Online Course DeliveryPresentation by Linda Ffolliott, ECATMarch 22, 2007
Online course delivery – what does this mean? • Teaching classes or doing instruction • Somehow the Internet is involved in teaching, as opposed to correspondence course • Today we are looking at tools, then doing a discussion of pros and cons compared with face-to-face
My experience • Have taught at least 15 distance classes, starting with email delivered courses, moving over to web, have used WebCT for several courses, and have used Breeze and currently using podcasts • Have taken 7 classes myself, some lasting for multiple months and others just a few weeks • Encourage you to take distance classes to see what it is like from the “student” side
Handout Outlines tools and gives contact information or URLs for more information
Any experiences taking online classes? • International Webmasters Association http://www.iwanet.org (not free, $150+ charge); have to buy book • Hewlett Packard sponsored classes (lasting a couple of weeks) http://www.hplearningcenter.com (free but limited in scope) • Linked from cals.arizona.edu/ecat/classes
Components involved • Delivery of content through the Internet • Communication with students • Interaction of students with materials and each other • Instructor is physically separate from students • Students can be and often are separate from each other
Tools • D2L • Moodle • Breeze • Password protected site on CALS • Listservs • Blogs • Podcasts
Live or not-live? • Synchronous – students and instructor are connected and “doing the class” at the same time • Asynchronous – students and instructor for the most part are connected at different times; makes it easier for people who are working with schedule conflicts or are in different time zones
D2L • Learning management system • Replaced WebCT on UA in 2005 • Lots of features such as time-release of materials, discussion area, calendar, notices, online quizzes, surveys, email within the course, chat, dropbox, FAQ, glossary, online gradebook
D2L continued • Requires a University NetID to use system, so rules out using this for classes for public • If the class is non-credit, there is a charge of $14.50 per seat per year to deal with manually adding and deleting students into the class • www.help.d2l.arizona.edu/forinstructors.htm has links for tutorials and to request a site
Moodle • Online course management, open source (free), available on UA computer, NetID is not required • Being used by several other land grant institutions • Not being used for any real classes at UA, limited support • See book Moodle E-Learning Course Development ($40)
Moodle (and D2L) designed for interactive learning The theory is that people learn best when they interact with the learning material, construct new material for others, and interact with other students about the material. Interaction is not required but that is how this tool was set up.
Interaction with course materials • Assignment (uploading files to be reviewed) • Choice (a single question) • Journal (an online journal) • Lesson with conditional, branching activity • Quiz • Survey (results can be shared with others)
Interaction with other students • Chat (live online chat between students) • Forum (discussion boards) • Glossary (students and instructors can contribute terms) • Wiki (shared web document) • Workshop (support collaborative, graded efforts among students)
Moodle continued • Has time release of files, discussion forums, calendar, notices, online quizzes, chats, glossary, ability to generate certificate online. Does not have online gradebook nor email within the system. • Contact Jim Austin at firstname.lastname@example.org to set up site • Example courses at http://moodle.com/course
Breeze • Web conferencing system available through Learning Technology Center • A synchronous tool, so people can conduct a “meeting” while being in different locations • Can share documents or applications on your computer • Contact Wayne Brent at email@example.com to be set up as meeting organizer
Password protected site on CALS • You can create a website on CALS which is password protected. • Fast way to get up content, but does not have online quizzes, time release of files, discussion forums • Would have to use with a listserv or blog for communication • Contact Linda Ffolliott for help with setting up a password protected folder
Listservs on CALS • Entire course can be delivered through email but it is doubtful you would use this alone • Two options on CALS server • Mailman – graphical interface, more functions and configuration options • Majordomo – send commands to manage list • People can have any type of email but must be CALS faculty/staff to request • Request at http://cals.arizona.edu/calsnet/lists
Blog • Special user-generated website where entries are made in journal style and can be “threaded” • Typically contains text, images, links, web pages, and other media • To request a blog, contact Stuart Glogoff at firstname.lastname@example.org • This would probably not be an entire course
Blog continued • http://graphics.ltc.arizona.edu/ltc-css/resources_tools_blogs.cfm
Podcasts • Media files distributed by subscription (paid or unpaid) over the Internet. • Can be audio or visual with audio • People play files on iPod or using iTunes on computer • General information at http://podcasting.arizona.edu
Recording Powerpoint • To record Powerpoint talks with voice can use Camtasia. • Release 4 lets you export as Quicktime movie (with special settings) which makes it useable by iTunes. • Camtasia sold by TechSmith www.techsmith.com • Single user license is $299. Can download trial.
Discussion of Experiences and Observations Why are you considering an online course? Can this be used with all students?
Face-to-face teaching • Advantages? • Disadvantages? • Student requirements? • Instructor requirements?
Online teaching • Advantages? • Disadvantages? • Student requirements? • Instructor requirements?
Think about • Is this totally being taught online or is there a face-to-face component? • Length of class (length of individual “lessons” and over what time period and at what interval) • What do you want students to learn? • What expect students to do/show?
Things to do • Decide on content and its format • Decide on length of a given session and frequency • Decide how students will interact with each other • Decide on exercises or quizzes • Decide about topics for discussion