{"id":81,"date":"2017-05-23T18:09:28","date_gmt":"2017-05-23T22:09:28","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/?post_type=chapter&p=81"},"modified":"2017-06-17T23:16:36","modified_gmt":"2017-06-18T03:16:36","slug":"phase-3-implementation-of-planned-course-revisions-2nd-month","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/chapter\/phase-3-implementation-of-planned-course-revisions-2nd-month\/","title":{"raw":"Phase 3 - Implementation: 2nd Month","rendered":"Phase 3 – Implementation: 2nd Month"},"content":{"raw":"\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Moira's Tasks\r\n(Weeks 5-8)<\/th>\r\n\"Must Have\" Goal This Task Supports<\/th>\r\nSupports Moira Used<\/th>\r\n<\/tr>\r\n
#1<\/td>\r\nBEFORE STARTING TO USE THE LMS<\/strong><\/em>:\r\nUsing only Microsoft Word, Moira developed a framework or outline of how she would organize information in her LMS site. She wanted to have a clear plan of her online course components in place BEFORE she started working in the LMS. \r\n \r\nMoira knew that she wanted her LMS site to support a weekly lesson structure, provide quick access to student services information, and give her students access to all of the course materials they needed in order to prepare for classes and to review before taking quizzes and moving into the shop.\r\n \r\nUsing only the technology of Word, Moira decided she would organize her weekly lessons (or \u201cModules\u201d) and she identified the common components she planned to include in each Module:\r\n
    \r\n \t
  1. Time commitment<\/strong>: a heads-up to students about how much time they should plan to spend on the online component that week;<\/li>\r\n \t
  2. Learning Objectives<\/strong>;<\/li>\r\n \t
  3. Readings<\/strong> (including from the Open Textbook);<\/li>\r\n \t
  4. Content<\/strong> (including notes from PowerPoints, images, demonstration videos,<\/li>\r\n \t
  5. Activities<\/strong> (including self-assessment activities to test readiness to move onto having hands-on time in the shop)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
LMS<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. MS Word<\/strong><\/li>\r\n \t
  2. The help of an instructional designer<\/strong>\r\n[Specific to Moira\u2019s college; locate the teaching & learning services at your institution for suggestions<\/em>]<\/li>\r\n \t
  3. Suggestions from her informal \u201cbuddy\u201d system<\/strong> of 2 colleagues with prior experience.<\/li>\r\n<\/ol>\r\nMoira\u2019s mock-up in Word<\/em> of Module structure:<\/strong>\r\n\r\n\"Screenshot<\/a><\/td>\r\n<\/tr>\r\n
#2<\/td>\r\nImplemented planned framework in the LMS<\/strong><\/em>:\r\nReferring to the course site plan she had previously outlined in a Word document, Moira created the structural framework (i.e. Module outlines) for her course in the LMS.<\/td>\r\n\u00a0LMS<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. D2L<\/strong> (The LMS at Moira\u2019s institution<\/em>)<\/li>\r\n<\/ol>\r\nMoira\u2019s mock-up in LMS<\/em> of Module structure<\/strong>:\r\n\r\n\"Screenshot<\/a><\/td>\r\n<\/tr>\r\n
#3<\/td>\r\nUploaded all of the Open Textbook files<\/strong> <\/em>(textbook chapters + the ancillary video and quiz resources) to the LMS site.<\/td>\r\n\u00a0OT; LMS<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. D2L<\/strong> (The LMS at Moira\u2019s institution<\/em>)<\/li>\r\n \t
  2. Selection from the BC Open Textbook Collection<\/strong>:\r\nLine C: Tools and Equipment Competency C-4: Describe Ladders and Work Platforms<\/em><\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n
#4<\/td>\r\nConnected with direct supervisor (Program Chair)<\/strong><\/em> to confirm necessary updates to the course description in the institution\u2019s course calendar.\r\n\r\nCourse description modified to include notifications to prospective students so that they would know:\r\n
    \r\n \t
  1. The course required computer and internet access.<\/li>\r\n \t
  2. Students should expect to access all course materials online.<\/li>\r\n \t
  3. Students should expect to complete some of the required course activities online.<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\u00a0LMS<\/strong><\/td>\r\nProgram Chair<\/strong>\r\n[Specific to Moira\u2019s college & her program; locate your supervisor for suggestions<\/em>.]<\/td>\r\n<\/tr>\r\n
#5<\/td>\r\nConnected with the college\u2019s \u201cDisability Resource Centre\u201d<\/strong><\/em> for their recommendations about what information Moira should provide to her students about help that is available for students with a disability and how they locate help when and if they need it.<\/td>\r\n\u00a0LMS; OT<\/strong><\/td>\r\nDisability Resource Centre \/ Accessibility Services<\/strong>\r\nSpecific to Moira\u2019s college; locate the accessibility or disability-support services at your institution for suggestions<\/em>.<\/td>\r\n<\/tr>\r\n
Moira\u2019s recommendation at this point in the project:<\/strong>\r\n Check-in with \u201cbuddy system\u201d and instructional designer: \u201cHow am I doing so far?<\/em>\u201d<\/strong><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n ","rendered":"\n\n\n\n\n\n\n\n\n
Moira’s Tasks
\n(Weeks 5-8)<\/th>\n		“Must Have” Goal This Task Supports<\/th>\nSupports Moira Used<\/th>\n<\/tr>\n
#1<\/td>\nBEFORE STARTING TO USE THE LMS<\/strong><\/em>:
\nUsing only Microsoft Word, Moira developed a framework or outline of how she would organize information in her LMS site. She wanted to have a clear plan of her online course components in place BEFORE she started working in the LMS.
\n 
\nMoira knew that she wanted her LMS site to support a weekly lesson structure, provide quick access to student services information, and give her students access to all of the course materials they needed in order to prepare for classes and to review before taking quizzes and moving into the shop.
\n 
\nUsing only the technology of Word, Moira decided she would organize her weekly lessons (or \u201cModules\u201d) and she identified the common components she planned to include in each Module:<\/p>\n
    \n
  1. Time commitment<\/strong>: a heads-up to students about how much time they should plan to spend on the online component that week;<\/li>\n
  2. Learning Objectives<\/strong>;<\/li>\n
  3. Readings<\/strong> (including from the Open Textbook);<\/li>\n
  4. Content<\/strong> (including notes from PowerPoints, images, demonstration videos,<\/li>\n
  5. Activities<\/strong> (including self-assessment activities to test readiness to move onto having hands-on time in the shop)<\/li>\n<\/ol>\n<\/td>\n
LMS<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. MS Word<\/strong><\/li>\n
  2. The help of an instructional designer<\/strong>
    \n[Specific to Moira\u2019s college; locate the teaching & learning services at your institution for suggestions<\/em>]<\/li>\n
  3. Suggestions from her informal \u201cbuddy\u201d system<\/strong> of 2 colleagues with prior experience.<\/li>\n<\/ol>\n

    Moira\u2019s mock-up in Word<\/em> of Module structure:<\/strong><\/p>\n

    \"Screenshot<\/a><\/td>\n<\/tr>\n

#2<\/td>\nImplemented planned framework in the LMS<\/strong><\/em>:
\nReferring to the course site plan she had previously outlined in a Word document, Moira created the structural framework (i.e. Module outlines) for her course in the LMS.<\/td>\n		\u00a0LMS<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. D2L<\/strong> (The LMS at Moira\u2019s institution<\/em>)<\/li>\n<\/ol>\n

    Moira\u2019s mock-up in LMS<\/em> of Module structure<\/strong>:<\/p>\n

    \"Screenshot<\/a><\/td>\n<\/tr>\n

#3<\/td>\nUploaded all of the Open Textbook files<\/strong> <\/em>(textbook chapters + the ancillary video and quiz resources) to the LMS site.<\/td>\n\u00a0OT; LMS<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. D2L<\/strong> (The LMS at Moira\u2019s institution<\/em>)<\/li>\n
  2. Selection from the BC Open Textbook Collection<\/strong>:
    \nLine C: Tools and Equipment Competency C-4: Describe Ladders and Work Platforms<\/em><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
#4<\/td>\nConnected with direct supervisor (Program Chair)<\/strong><\/em> to confirm necessary updates to the course description in the institution\u2019s course calendar.<\/p>\n

Course description modified to include notifications to prospective students so that they would know:<\/p>\n

    \n
  1. The course required computer and internet access.<\/li>\n
  2. Students should expect to access all course materials online.<\/li>\n
  3. Students should expect to complete some of the required course activities online.<\/li>\n<\/ol>\n<\/td>\n
\u00a0LMS<\/strong><\/td>\nProgram Chair<\/strong>
\n[Specific to Moira\u2019s college & her program; locate your supervisor for suggestions<\/em>.]<\/td>\n<\/tr>\n
#5<\/td>\nConnected with the college\u2019s \u201cDisability Resource Centre\u201d<\/strong><\/em> for their recommendations about what information Moira should provide to her students about help that is available for students with a disability and how they locate help when and if they need it.<\/td>\n\u00a0LMS; OT<\/strong><\/td>\nDisability Resource Centre \/ Accessibility Services<\/strong>
\nSpecific to Moira\u2019s college; locate the accessibility or disability-support services at your institution for suggestions<\/em>.<\/td>\n<\/tr>\n
Moira\u2019s recommendation at this point in the project:<\/strong>
\n Check-in with \u201cbuddy system\u201d and instructional designer: \u201cHow am I doing so far?<\/em>\u201d<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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