Online Orientation Outcomes

Thu, 06/06/2013 - 08:30 -- sewm02

Online Orientation Outcomes


PART I: General Orientation to Blackboard/Vista

Blackboard/Vista Orientation: After completion of the orientation, faculty will be able to use the following tools to complete the orientation:
  • email
  • discussion
  • assignment (dropbox)
  • quiz
  • grades
  • navigation (action toolbar and content lists)

PART II: Campus Procedures, Policies, and Services

Module 1.A: Procedures--After completion of the Procedures section of Module 1, faculty will be able to

  • identify the people to whom they report
  • describe their roles in terms of support for the Fairmont State mission
  • describe workplace absence protocols
  • name the radio and/or television station(s) to which they will listen for emergency closings
  • state issues related to their absence from class
  • access the enrollment center
  • select appropriate menus in the enrollment center for transcripts, schedules, class rosters, overrides, CRN's
  • use the Registrar's calendar to determine deadlines for refunds, grade submission, registration, drop-add, withdrawal, graduation application
  • identify and locate appropriate web pages for a variety of Registrar's Office functions including scheduling and new policies
  • recall the purge process
  • recall the override process
  • recall the grade-change process


Module 1.B: Policies--After completion of the Policies section of Module 1, faculty will be able to

  1. locate and paraphrase the following policies listed on the Board of Governors policies web page
  2. identify the policies they best and least understand
  • Ethics
  • Social Justice
  • Sexual Harassment
  • Faculty Development
  • Student Rights and Responsibilities
  • Regulation of Speed, Flow, and Parking on Campus
  • Drug-Free Workplace
  • Consensual Romantic or Sexual Relationships
Additionally, for adjunct faculty:
  • Part-Time Employees and Adjunct Faculty
  • Adjunct Faculty
  • Adjunct Faculty Workloads


Module 1C: Services--After completion of the Services section of Module 1, faculty will be able to locate and recall details about the following faculty and student services:

1. Faculty Services
  • Center for Teaching Excellence
  • Copy Center
  • Campus Directory
  • ID Cards (Falcon Card)
  • Falcon Center
  • Learning Technologies Center
  • Library
  • Mailboxes
  • Meal Services
  • Parking
  • Secretarial Support
2. Student Services
  • Academic Development Center
  • Advising Center
  • Bookstore
  • Career Services
  • Copy Center
  • Counseling
  • Disability Services
  • ID Cards (Falcon Card)
  • Falcon Center
  • Library
  • Meal Services
  • Parking
  • Tutoring Services
  • Student Affairs Office
  • Student Handbook
  • Student Online Resources Page


PART III: Preparing to Teach

Module 2: Preparing to Teach--After completing module 2, faculty will be able to

  • identify ways by which they are already meeting the objectives listed under the four action steps of Goal 1 in the Strategic Plan
  • identify ways by which they can meet other objectives listed under the four actions steps of Goal 1 in the future
  • write discipline-appropriate learner outcomes that
  • describe in terms of learner-outcome statements what they want their students to know and be able to do that will stay with them forever
  • identify the conditions, audience, and behaviors expected of learners
  • use Bloom's taxonomy terms to describe behaviors in observable, measurable terms
  • choose assessment tools that directly reflect the learner outcomes they've written
  • describe learning activities that involve students in practicing and applying the concepts described in the learner outcomes and move them towards achieving the outcomes
  • write syllabi using the FS template
  • use the Blackboard/Vista syllabus-tool tutorial to list steps in putting their syllabi into Blackboard/Vista
  • use the Blackboard/Vista gradebook-tool tutorial to list steps in adding grade columns in Blackboard/Vista
  • use the Fairmont State wiki for posting course content, etc.



PART IV: Improving your Teaching

Advanced Learning Module 1: Course Design-- After completion of Advanced Learning Module 1, faculty will be able to

1. describe their own experiences with student learning in terms of the research on educational paradigms.
2. analyze Carroll's community of learners diagram and Dale's Cone of Experience to draw conclusions about the relationship(s) between the two.
3. explain the relationship between Fink's taxonomy of significant learning and rich learning experiences.
4. design their courses using Fink's three-phase model:
Phase 1
  • identify situational factors
  • write learner outcomes
  • design/choose assessment instruments or techniques
  • design learning activities
Phase 2
  • create a course structure
  • formulate an instructional strategy
  • integrate course structure and instructional strategy for the entire semester
Phase 3
  • develop a grading system
  • debug the course
  • write the syllabus
  • evaluate the course and their teaching
5. use the WebCT/Vista syllabus and grade book tools to post their syllabus and grades

Advanced Learning Module 2: Teaching and Assessment--After completion of Advanced Learning Module 2, Teaching and Assessment, faculty will be able to

  • design the first day of class to reflect best practices described by Fink
  • differentiate between behaviorist and constructivist theories
  • evaluate their course structures and instructional strategies for elements of Fink's model for holistic, active learning and adjust their courses accordingly
  • create a table that shows adherence of their course structures and instructional strategies to Fink's model for holistic, active learning
  • analyze and describe the relationship between educative assessment and constructivism
  • design two authentic tasks that are based on their course outcomes
  • differentiate between analytic and holistic rubrics
  • create rubrics for their two outcomes-based authentic tasks