1. Creating a Digital Guide for Blended
and Online Teaching and Learning
Concept, Process and Product

2. Who are we?

3. Learning Technologies &
Assessment

4. Our Clients

5. Our Resources

6. Photo by Amerique under Creative Commons Attribution 3.0 Unported | Source
Our Resources

7. Our Resources

8. Our Resources

9. Project Beginnings
• Original version

10. Project Beginnings
• Original version
• Informal needs analysis
• Development of learning modules
• PM course

11. Process
• SMART Objective
– Specific
– Measureable
– Attainable
– Relevant
– Time-bound

12. • Specific
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching.
Process

13. • Measureable
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching. Each tool
or technique covered in the guide will be accompanied by an overall
description, practical examples, pros and cons of employing the tool or
technique, best practices, and specific technological resources available for
each.
Process

14. Process
• Attainable
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching. Each tool
or technique covered in the guide will be accompanied by an overall
description, practical examples, pros and cons of employing the tool or
technique, best practices, and specific technological resources available for
each. The guide would function within the current technological
infrastructure supported by the university.

15. • Relevant
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching. Each tool
or technique covered in the guide will be accompanied by an overall
description, practical examples, pros and cons of employing the tool or
technique, best practices, and specific technological resources available for
each. The guide would function within the current technological
infrastructure supported by the university. Topics, tools and techniques
covered in the guide should be based on faculty need (established from a
faculty stakeholder meeting) and should be based on established quality
standards for online courses.
Process

16. Process
• Time-bound
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching. Each tool
or technique covered in the guide will be accompanied by an overall
description, practical examples, pros and cons of employing the tool or
technique, best practices, and specific technological resources available for
each. The guide would function within the current technological
infrastructure supported by the university. Topics, tools and techniques
covered in the guide should be based on faculty need (established from a
faculty stakeholder meeting) and should be based on established quality
standards for online courses. We plan to make this a living guide that will
be updated regularly, beginning with having the skeleton structure laid out
by Fall semester of 2010.”

17. Process
• SMART Objective
“To create an online, on-demand learning guide that is available for faculty
to help them prepare to use online technologies in their teaching. Each tool
or technique covered in the guide will be accompanied by an overall
description, practical examples, pros and cons of employing the tool or
technique, best practices, and specific technological resources available for
each. The guide would function within the current technological
infrastructure supported by the university. Topics, tools and techniques
covered in the guide should be based on faculty need (established from a
faculty stakeholder meeting) and should be based on established quality
standards for online courses. We plan to make this a living guide that will
be updated regularly, beginning with having the skeleton structure laid out
by Fall semester of 2010.”

18. Process
• SMART Objective
• Create initial outline
SYNCHRONOUS TOOLS
BLACKBOARD CHAT
BLACKBOARD VIRTUAL CLASSROOM
VOICE DIRECT
LIVE CLASSROOM
ASYNCHRONOUS TOOLS
IMPATICA
ARTICULATE PRESENTER
ARTICULATE QUIZ MAKER
ARTICULATE ENGAGE
CAMTASIA
WIMBA PODCASTER
OSCELOT PODCASTER
AUDACITY
DISCUSSION BOARD
VOICE BOARD
SUPER EASY TO USE
VOICE E-MAIL
VOICE PRESENTATION
VOICE ANNOUNCEMENTS
VOICE RECORD
Why teach using online technology?
Preparing to Teach with Technology
Where to Begin
Course Setup Considerations
Teaching Strategies
Communication: among & with students
Presenting Materials
Assessment

19. Process
• SMART Objective
• Create initial outline
• Identify stakeholders
• Formal Needs Analysis

20. Formal Needs Analysis
• Known need
– Pedagogical framework
• Unknown needs
– Material online, on demand
– ?
• Known need
– Pedagogical framework
• Unknown needs
– Material online, on demand
– Stakeholder meeting

21. Stakeholders Meeting
Why teach using online technology?
Preparing to Teach with Technology
Where to Begin
Course Setup Considerations
Teaching Strategies
Communication: among & with students
Presenting Materials
Assessment

22. Stakeholders Meeting
Why teach using online technology?
Preparing to Teach with Technology
Where to Begin
Teaching Strategies
Presenting Materials
Assessment
Course Setup Considerations
Communication: among & with students

24. Process
• SMART Objective
• Create initial outline
• Identify stakeholders
• Formal Needs Analysis
• Timeline

25. Timeline
• Strategies
– Task assignment
– Gantt chart
– Frequently scheduled meetings

26. Process
• SMART Objective
• Create initial outline
• Identify stakeholders
• Formal Needs Analysis
• Timeline
• Development of the Guide

27. Development Challenges
• Keeping on task/on time
• Remembering: “living resource” motto
• CMS limitations
– Four categories
– Alphabetized organization
– Limited number of links available

30. Process
• Formative feedback from stakeholders
– Form
• Focused meetings
• Resulted in use of Google Sites
– Quality of content
• Survey

31. Survey Results

32. Survey Results

33. Survey Results

34. Survey Results

35. Survey Results

36. Process
• Formative feedback from stakeholders
– Form
• Focused meetings
• Resulted in use of Google Sites
– Quality of content
• Survey
• Summative feedback from stakeholders &
campus users
• Follow guidelines for web usability

37. Each area of the guide has an initial draft of
content that will be reviewed and updated
regularly

38. Strategies
• Link to emerging
external resources
• Add visual and audio
supplements to content
areas
• Incorporate written
feedback mechanism in
guide
• Build learning objects to
highlight appropriate
areas
– Work with stakeholders
to identify what areas
would benefit most from
illustrations
• Review and update
content regularly

39. Faculty Training
• Training based on guide principles
– Online classes starting Summer 2011
– Training happening… NOW
• Eventually evolve training to be an online
certification program
• Using concepts covered in training to inform
guide changes

40. Learning Technologies and Assessment
http://www.luc.edu/learningtech/
Teaching With Technology Guide
http://sites.google.com/site/luctwtguide/
Links

41. Questions?
Sarah Brittain-Dysart
sbrittain@luc.edu
Carol Scheidenhelm
cschei1@luc.edu
Terry Moy
tmoy1@luc.edu