Vista+Tutorial

Instructional Analysis Assignment __WebCT Vista Course: Interacting With Students__ Mary Burns Prine EdTec 572 June 15, 2008 **Introduction:** Web CT is the platform used for online instruction for SDCCD. WebCT has developed a series of tutorials to assist instructors on the use of this platform. I evaluated the 3rd module, __Interacting with Students__. The learners are instructors who are interested in teaching online and using WebCT Vista. It is assumed that learners possess a minimal amount of background knowledge (file management, uploading and downloading information). It is an online lesson with no live interaction between class and instructor. However, it allows for communication with instructor and classmates via the discussion board. It is designed to be completed within approximately two hours. The objectives of this module are clearly stated in the overview of the module. Learning outcomes range from simple (identify, view) to complex (create, conduct and explain). **Structure**: The lesson is delivered in a textual mode, with additional content in the form of PDF files, interactive flash tutorials, video tutorials and interactive assignments. In addition, links are provided to assist in background knowledge within the tutorials. The module is divided into seven lessons (overview, maximizing communication, discussions, chat, as your course progresses, quiz and discussion board). In addition, two of the lesson (discussions and chat) are again divided into several smaller lessons in order to maximize learning. **Timing**: The use of several lessons, as well as the addition of sub lessons allows the learner to break down instruction into manageable segments. The segments allow the learning to be self paced with the amount of instruction during a session to be determined by the student. **Preparations**: Content was developed by WebCT (Blackboard) with additional video tutorials developed and delivered by SDCCD Online faculty. All aspects of course instruction seem to be included. The designer of the course identified clear objectives prior to development, and created additional materials to support instruction. Quizzes at the conclusion of the module determine the success of the learning outcomes, and the discussions which accompany each module serve to further enhance learning. **Reflections**: This is a very successful series of lessons in terms of learning outcomes. Material is delivered in several modes to enhance learning (visual, auditory, interactive). Arrangement of lessons is in small chunks to enable learning. A segment of the module arranges material into a table for convenient review. Several screen shots are used to allow learners to see how the content will be viewed on the computer. This course uses color, tables and links to keep the learner engaged. The designers use text blocks to direct learning, using different color schemes. Samples include teaching tips, student activities and How Do I boxes. Formative evaluation is provided via practice course activities throughout the learning module. This course also utilizes a second practice course, in which the learner can practice what they are learning through the module. This is very effective in applying knowledge into a real life setting, while allowing for mistakes associated with learning. Summative evaluation is used in the quiz which follows the module, as well as contributing to the discussion topic. **Theories of Instruction**: There are elements of behaviorist, cognitive and constructivist theories at work in this module. Behaviorist theory is used as the flash tutorials provide visual reinforcement when the correct action is performed. The instruction is delivered in a cognitive way, outlining procedures and content for use of WebCT. The learner is allowed to construct the material into the practice course, although modifications are minimal. Still, it allows enough freedom for the learner to understand the concept. Gardner’s Multiple Intelligences theory is supported, given the variety of teaching modes used which utilize different means of delivery (visual, multimedia, words, charts, discussion boards). The use of instructor delivered content, with the opportunity to imitate and model instruction adheres to Bandura’s Social Learning Theory. The use of the discussion board following each module reinforces the community interaction, and the importance of collaborative learning, which is common to Vygotsky’s Social Development Theory. **Conclusion**: The training for WebCT Vista is complete and adheres to optimal instructional design elements. It provides an interesting design, a useful technique of instruction and well designed assessments. It provides the training necessary to design and facilitate a WebCT Vista course.