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Digital guide

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Digital guide Presentation Transcript

  • 1. Creating a Digital Guide for Blended and Online Teaching and Learning Concept, Process and Product
  • 2. Who are we?
  • 3. Learning Technologies & Assessment
  • 4. Our Clients
  • 5. Our Resources
  • 6. Our Resources Photo by Amerique under Creative Commons Attribution 3.0 Unported | Source
  • 7. Our Resources
  • 8. Our Resources
  • 9. Project Beginnings •  Original version
  • 10. Project Beginnings •  Original version •  Informal needs analysis •  Development of learning modules •  PM course
  • 11. Process •  SMART Objective –  Specific –  Measureable –  Attainable –  Relevant –  Time-bound
  • 12. Process •  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.
  • 13. Process •  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.
  • 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. Process •  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.
  • 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. 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. Process •  SMART Objective •  Create initial outline SYNCHRONOUS TOOLS BLACKBOARD CHAT BLACKBOARD VIRTUAL CLASSROOM VOICE DIRECT LIVE CLASSROOM ASYNCHRONOUS TOOLS IMPATICA Why teach using online technology? ARTICULATE PRESENTER Preparing to Teach with Technology ARTICULATE QUIZ MAKER Where to Begin ARTICULATE ENGAGE Course Setup Considerations CAMTASIA Teaching Strategies WIMBA PODCASTER Communication: among & with students OSCELOT PODCASTER Presenting Materials AUDACITY Assessment DISCUSSION BOARD VOICE BOARD SUPER EASY TO USE VOICE E-MAIL VOICE PRESENTATION VOICE ANNOUNCEMENTS VOICE RECORD
  • 19. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis
  • 20. Formal Needs Analysis •  Known need –  Pedagogical framework •  Unknown needs –  Material online, on demand –  ? Stakeholder meeting
  • 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. 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. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline
  • 24. Timeline •  Strategies –  Task assignment –  Gantt chart –  Frequently scheduled meetings
  • 25. Process •  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline •  Development of the Guide
  • 26. Development Challenges •  Keeping on task/on time •  Remembering: “living resource” motto •  CMS limitations –  Four categories –  Alphabetized organization –  Limited number of links available
  • 27. Process •  Formative feedback from stakeholders –  Form •  Focused meetings •  Resulted in use of Google Sites –  Quality of content •  Survey
  • 28. Survey Results
  • 29. Survey Results
  • 30. Survey Results
  • 31. Survey Results
  • 32. Survey Results
  • 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. Each area of the guide has an initial draft of content that will be reviewed and updated regularly
  • 35. Strategies •  Link to emerging •  Build learning objects to external resources highlight appropriate •  Add visual and audio areas supplements to content –  Work with stakeholders areas to identify what areas would benefit most from •  Incorporate written illustrations feedback mechanism in •  Review and update guide content regularly
  • 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. Links Learning Technologies and Assessment http://www.luc.edu/learningtech/ Teaching With Technology Guide http://sites.google.com/site/luctwtguide/
  • 38. Questions? Sarah Brittain-Dysart sbrittain@luc.edu Carol Scheidenhelm cschei1@luc.edu Terry Moy tmoy1@luc.edu