KFLC 2006 FLASH to the Rescue Automating Student WebCT Orientations with a Video Tutorial.
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Transcript of KFLC 2006 FLASH to the Rescue Automating Student WebCT Orientations with a Video Tutorial.
![Page 1: KFLC 2006 FLASH to the Rescue Automating Student WebCT Orientations with a Video Tutorial.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649ea85503460f94babf18/html5/thumbnails/1.jpg)
KFLC 2006
FLASH to the Rescue
Automating Student WebCT Orientations with a Video Tutorial
![Page 2: KFLC 2006 FLASH to the Rescue Automating Student WebCT Orientations with a Video Tutorial.](https://reader036.fdocuments.in/reader036/viewer/2022081519/56649ea85503460f94babf18/html5/thumbnails/2.jpg)
KFLC 2006
Elementary Spanish
• 40 sections per semester, 900 students
• Graduate Teaching Assistants
• Part Time Instructors
• College of Liberal Arts core course
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KFLC 2006
WebCT Usage
• 1 hour “lab” credit
• WebCT site – Course Documents– Resources– Electronic Workbook– Videos and Video Quizzes
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KFLC 2006
Previous WebCT Site
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KFLC 2006
Course Documents
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KFLC 2006
Course Calendar
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KFLC 2006
Study Guides
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KFLC 2006
Lab Materials
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KFLC 2006
Lab Materials
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KFLC 2006
Electronic Workbook
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KFLC 2006
Our Students
• From College of Liberal Arts
• Incoming Freshmen• First course with
WebCT• Complex site
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KFLC 2006
Previous Solutions
• Multimedia Cart or TEC classroom
• Introductory PowerPoint presentation
• Lab Orientations
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KFLC 2006
What happens when you try to bring 900 Spanish students to the Foreign Language Multimedia Center during the first week of classes?
a. Schedule conflicts with other languages
b. Confusion as students add courses
c. Coordinator loses her voice
d. General chaos
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KFLC 2006
e. All of the above!!!!
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KFLC 2006
Ideal Solution
– Automated presentation
– Available for all Elementary Spanish students
– Internet based
– Content specific
– Unlimited usage for reference
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KFLC 2006
Ideal Solution
– Individual pacing
– Easy to use
– Visual and aural
– Cross platform
– Limited software, plug-in or hardware requirements
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KFLC 2006
Team Members
• Coordinator, Elementary Spanish Program• Assistant to Spanish Coordinator• Producer/Director, Media Production Group• Graphic Designer, Media Production Group• Director, Foreign Language Multimedia Center• IT Coordinator, College of Liberal Arts• Graduate Student Technology Assistant
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KFLC 2006
Development Process
• Demonstrate and discuss site• Brainstorm• Determine important elements• Redesign WebCT site• Develop script• Design Video Tutorial• Implement Tutorial• Assess Results
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KFLC 2006
Discuss Site
• Opportunity to evaluate current site
• “Fresh” eyes
• Reflect on language used in orientations
• Determine assumptions about our students and how they use the site
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KFLC 2006
Brainstorm
• Flexibility
• Ability to pause
• Talking head or not
• Screen shots versus video
• To stream or not to stream
• Small chunks
• Length
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KFLC 2006
Important Elements
What elements are crucial to student success in course?– Finding Syllabus– Navigating site– Locating online assignments– Registering Electronic Workbook– Taking Video Quizzes
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KFLC 2006
Site Redesign
• Reorganize
• Adjust terms
• Simplify
• New visual look and feel
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KFLC 2006
Develop Script
• Record an orientation session• Transcribe script• Review transcription• Back to the drawing board/re-write script• Judicious editing by group• Record script and listen• More editing• Even more editing
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KFLC 2006
Why FLASH?
• Cross platform
• No specific media player required
• No slow download or stream
• Flexibility of presentation
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KFLC 2006
Build Flash Tutorial
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KFLC 2006
Challenges
• Placement in WebCT
• Window resizing and pop-up windows
• Java script solutions
• Tracking mechanism
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KFLC 2006
Challenges
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KFLC 2006
Challenges
• Create a “command / response” situation like a traditional classroom
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KFLC 2006
Challenges
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KFLC 2006
Challenges
• Screen shots and an animated mouse arrow timed with the narration
• Simple click sound effect makes enormous difference in focus
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KFLC 2006
Implementation
• Added to newly re-designed WebCT sites in Spring 2006
• Tutorial was pointed out in class
• No classes brought for orientations
• Two “Help Sessions” scheduled in Multimedia Center
• Students with questions were directed to the tutorial
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KFLC 2006
Results
• Much less chaos in lab
• No lost class time
• Very few students with WebCT questions
• Low student attendance at “Help Sessions”
• Tracking indicates video accessed 200 times during first two days of class
• Accessed 1128 times by mid term
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KFLC 2006
Access
Tutorial Uses by Week
0100200300400500600700800
1 2 3 4 5 6 7 8 9
Week
Us
es
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KFLC 2006
ResultsFLSP Students
90
21
70
57
0
10
20
30
40
50
60
70
80
90
100
Watched Tutorial Did Not Watch Tutorial
1010
1020
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KFLC 2006
Student Reaction
• Responses to online survey– 238 responses– Some unreliable data
“After I watched it once I really felt like I was on the right track. There is a lot to do in this class and this help me feel like I ready for all the work.”
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KFLC 2006
“It was wonderful! I would hate going to the WebCT site if the tutorial had not helped me figure out what I needed and how to get to it.”
“Didn’t know about it”
“Tutorials are for suckers”
“not at all. it wasn't necessary.”
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KFLC 2006
Timeline
• Initial project approximately 6 months– Planning and scripting (4 months)– Development (2 months)
• Subsequent projects 3-4 months
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KFLC 2006
Future Plans
• Other Elementary and Intermediate Language sequences
• Core courses in Liberal Arts with common WebCT sites
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KFLC 2006
Success Strategies
• Choose your team wisely
• Take advantage of resources on your campus
• Be flexible and open-minded
• Revise, revise, revise
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KFLC 2006
Stacey L. PowellDirector, Foreign Language Multimedia Center
Auburn [email protected]
Jason AdamsGraphic Designer, Media Production Group
Auburn [email protected]
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KFLC 2006
Brian M. ColeAssistant Coordinator, Elementary Spanish
ProgramAuburn University