WebCT at SFU

We get two questions a lot at this time of the semester, and there are quick answers to each:

1. My students can’t access my Summer ‘09 course: can you open for them for a bit longer?
The WebCT administrators at SFU have developed a nifty tool, so instructors can modify on their own when students can first access their WebCT course container, and when they’re denied access. It’s called Course Tools, and can also be used to add instructors to a course. To add and use Course Tools, follow the instructions here.

2. How do I add my TA to my Fall ‘09 course?
There are two ways of adding TAs to your WebCT course container. You can either add them through the Grade Book tools, or you can use the Course Tools. You’ll need your TAs Computing ID (their log-in to WebCT, MySFU, MyInfo, etc). More detailed instructions on both of these options are available by clicking here.

For more information or help you can email instructional_support@sfu.ca or you can download very detailed print guides on the Gradebook, Assignment tool, Assessment tool, Discussion tool and more on this page.

It’s a new semester, and you might wish to remove old courses from your WebCT class list. These instructions are the same for instructors, TAs and students:

When you login to WebCT, click on the small pencil icon next to the “Course List” header. You will be taken to a screen titled “Edit Course List.” From there you can hide links to inactive courses if you like, or reorder your Course List. When you are done, simply click on the MyWebCT tab in the upper left corner again. This will not impact anyones access to the course. It simply hides it from your view.

To reorder the course list, select the courses you’d like to move by clicking in the small box next to the course name (checking the selection box), and then clicking on the box with yellow bars (under the header Move) to where you’d like your course to appear in the list.

Today someone asked about having two sections (for example, D100 and D200) in one WebCT course container. This happens regularly, as it means as an instructor, you only have to load up content once, and design and coordinate one course container.

When you (the instructor) use the course request form, you can use the Crosslisting option on the course request form to do this.  Start by requesting a course shell for one your course sections, and when you get to part two of the course request form (where it confirms your course number and title), you will have an option to choose to crosslist.
In a course container with two class lists, all of the students would be merged in the gradebook. Students are identified in the Grade Book by their section number, however, so you could search for all D100 or D200 students (for example) in order to see only specific students. To search for students, open the Grade Book, click on the “Grade Book Options” icon, and choose Find Students from the drop down menu. You can then choose the column, and the condition (“begins with”) and search for D100 (for example). Unfortunately, the system will not save your saved searches, but it will separate the students lists for you.

All of the content and tools in the course container4 would be visible to all, but if you did want to have some section-specific content, you can use the selective release to only show content (or discussion groups) to students from specific sections.

Your students will have varying levels of comfort and self-sufficiency. Consider how your online presence will help guide and support your students. When they first log in to WebCT, will they know what your objectives are, and what kind of information they should look for online and what they should ask you about? You spend time in the face to face classroom introducing them to yourself, each other and the course content and assignments. Some time spent showing them the online environment will likely reduce repeat questions, and show them the resources you’ve compiled to help their learning.

I found a posting the other day that provides some excellent ideas on giving students an effective introduction to your online course container. In particular, I like the one that suggests giving the students a low-stakes quiz on the syllabus or other course information. It will give them more reason to read it, reinforce your points, and also give them an introduction to the quiz tool. If you use the quiz or self-test tool later in the semester, this familiarity will provide them with some extra confidence.

This is going to be part one of a three part series: the planning, delivering and wrapping up a web-supported course.

With some simple planning, you can reduce the basic administration associated with the classroom and connect with students. Alternative texts, video or audio can provide depth or context to student learning. Extending the classroom discussion to an online environment or reinforce concepts with regular assessments and feedback. How might this save you time in basic tasks, help you connect with students, recognize diverse ways of teaching and learning, and increase student learning?

part one: planning and setup 

To start, get some inspiration by looking at other web-based courses (http://www.webct.com/exemplary), attending a workshop or asking colleagues.

Advance planning will help you set your objectives, manage expectations and prioritize your time. What do you want your students take away from this course? What materials, approach and assessments can help you reach these objectives? Incorporate ideas that you’ve seen in other web-supported courses or that your colleagues have told you about. Which administrative tasks take up time in the classroom? How can a web-supported course help?

Write a list of the content, links, resources, and media that you currently use or would like to use for a course. Use this content to reinforce concepts, use different learning and teaching styles or to provide alternative resources and viewpoints. Review the tools available – is there anything new you’d like to try? Take the content, the communications and the assessment and put it in a logical order.

Write a welcome message using the announcements tool or the discussion forum to state your expectations, and what students can expect from you in this environment. Describe to your students the learning path this course will take and how the combination of the web-supported and face to face classrooms will support their learning.

When you are ready, request an online course section using the form at http://webct.sfu.ca∞

Your course container is yours to customize. Start by adding the tools you want to use. Add your syllabus and any course material – you can hide it or set release date to manage student access. Using the assessments described in the syllabus, setup the gradebook, and give your “demo student” some grades. Use the student view tab to see how the content appears, which grade columns are visible and which tools are available. Reinforce the prerequisites needed for your course by creating a low-stakes quiz to bring students up to speed, and help connect your course with the prerequisites.

Students are added to your web-supported course section automatically at SFU, as they register in SIMS. By default, students will be able to access the online materials in WebCT on the first day of classes.