|
|
| Description: | This session will discuss the steps used to create a formal course development process to support an already thriving full-service WebCT learning support department. Included will be a frank discussion of the initial faculty reaction to the process introduction, and suggestions for other institutions that may prove useful when creating and introducing procedures and processes of their own. Useful handouts and links will be provided. |
| Presentation Format: | Oral |
| Topic: | Empowering educators: Professional development models and methods |
| Target Audience: | E-learning Managers |
| Appropriate Audience Level: | Beginning or new users of WebCT |
| WebCT Version: | |
| Abstract Text: | Growth of web-based learning is exploding in virtually all areas of higher education. Public, private, 2-year and 4-year institutions are using course management systems such as WebCT to both augment traditional courses and offer totally online courses to satisfy the seemingly insatiable appetites of faculty and students alike. The University of Texas-Pan American is no different, with over 10,000 using WebCT in the spring of 2004. Supporting WebCT efforts at UTPA is the Center for Distance Learning and Teaching Excellence. Formed in 1997, the CDL has experienced similar growth as it attempts to keep pace with the demands of both UTPA faculty and students that use WebCT. In 2003, the CDL recognized that its willy-nilly approach to course development could not continue if the department was to be successful in supporting such rapid expansion. The spring of 2003 saw the hiring of a Curriculum Development Coordinator (CDC), the key position responsible for the development and implementation of a formal course development process. The resulting procedures would detail each process used when developing web-based courses, including how a course is created, how faculty are trained in both WebCT and online pedagogy, who tracks the processing of content, and who assigns workloads. The CDC analyzed each step of course creation and formally documented each process. The result was a formal written procedure that allowed course development to flow logically and efficiently throughout each step. This greatly assisted the efficiency of all members of the course development team, and helped faculty get a quality product online in a shorter amount of time. Formative evaluation took place in the summer of 2003 that included interviews of faculty. These interviews resulted in important feedback that led to several significant improvements. Formal implementation began in the fall of 2003 with few problems. |
See more of WebCT Course Development: Two Case Studies
See more of The 6th Annual WebCT User Conference