Instructor Manual

CaseNEX™, LLC http://www.casenex.com

Phone: 434.817.0726 105 West Main St., Suite 3

Charlottesville, VA 22902

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There is no need to invent artificial challenges for teachers. Real life in

schools presents the best opportunities from which to learn.

--John Dewey

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Table of Contents Logging in and Getting Started.………………………………………...……………....4 Student Work Areas and General Site Tools……..…………………………….…….8 Instructor Tools……..…………………………………………………………….…….12 Case Resources.…..……………………………….………….………….……………...18 Instructor Requirements……..………………………….……………………….…….19 Facilitation Tips…………..…..………………………………………………………...21 Instructor Advice………..…..……………………………………………………….....22 Overview of Five-Step Process.…..……………………………………..……………...23 Rubrics.…..……………………………………..……………………………………….24

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Logging In and Getting Started

Log In:

You should have received your login from the CaseNEX central office staff. If not, please contact info@casenex.com

To sign in, navigate to the CaseNEX website: http://www.casenex.com and look for the

green circle on the upper right hand corner. Enter your username and password exactly as it was given to you. Make sure to match upper and lower case letters!

Getting Started:

Once you have logged into the site, your HOME page will display your cases. (Please note that to get to your home page from within the site, click on CASES on the top menu).

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STEP 1: Go to Yellow Menu Bar/Syllabus Tab on the top menu bar. Click on the link for the name of the course title. The syllabus provides a detailed description of course sequence and assignments. The syllabus is also linked from the Newsflash

STEP 2: Go to Green Menu Bar/Class Materials. Click on My Class List and then the second course title. You will see a list of participants currently enrolled in your class. As more students register, this list will change.

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STEP 3: Learn about the case analysis methodology by exploring the “CaseNEX Course Tutorial” under Tutorials on the green menu bar. This is where you will find the Case-analysis and Workbook rubrics.

STEP 4: Click on Discuss Tab on top menu bar and join in on your class discussion! Specific directions will be addressed later in this manual.

STEP 5: Click on Getting Started on green menu bar. Navigate through Managing Courses to Newsflash Editor. This feature allows instructors to post messages to participants throughout the duration of the course, which are visible from the instructor’s and participant’s homepage.

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In the space provided, write your announcement. Set the ‘Show Until’ date to a date in the future. Your message will expire on the date and automatically disappear from the newsflash area. Finally, click on Post Flash and your announcement will appear on the homepage of your class under Class News Flash.

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STUDENT WORK AREAS AND GENERAL SITE TOOLS In addition to tools already covered, expect course participants to use the following tools: CLASS MATERIALS (on the green menu bar):

CASE PERSPECTIVES:

For many cases, master teachers and distinguished educators provide insight and provoke discussion about issues presented in cases. The case perspectives are a supplemental tool to instruction and are used to encourage students to think “outside the box.”

THE VIRTUAL LIBRARY:

Overview of the Virtual Library The mission of the virtual librarian is to 1) collect information and organize it in a way that is useful to participants; 2) organize web sites that will be useful for finding additional information; and 3) outline suggested search strategies to help participants find information about research topics.

Electronic Journals When doing research for CaseNEX, participants may determine that

the topic they need information about has been written in a magazine or journal article. Magazines and journals are published in both print and electronic format. While public libraries tend to subscribe to general interest magazines like Time Magazine, university libraries tend to subscribe to professional journals and magazines such as The Journal of Special Education and Learning Magazine. This link provides access to many electronic journals in the field of education.

Using Databases to Locate Articles When doing research for CaseNEX, a good way to

find additional information on your topic is to search for journals and magazine articles. Authors conducting education-related research frequently publish their findings in such articles. These articles can be theory-based or action research. This link provides information about and access to databases to facilitate searches.

Newspapers This link provides information about accessing newspapers on the web.

Reference Materials For information on online reference resources, including

encyclopedias, dictionaries, and associations, click here.

Search Engines Authors and publishers are posting a plethora of timely information on the web. It is up to the reader, to evaluate its worth. Follow this link to learn more about how to use search engines to expedite your search.

Statistics When doing research for CaseNEX, participants may determine they need to

locate statistics to support their research or to help them understand a topic more thoroughly. A variety of web sites that focus on providing education-related statistics can be accessed from this link.

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Readings For each case, there are corresponding readings to supplement instruction and elaborate on issues raised in the cases. There are 2 links for accessing readings:

Readings (by case) - Readings listed each week in the syllabus can be found here, listed under the case the class is using that week. Readings (search) – This allows you to search all readings by title, author, content area, case or key word

COURSE EVALUATION:

Please encourage your class to complete this course evaluation during the last week of your course.

TALKING TO EACH OTHER (on the green menu bar): KNOCK KNOCK:

This feature allows participants to see who has been logged on to the site in the last 30 minutes. Instant Messenger IDs and Logon IDs are provided to facilitate virtual chats.

CHAT:

The CaseNEX Chat feature is temporarily unavailable as we are in the process of upgrading

CASEMAIL:

CaseMail is the internal mail service for CaseNEX participants to e-mail each other using login IDs. Participants can also access their personal mailboxes from the CaseMail top menu item. When you open CaseMail, you can look in your Inbox or create a new message.

When posting a new message, if you do not know the address (or user ID) of the person you would like to contact, click the directory link. Make sure to click on the second course name presented. You will then see a list of names that you can choose. You may also select the ‘Everybody in Class’ to write to the entire group. If you wish to write to multiple people (but not the entire group), check off the names you would like to include from the list.

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MY CLASS DISCUSSION:

This discussion forum can also be found by clicking on Discuss on the yellow menu bar. This thread may be used for general class-related issues.

JOURNAL:

Students may use this tool to respond to issues in the cases, readings, and class sessions. You can ‘View Student Journals’ under the green menu drop down or also access this tool by clicking on Journal in the top menu bar. When you click down into your course name, you will see a list of students in your class and then the journals they have completed. A red, or partial red, circle in front of a student name indicates a new or edited entry.

WORKBOOK:

Students may use this tool to apply class knowledge to their teaching environment. Similar to the journal, if you click down through the appropriate links, you will see a list of all students in your class and their workbooks.

TUTORIALS: CASENEX COURSE TUTORIAL:

This tutorial includes information on case methodology, the 5-step analysis process and grading procedures. Sample case analyses are provided.

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USING REALPLAYER:

In order to view the CaseNEX video cases, participants will need to download RealPlayer. This tutorial will teach users how to use this multimedia feature that allows viewers to watch streamed video.

USING QUICKTIME:

If users prefer to download video clips before viewing them (rather than viewing the streaming version using Real Player), QuickTime versions of video clips are available. This tutorial explains how to download use this multimedia feature.

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INSTRUCTOR TOOLS As an instructor, you have a number of administrative tools to help you run your course. Students do not have the ability to use the tools described in this section. One tool that we have already discussed is the Newsflash Editor. This may be used to make announcements to the whole class. Other tools are described below. JOURNAL FEEDBACK:

Each week it is your responsibility to grade student journals using the rubric outlines in the CaseNEX Course Tutorial. To give feedback, click on Journal on the yellow menu bar. You can click down into your course name to see a list of students who have completed journals.

A red, or partial red, circle in front of a student name indicates a new or edited entry. Click on a particular name and you will see a listing of the journals they have completed.

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You can then click on a specific journal to see the content. To post a response, click on the reply link and post your feedback. Your feedback will then appear indented under the initial journal.

WORKBOOK FEEDBACK:

Similar to the journal, you will also have to give feedback on workbook assignments. Select View Student Journals from the Talking to Each Other green menu item. You will again see the list of student names and the assignments they have completed. Unlike the journal, however, where responses cannot be changed one they are posted, the Workbook allows for both students and instructors to edit their work.

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CREATING AND EDITING WORKBOOK ASSIGNMENTS:

In most cases, CaseNEX will have all workbook assignments set up before a class begins. However, the following directions can be used to create or edit an assignment. Select Create/Edit Workbook from the Talking to Each Other green menu item. If no workbook has been set up, you will see an area to title the workbook and add general workbook direction. The next box provides an area to title and describe the first assignment. Each time you save an assignment, a new box appears so that you can create a subsequent assignment. You may go back at any time to edit a previous assignment.

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STARTING A DISCUSSION THREAD:

The instructor must initiate each week’s discussion. Students cannot post their thoughts until the area is set up. Click on Discuss on the yellow menu bar. You will then see any announcements or threads that have already begun. An announcement is some piece of information that you can post to which students cannot reply. A thread is the area where students can reply and discuss. Click on the Post New Thread link to start the week’s discussion.

You will then see a box where you can input the week’s discussion topic – give it a title and body and then hit Post Message.

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There are five buttons at the top level thread posting. They are: 1. Edit posting 2. Lock a thread to block any new postings 3. Delete a thread and all associated postings 4. Move a thread to another forum (we don’t suggest you use this) 5. Reply to a posting.

Discussions appear in an indented list. A comment indented below a previous comment is a response to the previous comment. Click on any comment to see what is says and to respond.

When you click on a posting, the content will appear at the top of the indented list and have the necessary buttons to reply or delete a posting.

There is one other posting that CaseNEX does not recommend you use. This branching button allows you to split off irrelevant or off-thread messages into a new line of conversation. Clicking this will also move any related comments.

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INSTRUCTOR NOTES:

As an instructor, you have access to a set of notes for each case. Notes are organized by case title and include guiding questions for each of the 5-steps of the case analysis process. You may use these as a reference too. Instructor notes are found under Class Materials on the green menu bar. At the bottom of the notes page, there are a few sample cases analyses with instructor grading.

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CASE RESOURCES When you are reading a case, you will see quick links to a few of the tools we have already described. Please note: the discussion linked within a case is a ‘global’ discussion in which any CaseNEX participant reading the particular case can join in. Your class discussion is still found by click on Discuss on the green menu bar.

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INSTRUCTOR REQUIREMENTS These requirements outline the roles and responsibilities that instructors for CaseNEX courses must fulfill. The requirements are in place to ensure the quality of CaseNEX courses. CaseNEX will work with the local program coordinator to track course progress and to measure the quality of the course experience. Failure to abide by these requirements will result in removal of the instructor and/or deduction of pay. Prior to Course Start Date:

One to two weeks prior to the start of the course you will receive a login and password for

you course. This login will remain the same for the duration of the course.

Log into the CaseNEX site (http://www.casenex.com) to become familiar with your course. The cases for the current course and the syllabi are already posted. The instructor notes and virtual library readings for cases can be accessed through the “Class Materials” button. If anything is missing, contact info@casenex.com. You will receive a response within one business day.

You will receive a list of students assigned to the course. You will see that some students

are taking the course for professional development credit and some are taking it for graduate credit. Graduate credit students have additional assignments to complete. These are noted on the syllabus.

Week One of the Course:

By Saturday evening or Sunday morning prior to the first week, post a welcome to students

in the course News Flash (appears on the homepage of the course). Post a discussion prompt introducing yourself and ask students to introduce themselves. Immediately submit your own posting as a model to students. Send a welcome Casemail to the entire class.

Throughout the week, respond to students’ journal entries and discussion board postings.

Check Casemail and respond to students’ mail to denote receipt and to give them practice

reading their own mail. If students have questions that you cannot answer, contact info@casenex.com. You will receive a response within one business day.

Use the CaseNEX spreadsheet to track and grade students’ participation in and completion

of journal entries, discussions, and Workbook assignments. Second and Subsequent Weeks:

By Saturday evening or Sunday morning, post the current discussion prompt for the week.

These prompts are found within the syllabus.

Engage regularly (at least three times per week) in the discussions both to moderate and add to the group discussion.

Respond to journals in a timely manner. Use the rubric to grade the journal entries, providing comments to support students and explain grading. These comments will need to be more detailed in the beginning of the course when students are becoming familiar with the five-step process. You may also wish to post a Newsflash reminding students that journal responses are due each Friday at midnight and noting when they can expect a response.

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Check and respond to Casemail. If you find a common question or concern, you might wish to post a general answer in the Newsflash. If students have questions that you cannot answer, contact info@casenex.com. You will receive a response within one business day.

Grade and respond to Workbook assignments within one week of receipt.

Post student discussion points in their journals.

Track students’ participation and grades on your grading sheet.

Send Casemail to students who have been inactive for more than one week to check on their

status and needs.

Keep in touch with the local program coordinator and alert to any problems and concerns. Inform the coordinator of students who are inactive and need to be dropped from the course.

At the End of the Course:

Post a Newsflash reminding students to complete online Course Evaluation found under the

“Class Materials” button.

Determine students’ final grades based on the grading scale provided by CaseNEX. Post course grade in students’ journals.

Within five business days from the end of the course, email final grades and your completed

spreadsheet for those students taking the course for graduate credit to CaseNEX (info@casenex.com). Email a list of all student grades to your program coordinator.

Below is a sample of the grade sheet used to track student points. The sheet extends to include all journals, discussions and workbooks and can be modified to match the specific requirements of the course you are instructing.

Class Name: Intro to Curriclum Instructor: Mary Smith Date Apr-07 Graduate Students: must complete 6 journals, 8 discussions and 3 workbooks - minimum points needed is 115

Name Intro: 2 bonus

Journal 1: 7 points

Journal 2: 7 points

Journal 3: 7 points

Journal 4: 7 points

Journal 5: 7 points

Journal 6: 7 points

Journal 7: 7 points

Student, A. 2 6 7 6 0 7 7 0 PD Students: must complete 8 journals, 8 discussions and 1 workbook: Passing = 110 points

Name Intro: 2 bonus

Journal 1: 7 points

Journal 2: 7 points

Journal 3: 7 points

Journal 4: 7 points

Journal 5: 7 points

Journal 6: 7 points

Journal 7: 7 points

Student, B. 2 6 5 7 7 5 6 6

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FACILITATION TIPS Characteristics of Online Communications

There are no nonverbal cues. Individuals more often need to “fill in the blanks” than in a face to face conversation which can lead to misinterpretations and problems.

Feelings of anxiety and hostility can quickly blow out of proportion. Individuals in online conversations are less inhibited. Status differences play less of a role in online environments. Therefore, the instructor may

have less power or be questioned more frequently. Interaction in online discussions tends to be more evenly distributed. It is difficult for

someone to dominate a discussion. Online consensus decision making takes significantly longer than when group members

interact face to face. Tips for Successful Facilitation

Motivate students through your own participation! Keep your posts brief and to the point. Encourage students to stick to the subject of the discussion. Discourage students from posting cluttering messages such as “I agree” and “Me too!” Title postings appropriately so as to point to their topic. Set a warm tone for the class – break the ice by posting an introduction and welcome each

participant. Throughout the course, occasionally interject lighthearted comments. Be responsive - Set expectations/deadlines and be consistent in terms of when you give

feedback. Waiting can lead to feelings of inadequacy. Send sensitive information through Casemail – do not post it in the discussion area. Use tentative phrases such as “It appears that…..” rather than “It is….” Send ‘I-messages” rather than “you-messages” – example: “I believe…” rather than “You

are…” Always consider the perspective of your students. Never publish private e-mail without permission. Do not type in all caps. Be flexible – recognize when to step in and redirect a conversation or to interject opinions or

facts. Remain aware of students – has someone ‘disappeared’ from discussions or does someone

seem upset about something? Use students’ names in order to keep a personal tone. Example: “Mary, excellent response!” Clarify meanings when needed. If your posting is directed to the entire class, make sure to not post in response to an

individual. The above tips were adapted from: Lewis, C. (2000). Taming the lions and tigers and bears. In K. White & B. Weight (Eds.), The Online Teaching Guide (pp. 13-23). Needham Heights, MA: Allyn & Bacon. Bischoff, A. (2000). The elements of effective online teaching. In K. White & B. Weight (Eds.), The Online Teaching Guide (pp. 57-72). Needham Heights, MA: Allyn & Bacon. Addesso, P. (2000). Online facilitation. In K. White & B. Weight (Eds.), The Online Teaching Guide (pp. 112-123). Needham Heights, MA: Allyn & Bacon.

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INSTRUCTOR ADVICE Read the cases and the articles.

You won’t be able to analyze your students’ responses, anticipate questions, clarify misunderstandings, or contribute the discussions convincingly if you have not read the case (several times) and the articles. Know the syllabus inside and out

When you’ve designed a course ourselves, you internalize the student expectations, assessments, projects, and congruence. With the CaseNEX course, the syllabus has been written for you, but the students will treat is like your syllabus. So, be ready to explain course requirements, deadlines, discussion expectations, grading, and procedures for getting course credit. (P.S. Those questions will not stop after the first couple weeks!) You’re not an Internet service provider, but…. Inevitably, students will experience technical difficulties—they can’t download an article, they can’t find the syllable, the video clip isn’t working. When issues are CaseNEX-related (e.g., a broken link), direct students to the CaseNEX representative directly. Nevertheless, you will probably have to field some of these concerns yourself, simply because it might be in the best interest of the student being able to complete his or her work. Make your presence known There are three main ways to let the students know that you’re “listening”: via the discussion board, email, and assignment feedback. Use the discussion board to post the discussion questions, pose follow-up questions and prompts, and demonstrate how students’ ideas connect with research, practice, and one another. Optimally, you should check in three times a week, throughout the week. All three times do not have to be time-intensive, but students should know that your expectation that they check and respond on the board is one you’ve set for yourself as well. Use email both to communicate with the class en masse and with individual students. You may wish to send a weekly email to everyone, reviewing what is due that session, giving encouragement in areas they are doing well in the class, and gently advising on areas for improvement. Avoid singling out individual students in whole-class emails. The feedback you give students on journals and workbooks—particularly in the first week—can facilitate one-on-one conversations that will continue via email or “spill” into the discussion board. Give qualitative feedback CaseNEX provides clear, easy-to-use rubrics for instructors. Still, students want and need specific, qualitative feedback. In addition to serving assessment purposes, your comments should challenge students’ thinking, lead them to additional resources, and invite their responses to your thoughts. Since your students are professional teachers, they will notice and respect the time you take to thoughtfully evaluate their work. The better your feedback, the better your students’ progress will be. Encourage a community of respect and validation.

Respect and validation is just as important in an online environment as it is in the traditional classroom setting. Students in the FCPS cohort are already part of a school community, but as the instructor, you will need to facilitate connections and “water” budding relationships. You might make comments like, “Kathy and Sandra, you are both gifted resource teachers at elementary schools, right? How do you each handle the kind of parent concern Steve is talking about?”

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OVERVIEW OF FIVE-STEP PROCESS

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Please click here for the Case Analysis Rubric:

http://casenex.com/casenex/caseAnalysisRubric2006.pdf

Please click here for the Workbook Rubric:

http://www.casenex.com/casenex/workbookRubric_Aug2005.pdf

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