Mona BryantShanklin Derek Vaughan

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  Chapter TEN Course Delivery

• Mona Bryant-Shanklin Derek Vaughan
• School of Education
• eLearning Study Group
• FALL 2006

Friday, October 27th 1200 noon, Room 303, LBB
Library
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A Refresher on Terms

• Blackboard LMS Learning Management System
• a system that allows organization of documents
  for electronic course delivery

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Getting a Good Start

• Readiness Profile Assessment
• Basic Computer Skills
• Self Evaluation for Potential Online Students

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Some examples from the Readiness Profile
Assessment

• 10 items/30 points
• Scale scoring between 31 30 Distance Ed is
  suitableadvises students to proceed to Assessing
  Computer Skills less than 14, it suggests taking
  a course to get skills up to par (adapted from
  Eastern Oregon University)
• Questions like these appear
• 1. Having face-to-face interaction with my
  instructors and fellow students is  
• a..not particularly important to me  
• b..somewhat important to me  
• c..very important to me
• 2. I would classify myself as someone who  
• a..has good organizational skills and often
  completes assignments ahead of time  
• b..has weak organizational skills, needs
  reminding about assignments, and often
  procrastinates  
• c..has poor organizational skills and sometimes
  forgets to complete assignments

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  Some examples from the Basic Computer Skills

• 8 items/16 points
• helps assess students computer skills
• Ask questions like
• I can use a web browser such as Netscape
  Communicator or Navigator, Internet Explorer, or
  AOL.___Yes ___No
•  I'm comfortable using a word processing program
  such as Microsoft Word, Microsoft Works, or
  WordPerfect.___Yes ___No

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Some examples from the Self Evaluation for
Potential Online Students

• 10 item survey
• Questions like this appear
• My need to take this course now is
• High I need it immediately for a specific
  goal. 
• Moderate I could take it on campus later or
  substitute another course. 
• Low It could be postponed.
• Feeling that I am part of a class is
• Not particularly necessary to me.  
• Somewhat important to me.  
• Very important to me

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How I Use These Tools

• I have my students use all of these surveys early
  in the course (1st week or 2)
• This is usually our first Discussion Board
  itemor I have them email me the results
• Some students drop the course as a result of the
  test (5) or call me to talk further about my
  assessment of their potential success in the
  course

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Student orientation

• To welcome new students to the course
• send a welcome email before the course starts/
• post a welcome Announcement that stays up for at
  least 3 weeks
• Orientation/Course Site Orientation
• face to face
• on line
• other options (phone, Discussion Board, etc.)
• Explanation of technology requirements
• Course policies (outlined in syllabus)

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Syllabus Information

• Follow the syllabus guidelines provided by the
  University
• Include areas specific for on line syllabi,
  particularly when the point of contact will be
  and what posting requirements are
• Also include the link to on line texts
• Include conduct code/honor code (very useful for
  tests)

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More notes on orientation

• Usually offer a face to face meeting in the
  beginning of the semester in a lab
• Offer another technology training meeting mid
  semester to cover other tech-know-how material
  (i.e. e-portfolio session)
• Offer free conference call service when verbal
  communication is necessary
• ( http//www.freeconference.com/Home.aspx)

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Getting to know your students Student Profile

• Profile students (early in semester)
• usually post a Tell me about yourself thread
• serves to introduce students to one another
• provides me with more information about them
• they all have to do the self evaluation
• sometimes students complete a biography posting
  (built into some courses)usually do a where
  have you been and where do you want to go? thread

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 MANAGING STUDENTS

• Motivating Students
• Obtaining Student Feedback
• Giving Students Feedback
• Processing Assignments
• Dealing With Difficult Students

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Motivating Students

• Well-designed and interesting course
• Assignments count towards a grade
• Understand the purpose activity
• Conducive environment

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Obtaining Student Feedback

• Designate specific students
• Discussions and surveys
• Coursesite Statistics (p. 220)

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Giving Students Feedback

• Announcements and emails
• Positive reinforcement
• Counseling students
• Students experiencing difficulties in course
• INSTITUTIONAL WEB COUNSELING

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Giving Students Feedback (shortcomings)

• Written communication can be distributed
• Increased workload
• Develop policies in both cases

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Processing assignments

• set realistic due dates
• provide detailed instructions
• pace your assignments
• help students to stay organized by weighting
  grade categories early in the semester or before
  class begins
• give yourself some wiggle room by adding a
  disclaimer to your syllabus The instructor for
  this course maintains the right to make
  modifications to the syllabus and/or course as
  deemed appropriate for circumstances and learning
  environments.
• REMEMBER THIS Things really do get better with
  time!

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This is clearly outlined in syllabus

• Total Point distribution per Assignment Category

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And it corresponds with Gradebook in Blackboard
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I weight everything, including discussion board
items to encourage participation!
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Dealing With Difficult Students

• DOCUMENT, DOCUMENT, DOCUMENT
• Make offers of ongoing assistance
• Areas of difficulty
• Non-participants
• Disrespectfulness
• Domineering students

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Dealing With Difficult Students

• Non-participants
• Shy
• ESL
• Do not penalize for grammatical mistakes, if
  remarks are coherent
• Lack of knowledge regarding Bb discussion tools
• Direct to online tutorials

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Dealing With Difficult Students

• Disrespectful Students
• Private email, phone calls, or face-to-face
• Establishing and firmly enforcing discussion
  policy
• Removed for violation of netiquette
• Monitor forums carefully (you or course
  assistant)
• Be proactive Nip it in the bud

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Dealing With Difficult Students

• Domineering Students
• Clearly define course policies and describe
  controlling behavior
• When in violation, remind them of policy and how
  they are in violation
• WARNING!!
• THIS MAY PROVOKE ADDITIONAL ANTISOCIAL BEHAVIOR
• Last resort???

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MANAGING ON LINE TEAM PROJECTS
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An example of an online group/team project
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Getting Blackboard Help Tutorials
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We all need help sometime

• This is for the instructors
• Howard University posted links to everywherea
  catalogue for links that help! http//www.cetla.ho
  ward.edu/bb6/blackboard_6_tutorials.htmVisiting_t
  he_Virtual_Classroom

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System Requirements for Students at NSU go to
eLearning Home Page/FAQs
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Reference

• Waterhouse, S. (2005). The power of elearning
  The essential guide for teaching in the digital
  age. Boston Allyn Bacon