1. Roger Woods School of Business and Economics
Online Rookie: Lessons from a first time translation of an interactive classroom to online
Roger Woods
School of Business and Economics

2. Teaching Background Started teaching in 2003 as an instructor
Became full-time in Fall 2011
Classes taught
Quantitative Problem Solving
Operations and Supply Chain Management
Introduction to Visual Basic
Team Dynamics/Decision Making
Project Management
Entrepreneurship
Majority of classes are required business classes

3. On-line experience Camtasia videos Canvas/Blackboard
Explanation of quantitative methods (linear programming)
Canvas/Blackboard
Developed courses using pages and modules
Modules developed for cancelled classes

4. OSM3000 (Operations and Supply Chain Management) Overview
14 chapters
Survey course
Course concepts and vocabulary
Quantitative methods
Qualitative concepts
Spring 14 weeks, Summer 7 weeks

5. Small group discussion
What is the biggest obstacle in taking an on-the-ground (OTG) course on-line?
Discuss in small groups (3-5 people), be prepared to provide summary to the entire group

6. OSM Example discussion question
If you were deciding where to put a 6th high-end sub sandwich shop in Miami, Florida what would be the factors you would use?
Easy access
Demographics
Traffic counts and patterns
Located next to a major service
Near a McDonald’s
“Always continue to utilize group discussions. This method helped bring out ideas from others which helped me learn different perspectives from others that I wouldn't have heard otherwise.”

7. OTG Flow of typical chapter
Pre-quiz
Background slides
Discussion
Slides
Board work
Example
Handout
Answer
Repeat steps 4-8

8. Handouts Roughly 1/3 of classes have at least one handout
Established norm to pick them up on the way into class
Introduce concept
Sample calculation or equations on board
Students complete handout

9. Other content/exercises
YouTube videos
Article links
Observations in operations management
Quickwrites

10. How am I going to replicate all this in an on-line environment?
Get help (Center for Teaching and Learning)
Panopto lecture capture
Alter board work to document camera
Outline of the entire course

11. Modules by chapter Pages by content, exercise/discussion breakpoints
Combination video, slides, YouTube on each page
Force progression through Module, but not Module to Module
Overlapping release dates, due dates*
Released every 4 or 5 days, open for 7 days
* Thanks to the NMSU graduate students for the idea

12. Panopto
Editing previously recorded lectures
Recording new
Ensuring visibility to the current class

13. Assignments Discussions Exercises Quizzes Exams
Created small groups
Exercises
A component of graded material, credit/no credit
Quizzes
No time limit
Exams
Timed, entirely on-line
Observations in Operations Management

14. Student communication
No office hours
Communication via /text
Lots of grading feedback
Time consuming, but worthwhile

15. What I learned Assignments changed to quizzes Benefit to OTG content
Does not allow “gaming” the system
Benefit to OTG content
Flipped learning possibilities
Flexibility for travel
Plan well to minimize later work
Don’t have to have entire class prepared

16. Student surveys Embedded in a module, 75% response rate
Overall 4.52 out of 5
Spring % response rate
4.82 out of 5

17. Things to preserve Videos for formulas, hard concepts
YouTube videos related to content
Module approach
Exercises without major grade impact
Discussions (though limited)

18. Things to change Remove lags/discussion time from OTG videos
More custom videos for summer
Annotate videos with board work
Allow fast forward in videos (not embedded)
Make the discussions work, did not find value

19. Summary
Provide a mixture of content (video, slides, exercises, YouTube, discussions)
Keep the page size reasonable
Rolling releases and due dates allow changes, keeps students on pace
Quizzes provide a low stakes chance to explore content
Don’t be dismayed by video viewing numbers
Test links, modules, pages before release