Developers+

By Susan M. Zvacek, Ph.D., Director, Instructional Development and Support, University of Kansas

I’m writing this blog post from my “visiting professor lodging” in Prague and have been pondering the differences between e-learning here (that is, Central Europe) and in the United States.  It occurs to me that the differences I’ve encountered reflect minor characteristics, but there are some interesting parallels between categorizing e-learning geographically and designating e-learning as separate and distinct from more traditional forms of instruction. 

I’ve long argued that e-learning (and before e-learning, any form of distance education) should be evaluated rigorously, using criteria based on what we know about human learning and instructional design.  This call for serious scrutiny of online courses is not at all unusual; we hear it from educational administrators, accrediting bodies, and department chairs, for example.  What we don’t typically hear, however, is the second part of my argument: that all courses – face-to-face, blended, online, and everything in between – should be evaluated rigorously with less regard for the instructional environment than for factors that are more likely to influence learning and achievement.

Karen Kaemmerling, CCCOnline Director of Training and Professional Development, Colorado Community Colleges Online

It seems like a long time ago when my Academic Dean suggested I submit a course — that was still in redevelopment — for evaluation by the Blackboard Exemplary Course Program (back then called the “Greenhouse Program”).

While flattered, I immediately started fixating on the pressure of submitting a course and whether or not we would be recognized by the program as being exemplary.  (Silly, I know, but I am a bit competitive and high strung.)  Specifically, I worried about what people would think of us and our course if we weren’t selected as a finalist.  My advice now?  Don't let similar thoughts you may have keep you from submitting a course

I began by reviewing the ECP Rubric (download it here) and considering what qualities our course already had, and what I could add to meet the rubric’s standards.  This was the most valuable part of the whole process and one that I now recommend to faculty members whether or not they intend to submit a course for review by the program.

By Maisie Caines, Blackboard ECP Director, MC-OnLine Consulting, Campus Administrator, College of the North Atlantic (Newfoundland, CA)

I’ve been posting about the Blackboard Exemplary Course Program.  First, an entry about my eight-year experience as a review and then director, and then entries highlighting best practices in two past winning courses (General Biology and Public Speaking).  In this post I’ll explain exactly what I do as volunteer course reviewer in the program and why I find it rewarding, because I hope you'll join me.

I always begin the task of reviewing an online course by visiting the course discussion board.  You can learn so much about a course by spending some time browsing through the various threads and postings of both the students and facilitators.  I look for answers to a series of questions:

Are students engaged?  Is there evidence of learning?  Have critical-thinking skills evolved?  Are students collaborating in teams?  Are the students helping each other?  Who is moderating and driving the interactions—students or facilitators?  Is the discussion board organized around topics, objectives, teams?

Gail P. Rankin, Director Faculty Support Services, Salem State College (Salem, Massachusetts)

Initially, when I joined the Blackboard Exemplary Course Program, I thought the process was a bit intimidating.  The ECP rubric was new to me.  (View it as a PDF here.)  And it contained topics I hadn't really considered before, when looking at courses.  Before participating in the program, I mostly had looked at just course design.

The program seemed like such a great opportunity, however, and certainly not one to pass up, so I encouraged faculty members at Salem to join the program with me.

Participating was a terrific experience for me, for the faculty and for our school.  I met more faculty members on this campus and some from other locations.  The ECP process spawned discussions amidst the faculty, about the rubric itself and course size, and other larger pedagogical concerns they held, about using technology in the curriculum.

By Maisie Caines, Blackboard ECP Director, MC-OnLine Consulting, Campus Administrator, College of the North Atlantic (Newfoundland, CA)

How can you deliver a public speaking course online?  Just ask the folks at Capella University.

In Nick White and Adonica Aune’s Public Speaking course, a past Blackboard Exemplary Course Program award-winner, the amount of expected student-to-student interaction is truly impressive.  Capella is dedicated to integrating peer collaboration into their online courses.  In a previous post I discussed the best practices used in an online biology course.  Here I’ll highlight the ways in which Nick and Adonica engage students.

In this public speaking course, students begin by introducing themselves through posting video recordings of self-introduction speeches.  Speeches are delivered using tools such as webcams and web conferencing technologies.