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Preparing the Ingredients: First Steps in Developing a New Web Course
Allison Smith,
Louisiana Tech University
Prepare:
Time– Released course– Commitment to early preparation
Funding– Internal– External
Technical Support– Technology assistant (student)– CITDL
Consider Technological Equipment Available:
Blackboard or other web-support system Class website Digital videocamera Digital camera Scanner Digitizing software Voice-recognition software
Be clear on syllabus:
Contact information– Office, fax, email, phone, dept. phone, virtual
classroom office hours
Minimal hardware requirements Necessary software requirements
– Word processor, RealPlayer, Internet access
Cautions about taking a web course
Use Blackboard:
Announcements Syllabus and other Course Documents Handouts Video Clips Assignments Discussion Board Course Statistics Online Grade Book
Organize at Multiple Levels:
By day– Daily schedule
Announcements Email
– Discussion Board– Consistent deadlines
Organize at Multiple Levels:
By week– Weekly schedule– Lectures– Video clips– Handouts– Student presentations
Organize at Multiple Levels:
By Blackboard module– Assignments and answers– Course documents
Updated syllabus and schedule each day Lectures Video clips Handouts Student presentations
– Communication Email Discussion Board Virtual Classroom
Use E-mail (with Attachments):
For class distribution lists To deal with absent students For reminders (what’s due, what to read,
…) For students to contact each other (for
revision, editing, group work)
Use MS Power Point:
For lecture material in class To post lectures on web sites or
Blackboard To email missed materials to absent
students To highlight important information To provide handouts For student presentations
Use the Discussion Board:
For student discussion with each other For answers to posted questions (and
subsequent discussion) For student feedback on student
presentations For shared journals, informal writing, and
other class assignments
Use Scanning:
For handouts from supplemental texts For samples of assignments from
previous classes To send back a graded paper (when the
student gives you one in non-digital form)
Use Web Sites:
Create your own (http://www2.latech.edu/~asmith/Engl575/575atoc.html)
Link to others
Have students create their own for assignments
Vary presentation of information:
In print: lectures, syllabus, handouts In charts, tables, pictures: handouts In audio: lectures, student samples &
presentations In video: lectures, video clips, web camera In “person”: virtual class, lecture/discussions,
question/answer periods, office hours In person: first-day meeting, office hours
Get Students Involved:
Before semester begins:– Registration by Instructor permission only (email or in
office)– Email welcome to registered students– Optional in-person introduction to class
As semester progresses:– First day intro and response assignments– Multiple student presentations– Daily discussion questions– Student feedback on all student reports– Daily participation points
Check on Students Often:
Daily discussion questions Daily email to non-participants Random use of Course Statistics
– Did they read lecture materials?– Did they view video clips?– Did they read all discussion responses?– Did they view student presentations?– Did they view handouts?
Benefits of Digitally-Based Classes:
Less to carry around Can be in France! Can utilize plagiarism programs (like
http://www.turnitin.com) Can use over-write software programs for
grading (like Word, Word Perfect, …) Saves paper Saves time (spent making copies) Saves money
Contact me:
Allison Smith, English Department [email protected] Phone: 318.257.2707 Address: Box 3162, Ruston, LA 71272 Office hours (spring 2002):
– M/W/F: 7:30 to 8:00 am; 9:15 to 11:00 am– T: 8 to 12 noon
Preparing the Ingredients: Creating a Recipe for Success
Daniel Shockley
Technology Assistant
Louisiana Tech University
Creating Transparent Technology from Scratch
Challenges:– Lectures – Handouts– Video clips
Considerations:– Am I using a variety of presentation formats?– How much time do I need (or have) to prepare?– Is the material accessible to students
technologically? (by accommodating those with limited computer equipment and/or skills whenever possible)
intellectually? (by providing familiar elements of a traditional classroom and a structured course design)
Creating Lectures
Choices:– Audio clips / transcripts– Video lectures using a web cam– PowerPoint– Lecture notes in a word processor
Considerations:– What is the availability and usability of choices?– What other modes of presentation am I using?
Creating Handouts
Choices:– Scan as a text file– Scan as an image file
Considerations:– How reliable is the OCR software?– Is maintaining page design and layout crucial?– Is prep time or file size more important?
Creating Video Clips
Choices:– QuickTime– RealProducer / RealPlayer– (Others)
Considerations:– How do I balance video quality and file size?– How long should my video clips be?
