IRC

Instructional Resource Center

 
 

Tips for Connecting Your Course to the Internet

Setting the Stage

  • Provide a starting point for putting course materials online.
  • This workshop will introduce you to the different technologies available at George Mason for putting syllabi, handouts, quizzes, discussions, etc. on-line.
  • You will also get some guidelines for designing and planning effective instructional web sites.

IF you were expecting to learn how to actually make a web page or use WebCT, you need to take one or more of the following workshops:

  • Getting Started with WebCT
  • Creating, Editing, & Uploading Web Pages

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Workshop Goal

At the end of this workshop, you will

  • Understand a planning process for moving parts of your course online.
  • Know what resources are available on campus to support using a website with your class
  • Understand what makes an effective course websites.

Step 1 - Making the Right Decision

The decision process cannot be successfully made without first looking at these factors.

We will look at all of these factors in the next pages by first starting with the learning objectives/ goals/ outcomes.

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What are your Objectives?

As instructors, we assume you are familiar (to some extent) with the model/process below. In our version, we add the technology perspective to the strategy planning as an introduction to what is yet to come.

In general, what we are saying is:

  1. What do I want them to learn?
  2. How am I going to teach them?
  3. Teach them
  4. Did it work?

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Integrating Technology

Brainstorm some of the possible implications of going from the classroom scenario to the online scenario shown below?

Classroom Based (Non-technology) Scenario

I want my students to be able to answer questions associated with my content given they have access to:

  • the book readings,
  • classroom lectures, and
  • write a paper after researching a subject in the library.

Online (Technology) Scenario

I want my students to be able to answer questions associated with my content given they have access to:

  • the book readings,
  • classroom lectures,
  • online discussions, and
  • build a web page after researching via an online database

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Possible Implications

Why are we exploring implications?

The addition or use of technology may not be the most effective way to meet the learning objective. It may also impact the teaching strategies.

Implications

Workload

By adding an online discussion, without first reducing other assignments or classroom time, the workload for this class has increased.

The time to learn the discussion tool, research the topic, read other postings, and prepare an intelligent and/or thoughtful response can be the same as writing a short paper.

The workload associated with facilitating and grading an online discussion could impact the instructors ability to do other projects in class or otherwise.

New Skills

Learning the technology can be another objective of the course.

Access

By requiring the use of technology, you potentially change the way the student works in the course by possibly requiring them to come to campus.

Resources

Do you need to teach the technologies you are requiring them use?

Prerequisite Changes

If you don't want to or cannot address these issues, you may need to change what the student needs to know before entering your course.

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Content versus Technology

Given the brainstorming session, here are some questions to ask yourself to help you avoid or plan for some of the implications we just discussed.

Is it about the content of the course or is it about the technology?

To be more specific:

Will the content be learned using the technology?

Is the objective such that the student should be able to review or locate existing web pages associated with the content and use them in a paper?

Will the content be learned by implementing the technology?

Is the objective such that the student can build a web page that contains information that reflects what content they learned?
(Will you need another objective to support the technology requirement?)

Is the technology the content of the course?

Is the objective such that the student can build a web page?

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Who are your Students?

To identify your students and to establish what technology strategies are best for your students, answer the following:

  • What year are the students?
  • How much experience with technology does your typical student have?
  • How much time outside of class do you expect students to be able to work on technology-related projects?
  • Are you assuming that most of your students have home computers, 56K modems, current browsers etc.?
  • Will your students have access to a lab when necessary?
  • Will your students need to use the technology in the classroom?

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Basic Skills for Creating Instructional Web Sites

Your skills:

  • Ability to manage hierarchical file systems on your computer, including finding files and directories on your desktop and navigating around them. Your operating system (e.g., Windows 98, Mac OS) has help files that explain files and directories.
  • Ability to create an HTML document. Most basic: using Word (File> Save as HTML). Preferable: a more sophisticated HTML editor such as Netscape Composer, FrontPage, or Dreamweaver. http://hotwired.lycos.com/webmonkey/
  • Ability to use FTP software (Fetch - Mac, and WS_FTP, or WebCT's File Manager).
  • Ability to create and extract a zip file. For a discussion of "zip" software, see: http://www.winzip.com/
  • Ability to assure accessibility of a Web site. For discussions of accessible Web design, see: http://www.gmu.edu/accessibility/ and http://www.w3.org/WAI

    Adapted from LTS, NCSU 2001

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What Web Resources are Available at Mason?

Instructional Web Page Hosting Technologies Matrix
 http://www.irc.gmu.edu/resources/matrices/webpg_mtrx.pdf

Online course management systems at Mason

WebCT
Online course management system that enables faculty and students to use various online tools from within one web site.
  • "It provides an interface allowing the design of the presentation of the course (color schemes, page layout, etc.).
  • It provides a set of educational tools to facilitate learning, communication and collaboration.
  • It provides a set of administrative tools to assist the instructor in the process of management and continuous improvement of the course."
Townhall
Online discussion bulletin board allowing users to create and participate in online discussion forums. These discussion forums can be either synchronous (real-time chat) or asynchronous (message posting in a "bulletin board" format) and can be accessed by any user with a Web browser

Web Site Servers and Services at Mason

GMU Web Development Site (http://www.gmu.edu/mlnavbar/webdev/findex.html)

  • Classweb - A location on a server dedicated to house instructional web sites.
  • Mason Cluster personal/professional web pages
    • A location on a series of servers dedicated to house student, staff, and faculty personal and/or professional web sites.
  • Gunston - a server designed for Microsoft applications and Front Page web sites with Front Page extensions.
  • Docushare (http://docstore.gmu.edu/)
  • Windows Media Server

NOTE: Mason Cluster Pages are limited to a certain size and certain more advanced, server-side technologies such as using forms are not available. Classweb accounts can be larger and more technology options are available, such as limited forms and server-side includes.

Email and Listserv

Library

Other free online course tools

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How will the technology be accessed?

Classroom technology

  • Will you need special equipment set up in a classroom or technical support?
  • Contact the registrar to schedule your class in an electronic or smart classroom.
  • Will you need help learning how to use it? Contact Susan Campbell (scampbel@gmu.edu) for Fairfax, Al Underwood (aunderwo@gmu.edu) for Arlington, and Rick Reo (rreo@gmu.edu) for Prince William

Academic Labs - What hardware and software is available in the labs for students to use? How can you reserve a lab?

STAR - Will your students have the technical skills to necessary to complete their assignments or use the course tools?

IRC - Will you need assistance learning to use a specific software package?

Mason Media Lab - Will you need access to high-end multimedia/ Web Site production services and specialized technical support?

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Personnel Related Resources

Time

  • Your time
  • Your assistant's time

Skills

  • Your skills
  • Your assistant's skills

Assistant Options

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Examples of educational web sites

Here at Mason:

Other resources for looking at online courses:

Step 1 - Wrap Up

What methods are you currently using that you wish to preserve or investigate using in a web-enhanced educational environment? What tools are available that can support your chosen methodology? Ask yourself:

  1. Have I listed my learning objectives?
  2. Have I identified the technology component associated with this objective?
  3. Have I identified the technology resources or resource options you want to use or consider?
  4. Have I identified which technology needs to be taught and if so, who will teach it?
Content Objective Applicable Technology Required/Available Resources Student Skill Required
       
       
       
       

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Step 2 - Making a Plan

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Now what? Make a plan.

Getting Organized

  1. List all the components of your course (e.g., papers, lectures, tests, etc.)
    Consult the checklist below.
  • Look for components that are similar to each and see if they could or should be grouped.
  • Identify the components that you want to assign technology to.
  • Identify components or aspects of your course that should or will happen sequentially.

NOTE: A web-supplemented course will require fewer components than a completely online course.

Organize the Web components

  1. Draw a flowchart to show how your course components are related. Use a square to represent a web page for each grouping/component.

  2. Show how these pages will relate to each other using one or more of the following structures: sequential, hierarchical, hub

See also: http://info.med.yale.edu/caim/manual/sites/sitestructure.html

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Course Component Checklist

Items You Might Include in Your Course Web Site
Adapted from LTS, NCSU 2001

Include? Type of Page/Section Description Tool, resource, or method
  Distance Learners  If you are teaching an online course, it may be useful to have a page that gives additional information for this group. You also should consider having students take self-assessments /questionnaires to help them decide if distance learning is for them. http://distance.gmu.edu
  Home Page  First page of your class, provides a description of what the course is, contact information about the instructor, time and place of course, etc.

HTML page

WebCT Home Page

  Introduction or Welcome  Separate from the home page, this page provides a general introduction or a welcome to the course and often explains policies, procedures, how to get around the web site, etc.,  HTML page
WebCT Welcome Page
  Announcements  General announcements about the course, way to pass information to the students  HTML page
WebCT Calendar can be utilized for announcements
  Syllabus Provides easy access to the class schedule and syllabus  HTML page, word document, pdf file
WebCT has a specific place for the syllabus
  Policies A separate page for course policies may be useful  HTML page, word document, pdf file
  Requirements & Grading Information for students on course requirements and how they will be evaluated.  HTML page, word document, pdf file
  Objectives May be its own page, or part of the home page, syllabus, other page  HTML page, word document, pdf file
  Reading Materials May be its own page, or part of the home page, syllabus, other page  HTML page, word document, pdf file
  Lecture/Class Notes The lecture/distribution component  HTML page, word document, pdf file, powerpoint slides
  Course Calendar or Schedule Use a calendar format to structure your class. WebCT (calendar tool) WebCT Calendar
  Study Aids/ Handouts Any handouts that you give out to students, apart from assignments  HTML page, word document, pdf file
  Assignments Student  Assignments: submission of assignments and distribution of assignments 1. Submission via email with honor pledge in an acceptable file format (such as Word).
2. Townhall -  

3. WebCT assignment dropbox tool
  Group Projects/
Presentations 		A way to enable your students to work collaboratively online. 1. WebCT Presentation Tool
  Labs Online virtual labs MERLOT (http://www.merlot.org)
  Library and Information Resources Will your students utilize library resources when completing assignments and projects? Library and Information Resources provide information and links to library and other resources that are valuable for the course.  1. Reference librarians can work with you to create this page, as either an internal resource on your web site, or as an external link.http://library.gmu.edu/research/liais.html

2. If you are teaching a Distance Ed course, the Distance Education Librarian, Page Brannon, 703-993-8346, pbranno1@gmu.edu in the Library has special information for you and your students.
  Self Assessment   Component that provides student self assessment  1. Hot Potatoes - free quizzing software http://web.uvic.ca/hrd/halfbaked/
2. Self assessment quizzing possible in WebCT
(http://www.irc.gmu.edu/coursetools/webct/index.html)
  Quizzing/Testing Online testing component that lets students take tests that are graded.

1. WebCT 

2. Respondus
(http://www.respondus.com)
  Posting of Student Grades Way for students to find out their ongoing grades in a course  1. Web CT 
  Student Discussion/
Communication		 Allows students to post and answer questions, or chat in real time 

1. Townhall request
2. WebCT (Discussion and Chat Tools)
3. You might consider a listserv
(http://mason.gmu.edu/~montecin/listproc.htm)

  Suggestions Gives students the opportunity to provide suggestions for the course  1. Students can be given your email address and encouraged to email suggestions, summaries, muddiest point etc.

2. A mail-in form can be placed on an HTML page for anonymous suggestions. When the submit button is clicked, the data can either be emailed to the instructor or written in AFS space using Inform...
  FAQ Frequently asked questions, gives instructor the chance to post answers to questions that are often asked.  HTML page, A FAQ Forum or Bulletin Board (See student discussion/communication above for available tools).
  Web Links Links on the web that are useful to students  HTML page, you can get assistance finding appropriate web links from the Reference Librarian for your subject area.
  Office Hours Best times to contact Virtual office hours in a chatroom
Chatroom in WebCT, or via email
(See student discussion/communication above for available tools).
  Email  Email instructor Email link on HTML page.
(http://itu.gmu.edu/pdf/fs_techguide.pdf)

Also, see Web Dev Site (scroll to end of page for a list of Contact Information that should be inlcuded on a Web Site).

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Criteria used to recognize effective instructional web sites

From ALN (www.aln.org) "State of the Art ALN Courses" page 54

General Structure:

  • Is course navigation simple and straightforward?

Appearance:

  • What is the overall attractiveness?
  • Does it draw your attention?
  • Do important messages and features stand out or it it cluttered?
  • Is it easy to read?
  • Do the graphics add value to the design?

Educational Pedagogy:

  • Is there enough information in each section to complete the assignments and course goals?
  • Does each page contain useful and necessary information?
  • Are the assignments clearly defined?
  • Is there information overload?
  • Is there a means for students to interact?
  • Is help available and easily found?

Use of technology:

  • Do the technologies help fulfill the educational goals of the course?
  • Are the technologies easy to use?
  • Do the pages load in a reasonable amount of time?
  • Are there simpler technologies available that would provide the same benefit

Based on Khan, B. and Vega, R. (1997) "Factors to Consider When Evaluation a Web-based Instruction Course: A Survey." In B. Khan (Ed) Web-based Instruction. New Jersey: Educational Technologies Publications.

Layout:

  • Were the icons used for navigation consistent and well-defined?
  • Were the screen layouts clear with relevant links to subject on hand?
  • Was the design of links consistent with the knowledge that the course was intended to impart?
  • Is the amount of information on each page limited to a reasonable amount?

Pedagogy:

  • Were the objectives clear?
  • If interactively was required, were there more required than optional activities?
  • Is timely feedback given?
  • Is access to the instructor provided (e-mail, chat rooms, etc.)
  • Could student usage be followed for evaluation of effectiveness?
  • Is the course content accurate and interesting?
  • Is the reasoning for using the web suitable to the course goals?
  • Does the material provoke insightful on-line or in-class discussion?
  • Does the course contain built-in methods for students to see their progress?
  • Were different learning styles addressed?
  • What advantage does the use of this technology offer over more traditional methods?

Navigation and organization:

  • Is the navigation simply & clear?
  • Is the organization clear and initiative?
  • Does the structure of the site facilitate students' ability to discern relevance in an ocean of information?

Accessibility:

  • Is the language clear?
  • Is the technology used simple & widely accessible?
  • Is their adequate technical support?
  • Is the material easy to access (loading speed, technology needed, availability of lab time,etc.)?

Other

  • Is there an opportunity for students to provide feedback on the website?
  • Does the course take advantage of the capabilities of the technology?
  • Is security for the web site adequate

irc@gmu.edu
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