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webteaching.ppt webteaching.ppt Presentation Transcript

  • Overview of software and solutions for teaching using computer technology and the Internet April 2003 Ed Garay UIC Instructional Technology Lab http://www.accc.uic.edu/itl Academic Computing and Communications Center University of Illinois at Chicago
  • Sample class home pages
    • UIC class home page index
    • Philosophy 103, David Hilbert, UIC
    • Human Genetics, Elliot Kaufman, UIC
    • Intro to Earth and Environmental Sciences Torbjorn Tornqvist, UIC
    • Biology of Cells and Organisms Steve Kelso and Mike Muller, UIC
    • Molecular Genetics Dr. William Daniel and Niles Warren, UIUC
    • UIC Blackboard CourseInfo course sites http://blackboard.uic.edu
  • Benefits of having a class home page
    • Information access and availability
    • One central repository for class materials, announcements, supplemental reading, etc.
    • 24-hour access from anywhere
    • Authenticated access with Blackboard or Bluestem
    • Asynchronous just-in-time learning
    • Platform-independent documents
    • Easy to maintain and modify
  • Benefits of having a class home page
    • New capabilities
    • Links to work and research done at UIC and elsewhere
    • Enhanced class communications
    • Customized and self-learning experience
    • Online assessment and gradebook
    • Multimedia-rich documents engage students
    • Interactive learning units
  • How the Web works blackboard.uic.edu
  • What Web server should you use?
    • Blackboard CourseInfo course site e.g. blackboard.uic.edu/courses/1/ids200
    • Conventional Web server space
      • Main UIC Tigger Web server (www.uic.edu) e.g. www.uic.edu/classes/las/las100
      • College or departmental Web server
      • Personal Web server (least preferred)
  • Why use Blackboard CourseInfo?
    • Blackboard CourseInfo is a integrated Web-based learning management system
    • Perhaps, the easiest way to facilitate instruction using the Web
    • Appealing to both, novice and seasoned Web faculty developers
    • Course site development and regular use done through a consistent and intuitive Web browser user interface
  • Why use Blackboard CourseInfo?
    • Blackboard CourseInfo allows you to ...
      • make class materials available online
      • post announcements and email your class
      • use threaded discussion boards
      • collect homework electronically
      • support study groups
      • provide online assessment (with instant grading and custom feedback if you wish)
  • Why use Blackboard CourseInfo?
    • Blackboard CourseInfo allows you to ...
      • gather anonymous course evaluations
      • maintain an online gradebook
      • search and reorder course site content
      • track students and see course site statistics
    • For more information
      • Visit the Blackboard CourseInfo resource page http://www.accc.uic.edu/itl/blackboard
      • contact the ITL or email blackboard@uic.edu
  • Blackboard CourseInfo Welcome Screen
  • Reading a document in Blackboard CourseInfo
  • Each document area can be organized in folders and flat files. A flat file can be uploaded or typed in directly on the screen.
  • Clicking on the Communication button, on the navigation tool bar on the left of the screen, displays these icons, which you could use to send Internet email to your class, access the discussion boards, etc.
  • In Blackboard CourseInfo, sending email to your class is easy.
  • The Control Panel is only available to instructors, and is what they use to add content to their course sites, such as announcements, uploading HTML or PDF files, typing in plain-text or cut-and-pasting HTML inline, etc. Most of this is done through the tools under the Content Areas.
  • Entering an announcement in Blackboard CourseInfo
  • To add a document, you click on the Add Item button
  • In Blackboard, you upload files directly, that is, without using arcane programs like FTP. Simply click on the Browse button to search the disk drives of your personal computer, select other options and click Submit to do the upload.
  • Why use a conventional Web server?
    • Pros
      • Blackboard does not meet your needs (why?)
      • to have full control of Web site look-and-feel
      • for special Web applications
    • Cons
      • you have to build everything from scratch: inc. site navigation, communication tools, online gradebook, surveys and quizzes, etc.
      • most UIC students familiar with Blackboard: 20,000 students, 2,100 instructors, 2,000 Blackboard course sites
  • Putting class materials on the Web
    • Review and select your class materials to put on the Web
    • Determine what needs to be digitized and “HTMLized:
      • What is possible and how?
      • Is it worth it to put it online?
      • Is it working to work well online?
      • Think of your target audience (computer requirement and Internet bandwidth)
  • Putting class materials on the Web
    • Course site organization
      • Keep it simple
      • Start small: the syllabus is a good start
      • Select an ideal organization, e.g. by lecture, by week, by topic, by chapter
      • Add content as the semester progresses
      • Ask your students for feedback
      • Look at what others, in your field, have done
  • Putting class materials on the Web
    • A typical first-time Blackboard instructor…
      • posts announcements as needed
      • posts the syllabus and a couple of supplemental documents and handouts
      • emails the students using Blackboard’s built-in send email capabilities
      • lists a handful of related (external) links
      • makes available practice exams
      • uses Blackboard’s Online Gradebook
  • Putting class materials on the Web
    • Follow good Web design practices
      • Author concise and meaningful content
      • Offer a clean and intuitive design
      • Provide a consistent user interface
      • Use effective navigational tools
      • Design for the screen and exploit the Web
      • Map out course site organization
      • Write short scannable textual documents
  • Putting class materials on the Web
    • Follow good Web design practices
      • Use browser-independent hypermedia
      • Ensure fast downloads
        • Know your audience
        • 40 KB or less per page
        • 100 KB per page maximum
      • Follow Web Accessibility guidelines
      • Design easy-to-maintain Web pages
      • See www.accc.uic.edu/seminars/webdesign
  • Putting class materials on the Web
    • Seek help from the ITL as often as necessary
    • Keep files and directories together, one folder per class, on your PC or Mac
    • Upload content to Blackboard or Web server
    • Test it
      • try different browsers
      • pretend your are the target audience
    • Seek comments
    • Refine it, add to it and keep it up-to-date
  • Web authoring tools
    • Macromedia Dreamweaver
      • Easy-to-use graphical user interface
      • No HTML knowledge required
      • Integrated Web graphics tools
      • Ability to edit plain HTML
      • Runs on Windows and Macs
    • Convert Word documents to HTML
      • Edit and maintain with Macromedia Dreamweaver or Adobe GoLive
  • Web authoring tools
    • Use any other HTML authoring tool (like GoLive) or edit native HTML interchangeably
    • Mix HTML and Acrobat PDF when needed
    • Microsoft FrontPage is not recommended
      • it generates HTML that is difficult to re-edit
      • it generates HTML that looks good on Microsoft Web browsers but not on other browsers
      • it can generate HTML that only works well on Windows, and not on Macs or Unix platforms
      • it can generate HTML that requires Windows-based Web servers (Blackboard, Tigger, Icarus and many Web servers run on UNIX platforms, not NT)
  • Adobe Acrobat (PDF) documents
    • Ideal for document distribution and for collecting homework assignments
    • Easy to create using the programs you already know and are familiar with
    • Acrobat is the best option for providing printing materials via the Web
    • Best solution to retain precise document look-and-feel and zoom-in/zoom-out
  • Adobe Acrobat (PDF) documents
    • Integrates seamlessly with the Web
    • Good for mathematics & formulae
    • Can password-protect files, disable printing and cut-and-paste (useful to protect copyrighted work and to comply with the new TEACH Act)
    • Can capture Web sites into PDF
    • Good annotation/collaborative tools
    • See ITL Acrobat seminar materials
  • Preferred Web file formats
    • HTML documents – preferred
      • Native Web file format, cross-platform
      • Easy visual authoring with Dreamweaver, GoLive
      • Save as HTML in Word, then use Dreamweaver
    • Adobe Acrobat PDF files – ok
      • Easy to create portable document format
      • Retains precise look-and-feel
      • Best for printing, supports zooming
      • Good security features: can password-protect files, disable printing or cut-and-paste
  • Preferred Web file formats
    • Plain-text documents
      • Lowest common denominator, cross-platform
      • Smart in-line text entry in Blackboard CourseInfo
      • Ideal for Web Accessibility and PDA display
    • Proprietary formats – least preferred
      • Maybe easiest to upload a Word or PPT but..
      • Requires users to have software, like Word and PowerPoint, to open .doc and .ppt files, etc.
      • Potential for cross-platform problems
      • PowerPoint presentation source files can be huge
      • ITL will help you avoid using proprietary formats
  •  
  •  
  • Examples of online class materials
    • Syllabi
    • Handouts and lecture notes
    • PowerPoint presentations (in HTML or PDF)
    • Related hyperlinks, practice exams
    • Narrated PowerPoint presentations
    • Streaming audio, video
    • Multimedia-rich learning modules
    • Interactive multimedia-rich content
  •  
  •  
  • Class communication tools
    • Why use electronic class communication?
      • to o ffer alternative and powerful means of communication
      • to p rovide and get timely feedback
      • to p ost announcements and answers… once
      • to l og messages in conference archives
      • to facilitate collaborative learning
      • for asynchronous conferencing: anytime, anywhere
      • t o give students a sense of a class community
  • Enhancing class communication
    • Types of systems
      • Email communication
      • Listserv lists
      • Internet newsgroups
      • Group conferencing
        • Threaded (private/public) discussion boards
        • Blackboard CourseInfo
        • We bBoard (now available campus -wide)
      • Real-time (keyboard) chat
      • See Electronic Class Communications talk
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  • xxxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx
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  • xxxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxx
  • Web-based assessment
    • Blackboard CourseInfo assessments
      • Very easy to create and make available
      • Support for multiple choice, true/false, fill-in-the blank, multiple answer, short answer/essay, image questions, matching, ordering and question pools
      • Automatic grading and custom feedback
      • Practice, timed and random quizzes
      • Anonymous surveys
  • A sample quiz in Blackboard CourseInfo
  • A more elaborate quiz in Blackboard CourseInfo, using multiple choice, true/false, multiple-choice with an image and short answer/essay type questions
  • A sample response screen you might get when taking a quiz in Blackboard CourseInfo The next slide shows how this question was created
  • Creating quizzes in Blackboard CourseInfo is not difficult. Simply follow a few steps to complete a few questions to use in the quiz
  • The final step in creating a quiz in Blackboard CourseInfo is completing the Assessment Availability screen and selecting a few options
  • You can tell Blackboard CourseInfo to automatically generate an announcement with a link for a new quiz that you have just made available
  • Web-based assessment
    • CourseBuilder for Dreamweaver
      • An intuitive visual tool for creating highly-interactive and media-rich Web-based self-assessment modules
      • An extension to Dreamweaver (formerly, DW Attain) that uses knowledge objects and wizards to make authoring easy
      • Supports immediate grading and feedback
      • Good for practice (non-graded) exercises
      • See WebQuizzes seminar materials
  • CourseBuilder for Dreamweaver is a good tool to make interactive learning modules. This example shows how a student could learn (through critical inquiry) by experimentation, i.e by dragging and dropping the correct names on the appropriate images
  • This Dreamweaver CourseBuilder example allows the students to move a slide to indicate their selection. The moment they let go the slide, they get immediate feedback, specified by the instructor
  • Web-based assessment
    • Other options
      • Solutions using home-grown JavaScript and/or Dynamic HTML
      • Some assessment possible with UIC FormMail
      • For ultimate interactivity and media-rich assessments, consider Macromedia Flash and Macromedia Authorware
      • Custom applications developed in Lotus Notes
      • ITL to evaluate/run high-acclaimed Perception’s QuestionMark in 2 H 200 3. Contact ITL if you’d like to try it.
  • Brainstem is a highly interactive learning module, developed by the College of Medicine, and converted to Macromedia Flash by the ITL
  • Students learn by going through a number of cross- sections, viewing one label at the time or all the labels. They can take self-assessment quizzes at anytime.
  • Flash is a very powerful tool for creating interactive animations that engage the students and facilitate learning
  • Macromedia Authorware is another powerful tool well suited for developing interactive courseware for CD-ROM or Web delivery *
  • Other useful technologies
    • Flash animations & Dynamic HTML
      • Good for adding interactivity and special effects to hypermedia
      • Flash files are compact and integrate well with other hypermedia See our Intro to Flash seminar materials
      • Flash and Dynamic HTML adds powerful programmability and layering See our Dynamic HTML seminar materials
  • Macromedia Flash is the technology and tool to use for delivering engaging animations on the Web
  • Interactive tutorial developed by the ITL — try it at http://www.accc.uic.edu/computing
  • Flash is also a powerful tool for developing complex Web applications, like this virtual campus tour at Purdue *
  • Digital Video: why use it?
    • to provide alternate means of communication
    • to make educational content more accessible
    • multimedia engages today’s students
    • often, it is the best way to facilitate learning
    • to illustrate, educate and train
    • to beam in guest speakers, live or on-demand
    • to facilitate collaborative work
  • Do not use digital video…
    • streamed or downloadable, for conventional telephone/56K modem connections
      • consider distributing CDs or DVDs
    • to simply provide long/sequential 60-minute+ video content in digital format
      • break it up into small digestible clips (15min max)
      • surround video segments with related reading, imagery and interactivity
    • for the sake of just using technology
      • use video only when it carries pedagogical value
  • Video software supported at ITL
    • Digital video editing
      • Pinnacle Studio 8
      • Microsoft MovieMaker 2
      • Apple iMovie 3, Final Cut Pro and Express
      • Adobe Premiere and AfterEffects
      • Microsoft Producer for PowerPoint
      • TechSmith Camtasia Studio
      • SeriousMagic Visual Communicator, Plus and Pro
  • Video applications at UIC
    • Streaming video
      • high-capacity RealMedia (RealNetworks Helix) streaming server already in production, run by ITL
      • available, free of charge, to UIC faculty and staff
      • supports streaming of RealVideo, RealAudio, QuickTime, Windows Media , Flash, MP3, etc.
      • synchronized multimedia with W3C’s SMIL
      • SMIL-based slide shows, Web tours and other presentations
      • itl TV -like interactive live Webcasts and archives
  • Video applications at UIC
    • Streaming video
      • deliver educational video content and imaging
      • hybrid content – from server and/or CD-ROM
      • class materials in alternate formats
      • Encoders and production tools
        • Helix RealProducer Basic (free), Plus
        • Helix Mobile Producer
        • Cleaner, Adobe Premiere, Pinnacle Studio
        • Microsoft Producer, Windows Media Encoder
        • TechSmith Camtasia Studio, Final Cut Pro
        • SeriousMagic Visual Communicator, Plus and Pro
  • Other useful technologies
    • RealAudio & RealVideo streaming
      • Good for narrated PowerPoint, lecture presentations, narrated WebTours and live or on-demand Webcasts
      • RealAudio/Video of guest speakers Example: Provost UofI Online talk
      • Small training video clips ( CDs OK )
      • Synchronized multimedia with SMIL
      • Review ITL RealAudio/RealVideo seminar
  • Video applications at UIC
    • Narrated PowerPoint presentations
      • keep presentations short (10 to 15 minutes, each)
      • ideally, produce them for low (56Kbps) bandwidth
      • provide PDF handouts separately, if needed
      • Authoring tools
        • Accordent PresenterOne Basic (free), Pro Standard Edition
        • SofTV.net ShowAndTell, Presentation Maker
        • Serious Magic Visual Communicator, Plus and Pro
        • Macromedia Breeze Presentation and Breeze Training
          • brand new product – combines PowerPoint and Flash
        • RealPresenter and RealSlideshow are discontinued
        • Jon Gunderson’s (Urbana) Microsoft Office Web Publishing Wizard fro PowerPoint (Word and Excel) www.rehab.uiuc.edu/office
  •  
  • Streaming RealVideo and HTML provide a powerful combination for delivering effective learning materials
  • In this example, students learn by watching small video clips showing a psychiatrist interacting with patients properly (in some cases), and making mistakes (in others). The students can watch these sample interviews, on-demand, as many times as they wish.
  • Another example of using RealVideo effectively to facilitate learning
  • Streaming technology like RealVideo is good for showing short surgical procedures
  • UIC video application examples
    • Ma Mere L’oye (Mother Goose) RealAudio
    • Gene Collerd, Performing Arts, Fall 1997
    • http://realvideo.uic.edu/ramgen/classes/mus/mus117/RAVMereL'Oye.2.ra
    • Women 2000: Beijing Plus Five - RealVideo
    • Sen. Hilary Rodham Clinton, January 2000
    • http://www.accc.uic.edu/itl/statedept
  • UIC video application examples
    • Management 495: Competitive Business Strategy
    • Darold Barnum, Managerial Studies, Spr 2001
    • http://www.uic.edu/classes/mba/mba590/execinclassroom/lectureindex.htm
    • Essentials of Clinical Medicine: Patient Interview Demos
    • Dr. Debra Klamen, Psychiatry, June 1999
    • http://www.uic.edu/classes/psychiatry/klamen
  • UIC video application examples
    • itl TV
    • UIC Instructional Technology Lab, since Spring 2000
    • http://www.accc.uic.edu/itl/itltv.html
    • Surgical Procedures on CD-ROM
    • Dr. Luca Cicalese, Surgery, February 2001
    • file:///C:Documents and SettingsAdministratorDesktopConf2003videoapps/recipient3.mov
    • file:///C:Documents and SettingsAdministratorDesktopConf2003videoapps/procedures.mov
    • Videoconferencing over the Internet
    • Ed Garay, UIC Instructional Technology Lab, Spring 2001
    • http://www.accc.uic.edu/itl/pubs/ipvc
  • Video applications at UIC
    • DVD authoring
      • authoring tools make production quick and easy
      • good for high-quality movies, or a large number of high-end video clips (no computer required)
      • strive to produce interactive DVDs
      • “ General” vs. “Authoring” type DVDs
      • Pinnacle Studio 8, Microsoft MovieMaker 2
      • Sonic DVDit! Professional Edition
      • Apple iDVD 3 and DVD Studio Pro 1.5
  • Video applications at UIC
    • Internet-based H.323/IP videoconferencing
      • point-to-point and multi-point videoconferences
      • H.323 multi-point (MCU) videoconferencing servers already in production, run by the ITL
      • H.323 Polycom ViewStation videoconferencing systems available in conference rooms and for portable (check-out) use
      • Polycom ViaVideo H.323 (USB) desktop video conferencing system for personal use
      • ubiquitous high-speed campus backbone connected to external high-speed networks, like Abilene (Internet 2), StarLight and StarTap already in place
  • Video applications at UIC
    • H.323/IP videoconferencing applications
      • beaming in outside guest speakers
      • save on (reduce) traveling expenses
      • point-to-point or multi-point (3 or more) video conferences for class or regular meetings
        • Example 1 : Great Cities “Contested Cities” class meetings between UIC, Jerusalem, Belfast and Berlin – UIC Professors Perry and Hagedorn
        • Example 2: a few weekly Nursing classes between UIC, Urbana, Rockford, Peoria and Quad Cities
        • Example 3: Dr. Folberg’s Pathology of the Eye classes to Cornell, UofC, West Virginia, Missouri, etc. students
      • could record these for later on-demand streaming
  • Video applications at UIC
    • Videoconferencing over the network
      • Free one-to-one videoconferencing with (H.323) Microsoft NetMeeting
      • Powerful Applications Sharing feature for tutoring and guided demonstrations
      • Recommended systems: Polycom ViewStation and/or Polycom ViaVideo
      • Multi-point (3 or more) videoconferences possible via new ACCC MCU Services
    *
  • Introducing ACCC e-Rooms
    • A Web conferencing system
      • a real-time communication and collaboration environment with the following characteristics
        • could function as a virtual classroom to comple- ment traditional on-campus or UofI Online classes
        • easy-to-use, seamless integration
        • Web-based, real-time and on-demand archiving
        • keyboard chat, instant and private messaging
        • application sharing for Web tours, PowerPoint presentations, and being able to run/show any desktop application
  • Introducing ACCC e-Rooms
    • A Web conferencing system
      • a real-time… with the following characteristics
        • application sharing control granting
        • voice-over-ip capabilities
        • shared white boards
        • real-time polling (surveys)
        • being able to push content to students
        • authenticated access, taking student attendance
        • virtual student hand raising
        • support for ad hoc break-out rooms
  • Introducing ACCC e-Rooms
      • ACCC e-Rooms = Centra Symposium
      • like HorizonLive, WebDemo, and FirstVirtual, or ASP hosted solutions like WebEx and PlaceWare (M$)
      • ACCC e-Rooms servers running at UIC
      • to go in production in May/June 2003
      • live UIC demo scheduled for Tuesday 4/28 10am in 408 CCC, east campus
      • think of itlTV on steroids
      • interested? -- email Ed Garay at itl@uic.edu
  • ACCC e-Rooms: Centra Symposium
  • ACCC e-Rooms: Centra Symposium
  • Next semester: Web activities
    • Have students explore Web resources
    • Have students author Web resources
    • Foster student collaboration and interaction, collaborative learning
    • Have students build electronic portfolios
    • Integrate rich discussion forum activities
    • Run real-time chat sessions
  • Next semester: Web activities
    • Run virtual office hours and online real-time review sessions
    • Offer self-assessment exercises and weekly small quizzes
    • Use automatic grading of quizzes and provide custom feedback
    • Have students practice using interactive multimedia-rich learning modules
    • Beam in guest speakers over the Internet
  • Contacting the ITL
    • ITL home page: http://www.accc.uic.edu/itl
    • Email: [email_address]
    • Phone: (312) 996-9824
    • ACCC home page: http://www.accc.uic.edu
  • ITL-East
    • ITL-East — Room 401 CCC (all the way in the back of computer lab)
    • Open Hours
      • Tuesdays and Wednesdays, from 1-5pm
      • Can stop without an appointment
    • By appointment
      • Visit ITL home page and click on “making reservations”
  • ITL-West
    • ITL-West — Room 181 BGRC
      • (behind the CSO consultant’s desk)
    • Open Hours
      • Mondays and Thursdays, from 1-5pm
      • Can stop without an appointment
    • By appointment
      • Visit ITL home page and click on “making reservations”
  • Other campus resources
    • Library InfoTech Arcade
      • Locations:
        • East: 1-310 Main Library
        • West: LHS, Lower Level
      • Scheduling: 312-996-2716
      • Email: arcade@uic.edu
      • Home page: http://www.uic.edu/depts/lib/arcade
  • Other campus resources
    • Teaching and Learning Center
      • Location: 102 DH
      • Email: teaching@uic.edu
      • Phone: 312-413-9166
      • Home page: http://www.uic.edu/depts/oaa/tlc
    • Other resources: http://www.accc.uic.edu/itl/itresources
  • Other campus resources
    • What are REACH members? Members of various departments, computer experts, resident experts and ACCC liaisons, who help and give advise to colleagues in their departments.
    • For more information, see:
      • http://www.accc.uic.edu/reach
  • Related links
    • Blackboard CourseInfo Resource Page
      • http://www.accc.uic.edu/itl/blackboard
    • ACCC Computer Seminar Materials
      • http://www.accc.uic.edu/seminars/materials.html
    • UofI Online Resource Page
      • http://www.accc.uic.edu/itl/uionline
    • ACCC Computer Lab Reservation
      • http://www.accc.uic.edu/pclabs/roomres.html