Active Learning Ideas WebCT

Level 1: Web supported / Web-presence Web supported (Web-presence) courses are courses where basic materials about the course and / or instructor are placed on a web site to provide ease of access to course information.

Level 1: Web supported / Web-presence (Examples) Online Course Materials Materials/Handouts/Grades –Course materials/handouts and grades can be accessed from the web. Examples include: –Course syllabus –Instructor Information –Course handouts –Grades On-Ground Activities –All course activities, discussions, tests, etc. occur in the on-ground course (face-to-face).

On Ground Activities Online Activitie s Level 1: Web supported / Web presence:

Level 2: Web-enhanced courses Web-enhanced courses follow a traditional curricular design but incorporate various online activities to enhance learning and support class management and delivery.

Level 2: Online Course Activities or Discussion Board – or the Discussion Board is used for communication and possibly handing in short assignments.

Level 2 – Example Prior to class time students send an to the instructor (or post to the discussion board) their pre-class writing assignments, a short paper. The instructor responds to these messages or postings in class. No online interaction is involved.

Level 2 – Example Students would: Describe in their own words some idea from the reading Give personal examples and state their prospective on the topic State the part of the assignment they had the most difficulty understanding (their muddiest moment)

Level 2 – Example Benefits for Students Informs the student what the professor finds important Insures that students are prepared for class. Helps students to master the material at a deeper level. Putting ideas into their own words transfers the information they have read into long term memory. Students construct knowledge when they create their own examples Benefits for Instructors Instructor scans documents before class and so has a better idea of what students understand

Level 2: Web-enhanced courses On Ground Activities Online Activities

Level 3: Hybrid / Blended / Web Centric courses Courses in which a significant portion of the learning activities have been moved online, Time traditionally spent in the classroom is reduced but not eliminated; –A deliberate curricular design that includes the blending of the best pedagogy of in-person instruction with the best pedagogy of technology-enriched online experiences to meet course learning objectives –Creates an educational atmosphere that promotes active learning.

Level 3: Hybrid / Blended / Web Centric courses On Ground Activities Online Activities On Ground Activities Online Activities

Level 4: Web-based / Full web courses The majority of class interaction and management takes place in the online environment May include synchronous and/or asynchronous learning activities May require proctored exams and may include opportunities for face-to-face orientations, but there are no physical class attendance requirements.

Level 4: Web-based / Full web courses On Ground Activities Online Activitie s

Level 4: Creating Learning Modules Learning modules are usually designed around teaching a particular concept. Check out some of the learning modules (objects) posted on the MERLOT web site,

Level 4: Content Module Settings A content module may be set to become available: –After a certain date –When a student completes a certain quiz –When a student completes a certain quiz and earns a grade greater than a specific percentage. –When a student uploads an assignment to an assignment drop box. –To only a specific student(s)

Level 4: Creating Learning Modules A link to file that introduces the topic. (PowerPoint presentation with audio narration converted using Impatica or a video) A link to a web page containing a text transcription of the presentation or video. A link to a file containing a reading, or a reference to a reading, that provides more in- depth information about the topic. A link to the glossary tool A link to a image database

Level 4: Creating Learning Modules A link to a web address outside of the course A link to CD ROM content A link to any type of file. (Students may need additional software or plug- ins to view or manipulate the file.) A link to a file that contains assignment directions. A link to the Assignment Tool A link to the Quiz Tool

Assignment #1 Identify the level of “online-ness” you want to create for each of your courses Request course shells Browse through WebCT Support web site –Make sure that you read the information found through the link, Maintenance/Backups. Make an appointment with Faculty Instructional Technology Center, staff or take Intro WebCT course

Active Learning Categories and Associated Tools Communication/Collaboration   Discussion  Student Presentation Tool  Student Homepages Communication/Collaboration ( , Discussion, Student Presentation Tool, Student Homepages)

Active Learning Categories and Associated Tools Rote-Learning  Self Tests: Quizzes that are not graded and can be taken multiple times  Respondus  StudyMate Modules  Quandary

Active Learning Categories and Associated Tools  Simulation  Impaticized PowerPoint or PowerPoint presentation in original form  Flash Animation  Video

Active Learning Categories and Associated Tools Presentation of New Topics  Readings  Online audio enhanced presentations  Impaticized PowerPoint presentations  Video presentations

Active Learning Categories and Associated Tools Gaming/Role Playing  Text based  discussion board  Flash-based  Many other programmed tools

Active Learning Categories and Associated Tools Student Evaluation  Quiz Tool  Assignment Tool  Student Presentation Tool  Discussion board postings and associated rubric

Assignment #2 Create: A detailed plan for one of course at the level of online-ness that you specified in assignment #1. A general plan for taking that same course to the next level of online-ness. Share this plan with an, Instructional Technology Specialists. Share your plan with another faculty member who teaches the same subject as you or a faculty member who you feel comfortable sharing with.

Evaluating Student Learning: Projects Assign projects that require students to utilize and synthesize concepts they have learned in other course activities. –turn in these projects through the assignment drop box or by uploading them to a public or private student presentation area in WebCT. tips_presentation.htm tips_presentation.htm Individual Student Projects Group Projects

Evaluating Student Learning: Quizzes Question types: –multiple choice, matching, short answer, and paragraph. Multiple choice, matching, and short answer Link to images with missing labels. –Students type in multiple short answers each worth a portion of the total question value. Link to audio files. –Students listen to the audio file and answer questions.. Site license For Respondus and StudyMate

Evaluating Student Learning: Grading Discussion Postings Develop a grading rubric that  Encourages class discussion  Makes the composition of postings pleasant and informative  Is not overwhelming for the instructor to use when it becomes time to grade

Assignment #3  Create assignments and assessments for your course. Create at least one quiz, one discussion board grading rubric, and one student project.

Disabilities / Accessibility After storyboarding Learning Module activities revaluate them to make sure all activities are accessible to students with disabilities. Develop pages that are accessible to "all" users who may want to access them. bility/index.htm bility/index.htm

Assignment #4 Evaluate each of your course activities for accessibility issues. Make a plan for resolving these issues. Read through each of the handout appendices Download and install MTSU eLearning site license software and install on you computer. (PC users only.)