Enhance Instruction in the Digital Enhance Instruction in the Digital EnvironmentEnvironment

Introduction

Using RU’s On-Line Tools and Web 2.0

Robert C. McCracken, Ed. D. rmccracken@radford.edu

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, Blog’s, Wiki’s 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 instructor’s 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 RU’s on-line tools and Web 2.0 Applications

Goal: To provide practical ideas for the use of RU’s on-line tools and Web 2.0 Applications

Instructor’s 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 today’s Millennial Students.

Tools to Be Discussed

• WebCT/Blackboard• Breeze/Connect• Respondus• Audacity• Camtasia• Youtube• Twitter• Blogs• Wikis• Podcasting• Tube Sucker• Media Converter

Change and Today’s 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

• Instructor’s 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.

– 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.

• 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.

Wiki’s

• 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.• Free space for Wiki’s is available at• http://wikispaces.com

WebCT/BlackboardCourse 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

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/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:

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

• 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 example

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

WHY

Questions/Discussion

Thanks for your timeMy Contact Information:

Robert McCracken rmccracke@radford.eduCampus 5682Office A042 Peters HallVirtual Office: http://breeze.radford.edu/office

RU Website: http://www.radford.edu/rmccracke