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- Gerald Boerner
- Azusa Pacific University
Syllabus Conference
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- We must consider the following context for determining whether a web
page element is effective or not…
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- Rule #1:
- The purpose of having your Web site is the foundation for all your
design decisions on content and design
- Rule #2:
- Your audience’s wants and needs come first, yours come second!
Usability is #1!
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- Message
- What is the message you wish to convey through your web page or web
site?
- Audience
- Who is your intended audience?
What are their characteristics — both demographic and
psychographic?
- Purpose
- What is the purpose of having a web page or a web site?
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- Let’s examine the specific steps you might take in developing classroom
support materials for online delivery…
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- You have three ways to supplement your classroom instruction with online
materials…
- Develop them yourself in HTML and/or using a web page editor like
FrontPage or Dreamweaver
- Use some free, web-based utilities online
- Employ a delivery “engine”, or “wrapper” program
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- Delivery Engine Options
- Blackboard.com (CourseInfo) — our choice for this session
- eCollege.com
- WebCT.com
- Note:
- While we are using Blackboard for this presentation, we will also
mention some of the free, online systems as we proceed…
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- Computer with a “good” browser
- Internet Explorer 5+ (recommended)
- Netscape Navigator 4.7 (for testing)
- A personal web site
- School or other source…
- Avoid AOL, if possible!
- A WYSIWYG Web Page Editor
- FrontPage 2000/2002 or Dreamweaver 4
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- Access Blackboard.com
- http://www.blackboard.com/courses
- Provide your username and password
- Go to your courses
- Select the course you are developing, and
- Click on the “Control Panel”
- So Let’s Go…
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- Click on Staff Information
- Enter your Basic Information
- In the Edit window, enter your personal background information
- This may be entered as plain text, or copy/pasted from a word
processing application, or
- This may be copied from an HTML document
- Insert your photograph
- Click on the “Browse” button
- Locate the photo on your disk
- Click “Submit”
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- From the Control Panel…
- Click on the Announcements topic
- Enter the content of your welcoming message to student
- Plain text or HTML
- Select the display options
- Click on “Submit” button
- Check the preview of your message
- Note:
- Keep the message relatively short!
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- From the Control Panel choose “Course Information”
- Create a new entry…
- New Course Document
- Insert text into edit box (as plain text, word processing text, or
HTML)
- If HTML, click on the HTML button
- If desired, you may post a separate document, such as an Adobe Acrobat
PDF, along with (or instead of) the text
- Select the appropriate display options
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- Your Course Syllabus may be considered a legal document, so…
- Be cautious about what you include, especially in terms of your
objectives
- Consider posting a full pdf format document along with your online
version
- Follow your University’s guidelines, if any, when preparing the
syllabus
- If produced in a word processor, use tables for formatting, not tabs
and other paragraph formats!
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- From the Control Panel, choose “Course Document”
- Click on the “New Document” button
- Process:
- Select the type of document, or enter your own heading
- Enter your text (plain, WP, or HTML)
- Choose the appropriate display options
- Click “Submit” and preview/revise, as necessary
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- From the Control Panel, choose “Course Documents” again…
- Click on the “New Folder” button and enter the name of the folder in
which the new documents will be placed…
- Submit the request for a folder
- Click on the Folder name to enter it…
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- Click on “New Document” to create a new course document using the
procedure in Step 4
- Enter the information:
- Text (plain, WP or HTML)
- Click on appropriate option buttons
- Upload a file, if desired, of the content
- Click on “Submit” to preview the entry
- Revise/Preview until you are satisfied with the document
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- From the Control Panel, choose “Create Groups”
- Enter the Group’s Information…
- Group Name
- Group Description
- Group members (remember, “Control”-Click does multiple selection)
- Set the group’s resources and options
- Submit the information
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- From the Control Panel, choose “Communications Options”
- Select the settings for your course
- Email
- Discussion Board
- Virtual Chat
- Student Rosters & Pages
- Group Pages
- Each of these may be limited (“secured”) from non-class members
participation
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- From the Control Panel, choose “Assignments”
- Determine if you want the assignments organized into folders or
maintained as top level documents
- Proceed to post the assignment as you have posted other materials
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- From the Control Panel, choose “External Links”
- Determine if your want to organize your links into folders (which is
highly recommended)
- Within the appropriate item, enter in the information for…
- External Link Name (to document or web site)
- URL of the item
- Brief Description of the item
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- From the Control Panel, choose “Quiz Generator”
- Select the type of assessment, give a description, and proceed
- Generate the test items…
- Select type of item
- Enter in the item stem and choices
- Mark the correct answer
- Set the test parameters
- Put the test online
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- For more information, and/or to exchange your thoughts and ideas, use
the following…
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- APU Office
- Email
- Jboerner@apu.edu or
- Jboerner@boerner.net
- Web Site
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- The following schemas present a framework for examining the adoption of
technology into the Teaching/Learning Process
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- For sake of discussion, we identify five general types of classrooms as
they relate to the use of technology, especially web-based technologies
- For each type of classroom, we will examine the general approach &
the types of technologies used…
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- “Low-Tech”, Traditional Classroom
- Technology-supported Classroom
- Hybrid Classroom
- Web-supported Classroom
- Online, Web-based Classroom
- Let’s take a closer look…
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- The “Low Tech”, Traditional Classroom
- More traditional lecture methods, discussion groups, hard copy
handouts, etc. characterize this classroom
- Technologies:
- In office, materials may be prepared via computer
- Classroom presentation via overheads
- TV/VCR and Overhead are “technology”
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- Technology-based Classroom
- Technology is used to present classroom materials (PPT, Simulations,
etc.)
- Communication via e-mail
- Syllabus may be posted on web site, from word processing documents
- Technologies:
- Computer-based presentations, email, etc.
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- The Hybrid Classroom
- Face-to-Face Lectures, Discussion Groups
- Presentations via Computer, Online, and/or Paper
- Communication via email, Threaded Discussion Webs, etc.
- Syllabi AND assignments presented via web pages
- (Cont’d)
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- The Hybrid Classroom (Cont’d)
- Testing from computer-generated tests and delivered either via paper or
online
- Technologies:
- Email and Web Browser essential
- Some course materials “exported” to HTML format
- Web becomes essential part of class
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- The Web-Supported Classroom
- Face-to-Face interactions and information sessions (“Lectures”) are
used when appropriate
- Online lecture materials (PPT) and content (“Streaming”) used for class
preparation
- Most materials (syllabi, assignments, etc.) delivered via web pages
- (Cont’d)
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- The Web-Supported Classroom (Cont’d)
- Threaded Discussions and Chat-type Sessions are integral
- A “wrapper” online delivery systems like Blackboard.com or eCollege.com
are used to create the web-supported environment
- HTML-friendly programs are used to prepare materials (MS Office, etc.)
- (Cont’d)
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- The Web-Supported Classroom (Cont’d)
- Online assessment, grade book, etc. takes the course outside of the
classroom walls
- Technologies:
- “Wrapper” programs for online course management
- HTML-based materials
- Email & Web Browsers (with Plug-ins)
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- The Online Course
- This course is delivered via the web with little or no Face-to-Face
contact
- Online, Course Management Environment is critical
- Support Essential for developing course, maintaining server hardware
& software, and keeping the course up on a 24/7 basis
- (Cont’d)
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- The Online Course
- The Advantages:
- “Anytime, Anywhere” Learning
- Fits into the schedule of the student
- The Disadvantages:
- High impact on teacher for both preparation and delivery — up to 10
times the work!
- Lack of personalization for the students AND teacher — Personality
Style Interactions
- (Cont’d)
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- Technologies:
- Online Delivery Systems
- Online Communications, Testing, Materials Delivery, etc.
- Classroom Presentations using both Static (PPT) and Dynamic
(“Streaming”) media
- New Teaching/Learning Paradigms
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- Examine Yourself on these dimensions:
- Structured vs. Unstructured Approach
- Constructivist vs. “By the Book” Approach
- Interactive vs. Lecture Modes
- Textbook-based vs. Discovery-based
- Individual vs. Group Oriented
- These teaching styles will determine the most appropriate scenario…
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Notes
