Professional Documents
Culture Documents
Ems 100
Ems 100
I.
INTRODUCTION
THE
NEEDS
THE
LEARNERS
THE
CONTEXTS
PERFORMANCE
CONTEXT
LEARNING
CONTEXT
ALIGNMENT:
PERFORMANCE
AND
LEARNING
CONTEXT
CULTURAL
THE
DESIGN
PHILOSOPHY
3
4
5
6
6
7
8
10
11
11
12
14
16
IV. REFERENCES
18
V. APPENDICES
19
19
19
19
20
21
23
24
26
27
I.
Introduction
The
Needs
Ideally,
all
instructors
at
Walters
State
should
know
how
to
execute
the
eLearn
Minimum
Standards
(eMS)
in
each
of
their
assigned
teaching
sections
at
the
beginning
of
each
semester
and
complete
these
actions
within
one
week
of
class.
According
to
an
actual
source
at
the
institution,
nearly
a
third
of
these
faculty/adjuncts
do
not
comply.
According
to
the
stakeholder,
The
eLearn
minimum
standards
lay
the
foundation
for
communication
and
successful
completion
of
every
class.
Having
every
faculty
[member]
complete
the
standards
for
each
section
during
each
semester
minimizes
student
confusion.
(D.
White,
personal
communication,
October
23,
2014).
By
implication,
there
is
student
confusion
when
one-third
of
faculty
does
not
comply.
With
approximately
33%
of
faculty
members
not
in
compliance
and
with
stakeholders
receiving
complaints
ranging
from,
I
dont
know
how
to
I
was
just
too
busy,
it
is
time
to
reconsider
how
this
training
is
being
delivered
to
new
and
existing
faculty
and
to
also
create
an
accountability
system
that
has
teeth.
This
instruction
is
designed
to
create
a
system
where
instructors
become
the
students
and
are
assigned
to
complete
this
task.
The
course
will
have
Camtasia
screencasts
to
assist
them
and
the
students
are
graded
on
their
completion.
Grades
are
measurable
benchmarks
that
can
be
used
during
tenure
and
evaluation
discussions.
With
this,
we
are
confident
that
Vice
President
of
Academic
Affairs
100%
of
instructors
at
Walters
State
will
complete
their
eLearn
Minimum
Standards.
Thus,
our
project
title
is
our
Department
of
Academic
Distance
goal:
eLearn
Minimum
Standards
100%.
Divisions
Education
As
figure
2
makes
clear,
this
design
Full
Time
plan
is
being
prepared
for
both
the
eLearn
LMS
Instructors
Walters
State
Department
of
Distance
Education
and
the
Chief
Academic
Officer,
Adjunct
Vice
President
of
Academic
Affairs
Dr.
Lori
Instructors
Campbell.
The
Department
of
Distance
Education
is
over
all
matters
relating
to
Figure
1
eMS
100%
Stakeholders
the
learning
management
system
and
all
adjunct
faculty
members.
Dr.
Lori
Campbell
is
the
figurehead
over
all
academic
divisions
that
govern
Walters
States
full
time
instructors.
All
classes
at
Walters
State
must
have
an
online
presence
inside
eLearn
-
the
colleges
learning
management
system.
At
a
minimum,
for
each
class
an
instructor
must
do
three
things.
Create
at
least
one
news
item
Email
all
students
on
the
class
list
Post
the
class
syllabus
At
the
beginning
of
each
semester,
an
e-mail
is
sent
out
by
the
Dean
of
Distance
Education
highlighting
these
minimum
standards
and
the
institutions
Chief
Academic
Officer
always
speaks
with
her
Deans
reminding
them
of
the
importance
of
completing
these
requirements.
With
the
aforementioned
pre-semester
e-mail,
a
plain-text,
multi-
page,
Word
document
is
attached
with
directions
on
how
to
complete
the
minimum
standards.
(See
Appendix
A)
Despite
these
efforts,
many
of
Walters
States
faculty
simply
does
not
complete
this.
While
some
faculty
claim
there
is
an
instructional
gap,
others
will
candidly
say
they
just
do
not
have
the
time
or
the
interest
to
fulfill
this
important
accreditation-related
requirement,
thus
creating
an
administrative
problem.
Our
goal
is
to
design
an
instructional
unit
that
can
walk
a
faculty
member
through
each
step,
while
ensuring
each
faculty
member
fulfills
this
requirement.
The
major
shift
in
this
approach
is
to
employ
all
the
benefits
of
online
professional
development
(Richardson,
2001)
and
create
a
dependable
system
that
will
bring
all
faculty
to
mastery
of
the
eMS.
We
feel
that
the
administration
has
taken
adequate
steps,
yet
we
do
believe
that
an
instructional
tool
is
still
needed
to
reach
this
non-compliant
33%.
I
believe
this
tool
could
offer
features
that
would
even
aid
the
administration
in
making
decisions
for
future
solutions.
The
Learners
The
primary
learner
group
consists
of
all
full-time
faculty
and
adjunct
instructors
at
Walters
State
Community
College.
Each
faculty
member
has
at
least
a
Masters
degree
and
at
least
18
graduate
hours
in
their
content
areas,
per
Tennessee
Board
of
Regents
guidelines
(Faculty
Promotion
at
Community
Colleges).
Walters
States
faculty
comes
from
many
professional
backgrounds
(see
below)
with
varied
technological
expertise.
According
to
the
Chief
Academic
Officer,
full-time
faculty
are
considered
to
have
a
heavy
class
load
and
while
all
adjunct
faculty
work
part
time,
a
large
contingency
have
second
jobs
at
other
institutions
or
as
working
professionals
in
their
subject
areas.
Several
faculty
have
active
Section
503
plans
to
accommodate
them
in
Walters
States
equal
opportunity,
tech-driven
workplace.
4
Behavioral
&
Social
Sciences
Business
Health Programs
History
Sociology
Psychology
Political
Science
Education
Accounting
Business
Administration
Culinary
Arts
Hotem
Management
Paralegal
Studies
Nursing
Health
Information
Technology
Pharmacy
Technician
Humanities
Mathematics
Natural Science
Art
English
Music
Philosophy
Theater
Math
Statistics
Pre-Engineering
Astronomy
Biology
Chemistry
Geology
Physics
Pre-Professional
Health
Public Safety
Technical Education
Law
Enforcement
Criminal
Justice
EMT
Fire
Paramedic
Agriculture
Clean
Energy
Computer
Science
Pre-Engineering
As
will
be
detailed
below,
the
vast
majority
in
this
target
learning
group
has
had
prior
learning
to
the
contents
of
this
design
plan.
Yet,
regretfully,
there
is
little
follow
through
and
actual
completion.
Each
semester,
an
e-mail
attachment
(see
Appendix
A)
goes
out
with
detailed
written
instructions
on
how
to
carry
out
the
eMS.
Given
that
approximately
33%
of
faculty
do
not
read
and/or
execute
the
content
of
this
attachment
according
to
Walters
States
Office
of
Distance
Education,
it
gives
us
evidence
that
an
alternate
strategy
must
be
pursued.
The
target
learners
are
motivated
by
being
in
good
standing
with
their
Deans
and
Chief
Academic
Officers.
This
helps
the
majority
of
them
as
they
pursue
tenure
and
for
those
that
are
tenuredreceive
good
end
of
the
year
performance
reviews.
In
the
past,
faculty
councils
have
also
voiced
support
for
on-demand
training/professional
development
opportunities
with
the
voluntary
option
of
face
to
face
(f2f)
support
if
needed.
The
Contexts
To
be
intentionally
granular
with
these
important
contexts,
we
will
be
unpacking
this
section
adapting
Dr.
Miriam
Larsons
Interim
Design
Plan
Worksheet
(see
Appendix
B)
modifying
the
items
in
a
Frequently
Asked
Questions
format.
Performance
Context
As
defined
by
Larson
and
Lockee
(2014),
the
performance
context
is
the
environment
where
new
knowledge
and
skills
are
to
be
used
(Kindle
Location,
1717).
In
the
executed
design
plan,
the
performance
context
will
be
the
online
class
presence
of
every
f2f,
hybrid,
and
online
course
in
the
D2L
learning
management
system.
Where
will
the
faculty
use
this
instruction?
Each
faculty
member
will
use
this
instruction
in
all
of
his
or
her
assigned
courses,
whether
it
be
f2f,
hybrid,
or
asynchronous/online.
What
are
the
physical
characteristics
of
this
environment?
All
online
class
presences
are
inside
eLearn
Walters
States
licensed
learning
management
system.
eLearn
is
a
colloquial,
white
label
moniker.
eLearn
is
licensed
by
TBR
from
the
company
Desire2Learn,
or
D2L.
A
faculty
member
can
log
in
to
Walters
States
D2L
portal
by
going
to
http://elearn.ws.edu
and
entering
their
WS
ID
credentials.
Once
correct
credentials
have
been
entered,
the
module
on
the
right
will
show
each
class
that
a
faculty
member
is
assigned
for
the
current
semester.
(Previously
taught
classes
may
also
be
present.
Be
mindful
of
the
listed
semester
and
year.)
What
are
the
managerial,
social
support,
and
interactions
in
this
environment?
The
performance
context
will
be
managed
and
executed
by
the
Instructional
Design
Team
which
will
also
provide
maintenance,
content
edits,
support,
and
monitoring
of
the
PLC
(professional
learning
community)
discussion
board.
What
is
the
relevance
of
the
skills
that
will
be
obtained?
The
executed
design
plan
will
allow
the
learner/instructor
to
have
consistency
across
their
courses
online
presence
and
will
allow
to
the
instructor
to
more
effectively
communicate
timely
information
(via
news
items
and
class
e-mail)
and
course
policies
(via
syllabus/file
management
system).
Learning
Context
As
defined
by
Larson
and
Lockee
(2014),
the
learning
context
is
the
environment
where
the
learning
experience
takes
place.
In
the
executed
design
plan,
the
learning
context
will
be
an
asynchronous
module
also
inside
eLearn.
What
are
the
physical
characteristics
of
the
learning
environment?
6
The
learning
environment
will
also
take
place
inside
eLearn.
See
How
is
the
learning
environment
and
the
learners
needs
compatible
for
justification.
What
will
be
the
mode
of
delivery?
The
instruction
itself
will
be
in
a
full,
asynchronous
module.
Though,
f2f
support
options
will
be
available.
Any
perceived
constraints
on
the
design
resulting
from
the
learning
environment?
The
learning
environment
will
feature
a
number
of
videos.
Historically,
the
LMSs
native
video
support
has
been
seen
as
extremely
lacking.
Therefore,
we
are
recommending
that
the
videos
be
uploaded
to
an
unlisted
YouTube
channel
and
then
embedded
at
the
relevant
location
inside
of
eLearn.
YouTube
accommodates
the
majority
of
mobile
devices
and
Internet
browsers
and
will
greatly
reduce
the
number
of
technical
difficulties
that
the
user
may
experience.
How
is
the
learning
environment
and
the
learners
needs
compatible?
We
are
very
intentional
in
recommending
the
performance
and
the
learning
context
be
metaphorically
cut
from
the
same
cloth.
Our
reason
is
twofold
1)
we
believe
that
using
the
medium
to
teach
the
method
can
make
learners
more
comfortable
with
both
environments
because
they
will
have
familiarity
with
both.
2)
Using
eLearn
as
an
accountability
tool
to
actually
see
the
results
will
allow
us
to
gauge
the
success
of
the
instruction
administratively
and
will
create
a
healthy
urge
for
the
instructors
to
get
an
A
when
the
eMS
are
due
in
their
course.
Who
doesnt
want
an
A?
Alignment:
Performance
and
Learning
Context
How
do
the
different
aspects
of
the
performance
and
learning
contexts
impact
the
instructional
design?
As
stated
above,
much
if
not
all
of
the
instructional
design
is
centered
on
the
fact
that
the
learning
context
is
the
performance
context.
We
believe
this
will
create
a
very
positive
aspect
for
the
learning.
What
is
the
level
of
alignment
between
the
performance
and
learning
context
and
how
can
you
increase
that
alignment?
We
believe
the
performance
and
learning
context
are
already
maximally
aligned,
as
the
learner
will
only
be
a
few
clicks
away
from
transitioning
from
one
to
the
other.
Cultural
How
might
the
applicable
societal
culture
as
well
as
any
organizational
cultures
impact
this
design?
This
design
was
created
with
the
busy
(some
would
say
too
busy
or
overly
worked)
professional
educator
in
mind.
We
want
to
ensure
the
learner
can
efficiently
glide
through
the
appropriate
modules
and
convert
the
activities
to
the
performance
context.
How
might
cultural
influences
impact
the
learners
acceptance
and
use
of
the
instruction?
Our
Instructors
often
bristle
at
anything
new.
While
it
will
be
announced
that
this
training
is
mandatory
and
grades
will
be
given,
we
believe
any
negativity
will
be
blunted
when
faculty
recognize
the
support
options
that
are
available,
the
generous
deadlines,
and
the
straightforward
grading
system.
Are
there
cultural
barriers
or
a
lack
of
support
that
will
limit
the
use
of
what
is
learned?
We
believe
that
the
barriers
mentioned
above
have
all
been
addressed
in
the
design.
Can
you
determine
whether
your
assumptions
about
life,
the
world
and
people
are
universal
or
in
line
with
the
target
audiences
assumptions?
Have
you
been
able
to
determine
how
the
target
culture
views
your
own
culture?
The
instructional
designer,
stakeholders,
and
the
vast
majority
of
learners
are
from
the
geographic
region,
share
many
of
the
same
cultures,
and
are
acquainted
with
our
colleges
mission
and
higher
education
values.
If
any
misalignment
is
suspected
or
confirmed,
accommodations
and
cultural
alignment
can
be
addressed
by
the
Instructional
Design
Team.
What
are
the
typical
goals
for
instruction
and
education
in
the
target
culture?
How
is
time
viewed
in
the
target
culture?
How
is
that
viewpoint
likely
to
impact
how
you
set
and
prioritize
schedules,
deadlines,
meetings
and
reviews?
The
learner
culture
wants
design
that
is
consistent,
concise,
and
on
demand
and
will
allow
them
to
address
all
administrative
items
quickly
so
they
can
get
back
to
what
is
importantteaching
their
students.
What
is
the
culture
of
the
organization
(both
stated
and
unspoken)
and
how
might
that
culture
impact
the
design?
8
Whereas
many
sociologists
can
give
a
more
comprehensive
study,
culturally
our
organization
is:
Part
of
the
Upper
East
Tennessee
Lakeway
Region
State
agency
Mid-sized
community
college
Multi-campus
organization
where
remote
campuses
often
feel
disconnected
from
the
main
campus
and
activities
Competitive
academically
and
athletically
Placing
others
before
ourselves
Leading
technologists
While
these
cultural
perceptions
may
have
a
nominal
impact
on
our
design,
special
emphasis
can
be
placed
on
the
fact
that
we
are
leading
technologists
(thus,
all
of
our
classes
need
to
have
an
online
presence),
competitive
academically
(thus,
we
should
lead
our
TBR
institutions
on
having
our
classes
online),
and
also
ensure
that
this
training
and
extra
resources
are
available
for
our
off
campus
instructors.
How
can
you
align
the
project
with
the
organizations
purpose,
mission,
vision
and
goals?
How
might
those
elements
impact
the
design
of
the
instruction?
Below
is
the
institutions
vision
and
mission.
(Mission+Vision)
We
believe
the
highlighted
areas
have
direct
connotations
with
our
design
plan
and
our
efforts
to
align
with
the
institutions
mission
and
vision.
Walters
States
vision
is
as
follows:
Walters
State
will
be
a
premier
community
college,
committed
to
increasing
educational
attainment
and
workforce
preparedness
through
excellence
in
teaching
and
service.
Walters
States
mission
is
as
follows:
Walters
State
is
a
learning-centered,
comprehensive,
public
community
college
dedicated
to
increasing
educational
attainment
and
supporting
economic
development
by
providing
affordable,
high
quality
educational
opportunities
for
the
residents
of
East
Tennessee.
To
accomplish
the
mission,
the
college:
o Offers
programs
of
study
that
lead
to
associate
degrees
or
to
certificates
in
programs
of
study
of
one
year
or
less.
o Delivers
public
service
and
non-credit
programs
in
support
of
workforce
development
and
personal
enrichment.
o Employs
highly
qualified
faculty
and
staff.
o Fosters
and
inspires
student
engagement
and
success.
o Provides
convenient
access
through
multiple
campuses
and
advanced
technology.
o
o
o
o
o
The
Design
Philosophy
What
are
the
theoretical
contexts
and/or
pedagogical
approaches
in
this
plan?
There
are
certainly
many
behaviorist
overtones
to
the
goals,
execution,
and
intended
outcomes
of
this
lesson.
Behaviorism
termed
as
the
objective
to
effectively
and
efficiently
communicate
or
transferknowledge
to
the
learner
with
a
strong
use
of
positive
and
negative
reinforcement
to
shape
learner
behavior
(Larson
&
Lockee,
2014,
Kindle
Location
2179).
How
do
the
elements
of
this
design
support
the
above
contexts?
Most
of
the
modules
are
direct
knowledge
transfer
with
the
hope
that
through
reinforcement
(grading
system
with
evaluations
from
supervisors),
the
learners
will
change
their
behavior
and
100%
of
them
will
comply.
The
only
known
example
is
our
PLC
discussion
board
where
learners
can
engage
in
some
examples
of
active
learning.
But
these
boards
are
only
used
voluntarily
and
as
a
help
resource.
Could
design
elements
be
added,
deleted,
or
adjusted
to
better
support
the
theory?
We
believe
an
appropriate
number
of
elements
are
in
place
for
a
behaviorism
theoretical
context.
10
11
The
module
instructions
will
feature
an
interactive
Softchalk
that
will
ensure
that
the
learner
can
comfortably
navigate
around
the
module
and
around
the
learning
management
system
itself.
An
interactive
scavenger
hunt
at
the
end
will
assess
the
learners
to
certify
they
are
ready
to
experience
the
main
content
modules
that
lie
ahead
of
them.
The
three
eMS
modules
will
each
individually
feature
screencasts
directing
the
learners
on
how
to
(a)
post
news
items,
(b)
send
global,
class
e-mails,
(c)
and
upload
syllabi
and
other
important
documents
into
their
courses.
At
the
end
of
each
video,
the
talking
head
in
the
lower
third
of
the
screen
will
encourage
the
learner
to
actually
complete
the
videos
objectives
before
moving
on
to
the
next
video.
This
is
ensuring
an
active
learning
process
where
the
learner
will
be
straddling
the
lines
between
the
professional
and
the
learning
contexts
and
simultaneously
learning
and
performing
at
the
same
time.
A
simple
checklist
assessment
will
follow
to
ensure
that
the
objectives
have
been
completed.
This
assessment
will
tie
in
to
the
instructors
grade
and
will
simply
be
a
quizzes
module
filled
with
multiple-choice
questions.
(This
unauthentic
assessment
is
chosen
simply
on
the
basis
of
the
administrative
convenience
of
the
Deans
and
eLearn
mentors
that
will
review
each
course.)
Throughout
the
course,
learners
will
be
invited
to
sound
off
on
one
of
the
three
professional
learning
community
message
boards.
The
first
is
anI
Need
Help
forum
that
is
closely
monitored
by
members
of
the
Instructional
Design
Team
during
the
first
two
weeks
of
classes
(when
eMS
is
due).
The
second
forumI
have
an
Ideawill
be
a
place
that
our
learners
explore
and
share
ways
to
make
their
online
courses
more
engaging.
The
third
forum
will
be
open
to
suggestions
to
make
eMS
even
more
convenient
and
easier
for
future
semesters.
We
made
these
decisions
in
light
of
our
target
learner
population
discussed
above.
This
is
a
target
learning
population
that
feels
overbooked,
undertrained,
and
overburdened
with
much
to
do
at
the
beginning
of
the
year.
We
know
how
it
feels
to
receive
e-mails
throughout
the
first
weeks
of
classes
gently
reminding
us
to
complete
these
requirements.
These
on-demand
modules
are
designed
to
make
completing
this
important
requirement
much
easier
and
in
a
format
that
we
have
prior
experience
with.
While
we
have
Section
568
plans
for
learners
with
disabilities
for
limited
to
no-
visibility,
we
have
chosen
products
that
are
accessible
to
these
learners
and
also
to
learners
that
are
deaf
and
hard
of
hearing
if
in
the
event
we
have
the
pleasure
of
serving
these
learners
in
the
future.
To
find
out
more
about
our
target
learners
and
how
we
envision
it
will
affect
their
knowledge,
attitude,
skills,
and
interpersonal
skills,
please
refer
to
Appendix
F.
Technology/Media
Plan
Given
this
is
a
100%
online,
asynchronous
course
(with
optional,
f2f
support),
technology
is
obviously
an
important
component
to
the
successful
execution
of
this
design
plan.
See
Appendix
E
for
our
fully
codified
technology/media
plan
that
we
call
Outcomes,
Strategies,
Software.
We
are
confident
these
tools
will
allow
our
learners
to
meet
our
objectives.
12
The
epicenter
of
our
technology/media
plan
revolves
around
eLearnour
Desire2Learn
learning
management
system
(LMS).
Inside
our
LMS
we
have
our
aforementioned
Faculty
Development
portal.
The
faculty
development
portal
is
in
essence
a
formal
class
inside
the
LMS
where
each
faculty
member
is
enrolled
as
a
student.
A
regular
class
content
module
inside
eLearn
will
say
eMS
100%
(Click
here!)
This
will
jettison
the
learner
inside
the
portal
where
they
will
find
themselves
on
the
splash
page
mentioned
above.
The
individual
components
will
have
a
combination
of
regular
HTML
pages,
embedded
videos,
eLearn
quizzes,
and
Softchalk
interactive
materials.
The
HTML
pages
and
eLearn
quizzes
will
be
constructed
using
eLearns
native
WYSIWYG
tools,
whereas
the
embedded
videos
will
be
recorded
using
Camtasias
screen
recording
tools
and
then
uploaded
to
YouTube
to
a
private
channel
to
take
advantage
of
YouTubes
universal
codecs
and
browser
compatibilities.
Once
the
embedded
YouTube
videos
have
captions
enabled
and
the
webpages
comply
with
universal
design
standards,
the
entire
lesson
should
be
fully
ADA
compliant.
13
14
Level
I
-
Learner
Reaction
A
satisfaction
survey
will
be
conducted
during
the
pilot
and
during
production
Metrics
format
-
n%
satisQied.
Level
II
-
Learning
Formative
assessments
(discussed
above)
Summative
assessments
(discussed
above)
Metrics
format
-
Grades
in
the
class
Level
III
-
Behavior
Distance
Ed
overview
Metrics
format
-
Number
of
classes
that
have
eMS
Level
IV
-
Results
Communication
Survey
to
students
Measure
of
value
of
the
LMS
and
all
classes
on
board.
Figure
3
Kirkpatrick
Levels
of
Evaluation
15
Graphic
Designer
eLearn
Mentors
Develop
Instructional
Camtasia
videos
Shoot
and
edit
introduction
video
Develop
Welcome
written
content
Develop
talking
points
for
introduction
video
(if
requested)
Develop
all
SoftChalk
modules
Create
a
new
eMS
100%
logo
Develop
the
color
scheme/look
for
the
pages,
fonts,
and
styles
Perform
beta
testing
and
fill
out
questionnaire
LMS
Administrator
Module
Administrator
Create
shell
Place
and
Paste
all
deliverables
into
the
shell
Stakeholders/
SMEs
Campus
Technical
Standing by
Standing by
16
Standing by
Ensuring
that
assigned
faculty/adjuncts
know
how
to
complete
eMS
Prominently
places
the
module
within
the
LMS
for
the
learners
(and
not
the
students)
Stands-by
for
any
quick
edits/maintenanc
e
that
may
be
needed.
Sends
to
learners
a
midpoint
e-mail
reminding
them
of
eMS
100%
Standing
by
to
repair
any
infrastructural
Attend
post-production
meeting
to
discuss
strategies
for
next
semester
Attend
post-production
meeting
to
discuss
strategies
for
next
semester
Attend
post-production
meeting
to
discuss
strategies
for
next
semester
Summative
evaluation
plan
Attend
post-production
meeting
to
discuss
strategies
for
next
Role
Pre-Production
Production
issues
or
respond
to
any
performance
problems
Support (IET)
17
Post-Production
semester
IV.
References
Faculty
Promotion
at
Community
Colleges
:
5:02:02:30
|
policies.tbr.edu.
(2009,
September
25).
Retrieved
from
https://policies.tbr.edu/policies/faculty-
promotion-community-colleges
Larson,
M.
B.,
&
Lockee,
B.
B.
(2014).
Streamlined
ID:
A
practical
guide
to
instructional
design.
New
York,
NY:
Routledge.
Mission
+
Vision
|
Walters
State
Community
College.
(2013,
March).
Retrieved
from
http://www.ws.edu/about/mission-vision/
Richardson,
J.
(2001).
Online
Professional
Development.
School
Administrator,
38.
Retrieved
from
http://go.galegroup.com/ps/i.do?id=GALE%7CA79006755&v=2.1&u=tel_a_utl&i
t=r&p=AONE&sw=w&asid=ec091890e78ea4fb9534dd3da47ffcfc
18
V.
Appendices
Create at least one NEWS ITEM in each course. This NEWS ITEM should
welcome the student to the course
provide the department name and course number, the course name, and the instructors name
tell students the instructors preferred methods of communication for students to contact the
instructor (college email, office telephone, secretarys telephone, and eLearn email are all
possibilities).
include any other information about the course that the faculty member deems helpful to
students.
2. Email all students with one message using CLASSLIST in each course. This message from the
CLASSLIST should
welcome the student to the course
provide the department name and course number, the course name, and the instructors name
tell students the instructors preferred methods of communication for students to contact the
instructor outside of class (college email, office telephone, secretarys telephone, and eLearn
email are all possibilities)
include any other information about the course that the faculty member deems helpful to
students
3. Create a new topic/new page inside a module of CONTENT that uses an html page to post the
syllabus for the course.
--Spring 2014
Current
eMS
Instructional
Materials
eLearn Minimum Standards: How to For Faculty
The purpose of this document is to walk faculty members through performing the actions in eLearn for
the eLearm Minimum Standards: (1)create a news item with course and instructor information, (2)send
an email to students with that same information, and (3)post a syllabus to the course. Heres how:
Logging in to eLearn
1. Point your browser to elearn.ws.edu.
2. At the log in, enter your username and password. This is the same username and password
used to log onto all WSCC computers, WEBMAIL for faculty, and onto the Intranet for WSCC.
3. Click Login. (If your username and password does not work, please contact the WSCC
HelpDesk at 423.318.2742.)
4. (Also notice, before clicking on Login that there is a help page for students and a help page for
faculty. To see the help page for students, merely click on Student Guide to eLearn; this page
is public and open to all students and faculty. To see the help page for faculty, click on Faculty
Guide to eLearn; you must then enter your username and password since this page is located
on the WSCC Intranet and is open only to WSCC faculty and employees.)
(Notice on the right that there is a list of WSCC Links, helpful to students and faculty.)
2. Use the scroll bar on the far right to scroll down the page.
3. At the bottom and middle of the page, under My Courses, you will see the classes you are
assigned to teach each semester. (On the student side, students see the courses they are
enrolled in each semester.)
19
Appendix
B
-
Miriam
Larson
Interim
Design
Plan
Worksheet
Page 1 of 4
20