Friday, October 26, 2007

Creating an Online Course Development Process

Creating an Online Course Development Process

Poster Session - Emerging Technologies
Thursday, October 25, 2007 4:55 p.m. - 6:10 p.m.
Ballroom 6E, table 29

* Geoffrey B. Cain, Instructional Designer, Tacoma Community College
* Charlie Crawford, Dean of Student Services, Tacoma Community College


Tacoma Community College has created an online course development process. The process is designed to support faculty by providing a clear time-line for course development, a discussion of what kind of training faculty will need to develop and teach online courses, the kind of support faculty will need, and online course development rubrics for quality assurance and peer review.
Available Resources

The following resources have been provided by this session's speaker(s). To download a file, right click the link and select "Save Target As" or "Save Link As."

Flow Chart Poster [PPT 155 KB ] This was the file we used to make our flow chart of our course development process. October 26, 2007 1:32 PM

Course Development Timeline [DOC 31 KB ] A time line is a useful way to communicate to faculty exactly what kind of time commitment is involved in developing courses. October 26, 2007 1:34 PM

Course Review Rubric [DOCX 18 KB ] This was the rubric that we used to make another poster. Developing a rubric for your institution will require that everyone in your particular institution jointly understands the outcomes and goals of the course, the division, and the principles of distance learning. In other words, there is no out-of-the-box solution to this. October 26, 2007 1:37 PM

Course Development Guide [DOC 112 KB ] This is the online course development guide we give to instructors. The idea behind the guide is to let the instructors know all of the resources that are available to them. This is meant to be a process that not only ensures quality but also supports faculty. October 26, 2007 1:40 PM

Course Sign-Off Form [DOC 35 KB ] Again, this form is not only for our record keeping, but also a way to provide instructors an idea about all of the people that are here to help them through the course development process. October 26, 2007 1:42 PM

All of these forms are customized to our institution and are here for research and discussion purposes (your results may vary). We are very interested in your feedback in this ever evolving process. If you use or revise this documents, please email us at so we can take advantage of your research as well.

Thursday, October 25, 2007

Teaching and Learning Experiences in a User-Created Virtual World

Teaching and Learning Experiences in a User-Created Virtual World

Metropolitan B, 3rd Floor (Sheraton Hotel)

* David M. Antonacci, Educational Technology Liaison, The University of Kansas Medical Center

* Stephanie Gerald, Web Designer/Developer (e-Learning Specialist), The University of Kansas Medical Center

* David Thomas, Lecturer, School of Architecture and Planning, University of Colorado at Denver and Health Sciences Center

Second Life is a user-created virtual world simultaneously played by thousands of people around the world. In this session, we'll share our experiences of teaching in Second Life. Using the interaction combinations integration model we developed as a framework, we will describe our projects, outcomes, and recommendations.

They began in SL on NMC Campus. 140, 124, 116

They are currently creating an operating room in SL.

Skyart Seurat

Pietro Maracas

Joanna TrailBlazer

Professor Beliveau

Corwin Carrilon

They immediately ran into sound issues.

Over half of the audience had an avatar.

Questions: How can we teach with this.

Three basic ways for teaching and learning in SL.

Classes like gaming and virtual communities

Using as a communication medium




Student built deliverables

Using is for learning activities.

They have come up with a model that uses interactions in three combinations:




Professor Beliveau uses this to deliver lectures, allow students to report their work, and they also use a blog. Two classes: field research in virtual worlds, then the field research class with advanced techniqes -- a semester long field research project. No coding or building. Careful about subject protection.

David Thomas uses SL to teach architecture and urban planning and uses SL as a lab. Because he teaches environmental design he can use SL itself to study places in SL. He sends them off on field trips in SL. There are some building activities where they have to compete or cooperate. Students all hated building in Second Life. These students have used CAD software. Dynamic, active, independent learning. His one rule: "Don't do anything on screen that will get your teacher fired."

R.? Hollingsworth

She says that she is not facile with Second Life. Librarians in Second Life from University of Kentucky first introduced her to SL. Caladon Library exhibits. Recruiters are using it as a way to experiment with role-playing "how to be a scholar" and how colleges work. "Between shadow and light: comingling between virtual realities"

A panelist from Hong Kong who didn't identify himself

For a year, teachers group in SL. Usually sometime between 20 to 40 teachers all meet to meet in SL. He also teaches courses in how to teach using Web 2.0. He talked about being a professional development professional.

Someone asked about scripting and another asked about finances.

One panelist has been using the free services for two years.

Question: Hints on how to convince administrations in conservative institutions

Univ. of Kentucky decided to buy an island to "protect" the students.

What is the future of this in higher education? In about three to five years from now it will be a part of what we do as teachers. About 25 % of our teachers will be using this. There are lots of virtual worlds.

GeoffCain: Indigenous Cultures: From Observing to Experiencing, from Videography to 3D VR Immersion

GeoffCain: Indigenous Cultures: From Observing to Experiencing, from Videography to 3D VR Immersion: "Indigenous Cultures: From Observing to Experiencing, from Videography to 3D VR Immersion Wednesday, October 24 10:30 a.m. – 11:20 a.m. Track 1: Indigenous Cultures: From Observing to Experiencing, from Videography to 3D VR Immersion Grand Ballroom C, 2nd Floor (Sheraton Hotel) * Linc Kesler, Director & Associate Professor, First Nations Studies Program, The University of British Columbia * Ulrich Rauch, Director, Arts Instructional Support & Information Technology, The University of British Columbia A challenge arises in making digital information and communication technologies accessible to indigenous communities. From digital preservation of cultural and historic artifacts to embedding culturally sensitive materials in academic courses, technology can become a double-edged sword: it can be deployed to obfuscate a critical analysis of how “communication” is understood as meaningful by First Nations themselves."

The Rapid eLearning Blog

The Rapid eLearning Blog: An e-book by an author who uses Articulate. "Everyone wants to create e-learning courses that engage their learners. Yet there’s a lot of debate about what exactly engagement means. So I figured I’d boil down the different ways to engage learners and see how we can use them to make our elearning courses better."