Creating a Digital Guide for Blended
and Online Teaching and Learning	

Concept, Process and Product
Who are we?
Learning Technologies &
Assessment
Our Clients
Our Resources
Photo by Amerique under Creative Commons Attribution 3.0 Unported | Source
Our Resources
Our Resources
Our Resources
Project Beginnings	

•  Original version
Project Beginnings	

•  Original version	

•  Informal needs analysis	

•  Development of learning modules	

•  PM course
Process	

•  SMART Objective	

–  Specific	

–  Measureable	

–  Attainable	

–  Relevant	

–  Time-bound
•  Specific	

	

“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use o...
•  Measureable	

	

“To create an online, on-demand learning guide that is available for faculty
to help them prepare to u...
Process	

•  Attainable	

	

“To create an online, on-demand learning guide that is available for faculty
to help them pre...
•  Relevant 	

	

“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use...
Process	

•  Time-bound	

	

“To create an online, on-demand learning guide that is available for faculty
to help them pre...
Process	

•  SMART Objective	

	

“To create an online, on-demand learning guide that is available for faculty
to help the...
Process	

•  SMART Objective	

•  Create initial outline	

SYNCHRONOUS TOOLS	

BLACKBOARD CHAT 	

BLACKBOARD VIRTUAL CLASS...
Process	

•  SMART Objective	

•  Create initial outline	

•  Identify stakeholders	

•  Formal Needs Analysis
Formal Needs Analysis	

•  Known need	

–  Pedagogical framework	

•  Unknown needs	

–  Material online, on demand 	

–  ...
Stakeholders Meeting	

Why teach using online technology?	

Preparing to Teach with Technology	

Where to Begin	

Course S...
Stakeholders Meeting	

Why teach using online technology?	

Preparing to Teach with Technology	

Where to Begin	

Teaching...
Process	

•  SMART Objective	

•  Create initial outline	

•  Identify stakeholders	

•  Formal Needs Analysis	

•  Timeli...
Timeline	

•  Strategies	

–  Task assignment	

–  Gantt chart	

–  Frequently scheduled meetings
Process	

•  SMART Objective	

•  Create initial outline	

•  Identify stakeholders	

•  Formal Needs Analysis	

•  Timeli...
Development Challenges	

•  Keeping on task/on time	

•  Remembering: “living resource” motto	

•  CMS limitations	

–  Fo...
Process	

•  Formative feedback from stakeholders	

–  Form	

•  Focused meetings	

•  Resulted in use of Google Sites	

–...
Survey Results
Survey Results
Survey Results
Survey Results
Survey Results
Process	

•  Formative feedback from stakeholders	

–  Form	

•  Focused meetings	

•  Resulted in use of Google Sites	

–...
Each area of the guide has an initial draft of
content that will be reviewed and updated
regularly
Strategies	

•  Link to emerging
external resources	

•  Add visual and audio
supplements to content
areas	

•  Incorporat...
Faculty Training	

•  Training based on guide principles	

–  Online classes starting Summer 2011	

–  Training happening…...
Learning Technologies and Assessment	

http://www.luc.edu/learningtech/	

Teaching With Technology Guide	

http://sites.go...
Questions?	

Sarah Brittain-Dysart	

sbrittain@luc.edu	

Carol Scheidenhelm	

cschei1@luc.edu	

Terry Moy	

tmoy1@luc.edu
Digital guide
Digital guide
Digital guide
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Digital guide

  1. 1. Creating a Digital Guide for Blended and Online Teaching and Learning Concept, Process and Product
  2. 2. Who are we?
  3. 3. Learning Technologies & Assessment
  4. 4. Our Clients
  5. 5. Our Resources
  6. 6. Photo by Amerique under Creative Commons Attribution 3.0 Unported | Source Our Resources
  7. 7. Our Resources
  8. 8. Our Resources
  9. 9. Project Beginnings •  Original version
  10. 10. Project Beginnings •  Original version •  Informal needs analysis •  Development of learning modules •  PM course
  11. 11. Process •  SMART Objective –  Specific –  Measureable –  Attainable –  Relevant –  Time-bound
  12. 12. •  Specific “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Process
  13. 13. •  Measureable “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Each tool or technique covered in the guide will be accompanied by an overall description, practical examples, pros and cons of employing the tool or technique, best practices, and specific technological resources available for each. Process
  14. 14. Process •  Attainable “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Each tool or technique covered in the guide will be accompanied by an overall description, practical examples, pros and cons of employing the tool or technique, best practices, and specific technological resources available for each. The guide would function within the current technological infrastructure supported by the university.
  15. 15. •  Relevant “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Each tool or technique covered in the guide will be accompanied by an overall description, practical examples, pros and cons of employing the tool or technique, best practices, and specific technological resources available for each. The guide would function within the current technological infrastructure supported by the university. Topics, tools and techniques covered in the guide should be based on faculty need (established from a faculty stakeholder meeting) and should be based on established quality standards for online courses. Process
  16. 16. Process •  Time-bound “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Each tool or technique covered in the guide will be accompanied by an overall description, practical examples, pros and cons of employing the tool or technique, best practices, and specific technological resources available for each. The guide would function within the current technological infrastructure supported by the university. Topics, tools and techniques covered in the guide should be based on faculty need (established from a faculty stakeholder meeting) and should be based on established quality standards for online courses. We plan to make this a living guide that will be updated regularly, beginning with having the skeleton structure laid out by Fall semester of 2010.”
  17. 17. Process •  SMART Objective “To create an online, on-demand learning guide that is available for faculty to help them prepare to use online technologies in their teaching. Each tool or technique covered in the guide will be accompanied by an overall description, practical examples, pros and cons of employing the tool or technique, best practices, and specific technological resources available for each. The guide would function within the current technological infrastructure supported by the university. Topics, tools and techniques covered in the guide should be based on faculty need (established from a faculty stakeholder meeting) and should be based on established quality standards for online courses. We plan to make this a living guide that will be updated regularly, beginning with having the skeleton structure laid out by Fall semester of 2010.”
  18. 18. Process •  SMART Objective •  Create initial outline SYNCHRONOUS TOOLS BLACKBOARD CHAT BLACKBOARD VIRTUAL CLASSROOM VOICE DIRECT LIVE CLASSROOM ASYNCHRONOUS TOOLS IMPATICA ARTICULATE PRESENTER ARTICULATE QUIZ MAKER ARTICULATE ENGAGE CAMTASIA WIMBA PODCASTER OSCELOT PODCASTER AUDACITY DISCUSSION BOARD VOICE BOARD SUPER EASY TO USE VOICE E-MAIL VOICE PRESENTATION VOICE ANNOUNCEMENTS VOICE RECORD Why teach using online technology? Preparing to Teach with Technology Where to Begin Course Setup Considerations Teaching Strategies Communication: among & with students Presenting Materials Assessment
  19. 19. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis
  20. 20. Formal Needs Analysis •  Known need –  Pedagogical framework •  Unknown needs –  Material online, on demand –  ? •  Known need –  Pedagogical framework •  Unknown needs –  Material online, on demand –  Stakeholder meeting
  21. 21. Stakeholders Meeting Why teach using online technology? Preparing to Teach with Technology Where to Begin Course Setup Considerations Teaching Strategies Communication: among & with students Presenting Materials Assessment
  22. 22. Stakeholders Meeting Why teach using online technology? Preparing to Teach with Technology Where to Begin Teaching Strategies Presenting Materials Assessment Course Setup Considerations Communication: among & with students
  23. 23. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline
  24. 24. Timeline •  Strategies –  Task assignment –  Gantt chart –  Frequently scheduled meetings
  25. 25. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline •  Development of the Guide
  26. 26. Development Challenges •  Keeping on task/on time •  Remembering: “living resource” motto •  CMS limitations –  Four categories –  Alphabetized organization –  Limited number of links available
  27. 27. Process •  Formative feedback from stakeholders –  Form •  Focused meetings •  Resulted in use of Google Sites –  Quality of content •  Survey
  28. 28. Survey Results
  29. 29. Survey Results
  30. 30. Survey Results
  31. 31. Survey Results
  32. 32. Survey Results
  33. 33. Process •  Formative feedback from stakeholders –  Form •  Focused meetings •  Resulted in use of Google Sites –  Quality of content •  Survey •  Summative feedback from stakeholders & campus users •  Follow guidelines for web usability
  34. 34. Each area of the guide has an initial draft of content that will be reviewed and updated regularly
  35. 35. Strategies •  Link to emerging external resources •  Add visual and audio supplements to content areas •  Incorporate written feedback mechanism in guide •  Build learning objects to highlight appropriate areas –  Work with stakeholders to identify what areas would benefit most from illustrations •  Review and update content regularly
  36. 36. Faculty Training •  Training based on guide principles –  Online classes starting Summer 2011 –  Training happening… NOW •  Eventually evolve training to be an online certification program •  Using concepts covered in training to inform guide changes
  37. 37. Learning Technologies and Assessment http://www.luc.edu/learningtech/ Teaching With Technology Guide http://sites.google.com/site/luctwtguide/ Links
  38. 38. Questions? Sarah Brittain-Dysart sbrittain@luc.edu Carol Scheidenhelm cschei1@luc.edu Terry Moy tmoy1@luc.edu
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