TELECOOP Conference Summary 16 th Annual Distance Learning Conference April 13-15, 2005

What’s TELECOOP? TELECOOP (Telecommunications Cooperative for Colorado) is a non- profit organization based in Colorado, U.S.A. Since 1986 we have been dedicated to the enhancement of educational opportunities through distance learning. We are... a network of distance education specialists a forum for discussion and response to distance education issues a clearing house for distance education resources and information a provider of faculty and staff development resources in distance education

2005 Distance Learning Conference Telecoop sponsors a distance learning conference each year – 2005 was the 16 th Annual conference and was held in Colorado Springs. 3 day conference includes keynote speakers, hands-on workshops and concurrent sessions.

Conference Highlights “Using Blogs, RSS Feeds, and Podcasts” Presenters: David Chatham, Dean of Technology, CCConline & Alice Bedard-Voorhees, Associate Academic Dean, CCConline centered.blogspot.com This hands-on session defined and demonstrated how blogs and RSS are being used in online courses.

What’s a Blog? A blog is a an easy-to-use web site, where you can quickly post thoughts, interact with people, and more. In simple terms, a blog is a web site, where you write stuff on an ongoing basis. New stuff shows up at the top, so your visitors can read what's new. Then they comment on it or link to it or you. Or not. Since Blogger was launched, almost five years ago, blogs have reshaped the web, impacted politics, shaken up journalism, and enabled millions of people to have a voice and connect with others. Source:

“ Enhancing Existing Courses ” Step 1 Does the course lend itself to online delivery? What material exists to support the course? What resources are available on campus? Other relevant information? Presenter: Hal Nees, Associate Professor of Criminal Justice, Metro Online Course Development Overview

Course Development Overview continued Step Two: 1. Consider the ways you can deliver the course. Is it primarily a content course or an application and “thinking” course? 2. Determine the “best” most effective way to develop the course – what is needed? Step Three: 1.Work on overall course description. 2. Develop the content for the course. 3.Determine assessment methods.

Course Development Overview continued Step Four: 1. Complete the syllabus and other materials. 2. Complete assessment methods work. 3. Establish guidelines for the course (due dates, policies, etc.) Step Five: 1. Track changes, back up, verify dates, assignments, links, etc. 2. Seek an outside review of course by appropriate individual. You need to review content and technology. 3. Generally troubleshoot the course.

Course Development Overview continued Step Six: Know that the students will find your errors. This means that for the first several weeks you must log in several times a day. I suggest three times minimum. You need to fix problems quickly. Step Seven: Continual course development during the course and between semesters. Evaluate the course, read the feedback, think of new ways of presenting material, talk with other online instructors. Think about what you can do to make improvements – it is somewhat over-used, but excellence is a process, not an end. Course Checklist

“Managing Disruptive Online Students” Presenter: Catherine Flynn, Professor, Kaplan University Online Types of Disruptive Students The Noisy Student The Class Clown The Religious Zealot The belligerent/Angry Student The GANG

“Managing Disruptive Online Students” continued Strategies for Managing Disruptive Students Post clear guidelines in course syllabus Sample language from course syllabi: “This classroom is a safe environment intended for sharing and learning. Please treat everyone with respect and respond professionally to classmates and instructor at all times.”

“Managing Disruptive Online Students” continued Offensive Postings Copy It Delete It the Student Inform Your Supervisor

“Managing Disruptive Online Students” continued Strategies for Managing Disruptive Students Keep these simple guidelines in mind: Know what you want and what you don't want. Show and tell your students what you want. When you get what you want, acknowledge it. When you get something else, act quickly and appropriately. Pick up the phone and call the student

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