Owner’s Manual
This is a UAF-specific guide to creating your online course.
1. Before You Start
Contact UAF eCampus for Assistance
UAF eCampus
131 Bunnell
PO BOX 756700
Fairbanks AK 99775-6700
907.455.2060 – 800.227.8060
uaf-ecampus@alaska.edu
Learning Assessment Cycle & Information Fluency
The Learning Assessment Cycle (LAC) is a process for organizing student assignments and activities, the main goal of which being to leading them through each of the three spheres of the Information Fluency Triad. In regards to course design, the Learning Assessment Cycle can act as a map for organizing the course’s structure so that students are perpetually within the cohesive ongoing assessment plan.
Information Fluency is a state of competency in any subject (or set of subjects) which we believe to be a good goal for students to achieve in a class, and for which a class may be designed. The terms for this model have been chosen carefully. It is information, not digital. Many parts of the information fluency model are analog, or comprised of characteristics for which the digital/analog terminology isn’t germane. It is fluency, not literacy. Digital literacy is the keyboarding and filing skills set of the information age, a sometimes vexing, but essentially solved, problem. Anyone who has learned— or attempted to learn— a foreign language should intuitively understand the distinction between literacy and fluency… with the former, one can get around; with the latter one can express themselves creatively.
Information Fluency is a model that builds on the skills of traditional digital literacy, integrating technology with domain (discipline) specific knowledge, critical thinking, presentation, participation and communication skills. Being fluent connotes understanding.
Resources
Demo Courses
To access these courses:
- Log into Blackboard.
- Under the Courses tab, search for ‘eCampus demo’.
- Click on the link to one of the courses
- on the left-side menu, click the ‘+Enroll’ , then ‘Submit’, then ‘OK’
College Algebra for Calculus — (MATH 151X 2018 eCampus Demo) — Hillary VanSpronsen
Quality Matters Certified. Solid structure, great use of screencasting, FAQ, easy to navigate
Culturally Responsive Collaboration — (EDSE 640) — Joanne Healy
Quality Matters Certified. Solid structure for graduate-level course.
Weather and Climate of Alaska — (ATM F101X 2018 eCampus Demo) — Rich Collins
Quality Matters Certified. Solid structure, examples from discussion board, announcements, solutions to homework
Modern World History — (HIST F100X 2018 eCampus Demo) — Terrance Cole & Leighton Quarles
Organization, interaction, getting started
Introduction to Justice — (JUST F110X 2018 eCampus Demo) Gary Copus
Quality Matters Certified. Solid structure, use of video and audio presentations, discussion board
Interested in seeing the Blackboard eCampus Template?
- Log into Blackboard
- Click here to get into to the eCampus Template
- On the bottom of the Control Panel, click on the ‘Quick Enroll’ button.
WordPress
Basic Digital Photography — Charles Mason
Great use of instructor commentary/lectures
Graphics and Multimedia for the Web — Christen Bouffard
Student work
Digital Imaging – Jennifer Moss
Student work, oral intensive studio art class
Geological Hazards — Jessica Larsen
Solid structure, video presentations, case studies
Journalism 101: Media & Culture — Rob Prince
Interaction, role play, open course, badges
Music Appreciation— Lisa Kljaich
Lots of media, students create and share from own blogs
Fish & Fisheries in a Changing World — Peter Wesley
Blended content for face-to-face course
Canvas
Behavioral Neurological Research Lab — Abel Bult-Ito
First few modules are open w/o enrollment in Canvas. Rich use of video
Further Reading
2. Class Schedule
Class Schedule/Checklist
Provide a list of assignments and due dates for your students. We recommend that you include a column for the student to check off the work submitted. Schedules should be complete—no TBA. You may modify the schedule during the semester.
Template
Text template showing points, title, desc, due date and completion column
Download this file to edit your own local copy.
Examples
- Course schedule within WordPress course shell
- Within the ATM101 demo course see an example schedule as part of the syllabus
You must be logged in to Blackboard and enrolled in the demo course to open the link above
Resources
Further Reading
3. Syllabus
Syllabus
Your syllabus is a contract between you and your students and it sets expectations for both you and your students for the semester.
Template
Download this file to edit your own local copy.
Faculty Senate requirements
Examples
Resources
Further Reading
Books & Third Party Apps
Each semester a request for course materials information will be sent to UAF eCampus faculty members for the courses they are teaching the next semester. Course materials include but are not limited to any textbooks (or reading materials), software, CD/DVD, tools (calculators, flight computer, headset with microphone, etc.), access codes, etc. that may be used in a course. It is important to provide the requested information by the stated deadline so the UAF Follett Bookstore may process the adoption and stock the course materials in time to fulfill students’ orders before classes start.
The UAF Follett Bookstore is unable to order desk copies, please contact the Madara Mason for information on how to order the desk copy yourself or ask your department administrator to order it.
If your course uses software or tools other than what is supported through the Office of Information Technology (OIT), check that these applications and tools are working as expected. Third party applications may include Twitter, YouTube, Voicethread, and even publisher provided content.
Provide links to support and technical help for students.
Resources
Proctoring
You may wish to require proctored exams. If you do, provide a section in your syllabus for information on how to schedule a proctored exam, which may involve student’s planning in advance depending on their location. If you are teaching an eCampus-supported course, eCampus provides assistance with proctoring and guiding students through the process.
Suggested wording
The exams for this course are proctored. This means your exams must be supervised and monitored to ensure academic integrity is maintained according to standards established by the University of Alaska Fairbanks. Please give attention to the following:
Local Fairbanks area students: your exams will be proctored at the UAF eCampus Exam Center at 131 Bunnell Building. You do not need to schedule your exam in advance.
Our normal Exam Center hours are: 8 AM – 5 PM (M, T, F) with extended hours on Wed. & Th. (8 AM – 7 PM, fall and spring terms only). Please remember the end of a semester the Exam Center becomes very busy and testing space may be limited.
If you live outside of Fairbanks: you must identify an appropriate proctor before requesting your exam. A proctor should be a:
-
Staff member at a University Testing Center
-
Faculty member or administrator at an university
-
School librarian, superintendent, principal or counselor
-
Staff member at a Learning Center (i.e., Sylvan) or a tutor
- Work supervisor
Note: Relatives, friends, co-workers, coaches or students cannot be proctors.
Requesting a Proctor Process:
- Begin planning for your proctored exams NOW as you must submit your request for your exams 2 weeks prior to your exam appointment
- Request an exam by submitting the online request form
- Once approved, contact your proctor to make arrangements for taking the exam
Questions concerning the exam process?
Contact us at 907.455.2060 or 800.277.8060 or by email
Resources
4. Getting Started
Welcome, Instructor Introduction, & Course Philosophy
Welcoming a new student in your class is one of the best ways to begin creating student engagement in your course. Making that first impression can be an important part of making a connection and communicating your expectations. This is also a good opportunity to give your students a brief preview of who you are, your teaching philosophy, why you’re excited about the course, and what their semester will be like. This announcement will help inform, prepare, and motivate your students for the semester ahead.
Example
Video for https://art161.community.uaf.edu
Video for https://canvas.instructure.com/courses/941859
Text: Welcome to PS F300X (PDF)
Resources
First Contact
In a face to face class, the first contact with students usually occurs in your first class. You quickly ascertain that they know where and when to meet and if they have a general grasp of the material.
In an online class, making first contact with your students is even more important. Your class might be a student’s first experience in the online realm. They may never have used Blackboard or their UA username to access email.
It’s very important to provide students a very low stakes way of letting you know they have access to your online course and are able to read and follow basic instructions. Some instructors ask students to make an introductory post in a discussion area, respond to a short quiz about the syllabus, or answer a short question about prerequisite material for the course.
If your students fail to respond to this first contact exercise, they should be prompted for action. Consider sending them a reminder email, or solicit help from eCampus staff. It might be a case of some technical problems or a travel schedule that doesn’t coincide well with your course. The sooner these problems can be addressed, the better your students will fare.
Example
- post an introductory to class discussion forum or course blog
- take a survey-type quiz that will let you know student’s expectations for the course, individual goals, or previous experience with the topic
- create a pre-course survey which would then be given as a post-course survey to evaluate learning
- do a scavenger hunt through the course that includes items from the syllabus (a good way of getting them to read it thoroughly)
- ask students to contact the instructor using a social media tool that will be used in class like Twitter, Diigo, or Google Plus.
- have students create an account in a technology tool that you’ll be using in the course and introduce themselves using the tool
Resources
5. Course Stuff
Structure & Organization
Lesson units or modules are usually organized by week with clear deadlines given to students to complete the unit’s tasks. All of the materials associated with a particular unit should be placed in a folder (Blackboard) or page (WordPress or Google Sites) titled with the module name. The description for each unit should clearly lists due dates for all assignments, activities, and assessments for that unit. Organizing your course in this manner ensures that students are able to easily find all of the content for each unit in one place.
Within each unit, the following items should be included:
- Brief overview of the lesson
- Lesson objectives
- Reading/Viewing assignments
- Lecture material or course content
- Learning activity
- Self-Assessment
- Additional resources
- Reflection/Journaling/Discussion Activity
- Assignment (for assessment of unit completion)
- Assessment/Quiz
Template
Access eCampus template.
- Log into Blackboard
- Click here to get into to the eCampus Template
- On the bottom of the Control Panel, click on the ‘Quick Enroll’ button.
Example
For an example of course organization, visit the ATM 101 demo course in Blackboard.
- Log into Blackboard
- Click here to get into to the ATM101 Demo Course
- You may be an error message if so, in the bottom of the Control Panel, click on the ‘Quick Enroll’ button.
For an example of course organization, outside of Blackboard, visit https://citsf221.community.uaf.edu/
Resources
Further Reading
Objectives
Lesson learning objectives are clearly measurable statements of student performance that outline what you want students to know and understand after they complete a learning module. Lesson objectives can be further clarified through the use of assessment-specific rubrics. Lesson objectives can be helpful: For Faculty — identify critical material for the module — clarify, organize and prioritize materials — help focus teaching activities — help with evaluating teaching for course improvement For Students — provide a guide for learning specifics — inform students what they are expected to accomplish in a lesson
Example
Resources
Instructor Presence
Instructor presence during the course is an important element of helping to bridge the technology gap and disconnect felt by students in eCampus courses. It is important to engage your pattern of instructor presence as soon as the class begins.
The excellent online instructor must:
- understand how teaching online is different;
- they must be committed to engaging students through discussion and community development;
- they must provide rapid and constructive feedback to students;
- they must be open, flexible, and responsive;
- and they must establish a presence in the course early on and encourage students to do the same.
Teaching online can be a very rewarding experience. You should have some level of comfort with technology but you don’t need to be a technology expert to be an excellent online instructor.
Example
- a personal introduction including photos or video Video example
- your perspective on each topic Video example | Audio example
- your relevant stories in your lecture materials Video example
- the value-added experience/expertise/reflection that you give to the course content Audio example
- important elements of the topic that aren’t in the course textbook Screencast example
- using Learning Glass to explain a new concept (eCampus Tips for use)
Resources
Discussion / Interaction
Discussion Board or forums allow members of the class to communicate with one another while not requiring all members to be online at the same time. Discussions on the Discussion Board are logged and organized and conversations are grouped into threads that contain a main posting heading and all related replies.
Generally, the instructor creates a forum on a specific topic. Students and instructors access the topic by clicking on the forum, reading the posts, and posting their reply. A series of posts within a forum is called a thread. You may reply to a thread or you may begin a new thread.
Example
Weekly discussion questions — weekly class participation in the form of responding to a weekly discussion topic or question. Students read the discussion question of the week. Shorter posts are more appropriate as students reflect for a shorter amount of time.
Discussions within specific content — Posted two to three times a semester as a way to summarize or emphasize specific course content. For example, after an exam or a paper, etc.
Student’s Questions — give students an opportunity to come up with a topic of discussion. If the class has large enrollments the students can be divided into groups and each group can take turns proposing a topic of a week, etc.
Peer Review — students post drafts of their work and invite feedback from peers.
Student Lounge — to give students a space for peer to peer interaction.
Feedback and help — technical help, problems with content, etc; also as virtual office hours with proper instructions on when to expect a response.
Resources
Blackboard Assignment Feature
Using the Assignments feature is the preferred method for student assignment submissions. Instructors pose a problem (and attach additional files if necessary) and then give the student the opportunity to complete the assignment and attached a separate file and submit it to the instructor.
When students submit assignments through Blackboard Assignments, their submissions are date/time-stamped and you are notified in the Grade Center automatically that the assignment is ready for grading. Instructors grade the assignment from within the Grade Center, post a grade and provide feedback all in one place.
Example
For an example of how one instructor is using Assignments, visit the ATM 101 demo course in Blackboard.
- Log into Blackboard
- Click here to get into to the ATM101 Demo Course
- On the bottom of the Control Panel, click on the ‘Quick Enroll’ button.
- Go to the Assignment section (via the left-side menu) and click into a unit folder. Towards the bottom, you will find some Blackboard Assignments.
Resources
- iTeachU: Blackboard Assignments
6. My Grades
Blackboard Center Due Dates
My Grades is one of the most important places where students look not only their scores and feedback from instructors, but also for upcoming assignments and tests and due dates. Posting due dates is a reminder to get work done on time. It can be tedious to edit each assignment or test and update dates. Luckily there is a better way.
In Bb course: Go to Control Panel —> Course Tools —> Grade Center Due Dates —> enter dates. Tip: you must enter a time for each of the entries, even if you select the “Use same time for all due dates’. If you don’t add a time then your date changes won’t stick.
This course tool becomes extremely helpful when it comes to update a course for a new semester.
Resources
7. Finishing
Course Quality
UAF participates in an organization called Quality Matters (QM). QM is an internationally accepted set of research-based standards with a faculty-centered peer review process for online and blended course design. QM offers professional development opportunities to improve your own courses and gain a wider perspective on online learning.
Instructors at UAF have access to the QM rubric and can use the rubric as a guide to development their course.
Resources
Making Your Course Available
Blackboard course shells must be made available to students each semester by the first day of class. If your course is ready, you can make your shell available ahead of time so students see it in their course list if they log in early. This allows students to determine textbook and course material needs in advance and get started in class.
Make your course available:
- Log into your course shell on Blackboard.
- On the Control Panel, expand the Customization section and click Properties.
- In the Set Availability section, click Yes.
- Click Submit.
Resources
Moving on to Teaching
It is one thing to develop and design a course and yet another to deliver the course. At UAF eCampus, we are here to help you provide the best online education experience for your students, offer training on current best online teaching practices, support you during the course development and deployment process, and help answer questions about technology issues.
CLASS SCHEDULES
Information or questions about class schedules should be directed to Barb Paskvan at 455.2082 or barbara.paskvan@alaska.edu. Barb can create courses, monitor enrollment numbers, manage wait lists, and attach special notes pertaining to the course which appear on UAOnline, UAF Course Finder, and UAF eCampus website.
STUDENT EXAMS
The Student Services staff administers exams to all eCampus students. If you or your students have questions about exams and proctors, please contact our staff at uaf-ecampus@alaska.edu or 455.2060.
STUDENT REGISTRATION/GRADES
Students needing registration assistance can contact Kim Runnion who can be reached at kim.runnion@alaska.edu or 455.2083.
STUDENT ADVISING
If you have students who don’t have an advisor and needs some guidance, have them talk to Brighton Brooks at brighton.brooks@alaska.edu or 455.2067.
FACULTY SERVICES
Need some administration help during the semester? Need to order books for the coming semester? Contact Madara Mason at emason@alaska.edu or 455.2064 for assistance.
BLUE ONLINE COURSE EVALUATIONS (END OF COURSE SURVEYS)
UAF eCampus-supported courses participate in the campus-wide end of course survey implemented in Fall 2015. All students will be notified by email with a link to survey when available. More information.
Resources
Further Reading
- Teaching Tip: Strategies for emotionally connecting with students
- Teaching Tip: How to get students to read your feedback
iTeachU & Faculty Development
Resources
Visit iTeachU for resources and training calendar
Visit UAF eCampus Faculty Development Resources for available professional development opportunities
CITE Fellows — The “Chancellor’s Program for Innovation in Technology and Elearning’ recruits, prepares and supports dedicated teaching faculty in innovation in the field of online education.