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| Thursday, 21 July 2005: 11:15 AM-12:00 PM | |||
| Yerba Buena Salon 05 (San Francisco Marriott) | |||
| G-15: Wooing The Skeptics | |||
| Detailed Description: | I am a skeptic, so I know how hesitant we can be. This four-step process, designed to address faculty skepticism, answers the question: Why should I be using WebCT in my face-to-face course? Even if faculty never intend to teach a fully online course, WebCT can make administrative tasks much easier. Using four example courses, and the model presented, you will learn a bottom-up strategy for marketing WebCT to your skeptics. | ||
| Presentation Format: | Showcase | ||
| Topic: | Empowering educators: Professional development models and methods | ||
| Target Audience: | Academic Technology Directors, Course Designers, E-learning Managers, Faculty and Other Instructors | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Numerous models for adopting WebCT are already in existence. Many of these are top-down models, providing incentives or threats to get faculty to put courses online. The model presented here is a bottom-up strategy designed to motivate those skeptical faculty who won't be forced into adopting something they see no value in. The skeptical are not easily persuaded. To provide motivation, the “why” is emphasized over the “how”. We've developed a model to show that using WebCT doesn't have to be a huge time commitment accompanied by a lot of pain and anguish. We can get an instructor up and running in less than an hour. This showcase session will present four example WebCT courses. Each course is designed to highlight specific tools in WebCT. Progressing from the simple (and painless) to the more complex (and sometimes frustrating) this strategy gently guides faculty through the learning curve. Example Course Level 1 highlights the syllabus, course notes and a simple grade book. Level 1 presents the most painless way to begin. Example Course Level 2 highlights the discussion, assignments and presentation tools. Faculty begin to see how to use WebCT to organize their course. Example Course Level 3 highlights the quiz tool and grade book in depth. Quizzes provide practice and feedback to students; instructors are relieved of grading. Example Course Level 4 focuses on re-conceptualizing face-to-face instruction. It highlights lessons learned from experienced online instructors. The key to increased faculty participation is making it easy to use WebCT. This model demonstrates how WebCT eases administrative burdens, provides a path of clear steps, just in time support, and time to make the transition through each step. Attendees will leave with copies of the four example courses and a model for marketing WebCT to their skeptics. | ||
| Session Leader: | Sandy Bogus University of Houston Clear Lake | ||
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