Beyond the Bells and Whistles – Exemplary Courses and Best Practices
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Beyond the Bells & Whistles:
Exemplary Courses and Best Practices
The Blackboard Exemplary Course Program
ecp@blackboard.com
www.blackboard.com/ecp
What it is
How it works
What it can do for you
Exemplary Course Program Directors
• John Bourke, Griffith University• Maisie Caines, College of the North Atlantic• Deb Everhart, Blackboard & Georgetown University• David Graf, Nova Southeastern University • Dan Lake, Central NY Regional Information Center• Christie Smith, Lone Star College• Shirley Waterhouse, Embry-Riddle Aeronautical Univ.• Susan Zvacek, University of Kansas
The Rubric• Course Design
– Goals and Objectives– Student Engagement– Content, Organization, and Clarity
• Interaction & Collaboration– Based on Learning and Course Goals– Variety of Communication Tools Used
• Assessment– Alignment with Objectives– Formative (feedback!) & Summative
• Learner Support– Orientation and Training– Technical and Pedagogical
Team Tech Fellows & Blackboard’s Exemplary Course Program
A Lesson in Best Practices
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Blackboard World 2010Tonya Buchan and Sam McCool
Technology Fellows Institute
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• Holistic approach to enhancing:– Student services experience– Promoting teaching excellence
• Six-week seminar series– Research best practices– Complete a project
Develop a cadre of professors, administrators and staff who will be distinguished leaders using technology to
improve the overall student experience.
Six-Week Seminar
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May & June 2009 Nevada State College began a new faculty and staff development program to advance online pedagogy and enhance student services. Addressed best practices in instruction and student support. Five Fellows completed outstanding projects that have led to the creation of a team of coaches and mentors who assist other faculty and staff in their use of Blackboard Vista.
Lights!
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National2008 ECP Matrix and ECP recipient coursesQuality Matters
RegionalCalifornia State University – ChicoNevada Learning Network Course Checklist
Local Nevada State College Proposed Standards for Online Instruction
Reviewing Best Practices
Demonstrated alignment of instructional design standards
Camera!
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Two review teams with same team leadBiologyEducationWhole team reviewed 2009 ECP rubricEach member reviewed their respective courses & took notes based on the rubricSubmitted notes to team leadTeam lead compiled notes and met with respective teamTeam discussed notes and criteria to come to consensus on rating for each criterionTeam lead drafted final ECP report, sent to team for approval before submission to Blackboard.
Evaluating Best Practices
Action!
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1. Highlighted “a-ha” moments showing faculty where they are already in alignment with best practices.
2. Could see immediate implementation of practices learned from ECP.
3. Fostered a grass roots movement in sharing best practices .
4. Encouraged other faculty to try new things.
5. Created further excitement about the 2010 Program.
6. Encourages participants to submit own project to conference organizations.
7. Commitment to submit course to ECP in 2011
8. Online PTI mentoring site.
Implementation of Best Practices
Fostering Best Practices
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Offer IncentiveTie ECP to faculty and professional developmentRewards
ExtrinsicIntrinsic
Tie ECP to process improvementAcademic coursesNon-academic uses of Blackboard
PS2310 Psicología Cognoscitiva
Angélica Quiroga
Universidad de Monterrey (MEXICO)
COMPETENCY-BASED
PROFESSIONAL DEVELOPMENT
(CBPD)
ABILITIES AND SKILLS
Thinking
VALUES AND ATTITUDES
Feeling
CONTENTKnowledge
METHODS AND ACTIVITIESPerformance
Psychology
undergraduate
competences
Relationship
InterventionAssessmentResearch
and Evaluation
Consultation
PSICOLOGÍA COGNOSCITIV
A
INTERVENTIONPROYECT
COGNITIVESOCIAL
CONSTRUCTIVISTAPPROACH
PROFESSIONALCOMPETENCIES
COOPERATIVELEARNING
AUTHENTICINSTRUCTION
Communication tools
Assignment tray
Rubrics Teachingmaterial
s
Technological support
Course Design Advanced organizers
Learning strategies
Learning productsUnits 1-2, Report. Rehearsal: summarizing.Units 3-5, Essay. Elaboration: questioning, arguing. Monitoring: paraphrasing.Units 6-7, Concept map. Organization: mapping.Unit 8, Comparison table. Monitoring: rereading checking consistencies.Unit 9, Personal reflection. Comprehension: self-questioning.
Applying knowledge
Reading and critically reflectingSharing thoughts
KNOWLEDGECONSTRUCTION
Sharing points of view
INTERVENTIONPROJECT
Product - Authentic learning
Design of:• Product contents• Logo and slogan identifying
Product
Achievement socialization
Self-evaluation and co-evaluation
COMM250 History of Communication
Michael Pregitzer & Bill Ventura, Ph. D. – Regent University
Welcome to COMM250
Navigation
SwishMax in Bb
Community
Community
Organization
Organization
Organization
Organization
Course Orientation
Course Orientation
Course Orientation
Assignments
Assignments (dialogue, papers & dipity)
Assignments (dialogue, papers & dipity)
Assignments (dialogue, papers & dipity)
Grading/Feedback (Descriptive Criterion Measures)
Feedback
Please provide feedback for this session by emailingBbWorldFeedback@blackboard.com.
The title of this session is:
Beyond the Bells and Whistles:
Exemplary Courses and Best Practices
-----------------------------------
Blackboard Exemplary Course Program
ecp@blackboard.com
www.blackboard.com/ecp
• Tonya Buchan• Nevada State College• 702.992.2743• tonya.buchan@nsc.nevada.edu• Sam McCool• Nevada State College• 702.992.2741• sam.mccool@nsc.nevada.edu• Angélica Quiroga• Universidad de Monterrey (MEXICO)• angelica.quiroga@udem.edu.mx
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