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| Wednesday, 20 July 2005: 10:00 AM-11:00 AM | |||
| Yerba Buena Salon 05 (San Francisco Marriott) | |||
| A-9: The Success of WebCT: Integration through Policy Development | |||
| Detailed Description: | E-Learning and Instructional Support at Oakland University has worked this past year with various campus units to create a WebCT policy document. This ensures a more transparent management method that covers semester-end transitions, students with incompletes, manual non-Banner data entry, course ownership, and statistical benchmarks. This fall we created a tool using WebCT administrative statistics and Excel to give us accurate numbers of online courses, active WebCT faculty accounts and courses, and student users. | ||
| Presentation Format: | Paper | ||
| Topic: | Planning e-learning: Strategies for Institutional Change | ||
| Target Audience: | Academic Technology Directors, E-learning Managers, Institutional Research and Assessment Staff, Senior Administrators, System Administrators | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | The success of WebCT on any campus has usually been attributed to leadership, faculty adoption and training, and help-desk reliability, but the instructional technology unit's management of their LMS plays a strong role as well. Policy development is necessary to integrate the relative new-comer, instructional technology, with traditional campus units' goals and policies. E-Learning and Instructional Support at Oakland University has worked this past year with various units to create a WebCT policy document to ensure a more transparent management method, that includes the following: 1. Semester Transitions. We worked with IT to develop a practice to simplify semester transitions of courses on the WebCT server. This involved questions about length of time courses could remain on the server and issues about course archival and retrieval. 2. Incompletes. The length of time and type of access to WebCT that incomplete students would have, was worked on with the Registrar's office. 3. Non-Banner instructors, courses, and students. We needed guidelines about adding non-campus faculty, TAs, and organizations that were outside the university's data system, SCT Banner, that was automatically pulled into WebCT each semester. 4. Course Ownership. Various faculty committees and the faculty union were interested in the issue of WebCT course ownership. 5. Statistical Benchmarks. E-Learning and Instructional Support created a tool this fall, using WebCT administrative statistics and Excel to disentangle active WebCT courses from all WebCT courses created by Banner. Numbers of online courses, active WebCT accounts and courses, student users, and help requests may be matched against future semesters to quantify growth of WebCT use at Oakland University. | ||
| Session Leader: | Catheryn L. Cheal Oakland University | ||
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