WebCT Vista Modules for FYE 1220
New: Known problems and
"patches" for FYE 1220 modules
First-Year Experience, through collaboration with various offices on
campus, has created eight modules in WebCT Vista targeted to the student
learning outcomes of the First-Year Seminar (FYE 1220). Two of the
modules are completely new and three others have been substantially revised.
This page includes information on the following topics:
The rationale
for common WebCT Vista content
To what
extent should I use these modules? What's required?
How do I adopt the FYE 1220
template?
How do I customize my
section in Vista?
Sounds
complicated. How do I get face-to-face help?
What do I need to know if I am only teaching one portion of the course
(seminar or extended orientation)?
Information about individual modules (in tabular format)
The rationale
for common WebCT Vista content
FYE made the decision several years ago to develop common content through
Vista rather than a Georgia Southern-specific paper text. The primary
advantage of Vista is that it allows faculty access to common material that
can be easily customized at the section level. (Other advantages include the
importance of exposing students to Vista early in their college careers
because they'll likely use it frequently in subsequent coursework, and the
fact that it is free to students).
To
what extent should I use these modules? What's required?
FYE encourages faculty to consider using the FYE 1220 modules in their
sections. However, except for the "Your Academic Future" module that
is required in the extended orientation component course (see below), the
use of the FYE 1220 modules is not mandatory. They are meant to be
resources for faculty and students, not to stifle faculty expertise and
creativity. Faculty who feel they can better meet the learning
outcomes of the course through other means are free to do so.
Many faculty will use the Vista modules as a jumping off point with their
students. Students can complete all but one module asynchronously,
thereby freeing class time for other section-specific applications of the
learning outcomes. In some cases, faculty may decide to assign the
module and not devote in class time to the topic at all.
The FYE Council and made the decision to require the "Your Academic
Future" module after the Academic Advisement Council, a group which includes
the coordinators for each of the undergraduate advisement centers on campus,
requested it. "Your Academic Future" not only addresses one of the
learning outcomes of FYE 1220; it also addresses a University-wide priority
to improve the consistency in advising and students' responsibility in the
advising process.
How do I adopt the FYE
1220 template?
The first time you access your section in Vista, you'll be prompted to
select a template. Do not select the blank template. Select
instead the other option: "Fall
2008 FYE 1220 Template." The process of copying files from the
template to your individual section generally takes about one minute, and
this only has to be done once.
How do I customize my
section in Vista?
Once you have selected the template, you will see all eight learning modules
on the course homepage. At this point, you will be free to adapt your
course as you see fit. This includes removing modules from the homepage,
changing the due dates for assignments, making assignments or quizzes hidden
to students, among other things. You'll also be able to upload a
syllabus, and create new modules, assignments, or quizzes for your students.
For faculty comfortable using online help, FYE highly recommends the
resources compiled by Georgia Southern's Center for Online Learning.
If you wish to edit the overview pages to each of the modules, you'll
need to "break the link" to the template. This is a short,
fairly straightforward process, but it will likely be new to many faculty,
even those who use WebCT Vista in their other courses. For directions
on how to do this, complete with screen shots, click
here.
Sounds
complicated. How do I get face-to-face help?
FYE and the Center for Online Learning are hosting several sessions to help
faculty customize their courses.
Note this is a change in location from an email sent to faculty on May 31. No RSVP is required.
- Wednesday, July 16, 1-2:30, Information Technology 3314 (in the
Professional Development Center)
- Tuesday, July 22, 10:30-noon, Information Technology 3314
- Wednesday, August 6, 1-2:30, Education 2167
- Monday, August 11, 8:30-10:00, Information Technology 3314
- Tuesday, August 12, 3:30-5:00, Information Technology 3314
- Thursday, August 14, 1-2:30, Education 2167
(note revised time)
Faculty are also welcome to use
WebCT
Vista support or to contact Chris Caplinger (caplinca@georgiasouthern.edu;
478-1456) for assistance.
What do I need to know if I am only teaching one portion of the course
(seminar or extended orientation)?
There will only be one section in Vista for both components of the course.
If you are teaching only one portion of the course (either the seminar or
the extended orientation component), then you will not be prompted to select
the template if the faculty member for the other portion has already entered
the section.
Two of the modules ("Evaluating Information" and "Using Information
Ethically") are intended for the seminar component. The other six modules
are intended for the extended orientation component. Both instructors
will have full access to make changes to the course. Faculty should
only modify modules relating to their component, unless by agreement.
Information about individual modules (in tabular format)
Seminar Component
| Module |
SLO* |
Description |
Assignments |
Quiz |
Asynchronous? |
| Evaluating Information |
S1 |
Introduces the importance of evaluating information
in academic and non-academic contexts and walks students through the
CRAAP analysis (evaluating sources based on their currency,
relevancy, authority, accuracy, and purpose). Uses six audio
PowerPoint presentations and additional material about the library.
Created by Lisa Smith in the Henderson Library |
None |
17 questions, randomly pulled from question sets;
including some based on a sample website. Feedback provided--
correct answers given after first attempt (although these settings
can be changed). |
Yes |
| Using Information Ethically Note: There is a
mistake in the description of the numbering of links in the overview
page. Click
here for remedy |
S2, S3 |
Information on plagiarism and citing sources; two
audio PowerPoint presentations and a handout from Bedford/St.
Martin's. Created by Lisa Smith in the Henderson Library |
None |
5 questions |
Yes |
Extended Orientation Component
| Module |
SLO* |
Description |
Assignment(s) |
Quiz |
Asynchronous? |
| Why College? |
EO1 |
Two articles, by Zell Miller (governor who pushed
through HOPE scholarship) and Neil Postman; page about employers and
college (with link to YouTube video) |
Reflection assignment on material |
No |
Yes |
| FYE Success Series |
EO6 |
Link to FYE Success series website |
Three 250-word reflection assignments |
No |
Yes |
Your Academic Future
Unlike other modules which default to Dec. 5
due date for all assignments and assessments, those in this module
are due Oct. 1. In order to expose students in time for
advisement, please cover this information early. |
EO4 |
Material on academic organization, standing,
advising, terms, as well as majors, minors, core, GPA and
withdrawing |
Three assignments: 1) Students create 4-year
academic plan; 2) Reflect on that plan; 3) Prepare for their
advising appointment. |
10 questions, randomly pulled from various questions
sets; feedback provided |
Yes |
| Learning Styles |
EO5 |
Students take online learning styles inventory, read
about tips and tricks for playing to their strengths and adapting to
weaknesses |
Brief discussion post; reflection assignment |
10 questions |
Yes |
| Time Management |
EO3 |
Students learn about how they use time and the
relationship between time and their goals. They chart time
usage, compose an "ideal" time management grid, inventory their time
wasters and reflect on their use of time over a two-week period |
Various material turned in during class (charts of
time usage, ideal time grid, time wasters); reflection assignment in
Vista |
No |
No: requires 50-minute class
session. For a guide to presenting this session, click
here. |
Georgia Southern: Past & Present
Note: The assignment file in link #4 was not linked in the
template. Linking it manually requires a few short steps and
about 45 seconds; see
here. |
EO2 |
Material on Georgia Southern history from 2006
Magazine article; traditions website, and an online scavenger
hunt |
Online scavenger hunt |
5 questions randomly pulled, from question sets |
Yes |
* Student Learning Outcomes
[Return to "Teaching FYE 1220"]
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