What formats are possible to deliver extension programs with WebCT?

--A primer and follow-up to normal face-to-face programs

--Ongoing asynchronous programs

--Asynchronous program with occasional synchronous sessions

--Programs could include or be tied to extramural courses and certification programs (e.g., Nutrient management, CCA, Master Gardener)

What user issues should be considered?

--Make explicit the technology requirements for participation in online programs. Example

--Pick and design for a lowest common denominator equipment configuration.

--If content includes streaming media, provide multiple formats targeting different levels of connectivity. Consider using CD ROM to distribute bandwidth intensive content, such as streaming video)

--Provide user training appropriate to user level and specific program needs.

--Plan hybrid strategy for training delivery: Online tutorials, on paper, or in-person.

--Exploit existing online tutorials on WebCT. Example

--Provide tutorials on related software Example Example 

--Will users need library materials? How deliver to them? Start a digital library of key publications related to a program?

--Have a help desk? Phone? E-mail? 24/7? A 1-800 number help desk for technical problems allows users to feel comfortable. Some of the technical problems with WebCT are beyond the troubleshooting abilities of many instructors.

--Insure minimum accessibility requirements are met for online learning materials for users with disabilities

--For lectures or other content delivered with streaming media, provide text transcript. Even when bandwidth permits delivery of streaming media, some users learn better by reading, or reading while listening.

How can various technologies be combined into a hybrid delivery strategy?

--WebCT for asynchronous access to content and also synchronous text chat

--One way audio stream via Real Audio or Quicktime with user feedback coming via e-mail or Web CT text chat

--Two way audio via Audio Bridge

--Two way audio via Audio Bridge plus data conferencing

--Multipoint desktop audio/video conferencing solutions for synchronous sessions

--Some faculty members really need face to face training, while others are able to use WebCT after they have read online web pages or participated in online tutorials.

What content management strategies can be considered?

--Plan for possible migration of content to new WebCT versions or to other systems

-- Plan for possible migration of content from legacy web sites/course management systems to WebCT

--Does content stay posted or come down. Set kill dates for content? Require yearly review of content?

--Consider modular design of content to enable easy re-purposing.

--Provide standard design template for instructors.

--Exploit synergies between academic content and outreach content

--Meta-data issues: Monitor and consider adoption of meta-data standards such as IMS and Dublin core. If pursuing modular content strategy, each module has specific meta-data. Consider content to be system-neutral WebCT today, but maybe something else tomorrow.

What issues should be considered for supporting instructor's use of WebCT?

--Provide instructor training on WebCT. Delivery may be online, on paper or in-person. 

--Provide training on online teaching and learning: Example  Example 

--Include in training strong existing examples of online extension programming

--Don't overwhelm instructors with Web CT capabilities. Instead, start simple but promote consideration of additional features: Conferencing, group project, student progress 7 tracking, on-line chat, student self-evaluation, grade maintenance and distribution access, auto-marked quizzes, course calendar, student homepages

What issues related to system administration should be considered?

--Plan strategy for managing student log-ins and passwords.

--Consider option to allow online registration and payment for a program.

--Decide whether to mount your own WebCT server with 24/7 oversight. Does your campus already support it?

--Insure creation of a public WebCT page for each program including a description and link to page with contact and registration information.

--Provide a public index page of WebCT offerings linking to each public page.

--Monitor security issues such as unauthorized users and virus concerns

--Consider URL issues: How insure stability of URLs? How make consistent, intuitive URLs for all program offerings?

Consider related policy issues

--Intellectual property and copyright

--Set standards for web design, use of official logos, acknowledgement of content, graphics and programming

--What is free and what is fee-based? What are the drawbacks of posting content only for password-protected access in WebCT?

Marketing

--Advertise program across state boundaries?

--List on portals

--Add meta-name entries in code for use by search engines

Instructional Design

--Review instructional design models. Examples.

--List instructional objectives before building sites

--Design for active and collaborative learning whenever possible

--Consider "distance mentoring' approach where a pool of mentors are each assigned a small group of students to work closely with. (From HRE Online)

*Document originated as post to the Extech listserv, in a discussion initiated by Linda Ffolliott, University of Arizona Extension. Plans are to keep revising it and to make it more generic, applying to other course management systems as well as WebCT. New contributions welcome, and will be acknowledged. 04/05/2001 10:06 AM