Exemplar Course Awards - Video Showcase
Welcome to CTDLC’s Exemplar Course Award’s Showcase. These awards were created by CTDLC’s membership to recognize and share the exceptional work of the eLearning professional community in advancing best practices and creativity in course design and delivery. To that end, this showcase is provided to share awardees’ courses via brief video presentations.
2016 Award Winners
Introduction to Business AnalyticsInstructed by: Dr. SheilaCane at Quinnipiac University
(Screen fades from black to Home page of the Business Law: Legal Environment of Business course.)
Dr. Sheila Cane, instructor: This video will walk through the course design of BAN 610: Intro to Business Analytics. We start with the syllabus which is shown here. It’s in a read only, screen accessible, screen reader accessible PDF. My photo and contact information is highlighted at the top of the document so students can recognize me and find out how to contact me. This class is fast-paced so I want to let students know that it will be easy to reach me.
(Instructor scrolls down the syllabus to the Learning Objectives and Required Textbooks. Both sections presented as bulleted lists.)
Dr. Sheila Cane, instructor: Next is a course description and the learning objectives so that students will know what they are clearly expected to master in the course.
(Instructor skims a bulleted section titled Logistics and pauses on the course Schedule.)
Dr. Sheila Cane, instructor: We have some course logistics and the course schedule which identifies what topic will be covered each week plus the deliverables.
(Instructor scrolls down the syllabus further and skims over assignment details.)
Dr. Sheila Cane, instructor: And then describe the assignments, which are participating in discussion boards, working on a project which is described in detail to make expectations clear.
(Instructor scrolls down to the Grading section.)
Dr. Sheila Cane, instructor: We have the grading center which includes all the tasks involved in the class and the total points available for each discussion, test, assignment, and project.
(Grading Scale. A: 93-100; A-: 90-92; B+: 97-89, etcetera.)
Dr. Sheila Cane, instructor: The grading scale is one-hundred points, as shown, and the rubric describes how many points are awarded for completion of each part of the course. The activities all score to one-hundred so the grading is relatively straight forward.
(Instructor skims through the library information and pauses on the accessibility section.)
Dr. Sheila Cane, instructor: Then we have some library information and the accessibility section of the syllabus. It shows accessibility policies, institutional policies such as Netiquette and academic integrity. And there is also a section on support services that are specific for students in an online format. Next we will go to the Blackboard course.
(Course is opened in Blackboard displaying Announcements.)
Dr. Sheila Cane, instructor: If you’re not familiar with Blackboard it opens on the Announcement page which is the primary way I communicate with the class. So I send notifications welcoming to the class.
(Instructor moves cursor to the course menu, hovering over each link as she mentions it.)
Dr. Sheila Cane, instructor: The course menu, which is customizable by the instructor, is on the left hand side. This is the menu students use to navigate the course. They can click here to review the course documents, access the weekly modules, access the discussion board, enter the group projects page, review their grades, and find supplementary learning materials to help them succeed in the course.
(Syllabus and Course Documents page.)
Dr. Sheila Cane, instructor: If we go to the syllabus and course documents area, I have an introductory video. This is the first page the students go to after reading the welcome announcement. It has the syllabus and learning objectives, and there is a short video that welcomes the students to the course and provides an overview of what they will be doing during this semester.
(Video plays. Dr. Sheila Cane is sitting in front of the school on a sunny day.)
Dr. Sheila Cane, instructor, speaking in the video: Hi. My name is Dr. Sheila Cane and I am you’re instructor for BAN-610.
Dr. Sheila Cane, instructor: I would like to point out that every video in the course has a script. I try to record the lectures without one, but it’s not the same as speaking in person. Blackboard is compliant with the Section 508 Amendment of the Rehabilitation Act of 1973 which requires accessible online content. All of the course videos are uploaded to Youtube and include closed captions. Next we will look at a learning module.
(Learning Modules page. Content is broken up into weeks.)
Dr. Sheila Cane, instructor: We’ll go to learning module one which is their first week. The first week starts out again with an introduction to the class in case they missed that before. The week starts with the learning objectives and the week’s activities.
(Learning Objectives and Activities are presented as bulleted lists.)
Dr. Sheila Cane, instructor: These are the week’s learning activities and learning objectives – all the things they have to do. You can see in the first week it’s pretty hectic – there’s a lot to do.
(Instructor scrolls down the Module page and pauses on another video.)
Dr. Sheila Cane, instructor: And then I’ll do an overview of the week every week that talks about the concepts we will be covering that week and the activities.
(Instructor continues to scroll down the Module page, skimming the content as she describes it.)
Dr. Sheila Cane, instructor: Each section looks similar to the others in outline; there’s the reading for the week, and along with the videos I’ve provided Power Point slides. Then there is where they enter the discussion board and introduce themselves; this is used to build community. And another discussion board is to form project teams. When they are doing the Introduce Yourself discussion board they create videos to talk about themselves and their background. They also have to learn how to use the Quinnipiac Desktop and they take a quiz that is based on the work they have done that week. In addition to quizzes, we also have some interactive assignments.
(Module 5 Assignment test is opened in a preview.)
Dr. Sheila Cane, instructor: Here is one in Module 5 where they are using the T-test for comparing groups and they have to upload some PDFs of some plots, answer some yes / no questions on interpretations and enter some numeric values. And finally we have the discussion board.
(Discussion Board page displays. Several discussions are listed.)
Dr. Sheila Cane, instructor: The student work was not copied over to this shell to comply with FERPA regulations. The discussion boards are used to help students integrate the statistical methods they are learning with applications in their everyday life. Each question is related to the learning objectives and course work. They are intended to stimulate students to think more deeply about the topics they are learning in the lectures. That is the overview of the course. Thanks.
(Video fades to black.)
BAN610 – Introduction to Business Analytics
Instructed by Dr. Sheila Crane
Instructional Design by Susan Riello
Business LawInstructed by Dr. Russ Meade at the University of Bridgeport
(Screen fades from black to Home page of the Business Law: Legal Environment of Business course.)
Dr. Russ Meade, instructor: Hello and welcome to the Legal Environment of Business offered by the University of Bridgeport. My name is Dr. Russ Meade and in the five short minutes allotted, let me take to you through a virtual tour of the class to show you how this meets and exceeds every aspect of the rubric requirements for the Exemplary Award.
I have been teaching for the University of Bridgeport for about five years as an adjunct. I am preparing this for the award; not because I will get any up in salary (chuckles); not because of any tenure requirements – as an adjunct, I receive none that. (chuckles).
I really would like to show you all how I believe a course can be a content rich, totally interactive and certainly filled with the web 2.0 tools.
(Instructor scrolls down the page and skims an announcement. The mouse is visible with a yellow circle highlighting it.)
Dr. Russ Meade, instructor: First on our agenda is the syllabus. One of the requirements is that the syllabus be linked, and I have the link right here.
(The mouse hovers over the syllabus link in the announcement.)
Dr. Russ Meade, instructor: And we’ll go into that.
(Instructor scrolls up the page to the top of the announcement.)
Dr. Russ Meade, instructor: This is my introductory statement. It also has a very detailed virtual tour of the class that I give the students. It is all video and audio.
(Instructor scrolls down the page and skims the announcements. The mouse hovers over the syllabus link.)
Dr. Russ Meade, instructor: Let’s go back to the syllabus and syllabus requirements. As I stated we simply click on the link and this will bring us to the syllabus.
(Instructor clicks on the syllabus link.)
Dr. Russ Meade, instructor: The syllabus contains everything. It’s a read only format. All my contact information is there.
(Instructor scrolls down the syllabus page.)
Dr. Russ Meade, instructor: I have all policies linked to it. I have a link to the library and academic success, and also netiquette. Because the time limitations I’m trying to scroll through these very fast but they are all here.
(Mouse appears on screen and hovers over each resource link accordingly as Dr. Russ Meade mentions them.)
Dr. Russ Meade, instructor: Netiquette, Library, Academic Policies, Academic Success, and I’ve also added some tips for online success that I’ve done personally and it shows up on Youtube. Very simply stated, I believe that you should give as much information in the syllabus and I’ve certainly done that. Tutorials are available and how I collect and grade all assignments is right there.
(Instructor scrolls down the page further. Sections scrolled past include Attendance, Integrity, Course Materials Presentation including Visual, Auditory, Reading/Writing, and Kinesthetic, and How to Post Multimedia.)
Dr. Russ Meade, instructor: I also have a multimedia host which I will discuss in a second where the students can interact with each other in real time by audio and visual aspects.
(Instructor scrolls down the page further to the Course Schedule. Course schedule includes the Module number, activity name, and due date.)
Dr. Russ Meade, instructor: And naturally, as required, here are the due dates.
(Instructor scrolls up the page to the top of the syllabus. The mouse hovers over Modules link in the course menu on the left.)
Dr. Russ Meade, instructor: Alright, let’s go back and try to go through the other requirements. Introductory activities are right here in the Modules. In Module One specifically, students can introduce themselves.
(Instructor scrolls down the page to Module 1. The mouse hovers over the Introductions link.)
Dr. Russ Meade, instructor: Just go right down here where they make introductions to each other.
(Introductions discussion page. Mouse hovers over link reading, “Introduce Yourself via Audio or Web Cam!”
Dr. Russ Meade, instructor: It’s interesting because this can and will be done via audio and also video. If they don’t want to do that, because it is optional, they can type it in. They complete their introductions and they are required to interact with approximately three or four others.
(Mouse hovers over course menu.)
(Announcements page. Several Announcements are displayed in chronological order.)
Dr. Russ Meade, instructor: Going back to the other requirements, here is the Announcements page. And what you’ll see on the Announcements page here is that I have numerous announcements placed each and every week. And a lot of these are audio and videos.
(Mouse hovers over course menu.)
Dr. Russ Meade, instructor: Before we run out of time – five minutes is extremely difficult for this New York professor – (chuckles) let’s go into the specific modules.
(Modules page. Course Resources are listed together as links.)
Dr. Russ Meade, instructor: This is an eight week class and these are all the requirements to get to know the class and how it’s navigated.
(Instructor scrolls down the page, passing Modules 1, 2, 3, and 4.)
Dr. Russ Meade, instructor: And here are the modules. Everything is in the Module that the student has to complete. Let’s just take a simple look at Module 2.
(Mouse hovers over Module 2 link.)
(Module 2 page. Instructor scrolls down the page to Student Learning Outcomes and Instructions.
Dr. Russ Meade, instructor: And Module 2 as you’ll see has the student Learning Outcomes, and Introduction on exactly what they need to do.
(Instructor scrolls down the page further to the Module 2 page content.)
Dr. Russ Meade, instructor: I’ve also put in a lecture, just as you would in a regular synchronous class.
(Instructor pauses on an image of the text “Watch Video” with a cursor icon clicking on it. The link to the video is posted below.)
Dr. Russ Meade, instructor: And finally, a video from an expert. They can simply click on and here, I believe, is a lecture from a professor from Harvard University.
(Instructor continues to scroll down the page passing a section titled Legal Terms to Know.)
Dr. Russ Meade, instructor: I also have legal terms to know, links to a legal dictionary. After they read that, they view the videos.
(Module 2 Discussion page.)
Dr. Russ Meade, instructor: They go to the discussion board that requires higher level thinking at all times.
(Writing Assignment 2 Page.)
Dr. Russ Meade, instructor: After that, you’ll also see a writing assignment. I have several tasks required and uses for Module modalities.
(Screen fades to black.)
BLAW-400- DL3 - Business Law
University of Bridgeport
Instructed by Dr. Russ Meade
Instructional Design by Christine Smith
Design of Interactive Educational EnvironmentsInstructed by Christopher Neidig at Quinnipiac University
(Announcements page of Design of Interactive Educational Environments course in Blackboard.)
Christopher Neidig, instructor: Hi folks! And welcome to my Instructional Design 531 course, Design of Interactive Educational Environments. This first page is the announcements page of the course this is where I post all important announcements but to get the course started, I have a welcome announcement to the students where they are instructed to head over to the syllabus and course documents area and download and read over the syllabus and let me know of any questions. They're also instructed to download the software, the required software for the course, Adobe Captivate 9.
(Syllabus and Course Documents page. The instructor points the cursor to each item as he mentions it.)
Christopher Neidig, instructor: So after reading the course announcement they should head to the syllabus and course documents area. Here I have my syllabus posted as a pdf. I also have a video overview of the syllabus going over the syllabus in more detail.
I also do a self-introduction and this screencast as well, welcoming, really giving them an overview of the course as well as the syllabus.
(Instructor scrolls down the page to and skims the Netiquette and About the Instructor sections.)
Christopher Neidig, instructor: I have my netiquette policy posted here, I have a picture of myself posted. I have my bio, my contact information as well as some awards and certifications I have earned.
(Instructor continues to scroll down the page, displaying various resource links.)
Christopher Neidig, instructor: I also have all links to specific areas of the university that they might need.
(Learning Modules page. The Modules for the course are listed on this page.)
Christopher Neidig, instructor: The learning modules themselves are in the learning modules of the course. I break my modules down into mostly two week modules and I color code the modules and l leave all weeks 9, 10 and 11 and I provide specific dates so students understand how long models are.
(Instructor clicks on Module Five.)
(Module Five page. Instructor moves cursor over each content item as it is mentioned.
Christopher Neidig, instructor: In each module, I do a different course banner relevant to the topic we're covering. I have my learning objectives for the module that follow the Bloom's Taxonomy language. This course was designed around the Quality Matters Rubric so a lot of required elements in that rubric are in this course and you can see my learning objectives here.
(Instructor scrolls down to the Module 5 Overview item where a video is available for student’s to watch.)
Christopher Neidig, instructor: Each module has a module overview where I go over the module in more detail as a screencast connecting the learning objectives to the activities in the module and especially the assignment for the module.
(Instructor continues to scroll through the Module 5 page, moving the cursor over each content item as it is mentioned.)
Christopher Neidig, instructor: In a basic module, students have to review and critique their classmates' projects that were submitted in the previous module. I provide them with prompts to get them, what they should be examining in the projects, so it's a nice way of fostering collaboration as well as giving students different projects to look at to hopefully spark some ideas. The activities in support of learning outcomes.
This is not just a production course with learning Adobe Captivate, but they have to apply instructional design theories and learning theories to their projects, so I provide them with articles, reading articles or podcasts or videos and as far as each module has video tutorials similar to what you would see on a Lynda.com but these are created by myself and other co-developer. And we try to keep the videos short. The videos in this module are a little long because by this time in the course they are a little bit more advanced earlier video tutorials range from a minute to 3 minutes maybe some of the 5 minutes range. This course is a graduate course in our online instructional design program.
I've created a writing assignment that's a reflection assignment, but students must use resources to support their arguments; So they do have a writing aspect in this graduate course. Not- the entire course is not just project based.
They also need to read and comment on each other's writing assignments as well and this is another way I foster collaboration.
The projects or assignments for each module are clearly listed and I provide the items that are required in a project so in this module we cover some advance actions.
Here's some of the things that are required that they have to have in their project.
The topic or the content of the project is up to them and I'm looking for the technical aspect and the design and delivery of their project.
Students have to summit of rough draft after week one of the course and their classmates and myself comment on the rough drafts to see how they're going and maybe some, we provide feedback on things that can be improved or worked out a little bit better; and then ultimately students submit their final draft at the end of the module and in the following module the students will comment on their final versions of their projects as well.
So a lot of collaboration going on from peer-to-peer and also from instructor to student.
Each module concludes with a summary of due dates I list; because these models are two weeks or three weeks it – it can get confusing with a lot of due dates so I list them here at the end of the module for students and I put the dates and the times in bold for the students.
(Instructor scrolls up the page and moves the mouse to the course menu.)
Christopher Neidig, instructor: So that's a typical module in the course. The other areas in the course of the course resources area.
(The instructor clicks on Course Resources.)
(Course Resources page. There is a list of links with descriptions on what information the links provide.)
Christopher Neidig, instructor: And this is where I put all tutorials for the course so the students don't have to, they don't have to go digging into the modules looking for a specific tutorial; they can scroll to through here and find the tutorial they're looking for.
(Instructor moves mouse to the course menu and clicks Course Blogs.)
(Course Blogs page. Instructor moves mouse over each item as it is mentioned.)
Christopher Neidig, instructor: The course blogs part is where they submit their assignments and this is where all the communication for the course takes place. I have information if they're not sure how to use a blog and a questions about the course blog and they have a blog for each module. And we have a tech support button with information on how to count, ah contact tech support in case they have computer issues.
So overall that's my course and I hope you enjoyed it.
Instructional Design 531- Design of Interactive Educational Environments
Instructed and Designed by Christopher Neidig
Global Program and Project ManagementInstructed by Michael Lohle at the University of Bridgeport
(Screen fades in from black. University of Bridgeport Blackboard is open to the Home Page of the Global Program and Project Management course.)
Michael Lohle, instructor: Hi my name is Professor Michael Lohle with the Ernest C. Trefz School of Business at the University of Bridgeport. Today I am going to show you the online MBA course shell for Management 555: Global Program and Project Management. Now you’re looking at a page that is developed using the canvas course management system and this is the home page that provides various cues for our students.
(Highlighted cursor moves to Syllabus link in the left side course menu.)
(Syllabus page. Curse is highlighted by a yellow circle and hovers over the items on the page as they are mentioned.)
Michael Lohle, instructor: Now the syllabus page has a PDF a copy of the syllabus as well as the syllabus content stored here.
(Highlighted cursor moves to Modules link in left side course menu.)
Michael Lohle, instructor: The module session is used rather extensively. It allows the instructor to choreograph student engagement with the materials. Each module here corresponds to a model in the syllabus.
(Highlighted cursor moves the first link on the Modules page.)
(Water Cooler Discussion board.)
Michael Lohle, instructor: Our water cooler discussion provides an approximation of an on campus question and answer session. Here students post any questions from about policy to homework anything else. The instructors post responses for all to read.
(Instructor scrolls down to Module 1 and clicks the “Video: Meet Your Instructor” link.)
Michael Lohle, instructor: Now videos are a key cornerstone of what we do here.
(Video: Meet Your Instructor page. Body text includes the instructor’s name, course title, and an embedded video of Professor Mike Lohle.)
Michael Lohle, instructor: Now here you have a “Meet Your Instructor” video, but we provide videos for every type of assignment. Students really like them because it provides a sense of personalization that they wouldn’t otherwise get.
(Instructor scrolls down to Module 1 and clicks the “Module 1 Video Overview” link.)
Michael Lohle, instructor: Same with this video overview.
(Module 1 Video Overview page. Body text includes brief introduction to the video and embedded video of Professor Michael Lohle.)
Michael Lohle, instructor: Every week we post of video overview projecting what's coming in a module and also providing coaching points about what came before.
(Instructor scrolls down to Module 1. The highlighted mouse hovers over Module 1 content as the instructor mentions it.)
Michael Lohle, instructor: You’ll see a lot of mp3 files these are basically a capturing of my on-campus lectures. For example, here's a module lecture that corresponds with a PowerPoint slide presentation and this is an identical recapturing of what I cover on campus.
(Discussion 1 page. Instructions are in a bulleted list.)
Michael Lohle, instructor: Now our discussions all now contain predefined questions that students must answer by Tuesday; then, on subsequent days, they must react to other students’ responses and then respond to other students’ responses to themselves. Points are taken off its students do not do this spread out over a week, and this results in a nice dialogue.
(Personal Reflections 1 Discussion Board.)
Michael Lohle, instructor: Personal reflections, on the other hand, are one-on-one dialogues between students and instructors. And here the students are urged to reflect upon what they’ve learned and they can also provide any observations. It's a nice mechanism for the instructor to assess progress.
Michael Lohle, instructor: Now there are various ways to measure the learning outcomes.
(Instructor scrolls down to Module 1 and clicks the “Checker here for your group members” link.)
(Group Members page. Body text includes introduction to groups and a bulleted list with XXX in place of student names.)
Michael Lohle, instructor: One of the ways is we have a group project where students write a final term paper as a group. Now this allows them to leverage the online environment to experience what it’s like to manage virtual teams. Here you see we’re assigning group members. We have them confirm the scope, provide status reporting every week where the instructor assess both content and team building, and then they provide the final deliverable.
We also have an individual project where students plan either personal or professional project that they have to do. We also have the four case studies.
(Highlighted cursor moves to Bb Collaborate link in the left side course menu.)
Michael Lohle, instructor: During each a week session we have four synchronous BB collaborate sessions where students can come and meet the instructor.
(Bb Collaborate page. Body text includes a Welcome to Blackboard Collaborate Web Conferencing message.)
Michael Lohle, instructor: They tend to enjoy this because they get to have real time interaction. Now students they can attend benefit from the fact that the instructor records these sessions.
(Course home page.)
Michael Lohle, instructor: So, what do students tend to say about this experience? Well they really like the videos; they really like the lectures and what they have told me time and again is that the way this course is designed fosters a much higher level of interaction and getting to know each other than in other online courses. So they really feel they get to know their peers better as well as their instructor.
What do you get if you do this? Well, you can really create a very robust course experience if you design it in this way. You can also ensure repeatable delivery with a high quality by having codified all of the lectures and all the information.
Instructors feel that they don’t have to reinvent the wheel then; they feel like they can focus on facilitation and delivery and the students like the bridging of theory and practice.
And finally I think is most important a lot of interaction and engagement is facilitated so that social presence, which is so difficult to engender because of the distributed nature of the online environment, really becomes reinforced here. It’s a good driver for positive feeling of social presence. Well, thank you very much for your consideration.
(Screen fades to black.)
MGMT 555 - Global Program and Project Management
University of Bridgeport
Instructed by Michael Lohle, PhD
Instructional Design by Christine Smith
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