Proceedings
Instructional Technology Conference
Middle Tennessee State University
Building Communities of Learners
April 3-5, 2005
Ten Questions you should ask Before Adopting a Web-based (WebCT or Blackboard) Textbook Module
Track 2
Promoting Learning in Online Communities
Pedagogy and Research for the Technology-Based Learning Environment
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Patricia N. Early Presentation |
Abstract
Textbook publishers are embracing the online learning movement and rapidly developing WebCT and Blackboard modules, marketing these products as learner-centered, media-rich substitutes for textbooks, workbooks and lab manuals. The decision to adopt commercially produced web-based modules and the ensuing implementation is better facilitated by initial consideration of several key factors. This session will explore the issues that should be addressed prior to the adoption of any textbook module.
Description
Textbook publishers are embracing the online learning movement and rapidly developing WebCT and Blackboard modules across the curriculum, promoting these products as learner-centered, media-rich substitutes for textbooks, workbooks, and lab manuals. Marketed with names such as Eduspace (Houghton Mifflin), OneKey (Prentice Hall) and Quia (McGraw Hill), web-based modules deliverable via Class Management systems address the interest of educators in providing audio, video and interactive presentation components to students that correspond directly with adopted texts without the need to "retrofit" independent materials to a text-bound curriculum. In addition, these products offer several administrative benefits to instructors, such as online automatic scoring and score reporting of student work, evaluation and assessment tools that allow online testing, and instructor tools to customize content and interface options.
For the publishers, online content via class managements systems provides the advantage of delivering multimedia content with access control, protecting both copyright privilege and development investments. Individual student access codes, coupled with Class Management system access control, guarantee that only those students who have purchased texts and access codes and are currently enrolled in courses utilizing those materials have access to the content of the module. Furthermore, the product cost for the publisher is shifted away from printing, warehousing, and shipping, and focused on product development, marketing and support.
At first glance, this new direction in learning technology appears to be a win-win proposal for educators, publishers and students alike, but as in any pioneering effort, the trail to successful implementation can be fraught with uncertainties, pitfalls and unforeseen challenges. This session will explore the issues that should be addressed prior to the adoption of any textbook module. From the technological aspect, we will take into account technology support issues, consideration of network infrastructure demands represented by publisher supplied modules, and security concerns. Students, instructors, and their level of technology acceptance will be discussed, including training considerations and equity in technology access.
The "Ten Questions you should ask Before Adopting a Web-based (WebCT or Blackboard) Textbook Module" are drawn directly from experiences and challenges encountered in the implementation of a WebCT module at Georgia State University and reflect the hidden issues that were uncovered and addressed during the first-semester of utilization. Anyone involved in textbook adoption, institutional technology support and student technology support will benefit from this frank discussion of online commercial textbook modules and their integration.
Ten Questions you should ask before adopting a Web-based (WebCT or Blackboard) textbook module
1. How long has this module been in use by other schools?
a. Is this a first-year product?
b. What schools participated in testing?
c. What bugs were found and how were they addressed?
d. Can we have contact information for the principals involved in the testing?
2. If there are multimedia files, how are they encoded and will the formats cause conflicts with existing systems?
3. Will this require additional software or plug-ins?
a. Who will install these plugins in university labs?
b. How will this affect security protocols, such as DeepFreeze and ZoneAlarm?
4. Will this benefit only those students with access to high-speed connections?
a. Can students use this resource in campus labs?
b. Will they need to bring extra equipment, such as headphones?
5. Who will train your faculty to administer and use the web-based materials?
a. Publisher reps? WebCT staff? The lab director?
b. When would this training take place? Before classes start, preferably.
6. Who will provide support for students and faculty who are less technically-savvy?
a. Will we need to set up tutorial sessions?
b. Will instructors be able to answer student questions?
c. Will one person serve as the point-person for support?
7. If there are access codes utilized, how many times can each code be used?
a. What about students who withdraw from a class and need to use the materials the following semester (or three semesters down the road)?
b. What about students who purchased used textbooks?
c. How about students who bought their new textbook online?
d. How about courses that use the same textbook for more than one semester?
8. If there are technical problems with the adoption, how will the publisher assist to keep students from falling behind? A two-week bout of technical problems can set students back considerably and throw your syllabus into disarray.
9. Is what you are showing me a demo version?
a. Please show me a functional instructor version.
b. Please show me a functional student version from the first log on and registration screen.
10. Have I consulted the university network services, WebCT or Blackboard team, and lab director for input?