Instructional Strategies for Blended Learning Handouts

The 15th SloanC International Conference on Online Learning
PreConference Workshop:  Instructional Strategies for Blended
Learning
Wednesday, October 28, 2009 | 1:00 PM‐4:00 PM

This workshop will build upon the successful Blended Learning Workshop held annually in Chicago and sponsored by the
Sloan Consortium. The Sloan Consortium defines Blended Learning as involving courses which integrate online with face‐
to‐face instruction in a planned, pedagogically valuable manner (Niemiec & Otte, 2006). A brief overview will summarize
research on institutional issues and best practices from getting started in supporting college wide blended learning
efforts.

Drawing from the workshop in Chicago, we will discuss design frameworks for improving student engagement and
success. Frameworks used will include Community of Inquiry model (Garrison, Anderson & Archer, 2000), the National
Survey of Student Engagement (NSSE) (Kuh, G., 2001) and the best practices cases from the Sloan Consortium Special
Issue on Blended Learning (Picciano, 2009). The combination of these powerful frameworks will be tied to instructional
design strategies emphasizing teaching presence and Web 2.0 tools. Participants are urged to bring and share their own
ideas as we explore options for blending courses while improving their quality.

Presenters: Linda Futch, Assistant Director Instructional Design, University of Central Florida and Sue A. Bauer, Co‐Team
Lead Instructional Design, University of Central Florida

Timeframe Activity Presenter
1:00 ‐ 1:20 Introductions Karen Swan
• Review the highlights from the Blended Learning Workshop in Chicago Karen Vignare
• Participant Introductions Activity ‐ Table Tent
20 min. o Name, College, & Role (Front)
o Desired session outcomes (Back)
1:20‐ 1:50 Presentation Linda Futch
Introductions/Agenda Sue Bauer
UCF Overview of Blended Learning/IDL6543
Addie Model – Explain ADDIE
1. Analyze
• Definition
• Tools/Resources
o Teaching Styles Survey
o PSU ‐ Faculty Self Assessment for Teaching Online

o Course Assessment Form

o Systematic Design of Instruction
2. Design
• Definitions
• Tools/Resources
o Course Mapping
o Bloom’s Taxonomy
o Objective Driven Activities
• Blending w/Purpose
o Objectives/Activities/Assessment
• Web 2.0  (3rd Party Application Concerns)
30 min. o Student/Faculty Support Plan
o Campus: FERPA, Copyright, Policies

University of Central Florida ‐ Center for Distributed Learning  ‐  10/28/2009

1:50 ‐ 2:30 Small Groups Participants
Activity:
Discussion of Administrative Concerns:
1. Faculty ready to teach online
a. Teaching style
b. Technology skills
2. Support – both student and faculty
Analysis
1. Review Systematic Design of Instruction.

Design

1. Objective Driven Activities Worksheet (LMS/CMS, Web 2.0)

a. List 3 course objectives (Use Bloom’s Taxonomy as a
resource)
b. Describe activities to deliver objectives
c. Assessment Selection
2. Course Map
a. Develop course map of available tools (LMS/CMS)
40 min.
2:30 ‐ 3:00 Presentation   Linda Futch
Development Sue Bauer
• Definition
• Tools/Resources
o Campus support
o Technology/CMS Support
o Course Completion Plan

Implement

• Definition

• Tools/Resources

o Instructor Blog/Reflective Journal
o Module “0”
o NSSE
Evaluate
• Definition
• Tools/Resources
o Student success/Student Perception Survey
o NSSE
o Self‐reflection
Repeat
• Modifications
30 min.
3:00 ‐ 3:45 Small Groups Activity: Participants
Design (cont’d)
• Select Tools ‐ Course Map and Web 2.0 resources
Develop
45 min. • Course Completion Plan
Implement
• Module 0
• (If time) Create Student Survey

3:45 ‐ 4:00 Linda Futch
15 min. Conclusion/ Q & R Sue Bauer


ADDIE Model

ADDIE is an acronym:

Analysis
Design
Development
Implementation
Evaluation

Following these five (5) basic steps will help you identify the most appropriate and effective
learner-centered instructional strategies for any course setting:

Analysis Resources:
• Teaching Style Surveys (Variety of self assessments available online)

• http://www.longleaf.net/teachingstyle.html (Grasha ‐ Riechmann)

• http://www.texascollaborative.org/TSI.htm

• http://www.iats.com/publications/TSI.shtml

• http://www.members.shaw.ca/mdde615/tchstylsquiz7.htm

• Technology readiness:  Faculty Self Assessment for Teaching Online (PSU)
http://weblearning.psu.edu/news/faculty‐self‐assessment

• Course Assessment Form (Handout)

• Systematic Design of Instruction (Handout)


Design Resources:
• Course Map (Handout)
• Bloom’s Taxonomy (Handout)
• Objective Driven Activities Worksheet (Handout)
• Community of Inquire Framework (Handout)
• Web 2.0 Resources:  http://shex.org/wiki/Collaborative_learning_technologies

Development Resources
• Campus Support:  http://online.ucf.edu/distributed.php
• Technology/Tool Support
o Faculty:  http://teach.ucf.edu/
o Student:  http://learn.ucf.edu/
• Course Completion Plan (Handout)
• Submission Guidelines:  http://teach.ucf.edu/submission‐requirements

Implementation Resources
• Instructor Blog/Reflective Journal
• Module “0” (Handout)
• National Survey of Student Engagement  (NSSE):
http://nsse.iub.edu/NSSE_2008_Results/docs/withhold/NSSE2008_Results_revised_11‐14‐
2008.pdf
• Beginning College Survey of Student Engagement 2009 (BCSSE):
http://bcsse.iub.edu/pdf/bcsse09.pdf

Evaluation Resources
• Student Feedback/Survey (Handout)
• Course Checklist

Contact Information
• Dr. Linda S. Futch:  lsfutch@mail.ucf,edu
• Sue Bauer:  sbauer@mail.ucf.edu


Course Assessment Form

Instructional Preferences
Instructional Strategies Instructional Media Interaction Additional Information
Which instructional strategies do Which of the following do you Rate the level of interaction in your Please add any additional
you use? use in the classroom? class for each category below. instructional preferences:
Check all that apply. Check all that apply. 1 = Low (L) and 5 = High (H)
Lecture Print materials (handouts)
Socratic approach (Questioning) Whiteboard Student-content
(L) 1 2 3 4 5 (H)
In-class discussion groups Overhead transparencies
Out-of-class study groups PowerPoint presentations Student-instructor
Group projects Video (L) 1 2 3 4 5 (H)
Student presentations Other – Specify:
Role playing simulations Student – student
Which of the following do you (L) 1 2 3 4 5 (H)
Other – Specify:
have your students use outside
of the classroom? Technology in the Classroom
Check all that apply. Internet access available?
Assessment Textbooks Yes
Which of the following assessment Web sites No
methods do you use?
Check all that apply. Video tapes Unknown
Reflective writings CD-ROMs
Quizzes Other – Specify: Multimedia presentation system
available?
Formal papers Yes
Student projects/presentations Which of the following online
strategies do you use to No
Written mid-term examination enhance your course? Unknown
Written final examination Class notes posted online
Other – Specify: PowerPoint presentations
posted online
Assignment directions
posted online
Other – Specify:
Center for Distributed Learning 1
University of Central Florida

Course Assessment Form

Course Content

What are the topical divisions (units, lessons, modules, etc.) Which of the following elements are covered in your syllabus?
of the course? Check all that apply.
Instructor contact information (Name, e-mail, phone, office
location, hours and contact procedures)
Course description (Name, number, section, credit hours,
description)
Course objectives

Course prerequisites

Required text(s)

Supplemental texts

Evaluation and grading methods

Schedule of class meetings

Schedule and location of midterm and final exam

Communication protocols

Expectations of students' performance

Missed assignments/exams, make-ups, extra credit

Center for Distributed Learning 2
University of Central Florida

Systematic Instructional Design Activity

This activity is designed to help you begin thinking about your blended
course. The questions are organized and colored according to each step of
the ADDIE process. This activity (probably) will be a work in progress as
you think about course. At the end of this activity, you will have a design
document to help guide you through the development of your online course.

Begin brainstorming: Answering the following questions to the best of your
knowledge. If a question is not applicable, leave it blank and proceed to the
next question.

Your Name:

Course Title:

Catalog Prefix & Number:

Analyze
1. What are your course goals? What do you want your students to walk
away with when they leave your course?

2. What are your learner characteristics or your typical student? (Ex:
undergraduate, graduate, age, traditional or non-traditional student)

3. What is the expected class enrollment size?
a. 0-30
b. 31-60
c. 61-100
d. Over 100

4. How long is your term?
a. Semester - ____ weeks
b. Quarter - ____ weeks
c. Short term - ____ weeks

5. Do you have any personal goals for your students?

1
Revised October 22, 2009
University of Central Florida – Center for Distributed Learning

6. Are you thinking about using tools outside your course management
system (such as a wiki and blog)?

7. What books, manipulative kits, CD-ROMs, DVDs, and software will be
required?

Design
1. What are the learner-centered course objectives?
Based on Bloom's Taxonomy:
• Remember/Understand (Basics students need to know)
• Apply (Concept-related facts)
• Analyze (Application of a rule or principle)
• Create (Puts the parts together to form the whole)
• Evaluate (Makes judgments about materials and methods)
Based on Mager objectives:
• What cognitive processes do you want your students to perform?
• What psychomotor skills do you want students to perform?
• What attitudes/values/feelings do you want your students to
develop?

2. What kind of assessment will be used to determine whether the
learning objectives have been met?

3. What are your ideas on how each learning module will be laid out?
(Readings? Interaction? Activities? Assessment?)

2

Develop
1. What Materials will you use in the course (textbook, instructor notes,
handouts, videos, newspapers, journals, publisher content, etc.)?

2. What will comprise your course components?
a. Syllabus, Schedule, Protocols
b. Instructor Introduction
c. Content (modules, links to Web sites, glossary, images, audio,
video, etc.)
d. Assessment (quizzes, surveys, self tests, assignments, etc.)
e. Interaction (mail, discussions, chat, instant messenger,
calendar, etc.)

3. What activities/interaction will students complete? Will any require
special instructions/tutorials?

Implement
1. Will you have anyone else facilitating? How will these facilitators be
trained (including student teaching assistants)?

2. Are there tasks your students need to complete in preparation for the
course (orientation, survey, etc.)?

3. On what date will you begin delivering your course?

4. When will you confirm all online components are in place (e.g., your
course completion deadline)?

5. When will you confirm all online components are functional (e.g.,
internal /course management system tools) and external links work
(e.g., Internet), etc.?

6. Will any holidays interfere with the schedule, delivery, or due dates in
your course? If so, which ones?
3

Evaluate
1. Will you utilize formative evaluations (survey to ensure content and
instructional strategies are meeting your students' needs and learning
characteristics)? Why or why not?

2. If you plan to use formative evaluations, when will you implement
them (at the end of each module, midterm, final)?

3. Will you perform summative evaluations (measure effectiveness of
your activities)? If so, how?

4

Course Map – Design Your Course

Date: Delivery Modality: Blended
Course Number: Course Name:

Course Design Options

Course Homepage

Student Orientation Syllabus Course Materials Course Maintenance
• Start Here Overview/Syllabus Learning Modules Hidden from students
o Instructor Introduction Schedule
o Beginning Assignments Protocols
• CMS Orientation
o Technical Support/Service Desk
o Campus Web Site for Online Learning

Course Tools (CMS and Web 2.0)
Organization Tools: Student Tools: Content Tools:
Calendar My Files Learning Modules
Search My Grades Local Content
My Progress Media Library
Communication Tools: Notes Web Links
Announcements
Chat/whiteboard Student Learning Activities:
Discussions Assessments
Mail Assignments

Wikis Blogs Social Bookmarking
Social Networking Social Media Sharing Mashups
Synchronous Tools Virtual Worlds Video/Audio/Images
RSS/Feed Web Conferencing

University of Central Florida, Center for Distributed Learning
10/28/2009

Objective Driven Activities Worksheet

Objective(s) to Be Addressed:

How Has This Objective Been Met In The Past?

Lecture Group projects
"Socratic approach" Student presentations
(questioning of students) Role playing / simulations / games
In-class discussion groups Guest speaker
Out-of-class study groups Field trip(s)

Other:

Brainstorm Interactions/Activities/Assessment

What part(s) of this objective can be met in the f2f component of your course?

What part(s) of this objective can be met in the on-line component of your course?

10/28/2009

Which of the following specific instructional strategies and media can you use to meet the above
objective?

F2F
Lecture
"Socratic approach" (questioning of students)
In-class discussion groups
Out-of-class study groups
Group projects
Student presentations
Role playing / simulations / games
Guest speaker
Field trip(s)
Other:

On-line
Quizzes/Survey
Quiz tool for submitting assignments
Chat
Discussion/Forum
Guest expert "speakers" (forum / chat)
E-mail
Wiki/Blog
On-line interactive activities / media
Visuals (graphics, charts, animations, etc.)
PowerPoint
Supplementary content module(s)
Links to web sites
Web2.0: ___________________________________
Other:

Action Steps Needed:

10/28/2009

Community of Inquiry Framework
4. PRINCIPLES, GUIDELINES & STRATEGIES (http://shex.org/wiki/Sloan_blended_learning_workshop)

Principle Guidelines Strategies
A: Design & Organization
Social Presence Principle: Guidelines associated with this principle would be to establish
Establish a climate that will create trust and opportunities to get to know other participants. A
a community of inquiry major part of this is a comfort and willingness to
• Social presence supports collaboratively engage with the community. An example of
purposeful collaboration and an activity to establish a climate for collaboration would be to
a questioning predisposition have each participant to introduce themselves and share
something about their personal and professional interests and
activities. A special forum should be created for these
postings. Furthermore, students could be assigned to small
groups to discuss formal expectations of the course and
identify concerns. Group spokespersons could then share this
in the main discussion forum. An opportunity to clarify and
negotiate formal expectations of the course would be
provided. It is also important to create a “chat” room for
informal communication and allow students an opportunity to
become familiar with each other. Being open to online office
hours will also contribute to community formation.

Cognitive Presence Principle: Guidelines associated with this principle would be to limit
Establish opportunities for critical curriculum content such that a significant proportion of time
reflection and discourse that will would be devoted to discourse and reflection. It is also crucial
support systematic inquiry. to create opportunities for small group discussion. It is
• The design of academic important in the very early stages of the course that an
activities have a significant opportunity for substantive, curriculum focused, discourse be
impact on how students provided. A brainstorming exercise may be appropriate in the
approach learning early stage of the course. In order to set the stage for team-
• Think in terms of inquiry and based collaborative projects down the road, it is suggested
actively engaging students in that a small group discussion format be provided early to
the process. allow students to engage more actively and with less anxiety.
• Share with students the As groups report back, it is important that the teacher respond
inquiry model – and model respectful discourse, establish a friendly
metacognitive awareness. environment, and reinforce the posted guidelines for discourse
(e.g., length of message).

B: Facilitation
Social Presence Principle: Collaborative activities provide the best means to build and
Sustain community by shifting maintain group cohesion. Group cohesion goes beyond polite
from affective expression to dialogue. For this reason, the group or team should be the
purposeful cohesive responses. focus of the discourse. The teacher should be present but not
• The challenge here is to the centre of the discourse. Activities must be provided where
maintain and enhance group participants must engage and rely on each other to accomplish
cohesion (i.e., collaboration a relevant and important task or goal. Small group discussions
and support). moderated by students may provide opportunities for students
• Shift from overt socio- to connect with each other and collaboratively negotiate
emotional messages to process issues.
academic engagement.
• Cohesion is an important
enabler for collaborative
activities.

Cognitive Presence Principle: Guidelines associated with this principle are to provide
Encourage and support the stimulating questions, keep discussion focused, identify issues
progression of inquiry through to needing clarification, and be prepared to move discussion in a
resolution timely manner. A good activity here is the use of a case study,
• Facilitation is essential to debate or critiquing an article. Because case studies are based
keep the discourse on track upon a real-life situation, students can readily relate to the
and ensure that inquiry situation and are effective in involving all members of the
evolves. group. In a collaborative learning environment it is important
• Students do not move to that students respond to other student contributions and build
resolution without a clear upon ideas offered by members of the community. It is
goal and help in moving important that the teacher facilitate a threaded discourse as a
toward specific outcomes in member of the community. It is also important that the
an expeditious manner. facilitator model the inquiry process and emphasize the
importance of moving toward some form of resolution.

C: Direct Instruction
Social Presence Principle: Manage Guidelines associated with this principle are to be
collaborative relationships to support supportive but expect students to be self-directed
students to assume increasing responsibility and work collaboratively to complete tasks. From
for their learning. a teaching presence perspective, there will be a
• Direct instruction can increase stage in terms of group dynamics where tensions
confidence and respect by managing and conflicts will arise. It is crucial that the teacher
potential conflict and ensuring that directly address these situations and resolve
students are collaborating constructively. conflicts. It may be a willingness to negotiate
• Need strong leadership to achieve goals. expectations or correct a student who is out of line
• Direct intervention is sometimes (e.g., excessive or flaming messages). Students
necessary to maintain functional should also feel that they can question the teacher
communities (manage conflict and and they will be treated respectfully. Team
storming phase). building activities will give students the
opportunity to develop the connection and support
of the community to accomplish the assigned
tasks.

Cognitive Presence Principle: Ensure that Guidelines associated with this principle are to be
discourse moves to resolution and prepared to contribute ideas and perspectives that
metacognitive awareness results. will constructively shape the discourse. It is
• The primary role for direct instruction is important to diagnose misconceptions so students
to ensure that discourse and do not get side-tracked and frustrated. It may be
collaboration achieve larger educational necessary to make connections among ideas,
goals. integrate of ideas and summarize the discussion
• At times direct intervention is required to before moving on. At this point, appropriate
provide important information and activities are team projects. If expectations and
ensure successful outcomes. guidelines are clear, team projects can provide
• Raising metacognitive awareness is also opportunities to develop collaboration skills as
an important responsibility requiring well as engage in a substantial realistic and applied
more than facilitation. problem. Through collaboration, students must
recognize the need for leadership, set goals, plan
and manage tasks, assess progress, and adjust
strategies where necessary. These activities ensure
that students become self-directed and increase
awareness of metacognitive processes.

Course Completion Plan
Example for: BSK5932: Fundamentals of Basket Weaving
To be taught: Fall 2010

Schedule
18 weeks from the Showcase until Fall classes start.

I'm planning to have the first week be an orientation to online learning and the course
content. The following twelve weeks will be dedicated to content modules, two weeks to
a group project and a final exam activity during the last week. All totals 16 weeks.

I will work on roughly one module per week to get all done on time. I will write my
objective-assessment-rubric before I write my module content, and I'll look for places
that graphics can be inserted to get the point across.

April
Date To Do
4/3 Take a break from working on this course
4/10 Contact bookstore: add Pegasus Disc to course
materials and confirm textbooks.
Schedule a time with Course Development to get my
textbook covers scanned
4/17 Module 2
4/24 Module 3
May
Date To Do
5/1 Module 4
5/8 Module 5
5/15 Module 6
5/22 (Conference)
5/29 Module 7
June
Date To Do
6/5 Module 8
6/12 Module 9
6/19 Module 10
6/26 (Vacation)

10/28/2009

July
Date To Do
7/3 Module 11
7/10 Module 12
7/17 Look over online course materials and make
appointment with Instructional Designer to take care of
any changes.

Learner Support
Communication

I will use the institutional e-mail program in my online course. In my Protocols, I have
instructed my students to always type BSK5932 in the subject line of e-mail sent to me
relating to the course. I have a folder set up for BSK5932 in my e-mail account, and I
have also set up my account to file messages in this folder.

It’s very important to me to keep up with how my students are processing the content of
my course, so I require them to e-mail me an informal reflection page each week related
to that week’s topic. I will be setting up folders in my e-mail account inside each
assignment. My Protocols page tells students to type the name of the assignment in the
subject line (after the course name).

I plan to check e-mail account for this class every Monday morning. My Protocols page
states that I only check e-mail once per week. They are instructed to post problems to
the Technical Help discussion topic as their first line of defense.

Technical Support

Need :
This is a graduate class and most of the students are not in the computer generation. In
the past, computer-related assignments have resulted in a lot of complaining and frantic
phone calls.

Resource :
I will require the students to complete the Learning Online Orientation (inside my
course) before working on course content. It will be part of my introduction module in
Week 1. Also, they must post their "favorite clean joke" to the Week 1 Discussion Topic
in order for them to get used to logging-in. (A little slower start into the content is okay
for me if it results in a smoother transition into the technology and a little community-
building with the students.)

Need :
I'm concerned about the possibility of students losing work turned in to the Discussions
or to the Quizzes. (I plan for them to do both.)
10/28/2009

Resource :
On my Protocols, I have specified that students should always format everything in a
word processor and then copy / paste. (This process gives them a back-up for their
work so there's no excuse!)

Faculty Support System
UCF Library: I won't be needing any support from the UCF Library.

Experienced Online Faculty Member: I will ask a faculty member who has taught
online to be my mentor the first term I teach online. After a few terms of experience, I
will volunteer to be a mentor.

Instructional Designer: As I complete a module I will e-mail it to my instructional
designer. I'm going to try to use my Saturdays to do this.

Department Technical Assistance: I still need to contact the technology support
personnel in my department. I will do this in July after the modules are completed.

10/28/2009

Course Completion Plan
Example for: BSK5932: Fundamentals of Basket Weaving
To be taught: Fall 2010

Schedule
I am designing a 12 week W summer course called Fundamentals of Basket Weaving.
The modules below represent assignment units and topic areas. Each module will
include a major writing task and peer response/collaboration work.

Activity Description of Work Target Date
Design Course • Design syllabus Oct. 20
• Develop protocols Oct. 25
• Plan graphics Oct. 30

Complete Module 1 • Identify objectives Nov. 10
• Design activities
• Plan for assessment

Present Module 1 • Share ideas and plans with my Nov. 17
instructional designer

Complete Modules 2 • Identify objectives Dec. 10
and 3 • Design activities

Update Progress • Meet with my instructional designer to Dec. 15
discuss progress thus far and guidelines
for further work

Complete Modules 4, • Identify objectives Jan. 15
5, and 6 • Design activities

Complete Modules 7, • Identify objectives Feb. 15

Complete Modules 10, • Identify objectives March 15

10/28/2009


Complete course plans • Complete last four modules March 15

Update Progress • Meet with my instructional designer to March 30
discuss progress thus far and guidelines
for further work

Check on logistical and • Enrollment April 1
technical concerns • Email accounts
• Textbooks

Complete non-web • CD complete April 15
course materials • Turned in to bookstore for sales

Evaluate Site Test all materials. April 15
• Check links
• Try quizzes
• Assess appearance
• Invite feedback from colleagues

Begin teaching Brace myself! May 10ish

Learner Support
Communication

I will use the institutional e-mail program in my online course. In my Protocols, I have
instructed my students to always type BSK5932 in the subject line of e-mail sent to me
relating to the course. I have a folder set up for BSK5932 in my e-mail account, and I
have also set up my account to file messages in this folder.

It’s very important to me to keep up with how my students are processing the content of
my course, so I require them to e-mail me an informal reflection page each week related
to that week’s topic. I will be setting up folders in my e-mail account inside each
assignment. My Protocols page tells students to type the name of the assignment in the
subject line (after the course name).

I plan to check e-mail account for this class every Monday morning. My Protocols page
states that I only check e-mail once per week. They are instructed to post problems to
the Technical Help discussion topic as their first line of defense.

10/28/2009

Technical Support

Need :
This is a graduate class and most of the students are not in the computer generation. In
the past, computer-related assignments have resulted in a lot of complaining and frantic
phone calls.

Resource :
I will require the students to complete the Learning Online Orientation (inside my
course) before working on course content. It will be part of my introduction module in
Week 1. Also, they must post their "favorite clean joke" to the Week 1 Discussion Topic
in order for them to get used to logging-in. (A little slower start into the content is okay
for me if it results in a smoother transition into the technology and a little community-
building with the students.)

Need :
I'm concerned about the possibility of students losing work turned in to the Discussions
or to the Quizzes. (I plan for them to do both.)

Resource :
On my Protocols, I have specified that students should always format everything in a
word processor and then copy / paste. (This process gives them a back-up for their
work so there's no excuse!)

Faculty Support System
UCF Library: I won't be needing any support from the UCF Library.

Experienced Online Faculty Member: I will ask a faculty member who has taught
online to be my mentor the first term I teach online. After a few terms of experience, I
will volunteer to be a mentor.

Instructional Designer: As I complete a module I will e-mail it to my instructional
designer. I'm going to try to use my Saturdays to do this.

Department Technical Assistance: I still need to contact the technology support
personnel in my department. I will do this in July after the modules are completed.

10/28/2009

Course Development & Web Services, IDL 6543

(Following is a sample Welcome or Module 0 Activity for your students.)

Getting Started
Learner Objectives
The goal of this assignment is to ensure that you have the skills required for an online
course. Specifically, are you able to:

• create an e-mail with attachments?
• search the Internet to find reliable sources?
• navigate Webcourses@UCF to become familiar with the tools that will be used in
this course?

E-mail (You may want to change these instructions when using
the e-mail tool inside the course)
Send me a short e-mail message introducing yourself. In the subject line of the message,
put "your course number-Introduction." Attach a word processing document including
the following information:

• Your Name
• Home address
• Home phone number
• Office Phone number
• What you expect to learn from this course

eCommunity
Access eCommunity and type in some biographical information that you would like your
Web mates to know about you. If you wish to modify your biographical information, you
may do so at any time. Next, review the biographies of your Web mates so you can get to
know each other.

Here are instructions to access e-Community:

1. Select the eCommunity link under Course Tools.
2. Login using your Network ID (NID).
3. A list of courses will appear if you have already logged into eCommunity before.
Select the "Profile" button in the left panel.

University of Central Florida Revised 3/12/2008

Course Development & Web Services, IDL 6543

4. Complete or update your information. Be sure to include your preferred e-mail
address in the "E-mail Address" textbox. (Warning: Make sure you type your
e-mail address correctly.)
5. Select the "Update" button at the bottom of the page to save your information.
6. Select the "Communities" button to return to the list of courses.
7. Select the Course Name to view your fellow students in each course.
8. Select each individual's name to view their individual biography.

Discussion Posting – Online Learning Search
1. Using a search engine of your choice, find a Web site about online learning,
online classes, Internet classes, etc.

2. Select the “Discussions” link in the Course Tools menu. In the "Online Learning”
topic, post the URL or address of the online learning site you found from your
Internet search. Provide an annotation of the Web site. Respond to at least one
posting from another student.

Practice Quiz
There are online quizzes in this course. To get an idea of how they work,
select the "Assessments" link under Course Tools. Try out "Practice Quiz #1". This quiz
is very useful because it also helps you review what you have studied in this module.

Help
If you feel that you are not comfortable with completing any of these assignments or need
technical help, post a message in the "Technical Help" discussion topic or e-mail a fellow
student. If you have not received a response within 24-hours, e-mail or telephone your
instructor.

University of Central Florida Revised 3/12/2008

EVALUATE

STUDENT SURVEYS

MULTIPLE CHOICE QUESTIONS TO ASK:

• The objectives/learning outcomes for each part of the course were clear.
• The required tests, quizzes, projects, papers, and reports accurately measured my attainment of these
learning outcomes.
• The course was well organized.
• The required reading and assignments contributed to my learning.
• The threaded discussion/course conference contributed to my learning.
• The instructor inspired interest in the course material.
• The instructor provided timely feedback. (The instructor's feedback was clear and useful.)
• The instructor was available and helpful.
• The instructor treated students with respect.
• The instructor provided opportunities for students to learn from each other.
• Overall I would rate the effectiveness of the instructor as?
• Overall I would rate the effectiveness of the course as?  (Please think about your participation in the class
and your online experience)
• On average how many hours a week did you spend on the course? (numeric values only)
• On average how many times a week did you log onto your course? (numeric values only)
• How many total courses (online and in a classroom) did you take this semester? (numeric values only)

OPEN ENDED QUESTIONS TO ASK:

• How did you learn about this course?
• What were the positive experiences in this class?
• What could be done to improve this course?
• Do you have any additional comments?

FACULTY REFLECTION:

• Did the Face‐2‐face and Online components work harmoniously?
• Were you pleased with the outcomes of assignments/activities/assessments?

OTHER RESOURCES:

ONLINE COURSE RUBRIC (EVALUATE YOURSELF)

• CHICO Evaluation Homepage: http://www.csuchico.edu/celt/roi/index.shtml
• Rubric: http://www.csuchico.edu/tlp/resources/rubric/rubric.pdf

10/28/2009

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