Digital guide

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 online technologies in their teaching.

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.

Process

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.

•  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

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.”

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.”

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

Process

•  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis

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

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

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

Process

•  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline

Timeline

•  Strategies – Task assignment – Gantt chart

– Frequently scheduled meetings

Process

•  SMART Objective •  Create initial outline •  Identify stakeholders •  Formal Needs Analysis •  Timeline •  Development of the Guide

Development Challenges

•  Keeping on task/on time •  Remembering: “living resource” motto •  CMS limitations

– Four categories – Alphabetized organization – Limited number of links available

Process

•  Formative feedback from stakeholders – Form

•  Focused meetings •  Resulted in use of Google Sites

– Quality of content •  Survey

Survey Results

Survey Results

Survey Results

Survey Results

Survey Results

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

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

•  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

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

Learning Technologies and Assessment http://www.luc.edu/learningtech/

Teaching With Technology Guide http://sites.google.com/site/luctwtguide/

Links

Questions?

Sarah Brittain-Dysart [email protected]

Carol Scheidenhelm [email protected]

Terry Moy [email protected]