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2:10-3:20 PM Demos from Chandler-Gilbert Community College (Tom Foster, CGCC) Demos provided by CGC faculty and staff. Tom shared that a student technology assistant Abram Krebs has been developing a student guide to Blackboard that is easier to understand than the 100+ page document provided by Blackboard. Contact Tom if you would like to see a draft. David Weaver, Physical Science - Uses "Just in Time Teaching" as a way to gauge where his students are by assigning short homework problems after every class. He sets them up as Blackboard quizzes. Homework is due 1 hour prior to class, which gives him time to scan the numbers and content of responses. If a great number of his students don't know the answer then he goes over this information during class or modify the classes content to address missed concepts. He is finding that most of his students DO NOT wait until the last minute to hand in the homework, also there is no lag-time for feedback to the students. David has begun to use "Physlets", Java applets that can be manipulated by students to gather data and used as multiple choice answers, versus straight static questions. David asked for input on setting up timed tests so that they would not disappear after the quiz was over. Suggestions included hiding them via the Control Panel rather than making them timed. Bill Holmes, CIS/BPC & Bill Mullaney, English Composition - They are working on a Learning Communities class, "Creating Community in a Changing World". They are using Blackboard as a reference, for discussion boards, and Digital DropBox for homework assignments. Of the 75 students last semester, their Blackboard page area received 22k hits so far. The discussion boards are used as homework, students must post an "opinion" and if another student posts to that topic, then the first student must respond. They also have their class evaluation online; 89% of the respondents strongly agreed that they valued the Blackboard site and see it as an integral to their course. The use of the Digital DropBox has increased this semester; if a student can't make it to class, they are at least handing in their homework. They eventually want to grade online and send back any edits in various colors [blue = content, red = spelling, etc.]. Marsha Segerberg, Biology - Uses her site mainly for reference of her presentations and access to tools for class. PowerPoint lectures are available all semester with embedded links to the textbook and other web sites. She also maintains information on her personal web site. Her goal is to be paperless! Bernie Combs, Psychology (SCC) - shared that he was using a pre- and post course survey to assess how much students improved their computer and web research skills in their use of his Bb course materials. Bernie has provided his survey in Acrobat format [7k PDF file] Pam Petty, History - Wanted to structure access into her course materials; this is her 3rd semester using Bb. Used the WebQuest model, which directs students through assignments that include accessing the wealth of historical resources online from places such as the Library of Congress's American Memory collection. Pam's Blackboard course utilizes as an activity (with permission) a webQuest in "Liberty Rehtoric" developed by a professor from CUNY. SyRIS project - Tom showed examples from CGCC's module being developed as part of their participation in the district-wide SyRIS (Systemic Reform In Science) project. It features a beautiful collage created by student graphic artists and inquiry-based activities based upon a fictional problem of designing items for people stranded on a deserted island. 3:30-4:00 PM Blackboard Tier 3 Demo (Tom Foster, CGCC)
Also, we saw a sneak peak at what ASU is doing with their MyASU portal that will run on Blackboard Tier 3 3:30-4:00 PM Discussion (Roger Yohe, EMCC & Tom Foster, CGCC) The May 4th meeting will be moved to a more central location at District or GateWay. Next Meeting
March 7, 2001
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