A Graduate’s View of the Course Management System
\nBy Ryan Tansey, Recent Graduate, University of Puget Sound
\nTwo years ago when I wrote my first viewpoint for SmartClassroom (then eLearning Dialogue), I issued my university an \u201cIncomplete,\u201d with the suggestion that faculty spend more time developing their Blackboard skills. Now as a recent graduate of the University of Puget Sound, I am ready to issue a final grade, with one notable change to the primary criterion for the evaluation. For this viewpoint, evaluation is primarily based on how the campus use of Blackboard added value to my education. . .
\n(Ryan’s final remarks on their use of Blackboard have some suggestions that apply to UVM…excerpts\/paraphrasing follows…)<\/p>\n
A Graduate’s View of the Course Management System By Ryan Tansey, Recent Graduate, University of Puget Sound Two years ago when I wrote my first viewpoint for SmartClassroom (then eLearning Dialogue), I issued my university an \u201cIncomplete,\u201d with the suggestion … Continue reading
\nThe Good
\n– putting material and assignments online made it easier for everyone to maximize their time in class. The instructional time in these classes began sooner and lasted longer.
\n– Faculty who created assignments that required Blackboard participation had students who came to class better prepared to participate in classroom discussions.
\n– (another) benefit was the archiving of both submissions, as well as easy access to all of the faculty-generated course materials
\n– also instant feedback on grades
\nThe Bad
\n– where the professors only partially used Blackboard . . .[they] would sporadically post material, would occasionally respond to online queries, and would redundantly distribute materials both online and in class. . . frustrating to not be able to rely on regular updates.
\n– when a faculty member would not require students to sign up for the Blackboard instance of the course. ..[they] might post an assignment that a substantial portion of the class would never see.
\nOften, professors had little or no instruction on Blackboard capabilities. . . Professors who were content to use just the basic features \u2013 grades and syllabus \u2013 barely enhanced their classes.
\nRecommendations
\nIt is hard to believe that the university could spend a large amount of money on an effective instructional tool like Blackboard, but spend so little effort helping faculty and students learn how to effectively use this valuable tool.
\n– The university needs to demonstrate to faculty the advantages of supplementing personalized in-classroom instruction with a technology that promotes active learning in the student body.
\n– We need to build enthusiasm in the faculty. I realize that it is difficult to make individual faculty adopt any new technology, yet faculty peers and department heads are currently untapped resources.
\n– we need to provide consistent instruction for both faculty and students. . . Training is infrequently available, and there is a lack of easy-to-find supplemental material.
\nEntire article, including the grade Ryan gave the university, at: SmartClassroom<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"