ECP | NPEA | International
Business | GUI
Building
 Exemplary
Course Project
The Blackboard Greenhouse Exemplary Course Project recognizes courses that model best practices in course design, interaction and collaboration, assessment and evaluation, meaningful technology use, and learner support.
The project is directed by Maisie Caines, College of the North Atlantic, and David Graf, Nova Southeastern University, in collaboration with the WebCT Institute Program and WebCT.
Exemplary Course Project Site
http://communities.blackboard.com/webapps/portal/frameset.jsp?tab_id=_130_1
Exemplary Course Project Scoring Rubric
• http://communities.blackboard.com/webapps/cmsmain/webui/_xy-30915_1-tid_TrwAmnl6
• PDF document
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Nuclear Phenomena of Engineering Analysis
About the Course:
Nuclear Phenomena for Engineering Applications (NPEA) surveys the quantitative and qualitative aspects of how atomic and nuclear phenomena apply to our everyday lives through technology and the environment.  In a world that is increasingly welcoming and relying on responsible applications of nuclear technology to achieve global prosperity, the knowledge that NPEA provides can open significant career, discovery, and technology leadership opportunities. NPEA also surveys the implications of nuclear technology to instill awareness about what “responsible application” can mean.
Links:
View the course
http://www.blackboard.com/resources/connections/rensselaer.html
PDF
Blackboard Academic Bulletin Newsletter - August 2007
PDF
BbWorld Greenhouse Winner Interview
WMV File | MP4 File
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International Business
About the Course:
The WebCT component of International Business fosters a community
of learners both face-to-face and at a distance, captures
the instructor’s teaching style, and enables situated
learning for students with different learning styles.
Streaming video captures the instructor-learner interaction in the face-to-face component of the course, as well as the instructor-learner, learner-content, and learner-learner interaction. In almost every video, students can hear the instructor quote from the discussion board and respond to what was said.
 Customized content modules present learners with the content for the "Current Week," Ready Reference links to pertinent resources, Reading Rooms that provide ancillary resources, and an International Business News area featuring recent news about content related events. Students are inspired at the start of each module by a "quote of the week" and a link to past issues.
The course, by design, encourages students to think and make practical decisions by exposing them to actual international business management situations and engaging them to discover their own solutions. The written assignments include industry and company research that requires students to reflect on their course of study by expressing their assessment of international business subject material, including selected research, development of an international business philosophy, student interaction, and content relevancy.
Links:
View the course
http://www.webct.com/exemplary/viewpage?name=exemplary_2005_wright
PDF
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GUI Building
About the Course:
This course, based on the Kolb model, was designed to provide students with a blend of synchronous and assynchronous interactions with the instructor taking the role of a tutor/mentor. About two weeks before the class started, all students were sent an email providing an overview of the course, the philosophy behind its design, the instructional strategies, the various activities and requirements, and enabling students to get familiar with the environment before the course actually started.
GUI Building offers a blend of interactions that allows the students to
interact with their instructor (discussion den, email, chats) with each other
(groupwork, discussion board, student homepages, chats) and the content (QuikQuiz,
course pages, videostreams, Explanations)
 GUI Building not only uses the WebCT features that best enables the instructor to meet the coure objectives, and provide dynamic interation to all participants, it also expends the capabilities of WebCT to incorporate other media such as the QuikQuiz, Flash, and video streaming.
Students were assessed through a variety of medium both as individuals and as members of a team. The exercises allowed them to apply their knowledge of the subect on a regular basis. The homework assignments made it possible for them to analyze and synthesize what they were learning. The final project provided them with an opportunity to synthesize what they had learned throughout the semester.
About two weeks before the class started, all students were sent an email providing an overview of the course, the philosophy behind its design, the instructional strategies, the various activities and requirements, and enabling students to get familiar with the environment before the course actually started. Before they could take the course, all students had to go through a certification process to make sure that their computers met the minimum requirements. The Contacts page provided them with the email addresses and phone numbers of all the different members of the support staff. The instructor's information was on the homepage.
Links:
View the course
http://www.webct.com/exemplary/viewpage?name=exemplary_2003_danchak
PDF
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