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For Sakai Faculty Support Staff

This presentation is intended to be the faculty demo of least resistance-- a look at what Sakai can do for them, in various scenarios.

Here is a stripped-down version of the workshop notes that I give to faculty at my institution. You are invited to adapt them to your own purposes, and to use the same links to courses on WyoSakai, or to follow the paradigm to set up your own.


You're meeting in a classroom, on the regular academic schedule. Why would you need an online course shell?

The links below take you to read-only versions of these online courses. On each Home page, you will see a link to "Faculty Demo Notes," for further information, directed to the demo viewer, about the online teaching paradigm exemplified by that course section. Other than that, the course holds teaching materials and student activities and work (from fictional students). For an actual use logged on to the system, the course appearance and layout is more attractive.

  1. You don't. --> No-Tech
    Your class is going fine, you carry on lectures and discussion in the classroom, students are interested in the material, and work is done on paper and on the chalkboard. Fine.
  2. You want to give students permanent access to materials. --> Cornerstones
    You can get an online course for display purposes only, and let students see the syllabus, the critical definitions, your periodic reviews of the material, and even some of your lecture notes, online.
    Example: COSC/MATH/PHIL 2010-02
  3. You want reliable, preserved communication and controlled submission of student work. --> Paper Trail
    You can post announcements, and send and archive e-mail. Grades can be entered and distributed to students. They can submit assignments online.
    Example: COSC/MATH/PHIL 2010-03
  4. You want to provide extra materials, including websites, pictures, audio files. --> Features
    An online course can host written, audio, and visual materials, and links to interesting websites that expand upon the subjects of the course.
    Example: COSC/MATH/PHIL 2010-04
  5. You want to increase participation and interaction. --> Buy-In
    To foster more collaboration in and out of the classroom, you can set up discussions in an online course, for students, and you, to share reflections. You can set up groups for collaborative projects, and give them group file services.
    Example: COSC/MATH/PHIL 2010-05
  6. You want better assessment of student learning. --> Progress-Tracking
    Use an online course to give ungraded quizzes, where you can view the results and some statistics, and students can see feedback from you on both correct and incorrect answers. For exams that count toward the grade, online courses can score the multiple-choice and other machine-gradable questions. Example: COSC/MATH/PHIL 2010-06
  7. You want a TA to do some of the work. --> Off-Loading
    Add an assistant in the Teaching Assistant or designer role, for such tasks as entering grades and monitoring discussion.
    Example: COSC/MATH/PHIL 2010-06 (as above); note that Velma Dinkley is a TA.

In the design of your online course, let the teaching drive the technology.


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