Integration Project: Madeline Murphy

Project Overview

The primary objective of this project is to provide Child Development working professionals and non-professionals the opportunity to take coursework needed to finish the associate and bachelor degrees. Special emphasis is aimed at developing skills, teaching behaviors, and instructional processes related the New and Experienced Teacher Standards and the Interdisciplinary Early Childhood EducationTeacher Performance Standards.

Assessment for Internet Class HS 257

Structure of the class

Students enrolled in class were 31. First class was face-to-face, to answer any questions about the class, problems they might have with using blackboard, and any suggestions. My first duties I did with blackboard were posted syllabus, introduced myself, and explained how to contact me. As you can see by the syllabus attached all required dates were entered to turn in assignments.

Progress of the class

From week to week, I put up announcements of what assignments were posted, expectations, where to locate assignments on blackboard, and due dates. I made use of the discussion board for students to help one another or ask me questions concerning assignments. If students had problems with there blackboard (turning in assignments, accessing materials, etc.) I allowed them to send assignments by e-mail.

Problems that occurred with blackboard in the beginning of the class were, students unable to utilize the program, students finding it hard to open documents from blackboard, and blackboard had quite a bit of downtime. Also, I found it difficult at times to open from digital drop box certain documents that were sent from students. Example: sending in papers in Microsoft Works program and not being able to be converted. The only programs at MSU were Microsoft Word, PowerPoint and my personal WordPerfect. This caused many problems because I would have to tell students what formats they could use and not use. Which made it hard for students who did not have those programs. Sometimes, I would have to wait for work to be sent back to me, making it a late assignment. Because most of my students were non-traditional students, and this was their first class, I found it more challenging to teach using blackboard. Also, submitting grades on the blackboard were long and extensive. It took very long to input one student's grade and could only do one at a time. It would have been nice if I could have entered all grades at once and then submitted the finish product at the end. Because of the long waiting period to enter grades using the blackboard, I had to incorporate my own spreadsheet into the system.

Towards the end of semester

Coming to an end to our spring semester, I have notice that most of my students have become more proficient with blackboard on how use and send documents. I found it easier to get papers, grade them, and provide comments to one or all students. One of the challenges that I still have to face will be creating the final exam to go out over the blackboard system.

Positive outlook to blackboard

I would definitely like to use blackboard for more of my classes and will be using or having other classes use this system. It makes it easy for students who may not be able to come to campus continue their education without some of the hassles of campus life.