Teaching EDD Online
Jeremy Brownfield, Instructor
Jim Hubbard, Assistant Principal
Ozark High School, Ozark, MO
History of Online Courses at
Ozark High School
Implementation and
Administrative Support
Establishing a Need for Online
2011-12 School Year
• Block Schedule: teach three of four 86 minute
blocks per day
• PLTW= 7 of 8 blocks
COURSE
SETIONS
TOTAL STUDENTS
IED
3
60
POE
2
35
DE
1
15
EDD
1**
6
Establishing a Need for Online
2013-14 School Year
• Block Schedule: teach three of four 86 minute
blocks per day
• PLTW= 7 of 8 blocks Plus EDD Online
COURSE
SECTIONS
TOTAL STUDENTS
IED
3
60
POE
2
30
DE
2
21
EDD
1(7)*
19**
PREPARING THE COURSE
Online Syllabus Components
•
•
•
•
•
•
•
•
Outline the time commitment
Instructor availability
Instructor contact and response time
Assignment submission
Course Tools
What to do if you have problems
General course questions discussion forum
Virtual office hours
Email to parents and students late spring or during the summer
PREPARING THE COURSE
The First Lesson
• Train the students on the LMS
• Video tutorials
• Make them use everything you will use
through out the year
Lesson 1: Blackboard Intro
Delivering Content
Delivering Content
Assignment Submission
•
•
•
•
Blackboard only
Engineer’s notebooks: every 3 weeks
Portfolios: semester
Final prototype
***I will not accept assignments via email***
Assessing Students
How will we ensure they learn it?
•
•
•
•
Responsibility Matrix
Work session summaries
Contact Log
Discussion Board
– Class Discussion Board
– Individual Group Discussion Board
Responsibility Matrix
Bridge Project
Names.
1.
2.
Responsibility Matrix
●
●
●
●
●
●
This matrix is the tool you will use to divide the points for the tasks
shown below. Make a copy of the matrix, fill it out and share it back
with your instructor. Some tasks must be equally shared, these are filled
in for you.
Each team members’ column must add up to exactly 80 points for the
research phase, and 195 points for the design/building phase.
Make sure the students labeled “1”, “2” above match the similarly
labeled columns below.
The work may be divided between members as the members agree.
Point allocations may be changed with the approval of your instructor.
Indicate who will lead in each task by highlighting in yellow.
Due
Value
Std 1
Std 2
Share back a completed matrix
2.12
6
3
3
Submit research proposal *
2.19
8
Meet with outside expert by*
2.21
8
Research results from past years,
history, and possible research
topics. Copy, answer, and share
back with your instructor.
2.21
40
20
20
Assemble test apparatus
2.21
20
Poster presentation of results *
2.25
30
Report results to class, (pwpt, etc)
*
2.25
40
20
20
Task
Research Phase:
Pts rcvd
Stdt 1
Pts rcvd
Stdt 2
Work Summary
Work Session Summary
Group Members
Date: 1/24/2013
Jesse Serrano
Time: 1:30 pm
Gunnar Fritsch
Photo(s) of session
Location
OHS Shop
Mentors present
MR. Widmar
Tasks Accomplished




Converted inventor file to V-Carve
Set up tech isel
Milled top initial prototype
Determined changes to set up
Summary Mr. Widmar helped us covert our inventor file into a file type that was recognizable by
the techno isel. We then set up our Styrofoam block in the TI to test how our design would be cut
out. With the ball end mills available Mr. Widmar suggested we go back and adjust our fillet sizes
.After milling the initial test piece we determined we would also need to make some adjustments
to the speed of the machine. Mr. Widmar gave us some resources on where to locate mill speeds
for various materials and mill sizes. All in all for a first trial we were happy with the results of the
test mill. Adjustments will be made prior to next week’s test. If that goes well we would like to
mill our final top half out of the plastic we have obtained.
Next Scheduled meeting 1/31/13
Mr. Widmars shop, Ozark High School
1:30 PM
Contact Logs
Weekly Submission
Ozark High School
Engineering Design & Development
Mr. Brownfield
Name:
Date:
Period:
Contact Log
Name:
Organization:
Address:
e-mail
Receptionist or Primary Contact:
Time Zone:
Best time to call:
Fax
Phone
Date
Conversations, interviews, letters send or received, thank-you notes sent,
phone calls, e-mails, faxes send or received, etc…
Type of correspondence:
P = phone call
W = written
E = e-mail
F = fax
I = interview or face-to-face
conversation
Type
.
Discussion Board
• Weekly Class Discussion Board
• Individual Group Discussion Board
Online Discussion Rubric
Engineering Design and Development
Each discussion forum will be worth 10 points. It is not simply enough to make a few posts
throughout the course of the discussion. To ensure a high score make sure your posts are well
developed, use references or supporting material when possible and advance the discussion
into further threads. While it is beneficial to disagree with others points of view in this forum
please make sure you are respectful of others opinions and disagree in a professional and
courteous manner.
Criteria
Participation
0 points
Does not
participate in the
forum.
1 point
Posts 1 time
during the forum
period.
Initial posting
Does not make
an initial post
responding to
forum topic.
Makes an initial
post that is
somewhat
related to forum
topic.
Follow up posts
Does not
respond to other
posts.
Responds to
other posts, but
does not add
information to
the discussion.
Resources
references
Uses no
references,
images,
supporting
materials, etc.
Uses references,
images or
supporting
materials.
2 points
Posts 2-3 times
during the
forum. On two or
more days.
Makes an initial
post that relates
to all aspects of
the topic with
most aspects
well thought out.
Responds to
other posts, and
adds some
information to
discussion.
3 points
Posts 4 or more
times during the
forum on
different days.
Makes an initial
post that relates
to all aspects of
topic, with all
elements fully
addressed.
Responds to
other posts and
adds to the
discussion which
allows it to
advance.
Student Submissions
Hurdles to Student Achievement
3 out of 14 of my students use the time they are scheduled for the class to work on assignments.
Hurdles to Student Achievement
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•
•
•
Lack of time management skills
Lack of group communication
Different schedules
Lack of utilizing collaboration tools within
Blackboard
Intervention Strategies
•
•
•
•
Email the students
Call Home
O-time/tutoring
Students report to my room during online
time
Instructor Workload
• 2 hours per week prepping the course
– Lesson for following week posted by Friday
• 1-2 hours per week grading/reviewing
• Monday morning-emails go out to those
missing work
What Students Say About It
Course Evaluation
•
•
•
•
•
Easy to navigate BlackBoard
50/50 on open endedness
Most recognize time management as an issue
Average log in is 3 times per week
Text #1 method of partner communication
“During my scheduled class time I either sleep or
eat. I do my work on Sunday nights.” Quote from
Actual EDD student.
Suggestions
•
•
•
•
•
Develop templates for all online courses
Training both prior to teaching and ongoing
Develop a plan for students who struggle
Set reasonable expectations for the first year
Always be one to two weeks ahead
Instructional Resources
Screen Capture
• Jing
– http://www.techsmith.com/jing.html
• www.screencast.com
• http://www.screencast-o-matic.com/
Instructional Resources
Miscellaneous
•
•
•
•
www.knovio.com
www.screencast.com
www.screencast-o-matic.com/
bigbluebutton.org/
Useful Links
• Maryland Faculty Online
http://www.mdfaconline.org/index.html
• Pasadena City College Online and Hybrid
Course Syllabus Example
http://online.pasadena.edu/faculty/files/2012
/02/Online-Syllabus-Example-CANVAS-NewLogin.pdf
• Netiquette
http://www.albion.com/netiquette/
Questions
jeremybrownfield@mail.ozark.k12.mo.us
jameshubbard@mail.ozark.k12.mo.us