Chalkboard to Blackboard in 8 Months-Strategies for Faculty and Instructors Kenley Obas & Agnes...
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Transcript of Chalkboard to Blackboard in 8 Months-Strategies for Faculty and Instructors Kenley Obas & Agnes...
![Page 1: Chalkboard to Blackboard in 8 Months-Strategies for Faculty and Instructors Kenley Obas & Agnes Helen Bellel, Ph.D.](https://reader030.fdocuments.us/reader030/viewer/2022032804/56649e565503460f94b4daa7/html5/thumbnails/1.jpg)
Chalkboard to Blackboard in 8 Months-Strategies for
Faculty and Instructors
Kenley Obas &
Agnes Helen Bellel, Ph.D.
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Alabama State University
Located in Montgomery, AL Historically Black Institutions Total Enrollment: 5,666 Produces the largest number of African
American teachers in the nation. 328 faculty members
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The Dilemma
No Campus-Wide Course Management Software College of Business running Bb Basic 5 for
their Students only Students and Faculty frustrated with lack of
CMS Many students entering with CMS experience
Too many renegade course web sites .com sites
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Our Needs
Full Integration Need to integrate with SCT plus and Active
Directory System that Allows Faculty to focus on
teaching and content Not managing a roster and enrollment
Ease of use
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Possible Solution
Do Nothing? Purchase a CMS
WebCT Many Faculty used previously
Moodle Free Open Source
Blackboard Recommended by our Distance Learning Committee Already being utilized on campus
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Our Selection
Blackboard Host ourselves Hire Global Services
Integration of SCT Integration of Active Directory
Conduct a Pilot Participant Selected by Deans of College
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Bb Roll-out Timeline
9.1.20049.1.2004
8.8.20058.8.2005
10/14/2004
Rec’d Blackboard Server
9.17.2004
Signed Contract
12.2.2004
Finalized Bb Pilot Participants
12.14.2004
1st Pilot Faculty Training
12/2/2004 - 5/13/2005
Blackboard Pilot11.7.2004
Worked Onsite with Global Services
4.14.2005
2nd Pilot Faculty Training
5.10.2005
Issued Bb Pilot Survey
5.24.2005
Bb Go-Live Campus Wide
8.8.2005
Installed Bb Portal
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The Pilot
30 members Member from each college Appointed by Dean Would become Blackboard Liaison
Survey Based on instrument used by UT at Austin 30 page report for University Administration
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The Pilot
Participated in a Blackboard course Included two 3 hrs Training Sessions Posting to Discussion Groups Using collaboration tools Reviewing Documentation
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Training and Documentation
Training Session 2.5 hour training session Conducted by College
Documentation Collaborated with other institutions Why re-invent the documentation Create Support Website
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System Status
Running Learning System 6.3 Window 2003 8000 users 3521 course
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Bb Integration Workflow
21 3
4
SCT Mainframe ExtractsBb Controller
Bb Database
1 – SCT generates the FOCUS/Report.
2 - Uses a transfer utility to deliver the files to the Blackboard Server on a shared drive
3 – The Controller then locates the ‘pushed’ files on the Blackboard server 4 – The Controller integrates the information nightly into the Blackboard database
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Bb Integration
Snapshot Imports SCT SIS data in Blackboard
Courses Users Catalog
Runs once a day FTP’ed to Blackboard Server from SCT
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Blackboard Spearheading Change
Student Email Wireless Access Increase in Computer Labs Digital Storage
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Challenges
Faculty acceptance Don’t see the need
Storage Only 60 GB
Support Help Desk not ready to support Lack of Blackboard System Admin
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Challenges
Still have not fully integrated Active Directory
Removing other Blackboard System
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The Future
Purchased and Installed Community/Portal
Working with Library to Purchase Content Management System
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Current Look
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Considerations Before Planning
-Adult Learners -Curriculum Development -Instructional Techniques to meet all
learners -Assessment and Evaluation Strategies -Teaching Adults
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“Online” Adult Learners
Online adult learners bring a diversity of perspectives and abilities to the class.
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Strategies to Motivate Online Learner
Strategies include: method of instruction, using peer reviews and group activities that may be with the students in the course or in the educational communities, which will enhance interactive social skills as well as comprehension of subject matter.
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Strategies for Online Instructions:
Course Design
-Give thought to the overall design for the course
-Work backwards- clearly define what is expected of the students to learn by the end of the course.
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Course Design (cont.)
-State the departmental expectations of your course.
-Begin planning well in advance to work around problems
-Goals should be planned at three levels
-Goal Levels (essential, desirable, and optional)
-Must achieve the goals to meet the faculty’s/instructor’s responsibilities
-Note: If you fall behind, you may delete optional or desirable.
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Course Design (cont.)
Permit students to bring life experiences into the online learning environment. Most students tend to perform best when content is related to previous or personal experience.
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Course Design (cont.)
-Design a procedure to evaluate whether the students have attained the course goals and objectives
-Determine the testing procedures and grading policies
-Make sure the course meets ADA approval and Section 508 for students with disabilities.
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Consideration of Student Population:
-Character of the student population of the course.
-Schedule of the course (time of the course, season, and time of the year)
-Course required or elective Students’ motivation for taking the course -Students’ background and their learning style
and study habits -Faculty’s/Instructor’s teaching style.
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Consideration of Student Participation
Are the students used to working independently?
-Collect work/assignments frequently and respond/give feedback quickly to ensure that students will have success in the course.
-Conduct summative and formative evaluation -Construct a flexible plan which can
accommodate surprises that may arise
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Course Outline
-Students learning should build on itself -Reading materials should be more than
textbook. Other material may include articles that further illustrate applications or offer alternative points of view. Use the virtual library.
http://www.lib.alasu.edu/library/virtual_ref.html
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Course Outline (cont.)
-Study the academic calendar.
-Develop a week-by-week sequencing of topics, readings, assignments, quizzes and examinations.
-Check for school holidays and other events.
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Course Outline (cont.)
-Have a colleague give feedback on your online course .
Is there enough material to challenge the students intellectually and keep their interest?
Is there flexibility for students to make suggestions and be incorporated in the course?
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Course Outline (cont.)
Is there recognizable relationship between internet topics, lectures, assigned readings, and student assignments?
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Syllabus
-Make sure all or part of the syllabus is available to the students at all times.
-State at a minimum, course description, goals, objectives, course prerequisites, hardware and software requirements, a list of assignments and due dates, notice of exam and their dates, grading with detailed explanation on submission of (late) assignments and penalties, bonus points (optional) as incentives, other policies, virtual office hours, location, email, emergency contact, telephone number (s), mail address, address of the course web site, and helpdesk contact
-State policies for “make-up”, “resubmit”, or no submission of assignments
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Self-Reflection on the Facilitation of Learning
Were my goals reached for this course? Were the instructional strategies clear? Did the students have a clear understanding of
the content? How satisfied am I with their progress?
What key areas should I target for improvement?
What can I do to improve the online teaching of this course- content- online support-course design?
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Resources
http://ctl.standford.edu/teach/handbook/design.html
http://www.worldwidelearn.com/online-courses/teaching-online.htm
http://jjconline.jjay.cuny.edu/faculty/teachonine.html
http://www.byu.edu/fc/fds/pycguides/pycguide.html
http://depts.washington.edu/cidrweb/TLBulletins/2(3)Discussion.html
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Contact Info
Kenley Obas Academic Computing Coordinator [email protected]
Dr. Agnes Bellel Associate Professor of Instructional
Technology [email protected]