Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Learning How to Use Course Websites Whether you are a first-time or advanced user of a Blackboard course website, there are several methods available for learning how to use Blackboard to its fullest advantage. • Course Template – If you feel confidant that you can learn by doing, you can activate a web-based course template yourself. The template is a website that is not live, but that can be made live on the Internet once you have inserted all of your documents. You simply request a course website from Academic and Professional Program Services online. • Workshops provide instruction and hands-on experience in everything you need to get started using Blackboard for teaching and learning. o o A short course that walks instructors through the process of requesting, developing, and delivering a web-supported or online course is provided. Advanced workshops on using audio and video on the course website are also available. • Special training sessions for individuals or individual academic departments Section: Lesson Delivery 131 Chapter 10: Using Course Websites
To Sign Up for Workshops Workshops are conducted throughout the academic year. If you do not find the workshop you are looking for or you want additional information, feel free to contact: the Center for Teaching and Learning at 644-8004. Consultation Services Available The Center for Teaching and Learning supports faculty members in their use of technology innovations in teaching and learning. Support for both web-supported and online courses includes consultation on preparing course websites, using instructional design, editing course material, and using digital media. Services include faculty consultations, instructional design, and editing of course materials. Related Chapter – See Chapter 15 – Support and Resources for contacts and numbers. Introducing Students to Online Learning The gateway to most FSU course websites is the unified portal, campus.fsu.edu. After logging in, students will be on the Home page, which has links for tools, announcements, courses, and web mail. The Student Bb Guide gives step-by-step instructions on using the Blackboard technology tools. Note the tabs across the top of the page. Each tab is a resource designed to help you and your students. • My FSU -- Contains the FSU Class Schedule, which enables students to see not only which classes they are enrolled in, but also which of those have Blackboard course websites. • Courses -- Enables students to search for web-supported courses by academic unit (Course Catalog). If the listed course has a “Preview” button on the right, access to the course website has been granted to non-enrollees. • Organizations -- Lists all organizations and Discussion Boards in which you or your students are participating. The Organization Catalog lists by academic unit all organizations that have a Blackboard website. • Content System -- Is a tool for managing files. Files can be set to provide any user or group (e.g., class members) a level of permission, from the right to read the file to the right to remove the file. Files also can be linked to any Blackboard course and organization website. Section: Lesson Delivery 132 Chapter 10: Using Course Websites
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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Page 102 and 103: Using Discussion • Barnes-McConne
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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