Anderson Online DJT/SLB/DFM

Initial Home Page Design Initial Design for SharePoint system was designed around topic areas listed below. Anderson Best Practices New Faculty – two sections, tutorial/orientation and best practices Communities of Practice Tool Kit for new technologies Discussion Board – area for faculty to discuss issues/challenges for current semester, open for other faculty to provide feedback. Will be reviewed and archived by topic area to build knowledge for future semesters. DJT/SLB/DFM

Final Home Page Design The final design focuses on content areas that can be tied back to measurable faculty objectives and provides templates, examples, procedures, and expert advice for tasks faculty need to perform on a regular basis to be successful in the online environment. These areas are based on the best practices that guide the development and implementation for Anderson online courses. Course Design Folder – creating a webCT course, syllabus, etc. Communication with Students – e-mail, announcements, etc. Creating Interaction with Students – articles, discussion board on this topic Assessment/Assignment – graded, student self-assessment, etc. Learning in the Online Environment – lessons learned, articles, etc. The semester discussion board for is maintained on the home page. There is also an area for faculty to contribute knowledge assets, articles or other items for the project coordinator to review and add to the site as appropriate. DJT/SLB/DFM

Online Learning Proof of Concept Example of how the knowledge management system will support the online learning processes in order to construct a syllabus. DJT/SLB/DFM

Process Diagram: Creating a Syllabus Pulls New Faculty Template Example Procedures Expert Advice Standardized format What it looks like How do I? Never thought of that Feedback, discussion boards, brown bag sessions, CoPs Meets objective: Syllabus created Pulls Pushes Following along in the syllabus example, here is a process flow map showing the relationships between new faculty, experienced faculty and the Project Coordinator along with authors, reviewers and approvers. Each objective/process should b supported by a “learning object” made up of the four items shown: template, example, procedure, expert advice. Experienced Faculty Template Expert Advice More Expert Advice Project Coordinator Authors Reviewers Approvers Metacognitive Tacit knowledge made explicit Gaps identified Knowledge products strengthened DJT/SLB/DFM

Home Page Navigation Course Design – start here for tips on the following topics Creating your course in webCT Syllabus design Class schedule with student deadlines Content presentation – learning module and video design webCT orientation for students Working with NMEL (New Mexico Extended Learning) Visual navigation, intuitive DJT/SLB/DFM

Home Page Navigation Communication with Students – tips on the following topics Email Announcements Web Conference Telephone Podcast Wikis DJT/SLB/DFM

Home Page Navigation Creating Interaction with Students – tips on the following topics Discussion Boards – how to manage Development of a faculty learning community Student Study Groups Assessment/Assignment – tips on the following topics WebCT student survey already pre-loaded by NMEL Templates and examples of assignments effective in the online environment DJT/SLB/DFM

Home Page Navigation Learning in the Online Environment – tips on the following topics Articles related to Online Pedagogy Benchmarks and Characteristics of Successful online Courses Team Discussion – area for faculty to discuss any issues/challenges for the current semester. Open to all faculty to provide feedback. The team discussion board will be reviewed by the project coordinator at the end of each semester and relevant items will be archived as part of the lessons learned section of the KMS. DJT/SLB/DFM

Conclusion The goal of the KMS is to enable faculty to easily transition from teaching face-to-face to teaching online. The KMS provides the templates, tools and examples so faculty can use these resources based on best practices and subject matter expertise as needed on a just-in-time basis. Faculty are encouraged to add to the KMS and collaboratively work together in communities of practice in their areas of expertise. DJT/SLB/DFM