Use of the Web in Education

Overview: 

Overview Introduction Review uses of the web in education Evolution of educational web use in one College Examples of course web sites Best practices Resources

Instructional Designer: 

Instructional Designer 3 degrees in agricultural engineering oversaw educational and risk assessment software development at Purdue for US EPA, Region 5 web master, College of Agriculture, Purdue University web trainer and programmer, Center for Teaching Excellence, Iowa State University WebCT trainer, Iowa State University Director of Educational Technology, College of Family and Consumer Sciences

General Categories of Web Use: 

General Categories of Web Use Information – who, what, where, when, why Communication – social Communication – business / professional Archive Entertainment Political (persuasive/propaganda) Education, Training

Educational Uses: University: 

Educational Uses: University Descriptions of programs and courses Register for programs and courses Apply for financial assistance Student records portal Order textbook Access to campus library Announcements, calendars, news, email Technical assistance to students Online courses, course components WebCT, Streaming media, 3rd party software

Educational Uses: College: 

Educational Uses: College Training documents for instructors Links to university resources Application forms Facilities information Research surveys Current course materials Course material archives, statistics on use

Inside a course website …: 

Inside a course website … Course information Syllabus Schedule Announcements Content Lessons (text, images, links) Searchable image libraries Glossaries Streaming video and/or audio clips Library materials External resource links

Inside a course website …: 

Inside a course website … Assessment Self assessment drills Quizzes Homework submission, feedback Study guides and answer keys Gradebook Communication tools Email, Discussion boards - asynchronous Chat, Instant messaging, Whiteboard - synchronous

Case Study:College of Family and Consumer Sciences: 

Case Study: College of Family and Consumer Sciences 1500 students, 5 programs Family and Consumer Science Education Food Science and Human Nutrition Hotel, Restaurant and Institutional Management Human Development and Family Studies Textiles and Clothing Bachelors, Masters and Doctoral degrees Mainly residential education (classroom based) Has own computer support staff Instructional Designer in 1999 Storage, email and web servers

CFCS courses use…: 

CFCS courses use… College web site, “ClassWeb” Goal: Starting point for all courses Publicly accessible Displays one year of course material (then archived) WebCT Design, deliver and manage online courses Restricted access (login and password) Linked to university record systems Instructor’s personal web sites University library University streaming server

College ClassWeb: 

College ClassWeb

College ClassWeb & WebCT: 

College ClassWeb & WebCT

CFCS WebCT Use by Semester: 

CFCS WebCT Use by Semester

Rating Course Web Use: 

Rating Course Web Use 0 = Traditional. No use of web or email. 1 = Represented. Course syllabus online, some email. 2 = Administrative. Used to help manage course. Tends to be one way use (instructor to student). Provides some content online, homework handouts, study aids, grades. 3 = Hybrid. Significant online component. Changes how class time is used, e.g. online assessment or lectures. 4 = Online. Course is taught online but some limited face to face interaction required (orientation / exam / lab). 5 = Distance. Completely online. No in-person requirement.

How CFCS courses use the web:: 

How CFCS courses use the web:

Trends:: 

Trends: More courses are using the web More sophisticated use of the web Growth of online degrees (4 online Masters degrees in last 4 years) Use of web with internships More community outreach courses use the web Integrating with various university record systems WebCT is becoming “Mission critical.”

Examples of course web sites: 

Examples of course web sites

ClassWeb Course Example:: 

ClassWeb Course Example: ClassWeb is used to supplement courses online Flow of information is one-way Public site Limited interactivity (email, online survey) ClassWeb links can redirect students to other web sites ( WebCT, library, instructor site)

ClassWeb: Standard Course Template: 

ClassWeb: Standard Course Template

ClassWeb link to WebCT: 

ClassWeb link to WebCT

WebCT Course Examples:: 

WebCT Course Examples: Used to supplement classroom courses Used to deliver online courses Requires a login and password Many interactive elements can be included Many ways of providing content System tracks student use, provides statistics for quizzes

Simple course supplementonly interactive part is assignment dropboxprovides policy, announcements, lab and lesson handouts: 

Simple course supplement only interactive part is assignment dropbox provides policy, announcements, lab and lesson handouts

Course supplementpolicy, notes, videos showing sewing techniques, glossary, separate email to each instructor: 

Course supplement policy, notes, videos showing sewing techniques, glossary, separate email to each instructor

Course supplementuses discussion board for announcements and help,online quiz: 2 versions – longer time limit for one studentwho has a learning disability: 

Course supplement uses discussion board for announcements and help, online quiz: 2 versions – longer time limit for one student who has a learning disability

WebCT Quizzes: 5 question formats, set start & end times, duration, number of attempts, randomize questions, when results to be shown, who has access, other access conditions: 

WebCT Quizzes: 5 question formats, set start & end times, duration, number of attempts, randomize questions, when results to be shown, who has access, other access conditions

Searchable image database: 

Searchable image database

Fully online course: Part of an online Masters degree taught by a consortium of universities. : 

Fully online course: Part of an online Masters degree taught by a consortium of universities.

Discussion is a critical part of learning in paced courses.Needs to be managed: combine public and private discussions.: 

Discussion is a critical part of learning in paced courses. Needs to be managed: combine public and private discussions.

Discussion can be very “deep”– more so than in classroom.Each discussion thread is an unique conversation.: 

Discussion can be very “deep”– more so than in classroom. Each discussion thread is an unique conversation.

Best Practices 1 - Design: 

Best Practices 1 - Design Use a student perspective to drive design What does student need to begin? How can students prepare? What are the course policies for grading, assignments, communication, presence? How can students gage their progress? Start design several months before class begins Time for instructor to adjust teaching style, assessment Everything does not need to be posted first day of class but do need structure

Best Practices 2 - Flexibility: 

Best Practices 2 - Flexibility Online courses must be very flexible Different learning styles Accommodate disabilities Alternate assignments/assessment/participation requirements must occasionally be provided Links may go down Time zones Variations in computers, software and internet access Define requirements upfront Consider alternate transfer mediums (CD, DVD, video, conference calls)

Best Practices 3 - Efficiency: 

Best Practices 3 - Efficiency Don’t reinvent content textbook publishers learning object libraries MERLOT (USA), http://www.merlot.org/Home.po National Learning Network (UK), http://www.nln.ac.uk/Materials/default.asp colleagues Use a learning management system for efficiency Use 3rd party helper software to further speed development, meet needs

Best Practices 4 - Team: 

Best Practices 4 - Team Team approach Content specialist (instructor) Instructional designers Graphic artists Multimedia specialists Technical support for instructors and students Student services support staff Login and passwords Welcoming letters and course information Coordinate with Registrar(s), other schools

Resources / References: 

Resources / References Growing by degrees: Online education in the United States, 2005 http://www.sloan-c.org/resources/survey.asp The Seven Principles of Good Practice:  Using Technology to Improve Learning Outcomes http://www.tltgroup.org/Seven/Home.htm Online Course Development: What Does It Cost? http://www.campus-technology.com/print.asp?ID=9676