Introduction to Keyboarding Edie Fabiyi

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Title V GrantHybrid Course Delivery

• OMT 101, Introduction to KeyboardingEdie Fabiyi

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Purpose

• Teach beginning keyboarding students the proper
  structure, layout and usage of the computer
  keyboard. Students will
• use proper keyboarding technique to type without
  viewing hands on the keyboard.
• produce work using WebCT, word processing and
  file management skills.

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Proposal

• A hybrid section for the Keyboarding I where
  students would
• build knowledge about safe keying using web
  resources
• enhance the collaborative aspect of the class by
  working together to construct knowledge

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Rationale

• Demand in school and work environments call for
  increased keyboarding knowledge for all.
• Web resources free and accessible.
• Collaboration enhances the learning process.
  Students work to construct ideas for themselves
  and others.

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Process

• Met 2x
• Instructor-lead introduction to new skills
• Lab practice
• Instructor lead talk about safe keying

• Met 1x
• Some instructor-lead and some student-lead
  introductions to new skills
• Lab practice
• Student-centeredlearning aboutsafe keying

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Process

• Getting Started
• Community Building
• Course Tools
• Orientation Quiz

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Process

• What is Safe Typing?
• Group Project
• Students worked in small groups to discuss the
  subject matter (safe keying) and create group
  presentations.

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Instructions Rubric
Written instruction Each activity and due date
listed Track usage (rubric)
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Discussion Board
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Discussion Board
Links to web sites Identify pertinent
information Final list of 10 most important
techniques Create 3 suggestions/ideas for safe
keying
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Discussion Board
Several found facts Fewer novel ideas for safe
keying
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Evaluation

• Students were given a course evaluation at the
  end of the class.
• All of the students felt the class did meet their
  expectations.
• Students found web sites interesting and useful.
• Suggestions for improving the course ranged from
  less work to software and laptops to practice
  outside of class.
• Students found group project task interesting and
  obtainable. Students gave positive comments
  about working with others and thought it made the
  tasks easier. They brought out that getting
  students to participate in their groups was a
  little difficult.

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Reflection

• In general, I found that collaboration increased
  as a result of the discussion board activity.
• Using a rubric to assess the group presentations,
  I found that groups presented important
  information as instructed. They were able to do
  it backed with explanations from the readings,
  but they did not come up with novel and new
  ideas/suggestions for keying properly.
• Tracking rubrics page to gage the use of it.
• Expected more group participation which didnt
  pick up until the deadline loomed. While some
  students remained quiet, others seem to do much
  of the work. I was concerned about this just as
  the students were.

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Reflection contd.

• Self-guided opportunity to teach themselves went
  well.
• Confused about hybrid vs. online
• Chat and email rarely used
• Overall, this was a wonderful opportunity for me
  to write a hybrid course. I learned how to use
  WebCT and how to plan discussion board activity
  in the future.

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OMT 101, Introduction to Keyboarding
A Title V GrantHybrid Course Delivery