Do They Really Get It? Assessing Your WebCT Training Scott Allen WebCT Administrator - WSU Jo Ellen Jonsson Training Specialist - WSU.

Do They Really Get It?

Assessing Your WebCT Training

Scott AllenWebCT Administrator - WSU

Jo Ellen JonssonTraining Specialist - WSU

Background

• Problems with Faculty Training• $$$ Incentive for WebCT training• Do faculty really learn from training?• Developed competencies for

– Teaching in Vista– Designing in Vista

• Developed hands-on assessments for these competencies

• Faculty must pass assessments (100%) to receive training pay.

Our Training Plan

To Teach Online:• Orientation and Teaching in Vista – 2 hours• Designing in Vista – 3 hours

Optional Training:• Grade Book• Advanced Tools• Wimba Voice Tools

Training Topics

• Orientation:– “My WebCT”– Navigation– Student View

• Teaching Functions:– Grading

• Assignments• Assessments• Discussion

Questions– Grade Book – Email– Announcements– Calendar– Uploading Documents– Selective Release– Tracking Reports

Training Topics

• Design Functions:– Templates– Folders/Learning

Modules/Content Files– Setting up

• Assignments• Assessments• Discussion

Questions• Web Links

– Syllabus– Uploading

Our Training Plan

To Teach Online:• Orientation and Teaching in Vista – 2 hours• Designing in Vista – 3 hours

Optional Training:

• Grade Book• Advanced Tools – media library, course

customization, Respondus, Camtasia etc…• Wimba Voice Tools

Teaching Assessment

• After the Completion of Orientation/ Teaching Training:– Professor makes an appointment with the

instructional designer assigned to their college.• Before Appointment: Instructional Designer

enrolls professor in a clean training course. (Restored Backup)

• Professor comes to faculty lab and is given a handout with basic instructions.

• Professor completes assessment on their own.

• Instructional Designer corrects assessment and notifies professor of pass or fail.

Designer Assessment

• After the Completion of the Designer Training:– Professor makes an appointment with the

instructional designer assigned to their college.• Before Appointment: Instructional Designer

enrolls professor in a blank course. • Professor comes to faculty lab and is given a

handout with basic instructions and files to put into the course. (They build a simple course)

• Professor completes assessment on their own.• Instructional Designer corrects assessment

and notifies professor of pass or fail.

Pro’s of Assessments

• $$$ Compensation is based on successful completion of the hands-on assessment.

• Faculty pay attention in training.• Quality questions are asked.• Professors practice using WebCT Vista before

they come to take assessments.• Fewer “help” calls from these professors.• Tool knowledge gained by faculty is much

greater – rather than memorizing clicks.• Faculty satisfaction – certificate and $$$

Con’s of Assessments

• Time intensive (for Instructional Designers): Takes extra time to set up, administer and correct assessments.

• Tracking who has completed training and the assessments for compensation was arduous.

• Some faculty were uptight about completing the assessments. (Some worried they wouldn’t pass.)

• Should have done this earlier!

Questions?

Next Step:

Master Online Teaching Certification

– Objective: Encourage professors to upgrade their online courses.• Use new communication tools• Implement best practices• Peer review• Faculty showcase – share ideas