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Thursday, 15 July 2004: 8:30 AM-9:15 AM | |||
Northern A-1 (Walt Disney World Dolphin Hotel) | |||
K-10: Surviving Online – An Effective Strategy for Setting the Right Tone | |||
| Detailed Description: | At the start of term, students must successfully complete a unit titled Surviving Online to gain access to course tools and materials. Of the ten themed parts, each resides in a content module comprised of material followed by a quiz. Achieving 100% in each quiz releases the next part in the unit along with related course tools and resources. This activity serves to map out course expectations and set the right tone for successful instruction. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, E-learning Managers | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | This session outlines a strategy to ensure that students are ready to learn. It includes information on how students are expected to operate in a course space, communication protocols, what students can expect of the instructor, how assessment is carried out and a detailed explanation of course activities. In addition to general course information, it serves to ensure that students affirm they are aware of instructor expectations and how to prosper in the course. Objectives 1. Share a successful strategy to prepare students for learning. 2. Demonstrate how students progress through the unit. 3. Outline instructional advantages in setting expectations. 4. Provide student comments and opinion of this start-of-term strategy. Methods: This session covers an effective use of content modules and quizzes to ensure students are ready to learn at the start of the term. In addition to the session demonstrations and details on how to set up the unit in WebCT, participants exit with online access to the materials and may edit and alter to suit individual situations. Conclusions: An important outcome is that students understand how to effectively operate in a course space early in the term. This allows an instructor to invest more time in collaboration with students on the subject mater rather than administrative or procedural problems encountered by students. An observed outcome of this process is that many students step up and serve as important mentors for others with a lower level of comfort with an online course. | ||
| Session Leader: | Phil O'Hara Dalhousie University | ||
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