Enhance Instruction in the Digital Environment

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Using RUs On-Line Tools and Web 2.0

• Enhance Instruction in the Digital Environment
• Introduction

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Change the World
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Session Overview

• This session will demonstrate and discuss the
  combined uses of several of the universities
  on-line tools for instruction. Those tools
  include the combined use of WebCT/Blackboard,
  Breeze/Connect, Respondus and Survey Tools along
  with several Web 2.0 applications including
  Youtube, Twitter, Blogs, Wikis and Podcasts in
  graduate courses.  The presentation is designed
  to be informative/interactive and somewhat
  instructive, but more about showing advantages
  and opportunities for technology integration from
  the instructors perspective of technology use as
  opposed to the technology expert level.

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Goals for the Session

• Goal To share experiences of developing
  on-line opportunities for student learning
  utilizing RUs on-line tools and Web 2.0
  Applications
• Goal To provide practical ideas for the use of
  RUs on-line tools and Web 2.0 Applications

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Instructors Background

• Formal Training in K 12 Education and
  Educational Leadership
• Technology and Electronic Gadgets as a Hobby
• Experience Public School Teaching, Leadership
  Assignments, Adjunct University Teaching, and
  Assistant Professor in the College of Education.
• Belief Statement Regarding Technology/Instruction
  Technology is not a replacement for the teacher
  student relationship, but a way to enhance that
  relationship and to provide greater opportunities
  to meet the needs of todays Millennial Students.

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Tools to Be Discussed

• WebCT/Blackboard
• Breeze/Connect
• Respondus
• Audacity
• Camtasia
• Youtube
• Twitter
• Blogs
• Wikis
• Podcasting
• Tube Sucker
• Media Converter

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Change and Todays World
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Think Before Clicking

• Design your work somewhere before entering the
  digital world
• Use your content knowledge as you design your
  expectations / outcomes FIRST
• THEN, design the use of tools to meet these
  expectations / outcomes
• ALWAYS design a method to assess students
  technology skills PRIOR to introducing content
  AND be ready to remediate technology deficits

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Ethical and Philosophical Issues

• Honesty and Integrity
• How do you ever know when students cheat
• Cooperative Learning
• Modeling by Instructors
• Quality versus Quantity
• Ethical Behaviors of Instructors

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Why Should We Change
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My Plan

• WebCT/Blackboard becomes the outline of each
  module and includes
• Content Section
• Content Assessment Section (To check for
  knowledge)
• Cooperative Learning Assignment (Case/Group Work
  to be done in Breeze/Connect)
• Individual Assignment (To check for knowledge)

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Content

• Instructors Information via Podcast (or RSS
  feed) or Breeze O (Audio clip created with
  Audacity)
• Cooperative Assignment/Group PPT Project of
  Assigned Content
• Groups are determined by the GROUP SIGN UP
  application in WebCT/Blackboard
• Cooperative Assignment/Group PPT Project of
  Assigned Content and Alignment with National
  Assessment Standards

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Student Assessment

• WebCT/Blackboard
• Develop an assessment in Word using the required
  format so that Respondus can be utilized to
  convert the assessment to a WebCT/Blackboard
  Quiz. Save the document in a plain/rich text
  form.
• Here is a brief demonstration

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(No Transcript)
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Creating a Group Assignment

• Utilize Group Assignment Function
• Work is done by Groups in Breeze/Connect and then
  final response is submitted in WebCT/Blackboard
  as a Group Assignment
• Here is a brief demonstration (created with
  Camtasia)

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Student Assignment(s)

• Utilization of WebCT/Blackboard Assignment
  Module
• Each module contains an individual student
  assignment
• Subjective scoring
• Group Assignments
• Rubric Scoring
• Reality work associated with content
• Rubric Scoring

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Blog

• Each content module requires submission and
  participation in the Module/Blog. I utilize blog
  submissions as a way to ensure class
  participation and for an attendance grade.
• Topic submission is a group responsibility and
  submitted to the instructor for approval as an
  assignment in each module.
• At the conclusion of each module of study, a
  summary of the blog responses must also be
  submitted to the instructor as a group
  assignment.

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Wikis

• A Wiki is used as a tool for the course to
  develop a major statement on an overriding theme
  of the course.
• An example for a recent course.
• Free space for Wikis is available at
• http//wikispaces.com

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WebCT/BlackboardCourse Resource Module

• Course Resources is a Module I develop and post
  on the Home Page of the course. It contains
  many different types of resources.
• Course Packets
• YouTube Content Information
• Self-Help Resources
• Camtasia Demonstrations
• Breeze O Samples/Demonstrations
• Directions on Web 2.0 Tools
• Web Links to important resources
• WebCT/Blackboard Utilization Reports
• Virtual Meeting Attendance Roster
• Class Picture

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Course Schedule/Overview

• A single document to provide an overview of the
  entire set of course expectations
• Traditional Syllabus with integrated expectations
  for the on-line version of the course

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Additional Course Requirements and On-Line Tools
(Breeze/Connect)

• All students must participate in a set number of
  Virtual Office Meetings. These are established in
  the Course Schedule/Overview.
• These meetings are held in Breeze/Connect
• Meetings are for the purpose of discussing not
  only content information but program issues. With
  the use of private chat / separate breakout
  groups, student advising sometimes occurs as well.

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Additional Course Requirements and On-Line Tools
(Breeze/Connect)

• Group Work Sites
• Each group developed for each course is also
  provided its own work space (Breeze Meeting) to
  complete its cooperative learning assignments)
• This allows the instructor to monitor
  participation.

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Use of Survey Instruments for Certain Assignments

• I use several survey instruments for certain
  assignments. Part of the goal with these
  assignments is to provide students with an
  opportunity to use survey instruments and to help
  them think about possible uses of those
  instruments. Here is an example

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Using YouTube

• Using You Tube today is no different than using
  the old 16mm Projector or filmstrip projector,
  EXCEPT the content availability is tremendous and
  is FREE. You can find virtually anything on any
  topic.
• You Tube Videos CAN be downloaded, converted, and
  saved to your computer with relative ease.

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You Tube (cont)

• There are a couple of on-line sites available at
  no cost and there is also ripper software
  available.
• http//mediaconverter.org is my preferred
  application
• Another one is
• http//www.newrad.com/software/tubesucker/

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Twitter

• This is a Web 2.0 application that has some
  unique opportunities.
• Think of it as a mini-Facebook Application
• I am currently experimenting with it to determine
  its useful to my work.
• One unique function is that you can post to
  Twitter with your cell phone via text messaging
• http//twitter.com

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WebCT/Blackboard Weblinks

• Weblink is a great way to embed external content
  within WebCT/Blackboard
• I always use the Weblink option to open the link
  in a new window
• Weblink Screen

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Scoring Rubrics in WebCT/Blackboad

• WebCT/Blackboard has a function available for all
  assignments (group and individual) that allow you
  to create rubrics (grading forms)
• All fields can be edited and added/removed.
• Here is an example

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WebCT/Blackboard

• Utilize WebDev to map to your WebCT/Blackboard
  Network Space/files
• Save ALL content on the WebCT Server
• Saves your local drive and H drive space
• Here is demo of setting up your WebDev space as a
  local drive on your computer

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Demo of WebDev
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WHY
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Questions/Discussion

• Thanks for your time?
• My Contact Information
• Robert McCracken
• rmccracke_at_radford.edu
• Campus 5682
• Office A042 Peters Hall
• Virtual Office http//breeze.radford.edu/office
• RU Website http//www.radford.edu/rmccracke