Presentation on theme: "Enhance Instruction in the Digital Environment Introduction Using RUs On-Line Tools and Web 2.0 Robert C. McCracken, Ed. D."— Presentation transcript:
Enhance Instruction in the Digital Environment Introduction Using RUs On-Line Tools and Web 2.0 Robert C. McCracken, Ed. D. firstname.lastname@example.org
Change the World
Session Overview This session will demonstrate and discuss the combined uses of several of the universities on-line tools for instruction. Those tools include the combined use of WebCT/Blackboard, Breeze/Connect, Respondus and Survey Tools along with several Web 2.0 applications including Youtube, Twitter, Blogs, Wikis and Podcasts in graduate courses. The presentation is designed to be informative/interactive and somewhat instructive, but more about showing advantages and opportunities for technology integration from the instructors perspective of technology use as opposed to the technology expert level.
Goals for the Session Goal: To share experiences of developing on-line opportunities for student learning utilizing RUs on-line tools and Web 2.0 Applications Goal: To provide practical ideas for the use of RUs on-line tools and Web 2.0 Applications
Instructors Background Formal Training in K – 12 Education and Educational Leadership Technology and Electronic Gadgets as a Hobby Experience: Public School Teaching, Leadership Assignments, Adjunct University Teaching, and Assistant Professor in the College of Education. Belief Statement Regarding Technology/Instruction: Technology is not a replacement for the teacher – student relationship, but a way to enhance that relationship and to provide greater opportunities to meet the needs of todays Millennial Students.
Tools to Be Discussed WebCT/Blackboard Breeze/Connect Respondus Audacity Camtasia Youtube Twitter Blogs Wikis Podcasting Tube Sucker Media Converter
Change and Todays World
Think Before Clicking Design your work somewhere before entering the digital world Use your content knowledge as you design your expectations / outcomes FIRST THEN, design the use of tools to meet these expectations / outcomes ALWAYS design a method to assess students technology skills PRIOR to introducing content AND be ready to remediate technology deficits
Ethical and Philosophical Issues Honesty and Integrity How do you ever know when students cheat Cooperative Learning Modeling by Instructors Quality versus Quantity Ethical Behaviors of Instructors
Why Should We Change
My Plan WebCT/Blackboard becomes the outline of each module and includes: – Content Section – Content Assessment Section (To check for knowledge) – Cooperative Learning Assignment (Case/Group Work – to be done in Breeze/Connect) – Individual Assignment (To check for knowledge)
Content Instructors Information via Podcast (or RSS feed) or Breeze O (Audio clip created with Audacity) Cooperative Assignment/Group – PPT Project of Assigned Content – Groups are determined by the GROUP SIGN UP application in WebCT/Blackboard Cooperative Assignment/Group – PPT Project of Assigned Content and Alignment with National Assessment Standards
Student Assessment WebCT/Blackboard – Develop an assessment in Word using the required format so that Respondus can be utilized to convert the assessment to a WebCT/Blackboard Quiz. Save the document in a plain/rich text form.Word – Here is a brief demonstration
Creating a Group Assignment Utilize Group Assignment Function: Work is done by Groups in Breeze/Connect and then final response is submitted in WebCT/Blackboard as a Group Assignment Here is a brief demonstration (created with Camtasia)
Student Assignment(s) Utilization of WebCT/Blackboard Assignment Module Each module contains an individual student assignment – Subjective scoring Group Assignments – Rubric Scoring Reality work associated with content – Rubric Scoring
Blog Each content module requires submission and participation in the Module/Blog. I utilize blog submissions as a way to ensure class participation and for an attendance grade.Module/Blog Topic submission is a group responsibility and submitted to the instructor for approval as an assignment in each module. At the conclusion of each module of study, a summary of the blog responses must also be submitted to the instructor as a group assignment.
Wikis A Wiki is used as a tool for the course to develop a major statement on an overriding theme of the course. An example for a recent course.example Free space for Wikis is available at http://wikispaces.com
WebCT/Blackboard Course Resource Module Course Resources is a Module I develop and post on the Home Page of the course. It contains many different types of resources. – Course Packets – YouTube Content Information – Self-Help Resources Camtasia Demonstrations Breeze O Samples/Demonstrations Directions on Web 2.0 Tools – Web Links to important resources – WebCT/Blackboard Utilization Reports – Virtual Meeting Attendance Roster – Class Picture Class Picture
Course Schedule/Overview A single document to provide an overview of the entire set of course expectations Traditional Syllabus with integrated expectations for the on-line version of the course
Additional Course Requirements and On- Line Tools (Breeze/Connect) All students must participate in a set number of Virtual Office Meetings. These are established in the Course Schedule/Overview. These meetings are held in Breeze/ConnectBreeze/Connect Meetings are for the purpose of discussing not only content information but program issues. With the use of private chat / separate breakout groups, student advising sometimes occurs as well.
Additional Course Requirements and On-Line Tools (Breeze/Connect) Group Work Sites Each group developed for each course is also provided its own work space (Breeze Meeting) to complete its cooperative learning assignments) This allows the instructor to monitor participation.
Use of Survey Instruments for Certain Assignments I use several survey instruments for certain assignments. Part of the goal with these assignments is to provide students with an opportunity to use survey instruments and to help them think about possible uses of those instruments. Here is an example:example
Using YouTube Using You Tube today is no different than using the old 16mm Projector or filmstrip projector, EXCEPT the content availability is tremendous and is FREE. You can find virtually anything on any topic. You Tube Videos CAN be downloaded, converted, and saved to your computer with relative ease.
You Tube (cont) There are a couple of on-line sites available at no cost and there is also ripper software available. http://mediaconverter.org is my preferred application http://mediaconverter.org Another one is: http://www.newrad.com/software/tubesucker/
Twitter This is a Web 2.0 application that has some unique opportunities. Think of it as a mini-Facebook Application I am currently experimenting with it to determine its useful to my work. One unique function is that you can post to Twitter with your cell phone via text messaging http://twitter.com
WebCT/Blackboard Weblinks Weblink is a great way to embed external content within WebCT/Blackboard I always use the Weblink option to open the link in a new window Weblink Screen
Scoring Rubrics in WebCT/Blackboad WebCT/Blackboard has a function available for all assignments (group and individual) that allow you to create rubrics (grading forms) All fields can be edited and added/removed. Here is an exampleexample
WebCT/Blackboard Utilize WebDev to map to your WebCT/Blackboard Network Space/files Save ALL content on the WebCT Server Saves your local drive and H drive space Here is demo of setting up your WebDev space as a local drive on your computer
Demo of WebDev
Questions/Discussion Thanks for your time My Contact Information: Robert McCracken email@example.com Campus 5682 Office A042 Peters Hall Virtual Office: http://breeze.radford.edu/office http://breeze.radford.edu/office RU Website: http://www.radford.edu/rmccracke http://www.radford.edu/rmccracke