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Faculty Online Blackboard Orientation Tutorial

David Graham

Walden University

Professor Susan Schnorr

EIDT 6910-4

July 8, 2017

Faculty Online Blackboard Orientation Tutorial

Project Statement

I am currently employed as a Training Administrator for the United States military where I oversee the curriculum analysis, design, development, implementation and evaluation for the nursing program. As with many new positions, there comes new applications or processes that facilitate the work to be accomplished during the work day. New faculty have a lack of understanding of the functions and capabilities that can be delivered through the Blackboard™ Learning Management System (LMS). Blackboard™ is a web-based system designed to support online courses and face-to-face courses through server software integration of multimedia technology tools for course management, interactive learning, communication, and assessments. (Blackboard, n.d.) As faculty are introduced and acquainted with the Blackboard™ LMS, faculty will be able to facilitate a positive learning experience for students through the use of web based tools. The organization’s current staff and faculty have a higher turn over due to the nature of the military mission and staff rotations every two years.

The instructional opportunity is a future or anticipated need (Morrison, G., Ross, S., Kalman, H., & Kemp, J., 2013) that may come about due to a lack of new faculty understanding the wide variety of tools Blackboard™ has built into the LMS and the web based tools that can be added to promote a positive learning experience for each student. Interaction is one of the most discussed topics in distance education, (Simonson, M., Smaldino, S. & Zvacek, S., 2015) and is the way forward to promote the use and interaction between faculty and students for a successful learning experience. By creating an online screencast tutorial orientation, this will assist future staff members in understanding and facilitation of course materials using the Blackboard™ LMS. To assist in bridging the gap from instructors to the students, the Zone of Proximal Development (ZDP), which is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Ormrod, J., Schunk, D., & Gredler, M., 2009), helps to identify the resolution proposed. The ZDP represent the amount of learning possible by a student given the proper instructional conditions. (Ormrod, J., Schunk, D., & Gredler, M., 2009)

For this course tutorial, each of the six modules will focus on the different elements of technology in the e-learning environment to include discussion boards, web based resources, organization, media upload, audio and video additions, online testing, social media interaction, communication and evaluation. The two hour online, self-paced tutorial is designed to orient new faculty and to serve as a refresher tutorial to address ways to enhance the course instruction with web based technology. Each tutorial module will be screencast to be accessed at any web based computer to promote the interactivity during each module tutorial. Upon completion of the orientation tutorial, a short course evaluation survey will be available through a web based survey tool to compile evaluations of training.

References

Blackboard Learn™. (n.d.). Blackboard Inc. Retrieved from:

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective instruction. John Wiley & Sons, Inc.

Ormrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning Theories and Instruction. (Custom Edition). New York, NY: Laureate Education. Inc.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information Age Publishing.

Capstone Project (EIDT 6910)

AECT Standards 1-5


|Criterion |1 |2 |3 |4 |5 |

|/(Standard) |Unacceptable | |Acceptable | |Target |

|Design Document |Evidence shows that: |Needs |Evidence shows that: |Emerging Mastery |Evidence shows that: |

|(AECT 3.3.1) |Does not identify learner|Improvement |Identifies specific | |Identifies specific learning characteristics and notes |

|(AECT 3.4.3) |characteristics | |learner | |entry competencies |

|(AECT 1.3) |
Does not identify | |characteristics


Identi| |Identifies specific learning styles of intended |

| |learning styles | |fies general learning | |audience and includes references to theory and research|

| |

Does not identify unit | |styles of intended | |Identifies unit goals and learning objectives |

| |goals or learning | |audience. | |appropriate for specific content, outcome levels and |

| |objectives | | | |instructional domains. |

| |

Does not indentify | | | |Clearly identifies contextual factors with detail and |

| |contextual factors | |Identifies unit goals | |examples |

| |
Does not include task | |and learning objectives | |
Analyzes specific instructional tasks using relevant |

| |analysis


Instructional | |appropriate for specific| |topics and procedures and displays task analysis in |

| |strategies are not | |content


Clearly | |graphical form. |

| |identified | |identifies contextual | | |

| | | |factors | |Multiple instructional strategies are identified and |

| | | |
Analyzes general | |demonstrate appropriate contextualized application |

| | | |instructional | |within practice in complex, interactive environments. |

| | | |tasks


Instructional | | |

| | | |strategies are | | |

| | | |identified and | |Design document is supported by Learning Resources and |

| | | |appropriate for practice| |additional research. |

| | | |within real world | | |

| | | |contexts. | | |

|Instructional |Evidence shows that: |Needs |Evidence shows that: |Emerging Mastery |Evidence shows that: |

|Materials |All required |Improvement |Overview description of | |Overview description of instructional materials |

|(AECT 1.1.3) |instructional materials | |instructional materials | |includes rationale for delivery method. |

|(AECT 1.1.5) |are not identified or | |includes rationale for | |
Storyboard contains 5 or more required media elements.|

|(AECT 2.1-2.4) |included. | |delivery method. | |


Presentation module meets the 1-2 suggested length |

|(AECT 5.2-5.3) |Assessment materials are | |Storyboard contains at | |or comparable scope. 
 |

| |not included or do not | |least 4 required media | |Assessment materials demonstrate congruency with |

| |demonstrate congruency | |elements. | |goals/objectives and instructional strategies, |

| |with goals/objectives and| |Presentation module | |incorporates both formative and summative methods for |

| |instructional strategies.| |meets the 1-2 suggested | |collecting learner assessment data, and includes a |

| | | |length or comparable | |learner satisfaction survey.

Overview description is |

| | | |scope. | |supported by Learning Resources and additional |

| | | |Assessment materials | |research. |

| | | |demonstrate congruency | | |

| | | |with goals/objectives | | |

| | | |and instructional | | |

| | | |strategies. | | |

|Implementation |Evidence shows that: |Needs |Evidence shows that: |Emerging |Evidence shows that: |

|and Evaluation |Plan does not include all|Improvement: |Report describes |Mastery:
Contains|Report describes implementation in detail, including |

|Report |required components. |
Contains |implementation in |some elements of |both implementation high points and challenges. |

|(AECT 1.1.4) | |some elements|detail, including both |an "Acceptable" |

Report describes assessment and evaluation data, |

|(AECT 4.3-4.4) | |of |implementation high |
and some, but |conclusions, implications, and proposed revisions, |

| | |"Unacceptable|points and challenges. |not all of the |including more than one visual representation of |

| | |" 
and some, |Report describes |elements of |data.




Report is supported by Learning Resources and|

| | |but not all |assessment and |"Target" |additional research. |

| | |elements of |evaluation data, | | |

| | |"Acceptable" |conclusions, | | |

| | | |implications, and | | |

| | | |proposed revisions, | | |

| | | |including at least one | | |

| | | |visual representation of| | |

| | | |data | | |

|Written |Evidence shows that: |Needs |Evidence shows that: |Emerging |Evidence shows that: |

|Expression and | |Improvement: |Ideas are clearly and |Mastery:
Contains|Work is unified around a central purpose with |

|Formatting |Major points do not |
Contains |concisely expressed. |some elements of |well-developed ideas, logically organized in paragraph |

|The extent to |reflect appropriate |some elements| |an "Acceptable” |structure with clear transitions. |

|which scholarly, |elements of |of | |
and some, but |Effective sentence variety; clear, concise, and |

|critical, |communication. |"Unacceptable| |not all of the |powerful expression are evident. |

|analytical | |" 
and some, | |elements of | |

|writing is | |but not all |Elements of effective |"Target" | |

|presented using | |elements of |communication such as an| |
Work is written in Standard Edited English. No |

|Standard Edited |No effort to express |"Acceptable" |introduction and | |prominent errors interfere with reading. |

|English (i.e. |ideas clearly and | |conclusion are included.| | |

|correct grammar, |concisely. | | | | |

|mechanics). | | | | | |

|When referencing | | |Work is written in | |All web-based sources are credited through embedded |

|web-based |

Work is not written in | |Standard Edited English | |links. |

|sources, an |Standard Edited English. | |with few, if any, | | |

|active hyperlink |Contains many grammatical| |grammatical or | |Fair-use, copyright, licensing, and/or creative commons|

|to the original |or mechanical errors | |mechanical errors. | |guidelines are followed. |

|source must be | | | | | |

|included. |Web-based sources are not| | | | |

|Stated fair-use, |credited. | |Few, if any, errors in | | |

|copyright, | | |crediting web-based | |*Represents scholarly writing in a correct APA format. |

|licensing, and/or| | |sources. | | |

|creative commons |Fair-use, copyright, | | | | |

|guidelines should|licensing, and/or | |Few, if any, errors | | |

|be followed for |creative commons | |following fair-use, | | |

|all web-based |guidelines are not | |copyright, licensing, | | |

|resources. |followed. | |and/or creative commons | | |

|*APA formatting | | |guidelines. | | |

|guidelines need |* The quality of writing | | | | |

|only be followed |and/or APA formatting is | |*Work is well organized | | |

|if applicable to |not acceptable for | |with correct APA | | |

|assignment. |graduate level work. | |formatting throughout. | | |

| | | | | | |

| | | | | | |

| | | | | | |

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