge, skills or
attitudes that the students will possess at the
end of the course student-centered

• Parts of a Learning Objective
• performance
• conditions
• standards

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Seminar 2
Identifying Effective Teaching Strategies
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Seven Principles for Good Practice

• Good practice encourages student-faculty contact.
• Good practice encourages cooperation among
  students.
• Good practice encourages active learning.
• Good practice gives prompt feedback.
• Good practice emphasizes time on task.
• Good practice communicates high expectations.
• Good practice respects diverse talents and ways
  of learning.

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The Grasha-Riechmann Model

• social model developed by Sheryl Hruska-Riechmann
  and Anthony Grasha in 1970
• inventories for determining student learning
  styles and instructor teaching styles
• practical suggestions for blending teaching
  methods with students preferred learning styles

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The Six Learning Styles

• Competitive
• Collaborative
• Avoidant
• Participant
• Dependent
• Independent

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The Five Teaching Styles

• Expert
• Formal Authority
• Personal Model
• Facilitator
• Delegator

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Relationship Between Learning Teaching Styles
Cluster 1 Primary Teaching Styles
Expert/Formal Authority Primary Learning Styles
Dependent/Participant/Competitive
Cluster 2 Primary Teaching Styles Personal
Model/Expert/Formal Authority Primary Learning
Styles Participant/Dependent/Collaborative
Cluster 3 Primary Teaching Styles
Facilitator/Personal Model/Expert Primary
Learning Styles Collaborative/Participant/Indepen
dent
Cluster 4 Primary Teaching Styles
Delegator/Facilitator/Expert Primary Learning
Styles Independent/Collaborative/Participant
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Seminar 3

• Planning Assignments and Assessments

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• Coverage-Centered
• Course planning process
• begins by deciding when
• to cover what topics
• during the term and then
• deciding when to schedule
• these assignments and
• exams.

• Assignment-Centered
• Course planning process
• begins by focusing on the
• assignments, tests, and
• exams that will both teach
• and test what the teacher
• most wants the students
• to know.

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Formative and Summative Assessments

• Purpose is to improve the quality of student
  learning
• Provides faculty with information on what, how
  much, and how well students are learning
• An on-going process of feedback
• Emphasis is on giving useful advice for
  improvement

• Purpose is to provide evidence for evaluating or
  grading students
• Tests must be demonstrably reliable, valid, and
  free of bias
• Summarizes student learning after a sustained
  period of learning
• Grading is the primary emphasis

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Seminar 4

• Considering Times and
• Spaces for Learning

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Stages of the Learning Process

• First exposure student first hears/sees new
  information, concepts, procedures, etc.
• Process student applies, critiques, contrasts,
  synthesizes, argues, analyzes, etc. This usually
  results in a product test, exam, assignment, lab
  or clinic performance, etc.
• Response Teacher, assistant, or peer responds to
  the product

Kaneb Center, Univ. of Notre Dame
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First Exposure Red Process Blue Response
Green
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First Exposure Red Process Blue Response
Green
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(No Transcript)
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Seminar 5

• Exploring What Technology Tools Can Cannot Do -
  Part I

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Tools for Delivering Content

• Web pages
• Web-based Course Management Systems
• Publisher/Commercial Content
• Streaming Audio and Video
• Presentation Software
• Online Study Guides and Tutorials
• Interactive Databases
• Case Studies
• Games Simulations
• Telecourses

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Basic Content Formats

• Text
• Graphics
• Audio
• Video
• Interactive Components

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Audio

• Advantages
• Relatively simple to record and edit
• Can be used to highlight or emphasize the
  instructional message
• Can be controlled by the learner
• Permits learner to replay for review
• Can be recorded or captured from microphone,
  cassette, or CD
• Can be distributed on tape, CD-ROM, or the web
• Disadvantages
• Requires multimedia technician or faculty
  training
• Learners must have a sound card and speakers
• May require installation of plug-ins

Alan Jolliffe Pat Maier
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Effective Use of Audio
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Criteria for Selection of Technology Tools

• Supports the learning goals and objectives?
• Existence of added value?
• Accessible to all students?
• Feasibility?
• Adequate preparation and support for faculty and
  students?
• Contingency strategies that will enable a quick
  recovery from technology-related interruption or
  willingness to live with the consequences?

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Seminar 6

• Exploring What Technology Tools Can Cannot Do -
  Part II

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Tools for Communication

• Phone
• Fax
• Electronic Mail
• Bulletin Board
• Newsgroups
• Chat
• Audio Video Conferencing
• Collaborative Writing Tools
• Collaborative Whiteboard

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E-mail

• Advantages
• Asynchronous
• One to one communication (may be one to many
  using mailing lists)
• Easy, readily available medium
• Reduces stress for those who dont feel
  comfortable with verbal interaction
• Can attach file documents to messages
• Can be saved for documentation
• Efficient method for discussing individual
  learner problems and progress

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E-mail

• Disadvantages
• Facilitator can become overloaded with the number
  of messages
• Students may have an unrealistic expectation of
  reasonable response time
• Some messages may require lengthy, detailed
  responses
• Responding to repetitive questions one at a
  time is inefficient

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Tools for Assessment

• Self-tests
• Quizzes/Tests
• Electronically-submitted assignments
• CCSU Word Comments
• WebCT DropBox

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Seminar 7

• Examining Issues Relevant to the Online Learning
  Environment

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Online Course Issues

• Building community
• Assessment
• Equivalence
• Retention
• Student support services
• Ethics

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Seminar 8

• Implementing Evaluating Technology-Enhanced
  Courses

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Implementing and Evaluating Technology-Enhanced
Courses

• Stages of Implementation
• Assessment vs Evaluation
• Instructional strategies
• Course materials
• Delivery methods
• Learning Objects
• Classroom Research

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Whats Next?

• Implement Project Teams
• Repeat Course Enhancement Series
• Offer to provide training at other institutions
• Contact facultylab_at_mail.clayton.edu