Student-Created Professional Development Programs Using WebCT Vista

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Thursday, July 13, 2006
This presentation is part of 3: Poster Sessions
Student-Created Professional Development Programs Using WebCT Vista

Description: This session will show the instructional approach taken in a graduate course called “Online Web-based Instructional Design” offered at West Virginia University during the Fall 2005 semester. The students in this course were part of an Educational Leadership cohort studying to become school administrators. Learn about the instructional activities leveraged in WebCT Vista and hear student feedback on the course.
Presentation Format: Poster
Topic: Enabling learning: Effective instructional practices and student support models
Target Audience: Course Designers, Faculty and Other Instructors, E-learning Managers, K-12 Educational Staff
Appropriate Audience Level: Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text: The purpose of this session is to share the instructional approach taken in a graduate course entitled Online Web-Based Instructional Design, provide a summary of the student feedback, and discuss implementation and redesign considerations.
The students represented an Educational Leadership cohort studying to become school administrators. The course took a blended approach: five virtual meetings in the Interactive Video Network classrooms (one main and two remote sites) and online delivery through Vista. In addition, the students used Vista to create their professional development programs.
The course topics included: • Orientation to course • Overview of online learning • Introduction to various Instructional Design (ID) models • Implementation of the ID process using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model
Activities included: • Reading reflections & discussions • Research on ID principles • Small group reviews of online instructional sites • Documentation of ID process • Professional development program creation • Review a peer's online professional development program • Chats for questions during development process • Reflection post on the overall learning experience
Based on the feedback from the students (online survey & Refection post), some implementation and redesign considerations include: • Building a community of learners and taking a flexible approach seemed to be critical to the students. • Students enjoyed the convenience and flexibility, but felt that certain improvements could be made in the course design: o focus on what was to be done and when for a particular unit, o focus on the ID process and less on the background information (readings, overviews, etc.), o more specific rubric to evaluate sites, o increase group work, o improve the Interactive Video Network system for remote sites. • Students seemed to thoroughly enjoy the development process, but felt that more direct, face-to-face instruction on developing in Vista was required.

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Description:	This session will show the instructional approach taken in a graduate course called “Online Web-based Instructional Design” offered at West Virginia University during the Fall 2005 semester. The students in this course were part of an Educational Leadership cohort studying to become school administrators. Learn about the instructional activities leveraged in WebCT Vista and hear student feedback on the course.
Presentation Format:	Poster
Topic:	Enabling learning: Effective instructional practices and student support models
Target Audience:	Course Designers, Faculty and Other Instructors, E-learning Managers, K-12 Educational Staff
Appropriate Audience Level:	Beginning or new users of WebCT, Experienced WebCT users
WebCT Version:
Abstract Text:	The purpose of this session is to share the instructional approach taken in a graduate course entitled Online Web-Based Instructional Design, provide a summary of the student feedback, and discuss implementation and redesign considerations. The students represented an Educational Leadership cohort studying to become school administrators. The course took a blended approach: five virtual meetings in the Interactive Video Network classrooms (one main and two remote sites) and online delivery through Vista. In addition, the students used Vista to create their professional development programs. The course topics included: • Orientation to course • Overview of online learning • Introduction to various Instructional Design (ID) models • Implementation of the ID process using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model Activities included: • Reading reflections & discussions • Research on ID principles • Small group reviews of online instructional sites • Documentation of ID process • Professional development program creation • Review a peer's online professional development program • Chats for questions during development process • Reflection post on the overall learning experience Based on the feedback from the students (online survey & Refection post), some implementation and redesign considerations include: • Building a community of learners and taking a flexible approach seemed to be critical to the students. • Students enjoyed the convenience and flexibility, but felt that certain improvements could be made in the course design: o focus on what was to be done and when for a particular unit, o focus on the ID process and less on the background information (readings, overviews, etc.), o more specific rubric to evaluate sites, o increase group work, o improve the Interactive Video Network system for remote sites. • Students seemed to thoroughly enjoy the development process, but felt that more direct, face-to-face instruction on developing in Vista was required.