Preparing a New WebCT Course

Preparing a New WebCT Course

by Elizabeth Wallace -
Number of replies: 3

This is the time of year when faculty members are turning their attention to preparing new WebCT courses for the spring semester. One of the nicest things about teaching and learning in the lower mainland of BC is that we have no winter term! So as we think about January 06, what questions can we share about how to design, develop and deliver online courses? 

Some of my questions are about the use of multi-media in WebCT.  What works? What constitutes "too much" multi-media? How do we know when we've enhanced the learning experience? What have we learned about what NOT to do?

Does anyone agree with me that video can sometimes cause more problems than it's worth?

In reply to Elizabeth Wallace

Re: Preparing a New WebCT Course

by Amy Severson -
I'm not convinced that video often adds value to an online course. I think that is because the type of video I most frequently see is the talking head variety. My bias is to use audio only in those cases, as it downloads faster, and combined with a photo, provides just as much personality.

I can see video being used to demonstrate a dance step, a series of kinetic steps to set up an experiment, or proof of cause and effect, for example. These recording would require careful planning, practice, and some assured video recording and editing, however! :)
In reply to Amy Severson

Re: Preparing a New WebCT Course

by Sandra McKenzie -
Video is like any other media, there has to be a real reason for using it for it to be effective. I've edited too many courses where the media is just plunked in because it's available - there's little or no thought given to what purpose it serves.

Having said that, when it is used well, it can be a valuable teaching tool. As Amy said, it is most useful when there is something active to be demonstrated, or when making a comparison.

Amy sez: "These recording would require careful planning, practice, and some assured video recording and editing, however!" Well, yes. But that's precisely what LIDC is all about. We should be (and we are) producing cutting-edge media and other learning objects that can be transferable across disciplinary lines.