1. Web-Based Courses Web-Based Courses: An Overview BYTE Conference February 26, 2010 Howard Griffith Donald Girouard

2. Who Are We – Introductions Howard Griffith – eLearning Development Consultant, Manitoba Education Donald Girouard – Consultant for Distance Learning WBC, Manitoba Education

3. Distance Learning Delivery Models Face-to-face (f2f) teaching ITV or Web Conferencing  2-way video and audio Web-based Course Option Independent Study Option Best models tend to use blended approaches F2FISOWBC more student - student and student - teacher interaction less ITV

4. What is “Distributed Learning“? Using a variety of course delivery methods available to schools and students Using several schools to deliver and share WBC Using a wide range of information technologies to provide learning opportunities beyond the bounds of the traditional classroom In Manitoba, this includes web-based courses, interactive television (ITV), Independent Study Option, Teacher Mediated Option, Web 2 Tools, Synchronous Tools.

5. Scenarios? Group share and talk Who needs Web-Based Courses? Why? How (where) might they be used to support student learning?

6. Reasons for taking courses online? credits not available in small schools with low enrollments –important for rural and northern schools student interest in alternative methods for earning credits teacher availability, especially in specialized areas such as Mathematics, Science, and French resolve timetabling issues implementation of new curricula/courses –Grade 11 Physical Education Health Education preparing students for lifelong learning other reasons?

7. Who takes advantage of WBCs? students use WBC to fill in some gaps –enrichment or remedial –technology skills distance learners in small schools where sharing is available teachers combine some elements of WBC in a f2f class teachers use WBC as resource

8. Stats 47 web-based courses ~ 1400 course sections ~ 4000 students for last year ~ 1000 teachers stats change everyday

10. WBC Development and Instructional Design designed to be teacher-mediated delivered asynchronously using a learning management system (LMS) called Blackboard (previously known as WebCT) modular concept self-contained –content, learning experiences, learning activities, assessments, communication, resources, etc., in the LMS. congruence with Manitoba’s curricular outcomes

11. Supporting Student Engagement in WBCs Discussions and review of existing WBCs Addition of new design concepts and tools: –more interactivity/inquiry –alternative solutions and explanations –more student helps –reflective journaling –teacher guided class discussions –more web resources

12. What does a WBC look like?

13. What does a Web-based Course Look Like?

14. Modular Course Design

15. Discussions, Blogs, Journals

16. Communication: Discussions

17. Communication: Email

18. Communication: Calendar public or private entries

19. Assessment: Tests multiple choice matching short answer paragraph

20. Assignments

21. Assignment Dropbox

22. How To Preview a WBC? public access available http://webct.merlin.mb.ca login as demo (username) demo (password) The previews are limited versions of web-courses

23. What is the WBCRS? W eb B ased C ourse R equest S ystem teachers can get full access to any WBC http://web4.gov.mb.ca/wbcrequests

31. Support & Training for WBCs scheduled live workshops scheduled webinars webinar on demand, one-on-one support Online Community –tutorials, tips & tricks –guides, documents, weblinks –sharing alternative links for dead sites –recorded webinars and other resources email phone call

32. What’s on the horizon? New courses in development –http://www.edu.gov.mb.ca/k12/tech/wbc/wbcdevsched.htmlhttp://www.edu.gov.mb.ca/k12/tech/wbc/wbcdevsched.html New version of Blackboard –more teacher tools to support student learning. Wimba collaboration tools built-in tools for communication/collaboration –easier to navigate interface

33. Delivery - a Scenario #1: A school division has several small high schools. In each of the high schools, a number of students would like to take Pre-Calculus Math... BUT, there are a couple of problems: –first, there are not enough students in each school to offer the course –second, even if a particular school chose to offer the course, it may not have a teacher qualified to teach Pre-Calculus Math A solution is to offer Pre-Calculus Math as a web-based course: –qualified teacher as specialist in Pre-Calc in one school is able to deliver the course to all students across the division –students can get the benefit of a course they would not otherwise be able to access –the teacher can spend more time teaching a preferred subject than otherwise

34. Delivery – Scenario #2: A city school with a large enrolment of Grade 11 students plan to use the WBC to help with the delivery of the Physical Education Health Education program: –there are 4 PEHE teachers who will collaborate and share the workload –one will manage the out-of-class physical activities and use the WBC to handle the forms –one will use the WBC to manage the Health modules –one will manage the face-to-face interviews and provide counselling –one will organize and coordinate f2f gym time

35. Planning for Web-Based Course Delivery Group talk & share What needs to be considered? What will make it successful? What might be the challenges?

36. Delivery Considerations student characteristics and learning styles class size teacher workload teacher time teacher training student scheduling student support – site facilitators grade reporting & communication with parents

37. Successful Implementation –schools and divisions work to meet their own particular needs –planning for WBCs is proactive not reactive –offering web-based courses is an important part of the overall plan –planning occurs at “systems” level –options not solutions –planning is openly shared with parents and students –teachers and administrators are committed to the idea

38. Implementation Challenges WBC delivery is not for students with poor reading and writing skills –local support systems must be in place not for students failing in f2f situations as a result of motivation or cognitive difficulties not an “instant” solution requires student supports just as f2f does

39. Pedagogy of Online Learning a successful student in a f2f class is a successful in an online course good teaching f2f is good teaching online online tips and tricks to promote success –intentionally pace the course –communicate often –engage the students in learning – beyond reading the lessons, students learn best through discussions, blogs, journals –follow up quickly with students who do not participate –tell students how to succeed in your course –learning is the focus, not the technology –create an online and emotional presence.....

41. Questions??

42. More Information Web-Based Course Development: –www.edu.gov.mb.ca/k12/tech/wbc/index.htmlwww.edu.gov.mb.ca/k12/tech/wbc/index.html Web-Based Course Availability: –www.edu.gov.mb.ca/k12/dl/wbc/coursesfordelivery.htmlwww.edu.gov.mb.ca/k12/dl/wbc/coursesfordelivery.html Accessing a WBC as a teacher: –http://web4.gov.mb.ca/wbcrequestshttp://web4.gov.mb.ca/wbcrequests Other resources can be found at: –in Blackboard: WBC Teacher’s Online Community –http://dluspace.wikispaces.com/WBC_Resourceshttp://dluspace.wikispaces.com/WBC_Resources Contact us: –howard.griffith@gov.mb.cahoward.griffith@gov.mb.ca –donald.girouard@gov.mb.cadonald.girouard@gov.mb.ca

43. Thank You!