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Traveling Light: Successful Course Development and Implementation Using Lotus Notes

Traveling Light: Successful Course Development and Implementation Using Lotus Notes. November 5, 2000 ALN Conference University of Maryland. Dr. Alan T. Seagren University of Nebraska - Lincoln Lincoln, Nebraska Dr. Neal L. Henning Southeast Community College Lincoln, Nebraska. A Snapshot.

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Traveling Light: Successful Course Development and Implementation Using Lotus Notes

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  1. Traveling Light:Successful Course Development and Implementation Using Lotus Notes November 5, 2000 ALN Conference University of Maryland

  2. Dr. Alan T. SeagrenUniversity of Nebraska - LincolnLincoln, Nebraska Dr. Neal L. HenningSoutheast Community CollegeLincoln, Nebraska

  3. A Snapshot • Considerations • Fears of Faculty • Recommendations • Assessment • Potential • Future

  4. Why/Consider? • Based on my personal success with online learning within my program of study • Time • Travel • Learning Style • Not conducive to regular classroom • Time to think and reflect • Worked for me; it CAN work at the undergrad level

  5. How SCC ? • Three-year venture fund from SCC • Assistance of EDAD • Experienced in delivering online courses • Coordinated Seminars • Discussions • Development of Courses • Threaded conversations of Lotus Notes • Journals

  6. Fears of Faculty Members • Increased Workload • Altered Role of the Instructor • Lack of Technical/Administrative Support • Reduced Course Quality • Negative Attitudes of Colleagues • Betts, 1998; Dillon & Walsh 1992; Eisenburg, 1998; Dooley & Kaiser 1998; Clark 1993; Moore 1997

  7. Findings/Recommendations

  8. Teaming • Make-up of the group be considered • Need an outsider/unfamiliar with the topic to test things • Courses need to be developed by a team of faculty members • Teams help to assure that the entire scope of the course is attended to

  9. Teachers as Students • Time to “experiment and have some fun” • Administrative support needed • Time to learn the software and become comfortable • Technical problems • saving, replication, copying, highlighting, color, etc.

  10. Practice/”Mock Course” • Practice/“mock” course is necessary. • Relevant material • Focus on software and use • Emphasize theories of learning in an online environment

  11. Factors to Consider • Screen faculty members for technical aptitude • More training • scanning • links to the web • working the “private” mode • Instructional design staff is needed

  12. Assessment • Need assessment tools for: • program of online education • courses as delivered by Lotus Notes • of the courses • Provide actual documents/examples of assessment in an online environment

  13. Potential • Online education works at the undergraduate level • Strong training program: • course design • interaction • assessment

  14. Potential (Cont’d.) • Adequate time for preparation • Continual training • provide opportunities for further training and techniques • Valid and continuous evaluation • of the training and courses being offered

  15. Potential (Cont’d.) • Provide updates • technology and it’s impact on learners • availability of new administrative and support services • practical tips • forums for discussion among online faculty

  16. Future at SCC • Training program for non early adopters • Development AAS Business Administration degree online (Fall 2000) • Full assessment program • Grant through NEB*SAT • Pre-evaluation • Program • Student

  17. Future (Cont’d.) • Give Presentations • Determine how to offer vocational programs online

  18. Where to contact • Dr. Alan T. Seagren, Professor, University of Nebraska-Lincoln, Lincoln, NE 68588 (402) 472-0972, aseagren1@unl.edu • Dr. Neal L. Henning, Southeast Community College, 4771 W. Scott Road, Beatrice, NE 68310 (402) 228-3468 x326, nhenning@sccm.cc.ne.us

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