Distance Learning Mentoring Group

Minutes for March 22, 2007, 4 P.M - 5:00 P.M.  AS192

In attendance at the DLMG meeting: Aileen Ormiston, Allie Marino, Elizabeth Atencia-Oliden, Erica Morley,  Gretchen Berning,   Janell Pierce , Ray Gless, Thom Schuett, Greg Hocutt, Keith Anderson, Paul Hietter, and Peggy Johnson. 

Paul Hietter has created four different online history courses for MCC. He showed faculty his HIS 105, American History class. He shared his extensive experience as an instructor, both online and on-campus.

Paul says students like the flexibility of taking online classes and he's never had a problem with the online classes making. There are approximately 4000 students enrolled in MCC online classes. Of these, about 1/3 are enrolled solely in online classes. The other 2/3 are also enrolled in on-campus classes.

Paul finds the WebCT email tool very valuable. It keeps all mail from students in a single class in one location, rather than merging with his other campus mail (in the MCC mail account).

Paul's class is divided into 7 units (learning modules) and runs from 14 to 16 weeks in length.

Each learning module has:

• a list of the goals for that unit
• specific, detailed directions for the reading and writing assignments (writing assignments are posed on the discussion board),
• a list of web links
• a quiz – open book, no time limit, 10 multiple-choice questions from the readings
• discussion posting for the entire class (students post once and comment twice on other students' postings)

Groups of 3-4 students also answer different questions on discussion boards. Paul participates in the small group discussions very often. He might make a comment like, “A good point. Can you elaborate with some detailed information and examples?”

Students take a midterm and final exam, which are essay questions. They post a draft of their essay to the discussion board and then are anonymously reviewed by the other two students in their group. Paul allows students 24 hours to post an improved response based on feedback to the original posting.

Paul likes uses the Grading Form. This tool lets students know what criteria to use when doing their peer review of the discussion posting. Students get grades for their rough draft, their peer reviews, and their self-assessment of their rough draft. They then make a final submission, using the Assignments tool. Paul finds the quality of student writing to be much improved in this process.

ANNOUNCEMENTS TOOL

Paul uses the announcements tool frequently (in place of class emails). He posts a welcome announcement, reminders of due dates, etc. He copies and pastes several of the WebCT Tips that the CTL sends out into some of the announcements to inform students of helpful, timely information.

DISCUSSIONS

Paul has his class divided into discussion groups for some of the postings; others are the whole class participating in a discussion.

At the end of the semester students summarize their posts and reflect on what they learned. Paul includes a question about what they found to be the least interesting question they answered and uses that to improve the course in subsequent semesters.

WHO'S ONLINE TOOL

Paul uses the Who's Online Tool to let students know who is working in the course at the same time they are. He encourages students to email him with questions if they see he is working online.

Paul says to expect some technology problems along the way, but warn your students not to freak out when that happens.

Paul uses WebCT extensively with his on-campus classes also, and is likely to create a hybrid history course in the future.

GUEST ACESS 

We are working on getting you guest access to Paul's course. I will send you the details in an email.

COMING ATTRACTIONS

Donna Gaudet will be teaching us about Audacity and podcasting next week.