Transcript How to Have a Paperless Classroom

Preparing the Ingredients: First Steps
in Developing a New Web Course
Allison Smith,
Louisiana Tech University
Prepare:
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Time
– Released course
– Commitment to early preparation
Funding
– Internal
– External
Technical Support
– Technology assistant (student)
– CITDL
Consider Technological
Equipment Available:
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Blackboard or other web-support system
Class website
Digital videocamera
Digital camera
Scanner
Digitizing software
Voice-recognition software
Be clear on syllabus:
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Contact information
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Minimal hardware requirements
Necessary software requirements
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Office, fax, email, phone, dept. phone, virtual
classroom office hours
Word processor, RealPlayer, Internet access
Cautions about taking a web course
Use Blackboard:
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Announcements
Syllabus and other Course Documents
Handouts
Video Clips
Assignments
Discussion Board
Course Statistics
Online Grade Book
Organize at Multiple Levels:
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By day
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Daily schedule
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Announcements
Email
Discussion Board
Consistent deadlines
Organize at Multiple Levels:
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By week
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Weekly schedule
Lectures
Video clips
Handouts
Student presentations
Organize at Multiple Levels:
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By Blackboard module
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Assignments and answers
Course documents
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Updated syllabus and schedule each day
Lectures
Video clips
Handouts
Student presentations
Communication
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Email
Discussion Board
Virtual Classroom
Use E-mail (with Attachments):
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For class distribution lists
To deal with absent students
For reminders (what’s due, what to
read,…)
For students to contact each other (for
revision, editing, group work)
Use MS Power Point:
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For lecture material in class
To post lectures on web sites or
Blackboard
To email missed materials to absent
students
To highlight important information
To provide handouts
For student presentations
Use the Discussion Board:
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For student discussion with each other
For answers to posted questions (and
subsequent discussion)
For student feedback on student
presentations
For shared journals, informal writing, and
other class assignments
Use Scanning:
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For handouts from supplemental texts
For samples of assignments from
previous classes
To send back a graded paper (when the
student gives you one in non-digital form)
Use Web Sites:
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Create your own
(http://www2.latech.edu/~asmith/Engl575/
575atoc.html)
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Link to others
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Have students create their own for
assignments
Vary presentation of information:
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In print: lectures, syllabus, handouts
In charts, tables, pictures: handouts
In audio: lectures, student samples &
presentations
In video: lectures, video clips, web camera
In “person”: virtual class, lecture/discussions,
question/answer periods, office hours
In person: first-day meeting, office hours
Get Students Involved:
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Before semester begins:
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Registration by Instructor permission only (email or in
office)
Email welcome to registered students
Optional in-person introduction to class
As semester progresses:
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First day intro and response assignments
Multiple student presentations
Daily discussion questions
Student feedback on all student reports
Daily participation points
Check on Students Often:
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Daily discussion questions
Daily email to non-participants
Random use of Course Statistics
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Did they read lecture materials?
Did they view video clips?
Did they read all discussion responses?
Did they view student presentations?
Did they view handouts?
Benefits of Digitally-Based Classes:
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Less to carry around
Can be in France!
Can utilize plagiarism programs (like
http://www.turnitin.com)
Can use over-write software programs for
grading (like Word, Word Perfect, …)
Saves paper
Saves time (spent making copies)
Saves money
Contact me:
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Allison Smith, English Department
[email protected]
Phone: 318.257.2707
Address: Box 3162, Ruston, LA 71272
Office hours (spring 2002):
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M/W/F: 7:30 to 8:00 am; 9:15 to 11:00 am
T:
8 to 12 noon
Preparing the Ingredients:
Creating a Recipe for Success
Daniel Shockley
Technology Assistant
Louisiana Tech University
Creating Transparent Technology
from Scratch
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Challenges:
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Lectures
Handouts
Video clips
Considerations:
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Am I using a variety of presentation formats?
How much time do I need (or have) to prepare?
Is the material accessible to students
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technologically? (by accommodating those with limited
computer equipment and/or skills whenever possible)
intellectually? (by providing familiar elements of a traditional
classroom and a structured course design)
Creating Lectures
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Choices:
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Audio clips / transcripts
Video lectures using a web cam
PowerPoint
Lecture notes in a word processor
Considerations:
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What is the availability and usability of choices?
What other modes of presentation am I using?
Creating Handouts
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Choices:
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Scan as a text file
Scan as an image file
Considerations:
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How reliable is the OCR software?
Is maintaining page design and layout crucial?
Is prep time or file size more important?
Creating Video Clips
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Choices:
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QuickTime
RealProducer / RealPlayer
(Others)
Considerations:
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How do I balance video quality and file size?
How long should my video clips be?
Contact Information
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Daniel Shockley, English Department
[email protected]