{"id":83,"date":"2017-05-23T18:10:19","date_gmt":"2017-05-23T22:10:19","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/?post_type=chapter&p=83"},"modified":"2017-06-17T23:21:25","modified_gmt":"2017-06-18T03:21:25","slug":"phase-3-implementation-of-planned-course-revisions-3rd-month","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/chapter\/phase-3-implementation-of-planned-course-revisions-3rd-month\/","title":{"raw":"Phase 3 - Implementation: 3rd Month","rendered":"Phase 3 – Implementation: 3rd Month"},"content":{"raw":"\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Moira's Tasks\r\n(Weeks 9-12)<\/th>\r\n\"Must Have\" Goal This Task Supports<\/th>\r\nSupports Moira Used<\/th>\r\n<\/tr>\r\n
#1<\/td>\r\nBUILT OUT THE ONLINE COURSE MODULES<\/strong><\/em>:\r\nMoira fleshed out the framework she had created in the LMS during Weeks 5-8. She worked through each Module page she had created, and inserted information into each of the sections she had outlined.\r\n
    \r\n \t
  1. Time commitment<\/strong>\r\nIn each Module, Moira included an estimate of how much time students would need to spend working through that week\u2019s online materials and activities.<\/li>\r\n \t
  2. Learning Objectives<\/strong><\/li>\r\n \t
  3. Readings<\/strong>\r\nMoira listed the Module\u2019s required readings from the Open Textbook here. She linked the list item directly to the textbook file(s) she had uploaded to the LMS during Weeks 5-8.For some modules, Moira also had additional readings and web-based resources she wanted her students to read. She listed and linked to those readings here as well.<\/li>\r\n \t
  4. Content<\/strong>\r\nMoira used this section in her weekly Modules to add any of her own additional notes (e.g. some of the notes she used to share with her students in her PowerPoint lectures.She left spaces to insert demonstration videos into this section.<\/li>\r\n \t
  5. Activities<\/strong>\r\nMoira used this section to list any self-assessment quizzes associated with the Module. In the long-term, her plan is to convert all of her paper-based quizzes into automated quizzes in the LMS. At this point in the revisions, she was not sure if she would have time to convert ALL of them, but she still wanted her students to know that a quiz in some format is associated with the Module.<\/li>\r\n<\/ol>\r\n<\/td>\r\n
LMS<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. LMS site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/li>\r\n \t
  2. Online Tutorials<\/strong> about using the LMS.\r\n[Specific to Moira\u2019s college; locate the teaching & learning services at your institution for suggestions.]<\/em><\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n
#2<\/td>\r\nFollowed accessibility standards <\/strong>for web content while setting up online content.\r\n\r\nBased on the recommendations and advice Moira had collected through consultations with an instructional designer, her \u201cbuddy system\u201d and with her college\u2019s Disability Resource Centre<\/strong><\/em>, Moira understands that if she follows some web accessibility guidelines, she can do a lot to make the content on her course LMS site accessible to all of her students, including students with a disability.<\/td>\r\nLMS<\/strong><\/td>\r\nBC Open Textbook Accessibility Toolkit<\/strong>:\r\nhttps:\/\/opentextbc.ca\/accessibilitytoolkit\/<\/a><\/td>\r\n<\/tr>\r\n
#3<\/td>\r\nCreated a \u201cHelpful Resources<\/strong><\/em>\u201d section on the homepage of the course site.\r\n\r\nThis section includes short descriptions and links to critical support services that were identified during the Planning<\/a> stage,:\r\n
    \r\n \t
  1. Technical support<\/strong> (with the LMS):\r\nPhone number, email address and hours of operation<\/em><\/li>\r\n \t
  2. Disability\/Accessibility Services<\/strong>:\r\nPhone numbers, email addresses and hours of operation<\/em><\/li>\r\n<\/ol>\r\n<\/td>\r\n
\u00a0LMS<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. \u201cCourse Homepage\u201d of LMS site<\/strong><\/li>\r\n \t
  2. Technical Support<\/strong> services & Disability Support<\/strong> services [Specific to Moira\u2019s college; locate the teaching & learning services and the disability\/accessibility support services at your institution for suggestions<\/em>.]<\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n
#4<\/td>\r\nSet up a Gradebook<\/strong> in the LMS to more easily track student progress through self-assessment quizzes.\r\n\r\nDuring her LMS training, Moira realized that even if she did not have time to create online quizzes to replace the paper-based self-assessments she currently uses, she could at least take advantage of the Gradebook tool to keep track of her students\u2019 progress and opportunities to move on to hands-on time in the shop.\r\n\r\nMoira was very keen to replace her own paper-based method of tracking this information, and setting up the Gradebook was something she was going to do when she created online quizzes anyway.<\/td>\r\n\u00a0LMS\r\n<\/strong>(but was also originally listed as a \"Nice to Have<\/strong><\/em>\")<\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. LMS site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/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<\/ol>\r\n<\/td>\r\n<\/tr>\r\n
#5<\/td>\r\nAdded selected demonstration videos<\/strong> to the course content.\r\n\r\nMoira selected several of the available demonstration videos (ancillary resources to the open textbook) and inserted them into the appropriate Modules.<\/td>\r\n\u00a0\"Nice to have\"<\/strong><\/em><\/td>\r\nAncillary open-education resources: Videos<\/strong><\/td>\r\n<\/tr>\r\n
#6<\/td>\r\nQuizzes<\/strong>\r\n(An \"in-progress\" task for Moira at this time)<\/em><\/span>\r\n \r\nMoira was happy to find that a sizeable question bank was one of the ancillary resources available with the open textbook she adopted. However, with only 3 months to work on her revisions, she ran out of time to review all of the questions and convert all of her self-assessment \u201cquizzes\u201d into an online format.\r\n \r\nAt this point, Moira has set up just a couple of quizzes in her site. Her current plan is to evaluate how her students approach the two online quizzes she has created, and whether or not giving them\r\n
    \r\n \t
  1. more flexibility<\/strong> in when they can complete them,<\/li>\r\n \t
  2. immediate feedback<\/strong> on their responses, and<\/li>\r\n \t
  3. multiple attempts<\/strong> to do well,<\/li>\r\n<\/ol>\r\nhelps her students to become better prepared for their hands-on time in the shop.\r\n\r\nMoira will also administer quizzes through paper hand-outs in class and continue to create more of the LMS-based self-assessment quizzes whenever she has time.<\/td>\r\n
\u00a0\"Nice to have\"<\/em><\/strong><\/td>\r\nAncillary open-education resources: Question bank<\/strong><\/td>\r\n<\/tr>\r\n
#7<\/td>\r\nOpen-licensed images and photos<\/strong>\r\n(An \"out-of-scope\" task for Moira at this time)<\/em><\/span>\r\n \r\nAs she expected, Moira did not have enough time to search out openly-licensed images to replace the images she had been using (whose copyright permissions were not known to Moira).\r\n \r\nMoira\u2019s long-term goal is to search for more images online and download only those images that are openly-licensed. In the meantime, Moira has decided not upload any of her current images to the LMS course site unless she is certain she has copyright-clearance to do so.<\/td>\r\n\u00a0\"Nice to have\"<\/em><\/strong><\/td>\r\nFor this task, Moira used:\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 now?<\/em>\u201d<\/strong><\/td>\r\n<\/tr>\r\n
#8<\/td>\r\nMoira has set aside most of the first face-to-face class to give students a hands-on orientation to the LMS course site<\/strong> and the open textbook<\/td>\r\n\u00a0LMS; OT<\/strong><\/td>\r\nFor this task, Moira used:\r\n
    \r\n \t
  1. Suggestions from her Informal \u201cbuddy\u201d system <\/strong>of 2 colleagues with prior experience.<\/li>\r\n \t
  2. LMS<\/strong> site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/li>\r\n \t
  3. Online Tutorials <\/strong>about using the LMS.\r\n[Specific to Moira\u2019s college;<\/em> locate the teaching & learning services at your institution for suggestions]<\/em><\/li>\r\n<\/ol>\r\n<\/td>\r\n<\/tr>\r\n
And (FINALLY):\r\nMoira highly recommends you take a moment at this point to celebrate all your efforts!\r\n(You can resume planning for the next phase of your course revisions soon enough.)\r\n<\/strong>\r\n\r\n[caption id=\"attachment_103\" align=\"aligncenter\" width=\"146\"]\"Moira Moira celebrates![\/caption]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n
Moira’s Tasks
\n(Weeks 9-12)<\/th>\n		“Must Have” Goal This Task Supports<\/th>\nSupports Moira Used<\/th>\n<\/tr>\n
#1<\/td>\nBUILT OUT THE ONLINE COURSE MODULES<\/strong><\/em>:
\nMoira fleshed out the framework she had created in the LMS during Weeks 5-8. She worked through each Module page she had created, and inserted information into each of the sections she had outlined.<\/p>\n
    \n
  1. Time commitment<\/strong>
    \nIn each Module, Moira included an estimate of how much time students would need to spend working through that week\u2019s online materials and activities.<\/li>\n
  2. Learning Objectives<\/strong><\/li>\n
  3. Readings<\/strong>
    \nMoira listed the Module\u2019s required readings from the Open Textbook here. She linked the list item directly to the textbook file(s) she had uploaded to the LMS during Weeks 5-8.For some modules, Moira also had additional readings and web-based resources she wanted her students to read. She listed and linked to those readings here as well.<\/li>\n
  4. Content<\/strong>
    \nMoira used this section in her weekly Modules to add any of her own additional notes (e.g. some of the notes she used to share with her students in her PowerPoint lectures.She left spaces to insert demonstration videos into this section.<\/li>\n
  5. Activities<\/strong>
    \nMoira used this section to list any self-assessment quizzes associated with the Module. In the long-term, her plan is to convert all of her paper-based quizzes into automated quizzes in the LMS. At this point in the revisions, she was not sure if she would have time to convert ALL of them, but she still wanted her students to know that a quiz in some format is associated with the Module.<\/li>\n<\/ol>\n<\/td>\n
LMS<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. LMS site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/li>\n
  2. Online Tutorials<\/strong> about using the LMS.
    \n[Specific to Moira\u2019s college; locate the teaching & learning services at your institution for suggestions.]<\/em><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
#2<\/td>\nFollowed accessibility standards <\/strong>for web content while setting up online content.<\/p>\n

Based on the recommendations and advice Moira had collected through consultations with an instructional designer, her \u201cbuddy system\u201d and with her college\u2019s Disability Resource Centre<\/strong><\/em>, Moira understands that if she follows some web accessibility guidelines, she can do a lot to make the content on her course LMS site accessible to all of her students, including students with a disability.<\/td>\n

LMS<\/strong><\/td>\nBC Open Textbook Accessibility Toolkit<\/strong>:
\nhttps:\/\/opentextbc.ca\/accessibilitytoolkit\/<\/a><\/td>\n<\/tr>\n
#3<\/td>\nCreated a \u201cHelpful Resources<\/strong><\/em>\u201d section on the homepage of the course site.<\/p>\n

This section includes short descriptions and links to critical support services that were identified during the Planning<\/a> stage,:<\/p>\n

    \n
  1. Technical support<\/strong> (with the LMS):
    \nPhone number, email address and hours of operation<\/em><\/li>\n
  2. Disability\/Accessibility Services<\/strong>:
    \nPhone numbers, email addresses and hours of operation<\/em><\/li>\n<\/ol>\n<\/td>\n
\u00a0LMS<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. \u201cCourse Homepage\u201d of LMS site<\/strong><\/li>\n
  2. Technical Support<\/strong> services & Disability Support<\/strong> services [Specific to Moira\u2019s college; locate the teaching & learning services and the disability\/accessibility support services at your institution for suggestions<\/em>.]<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
#4<\/td>\nSet up a Gradebook<\/strong> in the LMS to more easily track student progress through self-assessment quizzes.<\/p>\n

During her LMS training, Moira realized that even if she did not have time to create online quizzes to replace the paper-based self-assessments she currently uses, she could at least take advantage of the Gradebook tool to keep track of her students\u2019 progress and opportunities to move on to hands-on time in the shop.<\/p>\n

Moira was very keen to replace her own paper-based method of tracking this information, and setting up the Gradebook was something she was going to do when she created online quizzes anyway.<\/td>\n

\u00a0LMS
\n<\/strong>(but was also originally listed as a “Nice to Have<\/strong><\/em>“)<\/td>\n		For this task, Moira used:<\/p>\n
    \n
  1. LMS site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/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<\/ol>\n<\/td>\n<\/tr>\n
#5<\/td>\nAdded selected demonstration videos<\/strong> to the course content.<\/p>\n

Moira selected several of the available demonstration videos (ancillary resources to the open textbook) and inserted them into the appropriate Modules.<\/td>\n

\u00a0“Nice to have”<\/strong><\/em><\/td>\nAncillary open-education resources: Videos<\/strong><\/td>\n<\/tr>\n
#6<\/td>\nQuizzes<\/strong>
\n(An “in-progress” task for Moira at this time)<\/em><\/span>
\n 
\nMoira was happy to find that a sizeable question bank was one of the ancillary resources available with the open textbook she adopted. However, with only 3 months to work on her revisions, she ran out of time to review all of the questions and convert all of her self-assessment \u201cquizzes\u201d into an online format.
\n 
\nAt this point, Moira has set up just a couple of quizzes in her site. Her current plan is to evaluate how her students approach the two online quizzes she has created, and whether or not giving them<\/p>\n
    \n
  1. more flexibility<\/strong> in when they can complete them,<\/li>\n
  2. immediate feedback<\/strong> on their responses, and<\/li>\n
  3. multiple attempts<\/strong> to do well,<\/li>\n<\/ol>\n

    helps her students to become better prepared for their hands-on time in the shop.<\/p>\n

    Moira will also administer quizzes through paper hand-outs in class and continue to create more of the LMS-based self-assessment quizzes whenever she has time.<\/td>\n

\u00a0“Nice to have”<\/em><\/strong><\/td>\nAncillary open-education resources: Question bank<\/strong><\/td>\n<\/tr>\n
#7<\/td>\nOpen-licensed images and photos<\/strong>
\n(An “out-of-scope” task for Moira at this time)<\/em><\/span>
\n 
\nAs she expected, Moira did not have enough time to search out openly-licensed images to replace the images she had been using (whose copyright permissions were not known to Moira).
\n 
\nMoira\u2019s long-term goal is to search for more images online and download only those images that are openly-licensed. In the meantime, Moira has decided not upload any of her current images to the LMS course site unless she is certain she has copyright-clearance to do so.<\/td>\n		\u00a0“Nice to have”<\/em><\/strong><\/td>\nFor this task, Moira used:<\/p>\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 now?<\/em>\u201d<\/strong><\/td>\n<\/tr>\n
#8<\/td>\nMoira has set aside most of the first face-to-face class to give students a hands-on orientation to the LMS course site<\/strong> and the open textbook<\/td>\n\u00a0LMS; OT<\/strong><\/td>\nFor this task, Moira used:<\/p>\n
    \n
  1. Suggestions from her Informal \u201cbuddy\u201d system <\/strong>of 2 colleagues with prior experience.<\/li>\n
  2. LMS<\/strong> site<\/strong> (D2L at Moira\u2019s college<\/em>)<\/li>\n
  3. Online Tutorials <\/strong>about using the LMS.
    \n[Specific to Moira\u2019s college;<\/em> locate the teaching & learning services at your institution for suggestions]<\/em><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
And (FINALLY):
\nMoira highly recommends you take a moment at this point to celebrate all your efforts!
\n(You can resume planning for the next phase of your course revisions soon enough.)
\n<\/strong><\/p>\n
\"Moira
Moira celebrates!<\/figcaption><\/figure>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":170,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-83","chapter","type-chapter","status-publish","hentry"],"part":18,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/83","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/users\/170"}],"version-history":[{"count":21,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/83\/revisions"}],"predecessor-version":[{"id":195,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/83\/revisions\/195"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/parts\/18"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapters\/83\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/media?parent=83"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/pressbooks\/v2\/chapter-type?post=83"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/contributor?post=83"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/oertoolkitfortrades\/wp-json\/wp\/v2\/license?post=83"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}