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William DeWysockie Distance Learning Team Leader Southwestern Baptist Theological Seminary

William DeWysockie Distance Learning Team Leader Southwestern Baptist Theological Seminary Fort Worth, TX www.swbts.edu. Southwestern Baptist Theological Seminary. 5 schools in Fort Worth; 1 school in Houston 9 Extensions – OK, AR, TX, Bonn-Germany

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William DeWysockie Distance Learning Team Leader Southwestern Baptist Theological Seminary

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  1. William DeWysockie Distance Learning Team Leader Southwestern Baptist Theological Seminary Fort Worth, TX www.swbts.edu

  2. Southwestern Baptist Theological Seminary • 5 schools in Fort Worth; 1 school in Houston • 9 Extensions – OK, AR, TX, Bonn-Germany • Undergrad, Graduate, & Post-grad degrees • Using Blackboard since May, 2002 • Currently using Bb Enterprise 7.3 upgrading to v. 8 in August

  3. Haba Building Blocks

  4. Modules – A Description • Think of it as a geographical areathat is self-sustaining. • All requirements located withinthat area. • If not, quickly transport learnerto another area via a link. • Other terms: unit, learning unit.

  5. Modules – A Description • Can function on their own. • Can be used in combination with other modules. EXAMPLE: Life of Shakespeare module. • Shakespeare’s Comedies • Shakespeare’s Tragedies • Elizabethan Drama

  6. Modules – A Definition Modules are…self-contained topics of studythat provide a context for all related material, assignments, and discussions.

  7. Structuring a Blackboard course… …according to content type. Announcements Syllabus CourseInformation Staff Information

  8. Structuring a Blackboard course… • Easy to set up. • However, little pedagogical impact. • Learners confined to syllabus for logical orientation to course. • Learners must hopscotch around course to access items.

  9. Structuring a Blackboard course… …according to content. Module 1:Intro to BlackboardGroups Module 2:Life Cycle ofGroups

  10. Structuring a Blackboard course… • Items contextualized meaningfully in topical units. • Easy to follow logical development of course. • Result: More pedagogical impact.

  11. Less is more… Learners spend…LESS time looking for stuffand MORE timelearning what matters.

  12. Structuring a Blackboard course…

  13. Structuring a Blackboard course…

  14. Structuring a Blackboard course…

  15. Structuring a Blackboard course…

  16. Structuring a Blackboard course…

  17. Structuring a Blackboard course…

  18. Structuring a Blackboard course…

  19. Structuring a Blackboard course…

  20. Structuring a Blackboard course…

  21. Modules – A Conclusion • What: Geographical areas that are self-sustaining. • Why: Course structure meaningfully reflects syllabus. • Items meaningfully contextualized. • Easy to follow logic of course. • Conclusion: One of the best ways to engage individuals in learning.

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