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2. New Instructor Helpsheet: Managing A Class with Multiple Sections 3. Instructor Spotlight: Kriste Lindenmeyer (History) 4. FYI: Departmental Web Site Training 5. FYI: 2/20 Chronicle of Higher Ed Webcast: Technology and Tenure 6. FYI: 3/13 TLT Brown Bag: Lessons Learned from Biology 100 DETAILS 1. The Dreaded "Script Produced No Output" Error Over the last three weeks, the Office of Information Technology (OIT) has been working with Blackboard to isolate and fix the annoying "script produced no output" error. Alas, we're still stumped. We'll spare you the details about perl code, but as you may have discovered, you can usually bypass the error by hitting the "Back" button on your browser or reloading the specific frame containing the link that generated the error. We regret the inconvenience of this problem and appreciate your patience as we try to fix it. 2. New Instructor Helpsheet: Managing A Class with Multiple Sections If you're using Blackboard for multiple sections of the same course, you may want to try using the groups feature inside any Blackboard course. Enroll all of your students into one Blackboard course, then create a group for each section. Your announcements, documents and assignment will be seen by all, but you can still send email to specific groups or give them their own discussion space. For more information, see the new helpsheet at http://blackboard.umbc.edu.
What prompted you to start teaching with technology? I was a department store buyer for nine years before returning to college and eventually earning a Ph.D. in American history. Working in the business world showed me that computer technology could be a useful tool for saving time--especially my time. My first academic job was at Tennessee Technological University. There I taught 130+ undergraduate students each semester, and sometimes did some adjunct teaching at Vanderbilt University. In a perfect world I wanted to interact with each student, but I found that scheduling one-on-one meetings was artificial and terribly time consuming. My experience as one of the first on-line editors for H-Net, Humanities and Social Sciences On-line, showed me that on-line communication could solve some of the practical problems I faced dealing with so many students. Beginning in 1993 I started using a class listserv and email and soon put my syllabus on line using gopher. This proved so successful that I moved to web-based syllabi by the Fall of 1994. Because this was such an important transition period for the students and me, I also continued to use paper syllabi and other supplemental materials. Believe it or not, in the early and mid 90s, many students still had trouble using a mouse and keyboard. What courses have you taught in an online or web-enhanced environment? I depend on a web-based syllabus for all the courses I teach. I'm so dependent on it now that I'd sorely miss the convenience of a web-syllabus. It saves me lots of time and headache. Each course website features a class description and schedule. Some required readings are linked to the on-line syllabus, although I also require the students to read books. I pick and choose among other web tools to use depending on the pedagogical and practical goals for each course. In other words, my website for the "U.S. History from 1877 to the Present" survey class, is different from the one I use in the 400/600 level "Origins of American History" course. My courses are web-enhanced, not distance learning. How has using technology made a difference for your students? I felt a responsibility to expose all students to technologies appropriate for the study of history. Using email, on-line discussion boards, and the Internet as a research tool are skills all history students should encounter. Student evaluations consistently note that they are grateful to have access to the course materials 24 hours a day, 7 days a week. Most are also glad that I use on-line testing (in some classes) and paper submission because it gives students more freedom to control their own schedules. And, frankly, it gives me more latitude to choose when I want to interact with students. How have your students responded to these kinds of classes? Some students have commented that there is a period of adjustment to my web-enhanced courses during the first two weeks of class. However, this has become a less frequent comment as the use of the Internet becomes a bigger part of their daily lives. Sections always fill and course evaluations are consistently positive, with many students mentioning their approval of the web syllabus. Some get frustrated with the technology when it doesn't work as expected, but library reserves, missing books, etc. were the old targets of complaint. How has using technology changed your approach to teaching? Testing and quizzes are the biggest change. I used to view all testing (whether a quiz or final exam) as pretty much the same. I was the police officer and the students had to be carefully watched. I now use on-line quizzes as a study tool for introductory courses. In the upper division classes I use the Discussion Board as a means to develop a greater sense of collaborative learning among the students, and a means to motivate students to keep up with the readings. Reading and commenting on each others' work is a very useful motivational strategy that is easier to accomplish using digital tools like Blackboard's Discussion Board than more traditional methods such as in-class quizzes or weekly writing assignments turned in to the instructor. What surprised you? I am surprised everyday at how quickly the Internet has become important in people's lives. Less than ten years ago I can remember a meeting at the University of Virginia where several of us passionately debated the virtues of the World Wide Web over Gopher. Only three years later when my 72 year old father, a retired carpenter who never touched a keyboard in his life, asked to learn email, I knew the world had changed. Incredible....What has been the greatest benefit of using technology in teaching? It saves me time while
making me more accessible to the students. For me, that is the number
one reason for using web technology.What surprised you? The What
was the biggest challenge you faced in creating a web enhanced course?I
had to learn HTML (this was pre-FrontPage or other HTML software What are your secrets of success for conducting an effective course using technology? I try to keep everything
simple and compatible with my goals for each course. I continually
change what I'm doing. There always seems to be a better way. Nevertheless,
I don't do anything using technology that How do you see technology changing teaching? I don't think the basics
of teaching ever change. Engaging students and driving them to think
more critically has always been a worthy goal. Web technology is
just another step in a long line of tools that have helped instructors.
Technology has the potential for allowing students to have more
control over their learning. Offering a web-enhanced course gives
students the opportunity to learn in a variety of formats and at
their own pace. Despite legitimate fears about the digital divide,
the Internet can democratize learning. For example, the proliferation
of on-line sources removes much of the disadvantage many students
faced at colleges without large research libraries. In addition,
with the web students become producers of historical instruction
and not just consumers. I am teaching a seminar this semester in
which the students will create history projects that may end up
as part of the "American Women and What would you like to try with technology that you're not doing now? Virtual reality would
be good. I'll be the first in line when Holodecks go on the market! 4. FYI: Departmental Web Site Training Classes Through a partnership with the Division of Professional Education and Training, the Office of Information Technology is providing UMBC employees with training in how to create and maintain departmental websites. This training provides the basic skills necessary to maintain a department web site at UMBC using HTML, Macromedia Dreamweaver and Macromedia Fireworks. Skills covered will include building web pages, working with graphics, links, tables, forms and the UMBC web templates. Training on how to upload your web pages to your department web site will also be covered. For more information check out the Department Web Site Training web page at http://www.umbc.edu/oit/training/deptweb.html. 5. FYI: Chronicle of Higher Education Discussion: Technology & Winning Tenure (2/20, 1 p.m.) Are departments and colleges giving professors enough credit, in tenure and promotion decisions, for their work with technology? How should the creation of scholarly Web sites and electronic teaching tools be evaluated? Join the Chronicle's "Colloquy Live" online discussion on Wednesday, Feb. 20, at 1 p.m. More information. NOTE: A special
session of the TLT
Brown Bag Workshops will be held in ACIV 219 to view and participate
in the Chronicle's online discussion. If you would like to
attend, please register on the TLT Brown Bag website.
Due to the short notice of this event, refreshments will not be
provided, but you are welcome to bring your lunch. 6. FYI: TLT Brown Bag Workshop: Lessons Learned from Biology 100 (3/13, 1 p.m.) Biology 100 lecture and laboratory faculty members Phil Sokolove, Lark Claassen and Regan Lake will share results of their efforts to improve student learning through the use of collaborative learning pedagogy and Blackboard's online course management system. The Teaching, Learning and Technology (TLT) Brown Bag workshops are sponsored jointly by the Faculty Development Center and Office of Information Technology. Refreshments are provided, but we ask that you register on to help us plan accordingly. For more Information visit http:www.umbc.edu/brownbag. |
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Office
of Information Technology • Main Office: ECS 125 • Phone:
410-455-3838 • Email: oit@umbc.edu |
