Preparing the Ingredients: First Steps in Developing a New Web Course Allison Smith, Louisiana Tech University

Prepare: Time – Released course – Commitment to early preparation Funding – Internal – External Technical Support – Technology assistant (student) – CITDL

Consider Technological Equipment Available: Blackboard or other web-support system Class website Digital videocamera Digital camera Scanner Digitizing software Voice-recognition software

Be clear on syllabus: Contact information – Office, fax, , phone, dept. phone, virtual classroom office hours Minimal hardware requirements Necessary software requirements – Word processor, RealPlayer, Internet access Cautions about taking a web course

Use Blackboard: Announcements Syllabus and other Course Documents Handouts Video Clips Assignments Discussion Board Course Statistics Online Grade Book

Organize at Multiple Levels: By day – Daily schedule Announcements – Discussion Board – Consistent deadlines

Organize at Multiple Levels: By week – Weekly schedule – Lectures – Video clips – Handouts – Student presentations

Organize at Multiple Levels: By Blackboard module – Assignments and answers – Course documents Updated syllabus and schedule each day Lectures Video clips Handouts Student presentations – Communication Discussion Board Virtual Classroom

Use (with Attachments): For class distribution lists To deal with absent students For reminders (what’s due, what to read,…) For students to contact each other (for revision, editing, group work)

Use MS Power Point: For lecture material in class To post lectures on web sites or Blackboard To missed materials to absent students To highlight important information To provide handouts For student presentations

Use the Discussion Board: For student discussion with each other For answers to posted questions (and subsequent discussion) For student feedback on student presentations For shared journals, informal writing, and other class assignments

Use Scanning: For handouts from supplemental texts For samples of assignments from previous classes To send back a graded paper (when the student gives you one in non-digital form)

Use Web Sites: Create your own ( 575atoc.html) 575atoc.html Link to others Have students create their own for assignments

Vary presentation of information: In print: lectures, syllabus, handouts In charts, tables, pictures: handouts In audio: lectures, student samples & presentations In video: lectures, video clips, web camera In “person”: virtual class, lecture/discussions, question/answer periods, office hours In person: first-day meeting, office hours

Get Students Involved: Before semester begins: – Registration by Instructor permission only ( or in office) – welcome to registered students – Optional in-person introduction to class As semester progresses: – First day intro and response assignments – Multiple student presentations – Daily discussion questions – Student feedback on all student reports – Daily participation points

Check on Students Often: Daily discussion questions Daily to non-participants Random use of Course Statistics – Did they read lecture materials? – Did they view video clips? – Did they read all discussion responses? – Did they view student presentations? – Did they view handouts?

Benefits of Digitally-Based Classes: Less to carry around Can be in France! Can utilize plagiarism programs (like Can use over-write software programs for grading (like Word, Word Perfect, …) Saves paper Saves time (spent making copies) Saves money

Contact me: Allison Smith, English Department Phone: Address: Box 3162, Ruston, LA Office hours (spring 2002): – M/W/F: 7:30 to 8:00 am; 9:15 to 11:00 am – T: 8 to 12 noon

Preparing the Ingredients: Creating a Recipe for Success Daniel Shockley Technology Assistant Louisiana Tech University

Creating Transparent Technology from Scratch Challenges: – Lectures – Handouts – Video clips Considerations: – Am I using a variety of presentation formats? – How much time do I need (or have) to prepare? – Is the material accessible to students technologically? (by accommodating those with limited computer equipment and/or skills whenever possible) intellectually? (by providing familiar elements of a traditional classroom and a structured course design)

Creating Lectures Choices: – Audio clips / transcripts – Video lectures using a web cam – PowerPoint – Lecture notes in a word processor Considerations: – What is the availability and usability of choices? – What other modes of presentation am I using?

Creating Handouts Choices: – Scan as a text file – Scan as an image file Considerations: – How reliable is the OCR software? – Is maintaining page design and layout crucial? – Is prep time or file size more important?

Creating Video Clips Choices: – QuickTime – RealProducer / RealPlayer – (Others) Considerations: – How do I balance video quality and file size? – How long should my video clips be?

Contact Information Daniel Shockley, English Department