Distance Learning Mentoring Group

Minutes for October  14 , 2004 - 4 P.M. - 5: 3 0 P.M. CTL Workroom

In attendance at the DLMG meeting Jennifer  Townsley , Stacey Cochran , Sheryl Girard, Amadou Gaye, Chuck Hall,  and Peggy Johnson ,

DLMG members shared the online course they are developing to be piloted in the spring, 2005, semester.

Chuck's Management Course

Chuck is extremely fortunate to have located an E-pack created by Thompson Publishing that will work well for his online Management course. It has a wealth of materials available. Chuck's challenge is to explore the site more and focus on what particular parts of the course offering he wants his students to focus upon.

Chuck has negotiated a deal with Thompson that students will get the text online for approximately $50, instead of the $110 price they would pay for a hardback textbook. The course will be hosted on the publisher's site. We have heard good things about the reliability of this server in the past.

The course includes Quicktime videos and documents students will access via Acrobat reader. Powerpoint slides with music accompaniment have been created by the publisher. Chuck plans to cover 10 modules in 12 weeks.

Sheryl's Records and Information Management Course

Sheryl has created materials that explain the navigation links for the first few weeks of the class. After students are familiar with these tools, she will subsequently have them investigate other tools in the course. Sheryl provides links to course tools the students will need - e.g. how to create a zip file, use the browser tune up (WebCT provides this option), WebCT tour, and how to submit assignments.

Sheryl used Adobe Acrobat to create her syllabus, rather than Word.  Her course includes a list of the competencies students are expected to achieve during the course. She includes her photograph and information on how to contact her. Grading criteria are clearly delineated.

Because many of Sheryl's students will be using the MCC Multiuse Lab to access computers, she includes information on what hours the Lab is open.  Sheryl has also included information on Disability Access for students who might need special accomodations. In addition she includes the course disclaimer that the schedule may "vary according to the needs of the class".

Students will submit assignments through WebCT's Dropbox. They will download the assignment to their computer, complete it, and then upload to the Dropbox. Dates for submission are controlled by WebCT so students cannot submit late assignments if the instructor so designates. The Dropbox delivers all student submissions to WebCT so the instructor can access them from within the course, which is convenient.

Students will post to the WebCT bulletin board (discussion board) each week. They are also using WebCT email.

Sheryl's students will take weekly quizzes online (using WebCT). Quizzes were created by using the publisher's database of questions.

The course calendar is done in table format, with a checkoff column so students can keep track of what they have finished.

For their midterm exam, students must visit two businesses and ask them questions. Then they write up their experience. Alternatively, they can write an essay on several questions Sheryl provides.

There is a possibility students might win money for their exam/essay in a contest sponsored by the Arizona professional Records Information Management group. Sheryl will be checking on the details of this.

Amadou's Calculus with Analytic Geometry III Course

Amadou course homepage contains a "Click Here to Start" icon. He also provides directions for student on using the Web Equation Editor. Known WebCT problems are addressed (e.g. problem with pop-up blockers on student computers).

In addition to the "My Grades" icon, there is a "My Progress" icon so that students are alerted if they are not making sufficient progress in completing assignments.

There are five modules which are nicely displayed on a Table of Contents page.

Amadou cannot select the textbook for his online course because the same textbook is used for all three courses in the calculus sequence. He is not particularly happy with the textbook so he has created extensive materials online that explain concepts. He is using the textbook mostly as a reference book.

The schedule for homework and exams is detailed. Students must be available to come on campus every other Friday from 11 A.M. to 1 P.M. to take an in-person exam.

Students must log on once a week to participate in a chat room. Amadou will have one hour online each day as an "office hour".

Jennifer Townsley's Small Group Communications Course

Jennifer's course includes several photos of her, including one of her son, to lend a nice friendly feel.  Jennifer has developed a nice clean look to her course - lots of white space with colorful, humorous clip art to add interest.

The homepage has a helpful "Start Here" icon, as well as links to a Calendar and Syllabus.

The General Information icon includes files on the following:

    Is this the right course for you?

    Student and Instructor Responsibilities

    Course Objectives

    Instructor Information

    How to Handle Flame Wars (online conflicts such as with bulletin board postings)

    Accessing Tech Support

Jennifer will be using O'Reilly WebBoard for her bulletin board discussions. She includes an introduction on how to use this tool for her students. Students will work in groups of five.

Course content is divided into modules. Each module has an overview. Topics, objectives, activities (assignments) are clearly specified. Students take an online quiz on each module.

Stacey's Readings for Writers Cour se

Stacey has a challenge in developing his one-credit course as he has never taught the course before.  The course will be focused on three features of good writing - the plot, character development, and settings.

He initially thought he would have students read two books that have excellent plots ( Jurassic Park, The Firm ), two that have excellent character development ( Beloved, Anna Karinina ), and two with excellent settings ( Call of the Wild, What Goes There ). However, the group agreed with Stacey that students are not likely to accept this much work for a one-credit course so he will consider revamping his plans.

Suggestions were made to perhaps divide the original plans into three separate one-credit courses. He might be able to offer one section of this course as ENG 210.

Students will write a short story and then critique each other's work.

Stacey is creating his documents in Word, and then saving them "for the Web" or "as HTML".

NEXT WEEK: Richard Felnagle will be showing us online Humanities 250 course, which includes streaming video and original songs Richard composed and performs. See you Thursday, Oct. 21, in AS 192 at 4 P.M.

submitted by Peg Johnson