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FACULTY GUIDE TO Teaching and Learning with Technology UNIVERSITY OF MISSOURI 2

FACULTY GUIDE TO Teaching and Learning with Technology UNIVERSITY OF MISSOURI 2 Contents 3 | Planning a Technology-Enhanced Course Introduction A Spectrum of Teaching & Learning with Technology Examples at Mizzou Planning for Success: Designing Your Course Road map Course Management Systems at Mizzou 10 | e-Learning Program Planning Who’s Going to Teach the Course? How Will the Department Ensure Quality? Accessing and Coordinating Resources 15 | Legal Issues: Copyright, Accessibility, and FERPA Copyright Basics Tips and Best Practices American Disabilities Act (ADA) & Accessibility Family Educational Rights & Privacy Issues 22 | Developing Course Materials and Documents Syllabus Writing Lesson or Concept-Related Content Creating Assignments Interactive Teaching Methods & Strategies Blogs, Wiki, Case Studies 33 | Classroom Technology Student Response Systems at Mizzou 37 | Customizing your Blackboard Course Site Course Menu Assignments Content Communication Tools Control Panel Grade Center 42 | Digital Media: Audio, Video, Animations WIMBA Voice Tools Tegrity Creating and Using Graphic and Image Files Blogs Digital Audio and RSS Technology Best Practices to Support Student Digital Media Projects Shooting Tips 53 | Assessment What is Assessment? Creating and Using Grading Rubrics Using e-Portfolios as an Assessment Tool 56 | Building a Community in the Cyber Classroom The Importance of Interaction Tips for Assembling Discussion or Project Groups 61 | Course and Program Evaluation Course Evaluation Program Evaluation MoCAT (Missouri Cares About Teaching) 64 | A Survival Guide to Teaching Online Ten Tips for the First Day(s) of Class Tips for Avoiding & Managing Overload Facilitating Interaction Tips to Encourage Academic Honesty Academic Honesty/Plagiarism Online Resources 68 | Appendices Helpful Links: Mizzou Resources Sample Personal Release Agreement Granting Permission Digital Media Scoring Guide and Rubrics Sample Syllabus Ed. Tech Tools and Tips ET@MO distributes this material for departmental training. It is intended for noncommercial, informational purposes only. Educational Technologies at Missouri 249 Heinkel Building Columbia MO 65211 Phone: (573) 882-3303 Fax: (573) 884-6796 E-mail: etatmo@missouri.edu Printed August 2011 3 Chapter 1 Planning a Technology-Enhanced Course Introduction This guide is designed to help you plan, design, develop and teach technology-assisted courses and programs. To give you the best and most up-to-date information, we’ve compiled recommendations and suggestions from our staff of educators and technology professionals as well as from faculty who have been through the process. We’ve included guides that illustrate pedagogical design issues; tips on planning, developing, and writing course content; as well as planning and facilitating online interaction. We’ve also included a description of various technologies to assist you in the process. We’ve designed this guide to provide an overview of the entire process, from planning to implementation. When you’re ready to begin and want more specific information, we’ve attached an appendix that gets you up and running, including sample forms, references and rubrics. If you have any questions or concerns, or would like to discuss your unique course dynamics, feel free to call or e-mail us at any time, at etatmo@missouri.edu or (573) 882- 3303. Why use web-assisted instruction? Technology offers solutions to a diverse set of instructional problems and instructors augment courses with the Internet and other instructional technologies for a whole host of reasons. Some examples include: large lecture courses managing hundreds of students or dozens of sections, introductory courses providing access to significant amounts of basic materials throughout the semester, courses that shift in-class quizzes to an online format allowing for more class discussion time, or courses and programs using the Internet to reach a nonresident, national, or international audience. The following three areas are those we most often encounter on campus. Instructors want to better manage time and resources, provide engaging learning opportunities to students outside of class, or want to offer a course to a nontraditional or off-campus audience. Although there are many themes and recommendations in common, you will find specific strategies through this guide to prepare for a variety of challenges these unique set of circumstances may present. Planning Technology-Enhanced Course 4 http://etatmo.missouri.edu Logistics and Management Instructors use technology to better manage non-content related factors. Course Management Systems (CMS) such as Blackboard offer an online grade book, freeing up class time to focus on content and discussion instead of how everyone did on the test. Multi-section courses can use a CMS to easily distribute a common set of practice exercises, study guides, and practice quizzes allowing for a consistent curriculum and student outcomes, in addition to better allocation of limited resource. Practice, Practice, Practice Introductory courses are full of basic facts and concepts that serve as a foundation for subsequent courses in that discipline. Instructors from a variety of disciplines have shifted some of that material online through traditional lecture notes, handouts, practice quizzes, etc. Students learn the basics online through these guided exercises, simulations, or tutorials, allowing for in-class time to focus on discussion and processing of concepts. From Mizzou to the World As Internet access has become common in homes and businesses across the nation and the world, the reach of institutions of higher learning has increased far beyond what their “bricks and mortar” have afforded. Some departments offer entire e-learning degree programs while others offer a few key courses. Either way, the Internet allows for a broader audience base engaged through online lessons, interactive and collaborative assignments, instructional CD-ROMs, and online discussions among a community of learners. A Spectrum of Teaching & Learning with Technology At a basic level, the spectrum of teaching and learning with technology can be illustrated by comparing instructional technologies used in a face-to-face classroom with those in an online environment. Historically, classroom courses have used technology to make classroom management easier and not necessarily to enhance teaching and learning (e.g., overhead transparencies are easier to use than a chalkboard but don’t necessarily enhance the quality or effectiveness of the content being presented). As one might expect, the tips and tricks at this end of the technology spectrum are fairly basic. In comparison, Internet-based courses use technology instead of a classroom to reach students and subsequently, this other end of the spectrum has many tips, tricks, advantages, and possible pitfalls to be planned around (e.g., plan ahead, identify target audience attributes, facilitate online interaction and create an online learning community, use small group assignments effectively). Over time, this simple differentiation has become less distinct. We have seen a blurring of the boundaries between time and distance, credit and noncredit, on-campus and off-campus course needs. As students and faculty come to campus with more sophisticated technology skills and expectations, courses have become more and more technology-enhanced allowing faculty to redefine the use of in-class time and re-calibrate student expectations of homework and assignments that take place outside of class. Increasingly, traditional face-to-face courses are adopting innovative approaches and redefining the lecture hall course entirely. For example, a chemistry course might use multimedia technology to visually demonstrate chemical reactions by allowing students to manipulate atomic particles in a 3-D rendering. Alternatively, a journalism course may employ a real-time chat while the instructor lectures. Both examples integrate highly innovative uses of technology into a familiar lecture hall format. Why does any of this matter? The short answer is that sophisticated uses of instructional technology require planning, adopting new teaching strategies, rethinking and reevaluating assignments and interaction, and redefining what’s done in and out of the classroom. Ideally, there would be a discrete set of rules, a sort of checklist, to teaching with technology, but unfortunately there are too many variables. The tools, tips, and recommendations in this guide should provide you the necessary background to ask the right questions, formulate complete answers, and plan accordingly. Planning Technology-Enhanced Course 5 Educational Technologies at Missouri The Spectrum of Technology-Enhanced Courses at a Glance… Web-Assisted Face-to-face meetings with instructional technologies supporting classroom management and logistics. For example, courses in which the students and instructor meet regularly in a lecture hall but students access the syllabus and course management tools (e.g., grade book) on the Web when outside of class. This level of the spectrum requires fairly minimal amounts of course redesign to accommodate the technology. Hybrid Significant use of instructional technologies, supplementary online learning opportunities, and potentially a reduced number of face-to- face meetings. For example, students may have Web access to the course syllabus, lecture management tools, online practice quizzes, and online group discussions but still have weekly classroom meetings for application activities or in-depth discussions. May involve significant course redesign. e-Learning/Online Delivery Instruction and interaction are delivered primarily via computer, video, and/or audio. Instructional content, guidance, and instructor/ peer interactions occur mostly online. Occasionally, students may be required to have one or more face to-face meetings with the instructor (e.g., physical assessments in an online nursing course). This level requires significant redesign, planning, and preparation. Examples at Mizzou Agricultural Economics – Jan Dauve increased student engagement in his economics course by integrating student response systems (“clickers”) into his lectures. In addition to his pedagogical revisions, Jan’s subsequent research on the experience has advanced the scholarship of teaching by demonstrating best practices in using the uploads/Ingenierie_Lourd/ faculty-guide.pdf