e-campus online participant guide

E-CampusOnline Participant Guide

Copyright © 2008-2011Education Service Center Region XIII

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Online Workshop Participant Guide (Rev. 07/11) © ESC Region XIII - Online Learning

Participant Guide Table of Contents

General Information Effective Online Learning Rubric p. 3 Roles and Responsibilities p. 4

System Tutorial Part 1 Setting Up an Online Account p. 5 Registering for a Workshop p. 10

System Tutorial Part 2 Navigating the Table of Contents p. 18 Navigating the Content Pages p. 22 Taking an Online Test p. 23 Turning In an Assignment p. 27

Communication Tools Using the Profile Web Pages Feature p. 34 Using the Shared Files Area p. 38 Using the Conference Board Searching the Confrence Board Changing Conference Board Settings Online Course Discussion Rubric Responding on the Conference Board Using Netiquette Using Emails Etiquette

p. 40p. 46p. 48p. 51p. 52p. 54p. 56

Troubleshooting Guide p. 58

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Communication Tools Tutorial

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Communication Tools

Using the Profile Web Pages Feature

The purpose of this tutorial is to demonstrate how to edit a profile web page. The Profile Web Pages enables you to create a personal web page. It is a simple form where you type in text about yourself and add your favorite website URLs. There is even a place to include a digital picture of yourself, your family, or even your pet. Your facilitator will approve your webpage so that you can share it with the group. The Profile Web Pages feature also lets you view the pages created by other participants of the workshop.

Step 1Access the Profile Web Pages feature by clicking the link found under the Course Tools menu.

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Communication Tools

Using the Profile Web Pages Feature (continued)

Step 2To create/edit your profile webpage, click the Edit Your Web Page link at the bottom of the list of names.

Step 3To enter personal information in your web page, type information in each available field, such as Name, Email, etc. Be sure to add the URLs to your favorite websites too. Scroll down the entry page to add more to your webpage.

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Communication Tools

Using the Profile Web Pages Feature (continued)

Step 4You can insert up to two digital images on your profile webpage. Type a caption for the image you will insert. Click Browse to select a file from your desktop. You can insert either .gif or .jpg images. The recommended width and height for digital images is �20 by 240 pixels.

Step 5Select the color scheme for your profile webpage under the Personal Template header. When you are finished, click Preview to preview the color scheme. The click Submit for Review to save your changes. When you first create your webpage, your workshop facilitator will be notified to enable your webpage to be viewed by others.

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Communication Tools

Using the Shared Files Area

The purpose of this tutorial is to demonstrate how to upload a document to the Shared Files area of the online workshop. The Shared Files area lets you upload documents to a shared area so that you can exchange electronic resources with other participants in the workshop.

Step 1Access the Shared Files area by clicking the link found under the Course Tools menu.

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Communication Tools

Using the Shared Files Area (continued)

Step 2To share a file that is related to the content of your workshop, click Upload New to begin.

Step 3Click Browse to select a file from your hard drive.

All files that you upload should have a unique filename. The best way to ensure this is to include your name in the filename.

Example: Lesson_Mark_Kolstad.doc

Note: There is a a 1 Mb (or 1,000 KB) file-size limit.

Provide a brief description of the file you are sharing so that your fellow participants know what it contains.

Your file will be in pending status at first, but will become viewable to others once your facilitator has previewed and approved the file.

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Communication Tools

Using the Conference Board

Step 1Access the Conference board under the Course Tools menu. Click Conference.

Note: The E-Campus system and conference feature will “time out” after 45 minutes of inactivity. So, if you are being asked to log back in, more than likely your session has timed out. If you are prompted to log in again, use your E-Campus username and password.

Step 2When the screen refreshes, click the name of your workshop in the list. Your workshop name is referred to as a forum in the Conference board.

At various points in your online workshop, you will be asked to use the Conference Board available through the E-Campus system. This feature is an asynchronous, electronic discussion board where you can post messages and read what others have posted.

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Communication Tools

Using the Conference Board (continued)

Step 3When the screen refreshes, you will see a list of discussion topics that your facilitator has made in the forum.

Identify the topic to respond to, and then click the topic title.

Note: Topics listed will be in descending chronological order based on the date/time that the last user posted a message.

Step 4Identify the message to which you wish to reply. Typically, the first message listed will be the discussion prompt from your facilitator. The messages that follow are made by other participants in the workshop. Click the Post Reply button to respond to another participant’s message.

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Communication Tools


Step 5Type your Reply message in the Message Body box. You can edit the Subject line if needed.

Click Submit when you finish typing your message.

You can review the topic and replies made by other participants in the Topic Review pane at the bottom of the page.

Step 6Formatting features such as bold, italics, color, and font size can help you emphasize elements of your message. Emoticons can also be used for this purpose.

Click the Preview button to preview your message enhancements.

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Step 7The Attachment Posting Control Panel can be used to include an attachment to your message.

If you wish to include an attachment to your message, be sure to click the Add an Attachment button.

Step 8Click the Browse button to locate the file you wish to attach on your computer.

Communication Tools


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Step 9Find the file located on your computer and click Open.

Add a File Comment, or description, about the file you are attaching.

Click on the Add Attachment button to attach your file.

Step 10You can add another attachment or edit your previous attachment.

Click Submit to post your reply.

Communication Tools


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Step 11Depending on the web browser you use, you may automatically be returned to your message.

If not, you can return to view your message or return to the forum by clicking the Here links.

Communication Tools


If you have problems uploading your message to the Conference Board, here are some tips:

• Give every filename an extension, for example:

- filename.doc for a Word document

- filename.xls for an Excel document

- filename.ppt for a PPT file

- filename.pdf for an Adobe PDF file

- filename.jpg for a JPEG image file

• Don’t use a space in the filename if you can help it, instead use an underscore.

• Avoid using an apostrophe or other special characters in a filename. Instead, use the initials for your name; for example, “rt_filename.doc”

• Check to make sure your document is optimal for sharing on the web. Try to keep documents at or below 1 MB in size. Using images that aren’t optimized for the web in your documents increases the file size.

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Communication Tools

Searching the Conference Board

Step 1You may find it helpful to search the messages that have already been made for a specific workshop. For example, you may want to see how many postings you have made in that workshop. You can perform a search by accessing User Control Panel from the top menu , or click on the View you post link.

Step 2If you chose the UserControl Panel method, click on the Usergroupos tab, then select the workshop name.

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Communication Tools

Searching the Conference Board (continued)

Step 3Click your name (or that of a specific participant).

Step 5The search results will display the list of postings and the first few sentences of the topic. Click on the topicname or the Jump to Post linkto view the entire message.

Step 4At the Profile screen, click the Search User’s post link.

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Step 1You may find it helpful to add a few options to your Conference board. For example, you can add a personal photo, or Avatar and make adjustments to your viewing configurations.

Begin by clicking the UserControl Panel link at the top of page. Profile

Communication Tools

Changing Conference Profile Settings

Step 2Click on the Profile tab, where you may add specific information to such as your website URL, or any Messenger IDs that you use on MSN, Yahoo, AOL Instant Messenger or ISeekYou (ICQ) communication programs.

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Communication Tools

Changing Conference Profile Settings (continued)

Step 3Under the Signature section,you can add your own signature to each posting.

Click on the Submit button at the bottom of the page to save your changes.

Note: TNo for Always check Spelling before posting.

Step 4Under the Avatar section youmay wish to add a picture (or avatar) that represents you in every reply message you make on the Conference board. Click the Browse button to find an image on your computer. Alternatively, you can type a URL to an image that is posted on another website.

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Communication Tools

Changing Conference Profile Settings (continued)

Step 5After you have found an image on your computer, click the Open button.

Note: The images must be one of the following file types: GIF (*.gif), JPEG (*.jpg, *.jpe, *.jpeg), or PNG (*.png). The images must be less than 120 pixels wide, 120 pixels high, and no larger than 45 KB. Your image must already be the correct size and file type prior to uploading it. If you need to resize your image, you will need imaging software like Photoshop or MS Paint.

Step 6Once you have selected your photo, click the Submit button to upload your image. Your image will now appear next to every reply message you have posted, both previous and future.

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Understanding

of Content

Interactions with

Others

Timeliness

of Reponses

Deep understanding of

the content ideas

Appropriate reference

to content in the

course as well as

outside resources.

Several personal

connections with

topic content

Interacted with several

other participants while

being respectful of

their ideas, opinions

and feelings

Gave meaningful

feedback

Interaction that added

clarification and deeper

understanding of

concepts

Responded to all

discussion topics and

participant interactions

in a timely manner

throughout the course

time period

Solid understanding of

the content ideas

Appropriate reference

to content in course

Some personal

connections with

the discussion topic

content.

Interacted with at least

one other participant

and gave him/her

some feedback.

Responded to most



in a timely manner


time period

Some misunder-

standings of the

content addressed

in topic

Minimal reference to

course content

Little or no personal

connections or insights

with topic content

Interacted only with the

facilitator.

Responded to very few



in a timely manner


time period

Serious misunder-

standings of the

content addressed

in the topic

No reference to

course content.

Short or irrelevant

responses

No personal

connections or insight

with topic content

Did not interact with

anyone in the course,

or the interacted in a

negative manner

Waited until the very

end to complete

discussion topics

Advanced (Acceptable)

Intermediate (Acceptable)

Developing (NOT Acceptable)

Emergent (NOT Acceptable)

Communication Tools

Online Course Discussion Rubric

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Online Workshop Participant Guide (Rev. 07/11)

Lessons Learned: Article: Strategies to Ensure that Online Facilitators are Succesful (1998).

© ESC Region XIII - Online Learning

Communication Tools

Responding on the Conference Board

Sample Facilitator Prompt:What constitutes an appropriate education for students with Learning Disabilities, and in what setting should it be provided?

Jenny’s response is an example of an ACCEPTABLE response:In order to answer this question, you must first identify students with any learning disabilities. Unfortunately, we have many students who have fallen through the cracks and are identified when they have already reached high school. Once the student has had the disability identified, a team of professionals will begin to assess the disability and place the student in a LRE that will best promote positive success for that student. To identify a student, a teacher or sped. teacher, administrator, or even a counselor has to see that the student is falling behind or having problems in a class. The proper testing must be done, which includes the standard IQ test or the standardized achievement tests. The Sped. diagnostician will then call a meeting with the parents and teachers and student to set up an Annual Review meeting. When this happens, the process begins concerning where this students needs will be best met. If a student shows a disability in reading and writing, or math, then the best placement for that student might be in a resource classroom setting with teachers who are trained and educated in Special Education resource. Under the IDEA, students are guaranteed any assistance they may need to be successful in their Least Restrictive Environment.

Tony’s response is an example of an UNACCEPTABLE response:Learning Disabled is a life-long condition because there is no cure for learning disabilities. The goal of special education is to teach students to learn to be independent members of society while managing any setbacks their disability provides.

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Sample Facilitator Prompt:After reviewing the results of your Learning Style Survey, and your understanding of Multiple Intelligence theory, address the following questions:

• What are the implications for teaching and learning if you have students with different learning styles in the classroom?

• How does your own learning style or preference affect your teaching? • How will you use your strengths or Multiple Intelligence to help students learn? • Could this be a help or hindrance to students with other learning styles or intelligences? • What will you need to do to help students who do not match your learning style?

Jenny’s response is an example of an ACCEPTABLE response for a multiple question topic:What are the implications for teaching and learning if you have students with different learning styles in the classroom?

The implications are simple: use a variety of teaching styles so that all types of learning styles are covered. I took a survey of my students, similar to what we took in this online class, and found that even though many of my students “said” they are hands-on learners, most are in fact “visual” learners. The more gifted students are more “auditory” learners.

How does your own learning style or preference affect your teaching?

I am a visual learner. Therefore, I tend to focus on visual styles I have to force myself to utilize other styles of teaching. Being human, I tend to go with what fits most easily in my comfort zone.

How will you use your strengths or Multiple Intelligence to help students learn?

I already utilize many of my own strengths and MIs to hone the students learning. I try to strengthen our lessons with real-life stories, which helps students to utilize their visual-spatial MI; play music and discuss how, many times, in an operating room music is played not only to relax the atmosphere but also because most surgeries are repetitious (similar to musical beats) and it helps the surgeon and staff to focus and perform. Some surgeons actually open and close patients to the same exact songs every time. Mathematical-logical and verbal-linguistics are implemented continuously in the health care fields, so we discuss and implement those theories constantly.

Could this be a help or hindrance to students with other learning styles or intelligences?

At first, I do believe it could be a hindrance, simply because most people don’t like change. But if a student is exposed to a different learning style repeatedly, and they are instructed on how to utilize this style, it could actually become a new way of learning for them. Remember, we can mold minds by challenging them.

Communication Tools

Responding on the Conference Board (continued)

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Communication Tools

Using Netiquette

Source: LearntheNet.com http://www.learnthenet.com/english/html/09netiqt.htm

We expect other drivers to observe the rules of the road and the same is true as we travel through cyberspace. That’s where “netiquette”, a shortened form of Internet etiquette comes in handy. Here are a few pointers to guide you through your electronic communications:

1. Avoid writing email messages or posting in newsgroups or forums using all capital letters.

IT LOOKS LIKE YOU’RE SHOUTING!

2. To add humor and personality to your messages, use “smileys”, also known as emoticons, which are expressions you create from the characters on your keyboard. A few popular ones include:

:-) Happy

:-e Disappointed

:-( Sad

:-< Mad

:-o Surprised

:-D Laughing

:-@ Screaming

;-) Winking

:-I Indifferent

�. Keep your communications to the point. Few people like reading text on a computer screen. Also, some people still pay for Internet access by the hour. The longer it takes to read your messages, the more it costs them. This is true whether you send e-mail or post messages to a newsgroup or a mailing list.

4. Remember that anything you post to a newsgroup or forum and anything you type during a public chat session is a public comment. You never know who’s reading it or who may copy it and spread it around.

5. When posting a message to a public bulletin board, forum, or newsgroup, stick to the topic. Don’t indiscriminately post unrelated comments, or worse advertisements, to every newsgroup you can think of. This practice, known as spamming, will quickly lead to another unpleasant Internet practice, flaming. What is flaming? Sometimes you might offend someone unintentionally. Be prepared to receive some angry e-mail or be treated rudely in a public discussion. This is called being flamed. If you attack back, you will spark a flame war. To contain the heat, the best response usually is no response at all.

6. If you post an ad to a newsgroup or send it in an email, clearly identify it in the subject line. That way people who aren’t interested can delete it.

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Communication Tools

Using Netiquette (continued)

7. To keep messages short, use some common abbreviations:

BTW means By the Way.

A G enclosed in brackets indicates grinning.

A good one to keep handy in case you’re worried about offending someone is IMHO -- In My Humble Opinion.

One of our favorites is ROTFL, which stands for Rolling on the Floor Laughing. A shortened version is LOL -- Laughing Out Loud. And if you get called away while chatting online, try BRB -- Be Right Back.

8. FAQs (Frequently Asked Questions) are handy documents to read before asking questions. Always consult them whenever available.

Netiquette isn’t something you learn overnight, so don’t let your fear of not knowing cyber-protocol hold you back. For more tips, visit Wikipedia’s netiquette article.

Responsibility in a Virtual WorldThe Internet has made it possible for people all around the world to connect with each other in meaningful ways. Whether for research, education, business, or just fun, the Internet has changed how many of us live, work, and play, in ways we may not even be fully aware of.

As the Internet continues to evolve, so do the issues that impact the way we use it. From privacy, security, and freedom of speech, to honesty and consideration in the way we interact with others, we all have a responsibility to preserve and protect its unique character. That means recognizing that while the medium is in many ways a reflection of the physical world, it is in other ways, fundamentally different—manifesting its own customs and practices.

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Communication Tools

Using Email Etiquette

Source: LearntheNet.com http://www.learnthenet.com/english/html/65mailet.htm

When we converse, we expect other people to observe certain rules of behavior. The same is true online. Here are a few pointers to help you communicate more effectively.

1. Clearly summarize the contents of your message in the subject line.

Properly titled messages help people organize and prioritize their email.

2. Don’t use the CC (Carbon Copy) function to copy your message to everyone.

This is particularly true at work. These days everyone receives too many emails. Unnecessary messages are annoying. If only a few people really need to receive your message, only direct it to them.

Similarly, when responding to email, do not respond to all recipients. By choosing Reply to All or a similar button when responding to a message, you may end up broadcasting your response to your entire company.

�. Use BCCs (Blind Carbon Copies) when addressing a message that will go to a large group of people who don’t necessarily know each other.

Just as it is not polite to give out a person’s telephone number without his or her knowledge, it is not polite to give out someone’s e-mail address. For instance, when you send an e-mail message to �0 people and use To or CC to address the message, all �0 people see each other’s e-mail address. By using BCC, each recipient sees only two—theirs and yours.

4. Keep your messages short and focused.

Few people enjoy reading on their computer screens; fewer still on the tiny screens in cell phones, PDAs and other mobile devices that are becoming increasingly popular. Recipients tend to ignore, these long messages.

5. Sending Attachments

Users of most wireless devices don’t have the software required to open an attachment such as a Word document or spreadsheet.

6. Avoid using all capital letters.

USING ALL CAPS MAKES IT LOOK LIKE YOU’RE SHOUTING! IT’S ALSO MORE DIFFICULT TO READ.

7. Don’t write anything you wouldn’t say in public.

Anyone can easily forward your message, even accidentally. This could leave you in an embarrassing position if you divulge personal or confidential information. If you don’t want to potentially share something you write, consider using the telephone.

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Communication Tools

Using Email Etiquette (continued)

8. Use a smiley to make sure that a statement is not misunderstood.

Smileys are typically used in personal email and are not considered appropriate for business. They should rarely be used in the office. If your message needs a smiley for better understanding, most likely you should not be delivering it via email. Even with a smiley, someone may misunderstand you.

Smileys should be used to support a statement. It’s rude to write something mean or derogatory, then place a happy smiley at the end of the sentence. Refer to the Smiley article for a list of commonly used ones.

9. Avoid sending emails to large numbers of people unless you have a serious reason to do it.

Email broadcast to many recipients may be considered spam.

10. Angry emails should also be avoided.

These messages have their own term: “flame”. Flame email is an insulting message designed to cause pain, as when someone “gets burned.”

11. As a courtesy to your recipient, include your name at the bottom of the message.

The message contains your email address (in the header), but the recipient may not know that the return address belongs to you, especially if it is different from your real name.

12. Check Your Spelling

To make sure your message isn’t compromised by misspelled words, use your e-mail software’s built-in spell checker.

For more tips, visit Emailreplies.com.

Email etiquette may take time to learn. Don’t let your fear of making mistakes inhibit you. All Internet users were beginners at one time, so most people are quite forgiving.

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Lisette Zabalza, Ed.D. Lisette.Zabalza@esc1�.txed.net 512.919.5281

Mark Kolstad, M.Ed. Mark.Kolstad@esc1�.txed.net 512.919.5�18

OnDemand | OnTarget | OnGoing | OnLine

Education Service Center Region XIII 5701 Springdale Road Austin, TX 7872�

The Facilitator Guide and Participant Guide are provided for free use and distribution by participants and facilitators of online courses hosted by Region XIII Education Service Center’s E-Campus system. These Guides are to be used solely for non-commercial, training purposes.

Copyright ©2008-2011 Region XIII Education Service Center. All rights reserved.

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