Workshop

WebCT Tools: Discussion and Assessment  

Whether your course is delivered in the classroom, via a videoconferencing network, or fully delivered over the Internet, WebCT discussion and assessment tools are available to you. In this hands-on workshop you will learn how to set up, facilitate, and manage discussion forums in WebCT. With these skills you will be able to further learner-centered learning, a significant area of both Internet supported and Internet delivered courses. Also, learn to use WebCT to deliver your course assessments in WebCT’s password protected environment. Use of Self Tests, Surveys, Quizzes, Question Sets, and Alternate Questions will be taught. Participants are encouraged to bring their assessment questions on a floppy disk for use in WebCT.

Location:
Humanities Building;
Room 302

Course Management Systems:
Blackboard and WebCT

Students in traditional face-to-face courses can benefit from asynchronous, web-based learning tools.  Collaborative, project-oriented group homepages can provide a forum for student research.  Threaded discussions can expand on the course material in ways that engage and stimulate learning, especially among those less inclined to speak up in traditional classroom settings.  On-line assessment and gradebooks can provide immediate feedback, with or without instructor interaction.  These tools and more can be used to supplement traditional face-to-face courses.  Such element tend to make a course more interactive, which can often create a workload burden upon the professor.  Some liken teaching on-line to teaching many independent studies at once: the measure of student/faculty interaction can be overwhelming to both faculty members and students.  This session will offer practical advice on using course managers (such as WebCT and Blackboard) and other web-based instructional tools to enhance traditional face-to-face learning environments.

Non-linear learners often need a non-linear presentation of information, or process information in a non-linear fashion.  They may work from a global concept or big picture and proceed to the parts of the whole.  Writers may also use concept-mapping to organize their thoughts, and a group brain-storming process may use this technique in rapidly producing and then organizing elements toward resolving problems.   A few applications of this approach  include appeal to 

• visual/spatial learners (strong in pictorial representation and graphic displays of learning)
• visual verbal learners (benefit from a combined pictorial-verbal representation)
• extraverted learners (benefiting from the social process of developing and organizing ideas)
• global or right-brained learners or Myers-Briggs "perceiver" types (benefiting from beginning with global concepts developing specifics through the mapping process, and who enjoy a more random, spontaneous, and visual style)
• active learners who prefer to work with information in a social setting (rather than reflective)

While theory will not be discussed, the hands on application hopefully will reveal its benefits.  For a digest of the method, please see the Mapping Study Guide

Location:
Bush Library,
Room 131

In this learning experience, we will talk about the power of handheld computers in the classroom.  It is my thesis that powerful and intuitive technology that can be personalized to the needs of the professor and the students will create tremendous change.  Handheld computers are friendly and relatively inexpensive devices.  In my opinion, we are looking at the possibility of enhancing learning on the order of magnitude with the slate or the Horn book.  Come find out how you and your students can benefit from this new technology.