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1. you would like to Hide Tree Ji New File t New Folder Paste Upload a Add Learning Object j 5 content enforced 492133 sandb m y s update edit then pes e E ii Gy EYN Pages Name a Size Type Last Modified Date download the file on _ y sete i 3 oo Eee a aanas o your device m cn Rename Folder Jan 23 2015 8 58 U k PM CH Copy O X cut 735 58 image Mar 1 2015 9 42 N o Ty Delete E 13 66 inane Jan 18 2015 4 01 a fl Add Content Topic 2 63KB Image ocr ee PEE a3 o e Publish to LOR ae 248 45 PRA Feb 4 2014 5 07 121 Make changes tO Content Manage Files Course Builder the documents Location content enforced 492133 sandbox jlucena convert to PDF if Hide Tree New File h New Folder 7 Paste ni Add Learning Object you wish then eontent enforced aozias sandb O yo n y O Y S S EYN Pages upload the updated Name Last Modified Date cai ong Mar 4 2015 11 12 file to your course e000 Upload AM files to be linked https d2I pdx edu d2I common dialogs nonModal blank d2I d2 _body_ty po a Mar 1 2015 9 42 PM anywhere in the aa Aaa fare ara iia Jan 18 2015 4 01 course Upload Oct 13 2014 11 04 AM Feb 4 2014 5 07 PM Destination Folder content enforced 492133 sandbox jlucena reb 9 2015 11 58 Jan 8 2015 1 41 PM Jan 18 2015 5 36 PM Feb 3 2015 10 31 AM Jan 18 2015 5 36 PM MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace
2. 2 o P Ea vi e f p a y 4 Aa ad 7 eS gt 4 y ve a a eid a I Pie ae a e of Sve fn 4 ia aa A a el wf a gt BR X s _ Today s Talk Introduce our program e The Context Overview of program characteristics e Show our solutions to this implementation Discuss our guiding research e Original purpose of our ePortfolio approach Get your input e We brought this to Long Beach because we are a pilot program in an institution wide implementation process PORTLAND STATE UNIVERSITY CHANGE YOUR LANE IS OPEN ReThink 158 Expanding the PSU Sphere of Influence A Vision for Increased Access Through Highly Effective Online Programming in Business Education PORTLAND STATE UNIVERSITY The Mission Meet student needs for flexibility Maintain rigor for accreditation and quality student experience Develop sufficient online student services Design from scratch Accelerate PSU capacity for 21 century teaching and learning CHANGE YOUR LANE IS OPEN Coursework Year One 6 courses Year Two 6 courses Year Three 6 courses Summers reserved for custom degree completion needs fully online certificate and internship opportunities development The Three Year Experience Paced Support Modules and the 3 year ePortfolio Self Paced Support Modules Academic Support Modules eVarious Forms of Writing Academic Integrity Manage
3. CHICO Rubric for Online Instruction SBA Learning Goals Portland State University Learning Outcomes kk Changemaker Program Goals Assignment QUIZ indicates this material will be on the quiz Due by Tuesday 11 59 pm Week Two Preparing to Design or Redesign Your Online Course Content By Learning Objectives Learning Objective One Identify the essential concepts students must learn each week in your ten week course Creating Lasting Video for Online Master Courses Sample Concept Video Assignment Discussion Post on Industry Standards First post due Final post Wed by 11 59 due Sat by pm 11 59 pm DropBox Response Paper Course Catalog Descriptions and Pre Due Sunday Assignment defined Course Objectives by 11 59 pm Response Paper 10 pts Required All reading materials you have selected or have been Reading assigned to you for your course your textbook primary sources website etc Changemaker Course Catalog Descriptions and Learning Objectives Learning Objective Two Develop two to four learning objectives for each week of your course based on the course catalog description and course learning objectives provided by the university SBA Cognitive Science for Education Weekly Learning Objectives 20 min Assignment Submit a draft of your essential course concepts and Due Sunday related weekly learning objectives for your 10 week course by 11 59 pm rubric Require
4. window into YouTube from within D2L As you ll note on the above workflow diagram other media can also be embedded in D2L including Google Presentations text files and links 41 Manual Outline e Planning a Shoot o Templates o Storyboarding o Available Equipment o Prompting Materials e Starting a Shoot o Green screen o Lights m 3 point studio lighting m Checklist e Lights on e Check that all bulbs are functioning e Check lighting on talent o Camera m Inserting and formatting card Focusing on talent a White balancing m Checking storage media e Cycle to each card to make sure management file is working o If prompted when you insert a card cycle through both Focus MF manual m Set to eye level of talent e Use monitor to check output m Set frame e Main prompter unit pointed at talent e Headroom o Audio m Fresh batteries m Receiver and Transmitter on m Setting audio levels o Prompter Turn on prompter m Remote clicker receiver plugged into computer e Test remote Load prompting images o Talent m Wardrobe and appearance Micing the talent e During the Shoot o Roles and Responsibilities 42 m Director m Talent m Production Assistant o Rolling and Cutting o Note taking o Prompting Techniques Leaving the studio Prompter off Lights off Monitor off Camera off but plugged in Mic receiver amp transmitter off o Security measures Depositing footage onto computer o Create person
5. And using more current videos Ted YouTube etc that tie into the textbook chapter might be more interesting than me talking about it The challenge of making the time to record the videos NA Based on the questions get don t think all the students watch them By design they are static so the material becomes dated pretty quickly don t like recording them in the studio They look more professional and appreciate the coaching but don t like doing it am awkward in front of a camera In order to make them most efficient effective there is a lot of prep time Not a big fan of the story boarding Statistic Value Total Responses 7 79 7 What do you like best about course assignments Text Response assessment The assignments are great think the balance in my class is right on there is something that they are responsible for every week The quizzes are really important Opportunity to customize per students skills and interests Most of them require only minor changes and can be refined over time That students can complete the individual assignments at their own pace think these elements are what they expect in the course like the auto grading aspect of the quizzes they like to know how they ve done like being able to schedule and calendar assignments hated creating the to do check lists but the students like them like seeing the variety in how students interpret ambiguity in the challenging ass
6. Please see attached Online Business Education Faculty Desire2Learn Support Resource Guide O This is yet another place where faculty can find tech support specifically support on D2L techniques that fit into our standardized course design O Please see attached Faculty Course Development and Teaching Tutorials O We created these tutorials to support faculty during transitions in the Office of Academic Innovation and the Office of Information Technology O Please see the attached Checklist Tutorial Group Email Tutorial Discussions Tutorial EYN Tutorials Dropbox Tutorial Chats Tutorial Updating Documents Tutorial Quizzes Tutorial Quiz Settings Tutorial Manage Files Tutorial Gradebook Associations Tutorial Gradebook Tutorial Acceptance Letter to Program O We developed our own admissions and onboarding programs This letter is an example of the acceptance letter students receive once they are accepted into the program Please see attached Admissions Protocol Document O Admissions for fully online students is fraught with obstacles To simplify this we worked on and documented our admissions protocol This also served to transfer knowledge to new staff O Please see attached Page 5 At Risk First Round of Task Name 158 Two Fully Online Degrees Course Development Course Number and Faculty Designer Amy Hofer Development of BA 301 Research and Objectives Development Topics weeks module devel
7. BA 302 BA 311 BA 385 54 Term 1 Year 2 ISQA 429 BA 325 Term 1 Year 3 ISQA 451 Cluster 3 Term 2 Year 2 ISQA 439 Cluster 1 Term 2 Year 3 ISQA 479 ISQA 450 Term 3 Year 2 ISQA Elective TBD Cluster 2 Term 3 Year 3 BA 495 6 Applied Theories of Career and Work 2 Non business degree requirements for your bachelor s degree can be completed during the summer when the online cohort is not in session or during future terms Upper Division Cluster Classes Although cluster classes are a part of your non business major requirements they are included in the online program These classes are required for all students transferring to PSU with at least 90 quarter credits For students transferring with less than 90 quarter credits please visit the University Studies website for more information on transfer placement and additional requirements www pdx edu unst Business Strategy Course BA 495 Business Strategy 6 credits BA 495 Business Strategy is an interdisciplinary business capstone course that teaches students how to analyze the internal and external environment of a firm and develop a business strategy and business plan A grade of C or better is required This course should be taken during the student s last quarter prior to graduation after all 300 level core courses have been completed Prerequisites BA 301 BA 302 BA 303 BA 311 BA 325 BA 339 and BA 385 In addition to successful compl
8. Studio lighting These pieces of equipment will serve as an excellent foundation for producing your videos My number one suggestion to you however is to not push yourself to try to produce professional styles of video just because you have really nice facilities and equipment The era of YouTube has brought us completely new styles of video production and has definitely widened the range of video styles that viewers accept and enjoy including styles that involve less filming overhead For example the use of jump cuts while a person is talking would have been unheard of in the 1980s but now it s a commonly used editing transition on YouTube and television alike Handheld cameras are used for filming interviews and dramas and make a show feel informal and authentic In fact would love to see an eLearning module shot by someone filming himself by hand walking down the sidewalk downtown discussing urban planning or 2 Jump cuts are simply an immediate jump from one video clip to another without any sort of transition such as across dissolve or fade someone walking through the woods talking about environmental science New relatively low production value video styles open up a whole new capability for engaging immersive instruction which hope you ll feel free to exploit using this equipment One particular feature of the above equipment which may be helpful to know about when producing innovative video styles are the very adva
9. 61 Student 62 Student 63 Student 64 Cohort Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 13 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 13 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Out of Sequence Cohort Courses none ISQA 450 T6 stop out MGMT 464 BA 495 none MON ties 450 BA 495 MGMT 351 none ISQA 450 none a 450 BA 495 N A N A N A N A none none none none BA 385 ISQA 450 MGMT 464 none post bac taking MGMT only none none none none none none none non
10. AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 110 School of Business dp Administration CHANGE BUSINESS M RS DEGREE YOUR LA KERS N PORTLAND STATE UNIVERSITY Course Group Email Tutorial e Please read this information about Google Course Groups Automatic Class Google Groups From your PDX edu Gmail EREA eR Te account select Compose to create a new message fo BA 302 ML1 Mail Merge Cc Bcc BA 302 ML1 Spring 2015 course BA 302 ML1 201502 group pdx edu Enter your course name and number being sure to note the term s call numbers in this example it is ML1 It will Jennifer Lucena automatically pop up as long ReThink D2L Support Specialist as you are logged in to your School of Business Online Education Program 503 725 9906 jlucena x edu Portland State UNIVERSITY PDX edu Gmail acocunt NOTE Be sure to make a note in your communications to students using this format that students cannot reply to these communications To reply they must reply directly to your email address 111 School of Business dp Administration CHANGE BUSINESS PORTLAND STATE UNIVERSITY MAKERS DEGREE YOUR LANE I5 OEN D2L Tutorials DISCUSSIONS From your course Homepage select Activities gt Discussions E Ox Quizzes Checklist Surveys Select the caret gt f
11. Bar Response 1 Yes 1 7 100 2 No 0 0 0 Total 7 100 Statistic Value Min Value 1 Max Value 1 Mean 1 Variance 0 Standard Deviation 0 Total Responses 7 92 16 Please select the year and term you started the fully online program Answer Bar Response 1 Fall 2013 0 5714286 4 57 2 Spring 2014 0 1428571 1 14 3 Fall 2014 0 1428571 1 14 4 Spring 2015 0 0 0 5 Other 0 1428571 1 14 Total 7 100 Other I m in my third semester right now Statistic Value Min Value 1 Max Value 5 Mean 2 Variance 2 33 Standard Deviation 1 53 Total Responses 7 93 17 And finally please select one choice below that best describes your overall experience with the fully online Changemaker business degree program Answer Bar Response 1 Very Satisfied 0 5714286 4 57 2 Satisfied 0 1428571 1 14 3 Somewhat Satisfied 0 1428571 1 14 4 Neutral 0 0 0 5 Somewhat Dissatisfied 0 1428571 1 14 6 Dissatisfied 0 0 0 7 Very Dissatisfied 0 0 0 Total 7 100 Statistic Value Min Value 1 Max Value 5 Mean 2 Variance 2 33 Standard Deviation 1 53 Total Responses 7 18 If you are no longer in the fully online Changemaker business degree program please let us know your reason for leaving Text Response As of this term did start going to some classes on campus as well as the online courses My work schedule changed and making it more do able The hardest part of doing so was knowing wouldn t graduate with the cohort as have developed s
12. Chat 1 w Video Chat 2 w Video Chat 3 w s Video Chat 4 w c 2 _ Culminating Leadership Purpose Assigment v Autobiography w i Final Leadership Purpose Statement w x iq Dropbox OPTIONAL Draft Leadership Purpose Statement Draft w d Dropbox To change the Point for each item select the grade item title Show above j f Grading in purple and edit the Grading Points area Maximum Points 4 t7 MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 128 ONLINE Administration BUSINESS A tS DEGREE PORTLAND STATE UNIVERSITY School of Business CH M D2L Tutorial GRADEBOOK e Grades Points Create a Category Notes This tutorial begins in the Gradebook Manage Grades area The sequence for arriving Course Home Course Content Rubrics Enter Grades Manage Grades Schemes Setup Wizard o Settings Help New More Actions v at the Gradebook is Grades red Grades green Manage Grades purple e Grades New Grade Item Note This tutorial begins with the Setup Wizard however our program gradebooks have already been created Select Grades to begin see image above MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are Unive
13. Minutes Version B Between these two versions the primary difference is whether the instructor chooses to open with something like a video vignette in version B followed by an explanation of the vignette or if the instructor chooses to open by setting the stage for video footage representing the Concrete Experience stage 25 minute Video Template ee Ae A ods ee a ea act eal Ea a teed se ee en at 0 3 6 9 12 15 18 21 24 27 Minutes In this 25 minute template the Active Experimentation section in the middle of the video segment is intended to act as an engaging intermission to the video Here the student will be asked to pause the video to complete a task the instructor has described It s up to you to be creative in deciding what task could be assigned as a relevant short intermission to your instructional message You may find that you already have some ideas for this from your live in person courses These templates of course are suggestions However you re strongly encouraged to carefully follow the design on the template at least for your first several video productions They will help to set the bar of quality very high in your initial productions and assist you in creating high quality educational media right off the bat Storyboarding Storyboarding refers to the method of planning a video or eLearning production using a series of frames not unlike those of a comic strip to define different scenes an
14. Pro project file for your course It has a purple Premiere icon and may end in prproj In the above example it would be here OBE1 Jeanne BA302 BA302 prproj Open that file Premiere Pro will start up Import the new media Your next task is to bring those new files into your Premiere Pro project There are two ways 34 to do this discussed below First however you ll need to locate the Project window in your project It will be one of tabs in the window at the bottom left in Premiere This is a listing of the media assets in use in your project To the left of the folder icons you will find arrows indicating whether each folder is open for viewing Click those tiny arrows until all folders are closed up and you have some blank space in this window Importing Method 1 Drag from Finder Go back to the Finder window which contains the new folder you assembled containing your raw videos your slides any photos etc Drag that entire folder into the Project window in Premiere Be careful not to drag it into an existing sub folder but rather to a blank space in the Project window Importing Method 2 Right click Import Right click in the empty space in your project and select Import Navigate to your folder with the raw files in it and click once on that folder selecting it rather than opening it and click Import This will import that folder and its entire contents The downside of using this appr
15. Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 122 MAKERS becree YOUR LANE I5 OFEN School of Business ip Administration CHANGE ONLINE D2L Tutorial QUIZZES Creating a question library O Question Library Adding Questions to a Quiz Part 1 O Question Library Adding Questions to a Quiz Part 2 Creating quizzes O Quizzes Populate a Quiz with Questions from Question Library Quizzes Create a Quiz with a Randomized Set of Questions Quiz grading Quizzes Associate a Quiz with a Grade Item Instructor Quiz restrictions Quizzes Restrictions and Attempts Quiz assessments Quizzes Associate a Quiz with a Grade Item Quiz submission views Quizzes Objectives Submissions amp Reports Note do not edit Default View Only Pefault View P z ape The following is the submission view that will be released to users use Additional View and set specific date and time Date immediately Show Questions No Statistics none Additional Views Add Additional View Mm iy O week 3 Date Feb 8 2015 8 23 PM Show Questions Show all questions with user responses Show question answers Yes Statistics none MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorad
16. a classroom to move through your prompting materials Your audience will quickly forgive your use of the slide advancer there is no need to hide it Section 2 Production Conducting a Shoot in the Studio or On Location If you plan on using video in your online course and you d like to create that video yourself you ll be involved in film Production In this stage you ll execute the plan from Pre Production and generate the raw materials to be assembled in Post Production In this section you ll learn about the setup of the studio or a location shoot about how to conduct the shoot and about storing your raw media on an editing computer Pre Shoot Checklist e No green clothes bright white to be avoided e Turn lights on e Prepare the teleprompter and prompting materials e Put an empty SD card in camera o Format the card if necessary e Focus to talent distance e Set the frame o Height of talent 4 8 zoom out o Compare your height to that of the easel for reference e Fresh batteries in wireless mic transmitter and receiver e Check or set audio levels o Just short of red bars on one channel 30 lower on the other e All cell phones in the room silenced completely e Turn on Recording sign e Press record 19 Studio Layout and Parts The video studio is comprised of the backdrop the lighting the camera and microphone and the teleprompter In this section you ll learn about using those components The Back
17. adjusts the color temperature of the image to match a natural light spectrum causing white to appear as a pure white as opposed to being too red too warm or too blue too cool the on screen talent to read words or view images while still looking directly at the camera or audience This technology can vastly improve the quality of your talent s performance or it can severely inhibit them depending on how it s used Here we ll discuss different ways of using the teleprompter to your benefit Creating the materials you ll view on the teleprompter will be one of the final stages of your planning process Verbatim Scripts It s very easy for an instructor to fall into the trap of attempting to script an entire video segment Their intuition is to use their preparation time to define the ultimate perfect presentation of the topic and therefore a verbatim script is necessary so that precise script editing can be done off line This is again a trap and the danger is that by providing such an exact transcript for their talk the instructor will give an unnatural and distracting presentation because they are attempting to read their lines It s a very specific acting skill to perform well from a teleprompter and it isn t for everybody Below we ll suggest other methods which require less overhead on the part of the instructor and which are likely to yield a more natural classroom like performance H
18. course Midweek Sunday Due Dates Due Dates Videos Framework One Describing the Creating Significant Learning Experiences 20 min Three Framework Two Piane wins Transformational Learning 15 min Framework Three The Theory of Intellectual Development 20 min Dropbox After viewing the videos write a one page response to one of Due Assignment the following prompts Sunday by 11 59 pm Response 1 describe what you are curious about for your own course Paper 1 design now that you have learned about these frameworks 10 pts OR 2 describe a practice you already have in your teaching that integrates an aspect of one or more of these frameworks Optional Reading Fink D 2003 A Self Directed Guide to Designing Courses for Significant Learning Excerpted from Supports the Creating Significant Learning Experiences San Francisco Video Content Jossey Bass McKonigal K 2005 Spring Teaching For Transformation From Learning Theory to Teaching Strategies Stanford University The Center for Teaching and Learning Perry William G Jr 1970 Forms of Intellectual Development in the College Years A Scheme New York Holt Rinehart and Winston Belenky Mary F Clinchy Blythe M Goldberger Nancy R amp Tarule Jill M 1986 Women s Ways of Knowing The Development of Self Voice and Mind New York Basic Books Learning Objective Two Experience what it feels like to be a student in a
19. designed for students seeking to complete their Junior and Senior year requirements for a Bachelor s degree in Business with a concentration in Management amp Leadership or Supply amp Logistics Management Our 72 credit online program offers flexibility that meets the needs of the modern student With your own designated academic advisor available for support throughout the program you will gain access to internship advising career advising and portfolio development from day one to graduation Due to the busy schedules of our online students we have designed the program to be part time at 8 credits per term fall winter and spring We follow a cohort model allowing you to move through the program with a designated group of students and a reserved spot in each class General Degree Requirements Your business degree will consist of 3 components You must complete the requirements for each 1 Bachelor of Arts or Bachelor of Science requirements http www pdx edu advising bachelor arts bachelor science and bachelor music 2 University Studies program requirements GeneralEducation http www pdx edu advising university studies Upper Division Cluster course requirements are included in the online program 3 School of Business requirements outlined below To earn a bachelor s degree in business you must complete a minimum of 180 credits including 1 at least 72 upper division credits 300 or 400 level 2 at least 8
20. friends in the cohort with them the entire time like that can form relationships with people even though am an online student It is great to be able to talk with students who have gone through the same experience as me You get to know who the other students are Statistic Value Total Responses 7 12 What do you like least amp nbsp about a cohort model where you go through the program with the same group of students Text Response Nothing Its amazing just wish the cohort was larger don t think I ve shared a group with anyone in my cohort yet You get stuck working with the same students in group projects wish that there was a way to get the program over with faster if a student chose to do that attend full time right now even though the program is part time It would be nice to have the option of adding an additional required course to each term in order to graduate early That would mean that would not be in the same classes as the rest of the cohort but wouldn t mind that There is nothing negative for me to say about the cohort group Nothing at least for the group projects you know who is going to pull their on group assignments Statistic Value Total Responses 7 13 What do you like best about working with a specific academic advisor for the online program instead of working with a general academic advisor for the School of Business Text Response All the staff advisers are incredible feel like w
21. is blurry after your shoots viewing it on a computer screen To avoid this problem you ll need to set the camera s manual focus to exactly where the talent stands You ll use manual focus on a green screen shoot because automatic focus may sometimes refocus to the background when the subject moves out of the center of the frame This causes them to be intermittently blurry So it s necessary to set the camera s focus once and 23 then leave it alone Unfortunately this ought to be done for every shoot because the camera doesn t hold the exact focus needed for multiple days so it may not be focused to where the talent will be standing when you come into the studio To focus the camera zoom it in slightly lt 2x on a person or object which is exactly in the place the talent will be standing and exactly in the middle of the video frame Set the camera to manual mode should be there already and manual focus AF MF button if you haven t done so already and then press the AF MF button to set the camera to autofocus Wait a few seconds You may see the image get crisper on the display Then set the camera back to manual focus by pressing AF MF again and zoom out all the way You are now focused at that exact distance from the camera White Balancing White balancing is the way the camera identifies how warm red or cool blue the image should look given the color temperature of the lighting To white balanc
22. point lighting setup uses three lights a key light to throw bright light on a subject casting shadows a fill light to soften the otherwise harsh shadows and fill in some detail on the dark side of the subject and a back light sometimes called a hair light which is used to light the top and back of the subject giving it a much more 3 dimensional look This type of lighting setup can be used for lighting objects or people and is the standard lighting setup you ll notice on every television interview 20 Here s a diagram of a 3 point lighting setup Basic 3 Point Lighting Setup Or Lig Back Light Low Intensity K ith oie use i Diffusion Camera Q Key Light Fill Light Brightest Med Intensity 45 angle 50 75 of to camera Key Light Camera Position about eye tevet and here s a Vimeo video explaining and demonstrating the 3 point lighting setup http vimeo com 4386572 In the SBA studio the type of light used is called a soft box Soft boxes use CFL light bulbs and a large white fabric to provide very soft wide angled lighting which doesn t throw very crisp shadows This is desirable for our purposes The bulbs can be switched on and off individually and have the advantage of being relatively low wattage and low heat It s recommended that you use all of the lights turned on using all of their bulbs in the places where you find them set up That is just turn them on and they re ready to g
23. possible you will increase the ratio of speech sound to ambient noises and reverb making the audio much clearer for the student Take care not to let the microphone or its cord touch 24 any hard objects such as buttons or necklaces and also that the talent s hair can t touch the microphone Look out for long hair and beards Setting the Audio Levels The audio levels should be set every time a talent is fitted with the wireless microphone To set the levels the talent should rehearse their presentation in order to present realistic audio levels Then of the two channels one should be set for a maximum volume of about 95 of peaking usually indicated by red bars on the camera s volume meter and the other channel should be set to 60 70 of the peak volume By offsetting the volumes of the two channels you ll ensure that even if something particularly loud occurs in the audio at least one audio track will be salvageable without sounding overdriven In general however it s deal to set the higher audio level as high as possible without peaking in order to increase the signal to noise ratio in the recorded sound The volume control wheels on the carrying handle of the JVC camera control the volume of the respective tracks when the audio control switches on the carrying handle are set to manual as they should be for a studio shoot While getting a realistic audio sample in the form of a rehearsal from your talent adjus
24. teleprompter laptop which will allow you to leaf through a PowerPoint or Google Presentation as you would in a live class Just look at your materials and you ll be looking through the glass directly at the camera We aware that like most teleprompting units for computers you may lose the top inch or two of the screen Unfortunately this is a common problem and the solution is to move objects on your slides down slightly if you find that you have lots of trouble with not seeing the top line Alternatively use a PowerPoint template with a stylized band across the top so that you waste the top of the slide in a visually attractive way Notes on Directing The top priorities of the director are 26 e Help the talent understand what they are producing e Help the talent feel comfortable during the shoot e Be the absolute authority and responsibility bearer for what ends up on film It s always beneficial for the talent to have a director unless the relationship between the director and talent is strained It s important for the talent to fully trust the director and to thereby assume that the director will improve the quality of the final product by adjusting the behavior of the talent Here are a few tips I ve found helpful in fulfilling that role Help make your talent comfortable It s probably safe to say that most of the talent you will work with will be very new to being on camera It will significantly benefit your produc
25. they are disqualified from the SBA Admissions Exceptions We follow the UPO SBA Admissions requirements for the most part However we are flexible if a student has one class left to complete prior to entering the program because we only admit twice a year we don t like students taking their cluster classes outside of the program and there are limited online options for them at PSU to take while they are fulfilling that final requirement These courses aren t waived and we typically ask students to complete the missing course within the next couple of terms or over the following summer If a student has a poor GPA from many years ago but has a recent GPA that is much better we also typically make an exception for admission In these cases usually have the student write a statement about why they do not meet the GPA requirement and what has changed in their life since to allow them to do better this time We get a lot of returning students who entered school at 18 and did poorly but have returned to PCC or somewhere to complete pre req s and have 4 0 s Probation None of our students have been on probation yet but if that should happen we will do similar academic plans as is mentioned above for these students The academic plan would be implemented in the first term of probation The UPO sends out official notification but you should follow up with any students as well You will know if a student is on probation because w
26. to see fully online please contact me at endersj pdx edu with suggested services in the subject line Also our academic advisor is the advisor to online students only and is so happy to help you with university concerns Please contact Nathanial Garrod at ngarrod pdx edu Faculty Biography Who the heck is teaching this course Jeanne Enders PhD earned her doctorate at the University of Chicago in Social and Organizational Psychology and has taught online since 2001 She s on the management faculty served in university leadership teaches at PSU and OHSU and consults on innovation and teams with endersgroup She is currently the Executive Director of SBA Online Initiatives and works to develop and support online programming in the School of Business Jeanne serves as project lead in the development of the fully online undergraduate Changemaker degree program for a university grant to build out a degree completion program upper division coursework fully online This project has three components 19 standardized well designed courses that s you an ePortfolio infrastructure that ports upon graduation to LinkedIn and facilitates deeper learning during the program and the development of 20 learning modules to support the fully online student at PSU in their academic and career pursuits Jeanne loves hiking family cooking raising chickens and dogs and travel She looks forward to getting to know you and working togethe
27. tracking Instructor Chats can be found here O Editing Instructor Video Chat schedule in D2L Groups area enroll unenroll students and change schedule and how to transfer your video chat sign ups from D2L Groups area to a Google Spreadsheet Editing Instructor Video Chats in D2L Groups TEST CHATS Please note Test Chats are not conducted by the instructor Corey Tigner administers Test Chats You can find a summary of the process here Test Chat Test Chat sign up is located in two places within the course 118 On your courses homepage in the News Welcome News item Welcome from the Online Business Education Team Welcome to an online course offered through the School of Business Online Business Education Group here at Portland State University If you ve never had a course from our program before there are some important things you should know You are part of a CHANGEMAKER program that focuses on both business acumen and community value Plan to be challenged in this course to consider many angles on business goals This program serves two student groups 1 a cohort that progresses through a fully online part time program in management and leadership OR supply and logistics management and 2 a group of ground campus students seeking access to online learning to complete their business degree If you have questions during this course here are your points of contact 1 all course issues your instructor El
28. we conducted a Qualtrics emailed survey to faculty and students in our program The results are attached One reliable finding based upon the survey results here and anecdotal feedback Page 3 Portland State UNIVERSITY throughout our program rollout faculty and students find the synchronous video sessions very useful and positive O Please see the attached faculty and student satisfaction survey results Student retention analysis and summary sheets O We want to deeply understand retention and attrition in our program In pursuit of a deeper understanding we designed this tracking tool to account for both qualitatively and quantitatively the paths each of our students takes in our programs If they dropped out of one cohort to return later to another for example we want to be able to account for the reason If students left our program early e g in the first term we want to be able to differentiate them from students who left in year two etc This tool works well for us to collect store and use multiple levels of information to better understand the student experience Please see attached Customer session photos O Deploying an innovation process from endersgroup a resource offered free to our program we met with students in the cohort and prospective students to identify the universe of possibilities for our program design Then we listened as students ranked the possible program features and made trade offs to inclu
29. week to accomplish all other assignments on time 4 Start the tasks and use the checklist to check off work as you complete it 5 Save your checklist each time you use it to keep track of your progress We know that online learning can be confusing and time seems to speed by We want you to always be able to see where you stand and what you are responsible to finish for the week at hand Required Reading Materials and Where To Get Them All required readings materials will be made available to you at no cost within the D2L course Course Requirements Assignments and Related Information Four Weekly Quizzes 2 5 points each drop lowest score Quizzes are designed to test you on the most essential reading material for the week before other activities commence that week You can always see what will be on your quiz by looking at the Everything You Need page Complete the reading as you first step each week and complete the quiz no later than TUESDAY night by 11 59 pm We will automatically drop your lowest quiz score We won t reopen quizzes due to missing a quiz or failing technology so get in and take them early to be safe You will have just 10 minutes to complete each quiz of 10 randomly drawn questions Once opened the clock starts ticking so be prepared Open book is just fine Just please complete the quiz alone as they are an individual activity Two Google Hangout Video Chats 1 point each 2 pts total both are
30. 11 Fundamentals of Financial Accounting 4 BA 213 Decision Making with Accounting Information 4 EC 201 202 Principles of Economics 8 Micro and Macro STAT 243 amp 244 Statistics I amp II 8 BU business sections recommended if taken at PSU COMM 220 Public Speaking 4 WR 121 English Composition 4 OR Freshman Inquiry UNST 100 level 5 5 5 NOTE Course numbers and titles may be different if taken at another school Please see http www pdx edu sba transfer 300 Level Core Coursework All business majors are required to pass all of the following 300 level core courses with a grade of C or better BA 301 is a co requisite for most core classes and a prerequisite for 385 The online program schedule accounts for all course prerequisites accordingly BA 301 Research and Analysis of Business Problems 4 BA 302 Organizational Behavior 4 BA 303 Business Finance 4 BA 311 Marketing Management 4 BA 325 Competing with Information Technology 4 BA 339 Operations and Quality Management 4 BA 385 Business Environment 4 53 Business Option Requirements Business students must complete the requirements for one or more option major area s a grade of C or better must be earned in all required option major courses In the online program available options include Management amp Leadership and Supply amp Logistics Management The requirements for each of the options are a
31. 14 11 28 14 9 18 14 9 18 14 2 9 15 11 28 14 11 24 14 11 28 14 11 28 14 11 28 14 11 28 14 2 9 15 2 9 15 11 4 14 10 10 14 10 31 14 10 10 14 10 10 14 10 10 14 10 10 14 111 7114 10 9 14 10 31 14 10 31 14 10 31 14 2 9 15 complete Progress report 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Assigned to test Comments Assigned To At Risk Second Round of Task Name Quizzes and exams Quality Matters Review Jeanne Enders Kristen Pederson Development of BA Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Wendy Imel Development of BA 325 Competing with Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Melissa Pirie Development of MGMT 485 ePortolio Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quality Matters Review Ted Khoury Vic
32. 142857 5 71 2 Satisfied 0 2857143 2 29 Somewhat 3 Satisfied 0 0 0 4 Neutral 0 0 0 Somewhat 5 Dissatisfied 0 0 0 6 Dissatisfied 0 0 0 Very 7 Dissatisfied 0 0 0 Total 7 100 Statistic Value Min Value 1 Max Value 2 Mean 1 29 Variance 0 24 Standard Deviation 0 49 Total Responses 7 14 Please provide any additional comments or suggestions you have about teaching in the Changemaker program Text Response online is the future we need this type of program and a chance for all of us to learn as we adapt to the modern world It has been a great experience hope can teach again in fall My only suggestion is to offer classes in summer I m not sure why we aren t You guys are on the right track thanks 83 would give the program and staff an A for effort intent commitment resourcefulness and overall effectiveness would give a slightly lower score for implementation and a more average score for technology based on the competitive landscape will get better the more teach Online courses are going to continue to grow across the US and the ability to teach online is a skill we all should have think for some this program is great The additional students we add in are more work but you knew that when you designed the program have thoroughly enjoyed the opportunity to be part of this program The level of quality in both leadership and course development is significantly higher than my previous experienc
33. 15 04 01 15 05 25 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 1 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 End Date 10 31 14 1117114 04 15 15 4117115 4 30 15 4 30 15 4 30 15 4117115 4117115 4 30 15 5 15 15 5 15 15 5 15 15 5 18 15 5 18 15 4117115 4 30 15 4 29 15 5 29 15 5 29 15 5 29 15 6 1 15 6 3 15 4117115 4117115 4117115 4117115 5 29 15 4 30 15 4 30 15 4117115 4117115 4117115 4 30 15 6 1 15 4 30 15 4 30 15 4117115 4117115 4117115 4 30 15 6 1 15 4 30 15 4 30 15 4117115 5 19 15 5 19 15 5 19 15 5 19 15 5 21 15 4117115 4 30 15 4 30 15 5 20 15 5 20 15 5 20 15 5 22 15 5 14 15 5 14 15 5 14 15 5 14 15 5 29 15 4 30 15 5 15 15 complete 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 Assigned to test Comments Assig
34. 2 business credits 41 of which must be taken at PSU 3 at least 90 credits taken outside of business Business Requirements The business portion of your degree consists of 5 parts Pre business courses required before taking upper division business courses i e BA301 300 level core courses Business option s requirements Business strategy course BA495 tai T 52 5 SBA electives Pre Business Courses and Program Eligibility Requirements Students may declare business as their major field of study at any time after admission to Portland State University However students must be admitted to the School of Business Online Program and have completed all required pre business courses before they will be allowed to enroll in the online business courses Information on how to apply for the Online Business Program can be found at http www pdx edu sba apply for online business program Prior to being admitted to the online program students must e Be formally admitted to Portland State University PSU application visit http www pdx edu admissions undergraduate admission e Have a 3 0 GPA e Completed at least 90 quarter credits e Completed all pre business courses see below Students must have completed each of the prerequisite courses listed below with a grade of C or better P NP grades are not accepted BA 101 Introduction to Business amp World Affairs 4 BA 205 Business Communications Using Technology 4 BA 2
35. ANE 5 OAN School of Business CHANGE lonn Administration MAKERS Gectts PORTLAND OBE Student Resources My PSU Current Students Resources Across Campus For Admitted Students New Student Checklist Reasonable Accommodation Access Policy The Writing Center Tutoring Services Online Study Resources E tutoring 108 School of Business Administration PORTLAND OBE Faculty D2L Support Resource Guide Office of Academic Innovation OAI OAI offers D2L support for faculty regarding immediate questions related to the use of PSU supported online applications such as D2L Google Apps for Education and BlackBoard Collaborate They are available for walk ins calls and web support requests M F 8a 6p Call 503 725 6O0AlI 6624 or place an online support request by visiting their website You can also access their online D2L tutorials ONLINE BUSINESS S DEGREE YOUR LANE IS OAN Office of Information Technolo OIT General IT Help and Light Basic D2L Support For Faculty amp Students Can be used 24 7 for ticket requests but please be aware specialists will respond M F 8a 7p Call 503 725 HELP 4357 or email or visit their website You can also access their workshop calendar You can access Student D2L Help and 109 School of Business ip Administration CHANGE ONLINE BUSINESS MAKE DEGREE D2L Tutorial CHECKLIST Editing Checklists in D2L MORE VIDEO TUTORIALS CAN BE FOUND
36. BA probation works as they will essentially be on probation when they start We also create an academic scholarship plan with them The idea is to do this super hands on approach for their first term and then as the student demonstrates they are doing better not as much If you find that the students are doing really well then you can definitely adjust the plan as necessary Every plan is different depending on the student but a typical plan can include e taking an assessment to help them and us understand how they learn best and what challenges they may have 132 e creating a check in schedule particularly around major assignments tough times in the term etc The check ins are also a time to reinforce that they know you are there to support them and looking out for them rather than being punitive and looking over their shoulder e monitoring their D2L involvement a little closer than is typical look for completed missed assignments did they sign up for video chats are they contributing to discussions are they contributing to their team e checking in with their teachers if it looks like they are falling behind SBA Probation applies to any student whose PSU and or PSU business GPA falls below a 2 5 Students on probation have three terms in which to raise their GPA if a student does not take any classes one term that term does not count against them If they are not able to raise their GPA by the end of the third term
37. Changemaker online course Assignment Introductions First post Discussion Posts Post once and respond to others twice Tuesday 11 59 pm Assignment Observations on Experiencing an Online Course First post Discussion Posts Post once and respond to others twice Tuesday 11 59 pm Final post by Sunday 11 59 pm Final post by Sunday 11 59 pm Required Reading Syllabus o Optional Video Video Optional Video OIT Tech Talk The Challenge to Engage Tech Talk The OIT Tech Talk The Challenge to Engage to Engage Participate Sign up for Video Chats first come first served There are two video chats required in this course Please go to the GROUPS button on the course home page and select series of two dates times when you can meet for 30 minutes online in a google hangout Instructions for using google hangouts can be found in the program level buttons on the D2L Course Content Table of Contents area Be sure you practice using hangouts long before you video chat date arrives Due SRA by 11 59 pm Learning Objective Three Describe the models we use to assure excellence in Changemaker courses Required Reading will Sloan The Five Pillars Read this appear on quiz early for your Chickering Arthur W Gamson Zelda F 1987 anata Seven Principles for Good Practice in Undergraduate Education American Association for Higher Education Bulletin Racine Wisconsin In D2L File Quality Matters
38. Gawlick Elizabeth Gibson Development of BA 339 Operations and Quality Management Tien James BA 385 Development of Business Environment Darin Mathews Development of ISQA 429 Transportation and Logistics Management Elizabeth Gibson Development of ISQA 450 Project Management Lena Ulvi Development of MGMT 351 Human Resource Management Albrecht Enders Development of MGMT 410 Innovation for Shared Value DW Wood Development of MGMT 428 Team Processes Jeanne Enders Kristen Pederson Development of BA 302 Organizational Behavior David Gerbing Wendy Imel Development of BA 325 Competing with Information Technology 75 student course design Melissa Pirie Development of MGMT 485 ePortolio Career Bridge Ted Khoury Vicki Reitenauer Development of BA 495 Business Strategies Capstone Darin Mathews Development of ISQA 439 Purchasing and Supply Chain Management Elizabeth Gibson Development of ISQA 451 Business Forecasting Jeanne Enders Daniel Wong Development of ISQA 479 Integrated Supply and Logistics Management Melissa Pirie Development of MGMT 464 Contemporary Leadership Issues Jeanne Enders Development of MGMT 445 Organization Design and Change 66 PORTLAND STATE Course Development UNIVERSITY Process 30 hours in house training 3 000 stipend Master course model Third party review Quality Matters Office of Academic Innovation All courses use Google hangouts Quizzes Culminat
39. OMMON to the Project window 2 Select the background and drag it to the timeline of Video 1 3 Turn off background audio by click on the Effect Control Make sure you turn of the animation icon next to Level 4 Open up the Audio Effects and then click on the number and move it to where 37 Insert PowerPoint slides To import your slides open your PowerPoint file in PowerPoint o Select File Save As PNG change from jpeg and select the folder for this video not the project folder Click OK Save Import the folder containing the slides into the Project Window Add slides onto the timeline Video2 Using Standardized Intro and Outro Material On the SBA editing lab computers you have access to standard opening and closing footage for your productions as well as music which can be used and which is recommended for the very beginning and end of your video Even more common elements may become available over time Here s how to use those standard elements in your productions Import the Common sequence from the root of your external hard drive You may have done this already but if not import the Common prproj file Note that if you are using your own external hard drive you ll want to keep your Common sequence up to date with the one being used in the editing lab Open up that sequence to find the type of media you d like to include The contents of that project will change to that times but some things it may contain in
40. Off Days is separate from the required PSU Orientation To ensure your smooth registration for classes you need to contact Saori Clark your SBA adviser by telephone at 503 725 2323 or by email saoric pdx edu Saori will assist you with the registration process Please note students admitted to the online program should review the minimum technology specification for online learning at Portland State University Additionally the School of 130 Business Administration does require students to have both a webcam and microphone to participate in mandatory webconferencing that we call video chats Finally if you are a returning PSU student and have login issues with your student account please contact the PSU Help Desk Once again allow us to congratulate you on your acceptance into the School of Business Administration at Portland State University Please accept our best wishes for a most rewarding course of study Jeanne Enders Ph D Gary Steadman Executive Director Associate Director SBA Online Programs Online Business Education 131 Admitting Students to the Online Program Students may be admitted to the online program if they have completed the required prerequisite courses and meet the minimum GPA requirement of 3 0 transfer and or PSU To admit students 1 Make sure that the student is already admitted to PSU for the correct term SGASTDN and SAAADMS in Banner 2 Add the business major 06 ZSPCCBA in B
41. Quizzes and exams Quality Matters Review Albrecht Enders Development of MGMT 410 Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Doreen Wood Development of MGMT 428 Team Objectives Development Topics weeks module development Course sequencing Assignment development Video production Start Date 08 11 14 08 11 14 08 11 14 08 11 14 08 11 14 08 11 14 9 18 14 08 11 14 08 11 14 08 11 14 08 11 14 08 11 14 08 11 14 9 24 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 9 26 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 10 13 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 9 18 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 9 19 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 9 18 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 10 10 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 10 10 14 7 28 14 7 28 14 7 28 14 7 28 14 7 28 14 End Date 9 18 14 9 18 14 9 18 14 9 18 14 9 18 14 9 18 14 10 3 14 9 24 14 11 4 14 9 24 14 9 24 14 9 24 14 9 24 14 11 4 14 9 26 14 9 26 14 9 26 14 9 26 14 9 26 14 9 26 14 11 4 14 10 10 14 11 28 14 11 28 14 11 28 14 4 20 15 2 9 15 12 19 14 9 18 14 9 18 14 9 18 14 9 18 14 9 18 14 9 18 14 11 3 14 9 19 14 11 28 14 9 19 14 9 19 14 2 9 15 11 28 14 11 20 14 9 18
42. Sunday can be turned in by 11 59 pm on Monday If the assignment earns an A 90 92 a B 89 will be recorded If it is turned in on a Wednesday by 11 59 and earns an A the grade recorded will then be a B 82 This policy is intended to help you remain accountable to due dates and also provide some fairness across the board It also helps you stay up to date as the course moves quickly through the term Contact us if you need an extension but do reckon with the consequences of the grade penalty as you set your priorities for completing the work THE BEST PLAN IS TO GET THESE DUE DATES ON YOUR PERSONAL CALENDAR ASAP AND PUT IN REMINDERS A FEW DAYS AHEAD Academic Integrity Policy The following constitutes conduct as proscribed by Portland State University for which a student or student organization or group is subject to disciplinary action Obstruction or disruption of teaching research administration disciplinary procedures or other University activities including the University s public service functions or other authorized activities on University owned or controlled property or any other location where teaching research administration disciplinary procedures or other University activities take place All forms of academic dishonesty cheating and fraud including but not limited to s plagiarism 7 the buying and selling of course assignments and research papers s performing academic assignments including tests and examinat
43. al folder o Create project folder o Copy and Rename entire footage directory Opening for Editing o Starting a Project in Premiere m Sequence settings m Save to project folder Exporting o to streaming video players Export presets and settings m Uploading e YouTube o YouTube quality levels o Privacy settings e D2L QO O OF O O FAQs Should host webinars How much can deviate from the template lengths Who can see the videos hosted on YouTube O O O 43 Storyboarding for Video Jeanne Enders PSU Why Storyboard 1 best way to share your vision 2 makes production easier 3 saves you time in the long run What Is oes oryboard And Why Do You Need One Video Maker Tips Video Maker Tips N p ned Web 13 July 2014 45 Sample Storyboard Template My Storyboard template Planning the firming of the promotional fiim from Plan and Promote a Day out in Your Local Area BBC News BBC n d Web 16 July 2014 46 How to Make a Storyboard Step 1 Draw some squares These represent your video frame Step 2 Sketch the scene in each frame by hand or use photos or the computer Step 3 Leave space under each frame for notes or lines from your script Storyboarding Steps People should be able to read your storyboard like a comic book You dont need all the script just notes or points you will make in each frame You may also note camera angles b roll et
44. anner 3 Add the attribute BOML mgmt or BOSL slm ZPSATTR in Banner 4 Send the program admission letter 5 Itis also a good idea to let them know about the SBA differential tuition fee If they are currently enrolled in courses prior to the official end of the term you may wait to add the major code until the term is officially over so they are not charged additional SBA fees 6 Add the student to the google doc all admitted online students for the appropriate term cohort 7 Update their status in the CRM All program admissions requirements can be found online here http www pdx edu sba apply for your online business degree You will want to follow up to see if the student has attended PSU Orientation and if not make sure to touch base with them about signing up for one so they can register for classes Students must attend a PSU Orientation prior to registering An online Orientation is available business students can select this option when they sign up for orientation This can be checked in the Orientation Manager Prerequisite courses include the following all must be passed with a grade of C or higher BA 101 205 211 213 EC 201 202 COMM 220 STAT 243 WR 121 Students who enter the program at 2 5 or below a 3 0 These students may still be admissible if they do meet the regular on campus admission requirements Make sure that they realize they are getting an exception and that they understand how the S
45. ation applying degree Accreditation Portland State University s School of Business is accredited by AACSB The Association to Advance Collegiate Schools of Business AACSB International accreditation represents the highest standard of achievement for business schools worldwide Institutions that earn accreditation confirm their commitment to quality and continuous improvement through a rigorous and comprehensive peer review AACSB International accreditation is the hallmark of excellence in management education 58 Pat fpr eis s 4s Rr a ay S at a f ar a m gt a gt ts J 3 lt ee oi gt Fa ona C g r CT ae M3 f d is at BA os p gy T e gt Sy f i t it A Leveraging the ePortfolio from University to Career ina S EaR Fully Online Business Program En i ORP 7 amp ew iw g Ye 3 j T 5 ER i hae i a i mei 5 ae a Sad Gabe i pe le ee U tee wie ecu 1 Se ae j e l ar rT a 4 Se as l i O N L gt ene fe ae Sa Son AT ee p 2 bs aN g e E sR r lt a Jina ae G W re oe ee SO Px DEE ee hee nie Be xl T Ed SOS BSE PSS TS lt a f _ X E Tra re ee Oo Tres Jeanne Enders and Melissa Pirie S J NIVERS ho Aus AAEEBL Long Beach 2015 A s or a A oe D Ege een RS Tu gaat Si pee a C Py ed A Aa ea ad 7 ae E z y jet sn y F a Asm ERA gt gt a Pad l
46. ats like an interrogation It s horrible for all and does little to inspire or engage They are not flexible enough to allow those working to make up a chat 86 That they are graded based on whether the student is enthusiastic or not And it seems like the students have to compete with each other As if we are in the final round on Jeopardy to answer questions in order to get full points Some people aren t hyper smiley or competitive So judging them based on those things is not right think that instructors should ask a question and give each person a chance to answer or add to it They could start the round of questions with a different person each time so no one feels picked on But please don t force us to be aggressive and hyper Being laid back doesn t mean that we haven t studied Which actually should be obvious from the work that we turn in But maybe it is just me get really shy in those chats know the material but get panicky when feel like someone is pressuring me for a verbal answer usually don t get full chat points because of it So guess that can say In my personal situation don t think that chat grading is set up very fair for my personality There is really nothing negative about the video chats for me Instructors that treat it like a pop quiz Very stressful Statistic Value Total Responses 7 5 What do you like best about the course content videos Text Response Helps me better unders
47. avigate to your raw footage by opening the following folders Untitled SD card PRIVATE JVC CQAV CLIP Then open another Finder window double click on the desktop icon for the external hard drive which contains your project folder and navigate to your project folder Then you ll select the raw footage from the SD card and drag it into a folder specific to this video You may need to make a new folder by right clicking and selecting New Folder Please keep your footage well organized The one and only correct location for your footage is in the following folder Hard drive Your name Your course current video project For example this could be OBE1 Jeanne BA302 Individual Differences and Perception The folder Individual Differences and Perception would then contain the raw video files Save your video slides Using PowerPoint open the slide deck that you intend to include in the video Then select File gt Save as Pictures Make sure to select png as the file type and save them in the same place that you saved your video footage Bring in any additional graphics or video files Any other media assets which you called for in your storyboard should also be saved in the same folder as your raw videos This might be a good time to do a quick search for images you d like to have included in your video Open your course Premiere Pro project In your course folder there should be a Premiere
48. c Sample Storyboard THEME MUSIC _1___LS Street FADE TO STREET NOISE Instructor and Jack walk out of driving school towards a parked van Instructor carries a clipboard INSTRUCTOR Don t forget that pedestnans have the night of way Always yield at stop signs 2 MS Instructor amp Jack Opening the van doors on opposite sides of the van looking at each other JACK All right 3a_ MS Instructor and Jack THEME MUSIC IN AS THEY GET IN VAN TILT TO 3b__ MS Van w instructor and Jack inside They drive off MUSIC CUT TO HARD ROCK TOM S MUSIC 4b __ MCU Tom w Walkman Still dancing down street He exits the frame 49 T Sho Sample Storyboard n d n pag Web It s That Simple Your storyboard will help you focus plan communicate and execute your vision for a great video Relax have fun and CREATE SOME VALUE through the videos you make ONLINE BUSINESS EGR PSU School of Business Administration ONLINE PROGRAM ADVISING GUIDE 2014 2015 Contact Us SBA Online Program Academic and Career Advisor Saori Clark 503 725 2323 saoric pdx edu www pdx edu sba online Welcome to the PSU School of Business Administration SBA Online Program We are delighted to have you join us This booklet is intended as an overview of recommendations and requirements for your business degree Online Program General Information Portland State University offers two fully online undergraduate programs
49. cal sophistication if you plan well In this section we ll cover best practices for planning your productions and for incorporating excellent pedagogy into your plan from the very beginning Pre Production is the stage in which you plan the creation of the raw media assets Production which will be edited and assembled into the final product Post Production Preparation Checklist e Audience and learning objectives defined e Video storyboarded e Media assets identified e Prompting materials created e Studio time secured Instructional Templates The media assets you create should be considered a part of your course just like elements such as lectures textbooks and exercises are parts of live in person courses That is they work well in tandem with the rest of your course and like relying too heavily on a textbook they should not be a method of supplanting all other course components However the metaphorically high bandwidth capacity of online learning particularly using video media is allowing instructors to deliver extremely effective materials to students all over the world So in considering the design of your videos and other online media I d like you to imagine just how much can be done in an online environment and just how effective you can make your courses think you ll find that teaching online opens up vast new teaching opportunities which are at your disposal to engage and inspire your students Below you ll
50. clude Backgrounds Standard opener footage Intro Standard closer footage Outro Music tracks Bug graphics persistent corner of screen images used for branding video productions Lower 3rd bars for displaying names and titles Example videos and sequences Dropping in backgrounds Background tracks should be dropped onto your timeline on Video 1 the bottom video track Note that their audio will be on Audio 1 and you may want to turn down the volume in the Effect Controls or you may want to Unlink and Clear delete the audio from the background track altogether Using the standard intro and outro When you ve put together your entire production and are ready to add the intro to the beginning and outro to the end first make some space at the beginning of the sequence by using the Track Select tool A and holding SHIFT to grab all the tracks and push them back at least several seconds Next drag in the intro from the Common sequence that you desire 38 to use and match the marker you see in the intro clip to the beginning of your video to the beginning of your talent footage and background See the images below 631G0024_01 MOV fl 631G0024_ fq SLIDE png gt gt gt gt gt YP PY Pp a eas ys a Oe ee 5 Pi nml P Moving the sequence forward several seconds to accommodate the intro footage 00 00 23 30 c meye ig c SLIDE png 6 SLIDE png amp LEY f wou nw wu oeoo
51. d shots which will make up your video First identify and articulate the audience of your video Next with that person or those people in mind describe why they re so interested in your course and what you want them to remember about your video a week later Now it s time to plan out the video shot by shot in a series of frames Specifically your frames should each define what is seen on the screen and also the audio component of the video such as the words being said or in the case of an instructional video the outline topics being covered This is often in a horizontal or vertical 2xN table with one side of the table representing the visual and one side representing the audio In this case the visual side can be represented either with sketched images or with text depending on what is appropriate It can also be done with a 3xN table which contains three cells per shot an image of what is to be seen on the screen a text description of anything that happens during that shot e g Bring up the video clip of Bill Gates interview over shoulder then switch back to slides 3 4 and 5 Finally when you are finished storyboarding or even while you re working on your storyboard make an exhaustive list of all the media assets you ll need to complete your production Go through your storyboard frame by frame in both the video and audio and make sure you have every necessary piece of media on a list before you move
52. d Revised Model of Learning Objectives Reading Fallahi Carolyn oie Using Fink s Taxonomy in Course Design Observer 24 Participate Be sure to show up for your video chat as you scheduled As scheduled them in week one These are required for the course Learning Objective Three Select and describe assignments related to the learning objectives weekly or over the whole term for your course Required Reading will Hrastinski Stefan 2008 Asynchronous vs Synchronous appear on quiz earning Educause Quarterly 4 Cercone K 2008 Characteristics of adult learners with implications for online learning design AACE Journal 16 2 137 159 Assignment indicates this material will be on the quiz QUIZ School of Business Administration PORTLAND STATE UNIVERSITY Online Multimedia Studio and Production Lab Standard Operating Procedures Best Practices and Manual Last update 7 23 2014 Note This is a living online document available at https docs google com document d 1 VDuVq130gdBwpSqZeRzxXc2RFKRwzsJrXVteJ9SIwoxo It is intended to be viewed online in its most up to date version If you are viewing a print out or downloaded version of this manual you should check the URL above for any updates Please avoid printing this manual on paper if possible Thank you Introduction The purpose of this manual is to allow you to create high quality teaching videos without the hass
53. d States Los Angeles Create Dropbox Folder assignment Dropbox Creating a New Folder Instructor 116 Dropbox grading O Dropbox Grading Instructor O Dropbox Grading Folder Submission and Downloading Files MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 117 MAKERS DERE YOUR LANE 5 OFEN School of Business d Administration CHANGE ONLINE D2L Tutorial INSTRUCTOR VIDEO CHATS IN D2L GROUPS Synchronous Sessions Instructors need to determine time slots for video chats Most of these should be evening slots to accommodate working students however they do not have to be the same days and time within each series Students sign up for a series of 4 that take place in weeks 2 3 4 5 6 7 8 9 Video chats are 30 minutes instructors should log in 15 minutes ahead of time and send students the Google Hangout link Here is an example Group 1 Example 1 20 2 3 2 17 3 3 at 10 10 30am Transfering your video chat sign ups from D2L Groups to a Google Spreadsheet accomplishes two things 1 it makes it easy and seemless when your scheduled appointment time comes around in that you will have an accurate list of students names and PDX edu email addresses in one place to send your Google Hangout link 2 allows easy editing A sample Google Spreadsheet for
54. d Sunday the first weeks one two and four week of class by 11 59 pm 4 Quizzes 2 5 points each 7 5 Due Tuesdays by 11 59 pm drop lowest or missing score 3 total 2 Video Chats Scheduled individually in D2L 1 point each 2 groups Sign up for test chats immediately in Everything You Need for Week 4 Response Papers Syllabus for Your Course e draft e final Final Letter Grade Scheme 10 points each 38 5 points A 93 100 A 90 92 40 38 5 B 88 89 B 83 87 B 80 82 One page Due Sundays at 11 59 pm each week of the course Due Sunday 8 31 by 11 59 pm C C D 73 77 D 70 72 D Weekly Course Flow Level loading the work of this course across the week the ONLY way to be successful Organizing yourself around an online class can be tricky The key is setting aside specific days times to do the work required and sticking to it Let us know if you have concerns about your ability to accomplish this as we have some coping strategies we use too Don t wait until it is too late to ask for help Below is a very general tool that will help you with a suggested workflow to help you keep on pace in this course Monday Read assigned readings even better do this on the weekend Consider taking the quiz a bit early Tuesday Take reading quiz well before 11 59 pm Watch videos and other material provided Read the discussion prompt and thin
55. de and exclude features These results had a huge influence on our program design For example we learned students felt quality instruction was more important than free hardware Included here are photos of one of the sessions O Please see the attached slideshow of the photos Student experience and marketing videos created using SBA support O http www pdx edu sba online business programs www pdx edu sba about the online business program Highlights reel video video O This video shows some of the options for faculty to consider when selecting the kinds of course videos to create for the master courses O https youtu be GKsOVCk 5t0 list PLcuuCj5E7Q 59QjIWOAjCjKkT15rnwOfP reThink SBA Online Programs Support Map O This interactive support map represented a point in time of the resources available to faculty and course designers for tech and other forms of online teaching support O https www google com maps d viewer mid zrePgKOXWWFE kCPooOHy20Fo Online Business Education Student Technology Information O This page links students to tech information relevant to the features of our program O Please see attached Online Business Education Student Resources Page 4 Portland State UNIVERSITY O We have been trying all two years to surface all resources across campus that are available to fully online students This list represents the services we were able to identify as accessible for students who can never come to campus
56. drop The primary backdrop in the video studio is the green screen A very evenly lit green background is used so that the editing computer can identify everything bright green in the image and make it transparent allowing the non green parts to be placed over another image Specifically green is used because it s the least likely color to occur on a person you might film Even the greenest of green eyes is unlikely to match the green of the backdrop Of course when using a greenscreen a person must not wear green clothing or jewelry as we ll cover elsewhere in this manual Two other backdrops are available a pure white and a pure black backdrop These backdrops open some other stylistic possibilities White backdrops have been used for interviews and other speaking segments as a more abstract setting Black backdrops can create a very dramatic look Here s a video which will show you some interesting uses of these backdrops To use the white and black backdrops you ll need to set up the stands and crossbar which support the backdrop fabric These are stored in the studio and you may need a hand getting the whole rack together although it s possible to do with only one person Also you may need to position the rack at a slight angle relative to the back wall of the studio room in order to make it fit The Lights The lights in the studio are a traditional 3 point lighting arrangement with an extra pair lighting the backdrop A 3
57. e none none none none none none none none none none none none none BA 325 339 none BA 325 NA NA NA NA NA none none none none none none none none none none NA Failed Incomplete Missed Courses need to re take none MONG os sec Mis dti CFS 312U Incomplete none none none none CFS 312U Missed MONG aat BA 311 failed none none none BA 301 failed none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none none BA 303 failed Non cohort Classes to meet cohort requirements none none none MGMT 422 2 credit R amp C MGMT 409 online MGMT 421 MGMT 422 none none none none none 2 credit upper div elective TBD none none none none MGMT 405 none none none none none none none none none none none none none none none none none none none none none none none none none none none none will use MGMT 421 422 none will use MGMT 421 422 none none none none none none Additional Majors Programs none HR Concentration none none none Social Ent Cert none HR Concentration SLM Concentration none none none none none none none none none none Post bac none none none none none none none none none CR minor none none
58. e teaching online for another university Statistic Value Total Responses 6 84 Student Satisfaction Survey Resuits My Report Last Modified 05 11 2015 1 What do you like best about the fully online Changemaker Program Text Response Without the online program wouldn t be in school still It gave me the flexibility to continue with my work schedule and go to school Flexibility of schedule and not having to battle rush hour traffic and parking at the campus Discussion forums when administered in a fashion that promotes thought and debate rather than simply regurgitating text Flexibility Small highly applicable bite size assignments that evoke use of course material Video chats when they re open discussions The ability to do the work when have free time As a full time employee chose PSU because it was the only college with the program that needed that was fully online That aspect was of great value to me And it still is Thank you It provides me a way to earn my degree and the instructors all understand how to deal with students who work full time That s it is online and can access the course ant time want Statistic Value Total Responses 7 2 What do you like least about the fully online Changemaker Program Text Response Having the CFS classes for our junior cluster It would be great to have a few different opportunities with the cluster so we can pick classes we are interested in Growing Pains Incons
59. e the ENTIRE frame of the camera must be encompassed by a white object such as a piece of paper ora whiteboard This white object must be in the location where the subject of the video will be in order to reflect the same color temperature of light that the subject will reflect Make sure that all the lighting that you ll be using for your shoot is turned on and any additional sources of light such as an open door or ceiling lights are eliminated To white balance the JVC camera press the Auto White Balance AWB button The button is on the left side of the camera toward the bottom just behind the lens housing facing forward Wireless Microphone For all shoots in which micing the talent is possible you ll use a wireless lapel microphone It picks up much better sound than any microphone that is attached directly to the camera The receiver for this unit is on top of the camera and the receiver is worn on the belt or waistband Before you use the receiver you should put new batteries into both the transmitter and receiver It s very disappointing to find out too late that your audio cut out during your shoot A single battery charge should last the receiver through several hours of use and should last the transmitter at least two full hours of use The microphone should be placed as close to the speaker s mouth as possible on a shirt collar lapel or between buttons By placing the microphone as close to the speaker s mouth as
60. e Observation period is a good time to rely on a face to face experience with the instructor delivering in their well practiced live presentation style and addressing what was seen in the preceding vignette or thought experiment For example imagine an instructor in a classroom saying In our example we saw some critical situational leadership skills exhibited by the company s CEO when he received the bad news about the poor customer service record And that s exactly what we re going to be talking about today Because it s those leadership skills that will get a good leader through even the toughest situations and maintain the full support of team members Just imagine how what you just saw could have ended In Abstract Conceptualization The Abstract Conceptualization phase can be produced in a video studio in a number of ways as there continues to be an increase in the number and complexity of computer softwares that allow us to create graphic aids to our abstract ideas Media elements such as e g PowerPoint presentations Prezi arrangements simple flowcharts and graphs and animations have allowed us to create easily understandable visual representations of complex relationships and concepts These elements used in conjunction with a typical in person presentation style from the instructor make a good combination for the Abstract Conceptualization phase See the following figure Can you Analyze a Compare Co
61. e check grades at the end of every term 133
62. e have such a great support system behind us haven t worked with a general advisor so am not familiar with differences do like that my advisor knows the program and was able to work with the cohort to allow some of us to take the HR track during the cluster slots by switching a required class earlier in the program Immediate knowledge They get back to you quicker 91 love my academic adviser It s like having the same doctor forever want someone who am familiar with and who is familiar with me instead of switching it up and having to explain who am my background why I m weird etc to a different person every time that have a question or need Having a specific advisor that is knowledgeable of the program allows us to get all our issues solved quickly and efficiently Saori is great she understands my time restrictions and he p ps me decide what classes need to take if want to change up my program Statistic Value Total Responses 7 14 What do you like least about working with a specific academic advisor for the online program instead of working with a general academic advisor for the School of Business Text Response Absolutely nothing Again Not sure of the differences No dislikes N A Nothing There is nothing negative for me working with the advisor Nothing Statistic Value Total Responses 7 15 Are you currently participating in the fully online Changemaker business degree program Answer
63. eakdown of tasks we used to guide the course design progress Please see attached Academic and Career modules O These modules are seeking a much more exciting name For now as academic and career modules they were designed to support fully online students with key academic and career learning objects in the form of short to medium length video The idea is that these can be used by the entire PSU community and beyond to serve as essential support for students with no access to ground campus resources Faculty might build them into classes or refer students to a module on demand O Please see the link for module titles and video thumbnails https www youtube com playlist list PLcuuCj5E7Q 59QjlIWOAjCj KkT15rnwOfP O Landing page in progress http www pdx edu sba academic careers module 30 hour course development training in its two forms with video content Page 2 Portland State UNIVERSITY O We developed a course design course delivery training to align course design with best practices and to standardize our courses in the program This training is now available in modules in D2L that can be delivered either in one long week or smaller chunks O Please see the attached syllabus Videography manual and Standard Operating Procedures SOP O In the early phases of the project we trained faculty to do their own filming and editing using this detailed and user friendly manual When we determined that was a br
64. elmed Withdraw from Cohort needed online only for a few terms completing degree on campus full time DQ from business school Is a post bac students taking MGMT courses only has technically elected out of cohort No funding from employer Too busy program not a good fit for intended path never started never started 96 Student 65 Student 66 Student 67 Student 68 Student 69 Student 70 Student 71 Student 72 Student 73 Student 74 Student 75 Student 76 Student 77 Student 78 Student 79 Student 80 Student 81 Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Spring 14 M amp L Fall 14 M amp L Fall 14 M amp L Fall 13 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L Spring 15 M amp L none NA none BA 311 325 339 none MGMT 410 428 NA none none none none none none none none none NA none none none none none NA NA NA NA NA NA NA NA NA none none none none MKTG UD BA 311 equiv none none none none none none none none none none none none none none none none none none none none none none none T2 non start T2 T3 resumed T4 non start non start Withdraw from Cohort after T1 too much working full time and taking classes never started Withdraw from Cohort after T1 began start up company Elected
65. eo eo we 39 Dropping on the intro footage Dropping on the outro footage Don t forget to remove the empty space at the beginning by right clicking the space before the intro footage and selecting Ripple Delete 00 00 00 00 04 00 Channemaker Intro v1 fe Ripple Delete Select Ripple Delete to move the rest of your footage forward Archiving Your Production When you ve finished exporting your files and you re sure you don t need to work on your project anymore including using files inside it you ll archive your project on studio computer 1 The archive hard drive is attached to the 1 computer and has two main folders 40 Archived Project Folders and Exports Your entire project should be copied to the Archived Project Folders directory and your final export media must be copied to the Exports folder It s very important that you ensure that your media is archived in these folders Uploading and Sharing At present the best way for you to share your exported videos is using YouTube as a hosting and streaming service and by embedding your YouTube videos into a page on D2L The following YouTube account should be used to upload and store the videos Password freXva8p Once you ve uploaded your video you can get its embed code directly below the YouTube video playing on YouTube com by clicking share That embed code is used on D2L to provide students with a
66. es so don t get worried when you see that the footage ends in the middle of your talk Just open the next raw file and continue The raw files created in this manner will be labeled in their filenames as _01 _02 and etc signifying the first video of a continuous recording the second video and so on 36 General Post Production Outline and Notes Name ex BA302 locate is your project folder Sequence title ex Welcome Import the raw footage to the Project window e Open the source viewer double click on the raw footages e Set your in point I and out point 0 e Drag it down to Video3 on the Timeline e Repeat it the until all the good footages on the Timeline Adjust audio gain levels Select all footage right click Select Audio Gain Normalize max peak to Odb Add 4 6db to right channel of all talent clips to make L and R channels even Add Effects Select the Effects tab and add these effects to your talent footage e Eight Point Garbage Matte o Click on the mouse control box next to the Eight point Garbage Matte effect title in the Effect Controls tab o Drag the edges so that only the green screen is visible e Ultra Key o Output Composite as is o Setting change to Aggressive o Use the eyedropper icon to select a medium brightness green on the screen e Fast Color Corrector o Color correct away from green conservatively o Adjust saturation o Adjust input levels Add Background 1 Import the folder C
67. es for INTEGRATIVE LEARNING MAKERS ePortfolios Ittelson and Phillips 2014 Rhodes Chen Watson amp Garrison 2014 UNIVERSITY Guiding Literature Related to ePortfolio e Personal Narratives in Leadership e Giving Voice to Values e Person Job Fit Guiding Literature ePortfolio Literature e Reflection Authenticity Nielson 2011 Barrett 2011 e Integrated Learning Reynolds and Patton 2014 Cambridge 2010 e Digital Identity Kaputa 2005 Peters 1997 Shephard 2005 e Persistence and Longevity Shroff Deneen Ng 2011 PORTLAND STATE UNIVERSITY CHANGE YOUR LANE IS OPEN PORTLAND STATE Issues and Gaps UNIVERSITY Faculty Participation and Training Onboarding issues with rotating faculty Buy in and authentic use ePortfolio Feedback Systems Career advisor summer activity Faculty fellow Faculty retreat Community assessment cal TEAG amg feedback CHANGE Facilitating ePortfolio Engagement MAKERS Course assignments Video prompts Issues and Gaps UNIVERSITY e Faculty Participation and Training Garrison amp Ring 2013 e ePortfolio Feedback Systems Peer review faculty review e Facilitating Student ePortfolio Engagement within the Programs touch points Questions Ideas Thank you Your expertise is wanted e Faculty Participation and Training e ePortfolio Feedback Systems e Facilitating Student ePortf
68. esses Check out the grading rubric for video chats under rubrics in D2L Response Papers 10 points each 4 total Response papers are designed to encourage deeper reflection on the course material Please find the grading rubric for the response papers in the drop box submission area or rubrics section in D2L Discussions 4 points each 3 discussions in weeks one two and four 12 points total Please post on time and spread your posts across several days of the week to keep the conversation flowing No individual post should exceed 250 words but you may post as frequently as you would like Please see the grading rubric for discussions in the rubrics section in D2L Final Course Syllabus 38 5 points At the end of the Face to Face F2F session you ll submit a syllabus draft which we will then return to you with comments for the final iteration of your syllabus to be submitted following the final online week of the course Grading Policy How will your work be weighted toward your final grade For this faculty course we are grading your work to facilitate your ability to experience this as a student might Please don t worry about the grades All courses in the online undergraduate programs use a 100 point grading scheme Your final grade will be calculated based upon 100 points resulting in the grades shown below Category Point value of final grade 3 Weekly Discussions 4 points each 12 Due Tuesday an
69. etion of the prerequisites students must have accumulated more than 135 credits senior standing or have post baccalaureate standing to register for BA 495 NOTE This class if taken for 6 credits will also count for the University Studies Senior Capstone requirement Students who have taken BA 495 as a four credit class Summer 2011 or prior will also need to take the University Studies Senior Capstone SBA Electives A total of 82 credits in business must be completed in order to obtain a business degree If a student has not earned at least 82 credits after completing their pre business core option and business strategy courses additional business courses must be taken Business electives include any course with the prefix ACTG FIN ISQA MKTG MGMT Do not take BA 306 316 326 336 and 346 if you are a SBA major These are for business minors only and will not count for business credit Please note that all students must have the necessary prerequisites in order to take any elective business courses Please contact your advisor for a list of available online business electives Online Program Synchronous Chats Our program offers the flexibility of online instruction without sacrificing face to face benefits You will meet for real time online video chats on a bi weekly basis with your cohort and instructors Although these will be at a designated time and day you will have the opportunity to choose a time and day that works well for
70. f folders are named for users your name and the second level is named for the course the media was made to support e g Craft Brewing Marketing Course and the third id is named for your projects e g Craft Brewing Introduction In this folder you ll save all the media assets associated with your project By saving all media assets in a single folder you ll be able to move your project between computers easily The directory structure of editing hard drives should read like this e Aaron Anderson o Online Marketing m Online Marketing prproj Premiere project file m Introduction video e JVC e AVCHD e Introduction pptx m Evolving Markets 1 e JVC e AVCHD e evolving markets1 pptx e Barbara Barkley o International Finance m International Finance prproj Premiere project file m Welcome video e JVC e AVCHD After you make sure the camera is not recording remove the SD card from the camera and place it in the computer s SD card reader When the drive becomes visible on the desktop open it and navigate to the folder JVC for the JVC camera or AVCHD for the Panasonic camera Copy that folder to your project folder Software Workflows There are numerous ways to generate and edit media on computers and the flowchart below lists many though not necessarily all of the ways your media can move through the 32 production process Premiere Pro as a Hub for Exported Media To the extent possible
71. f wk 3 of one term to Monday of wk 3 in the following term Number of initial starts retained as of monday of wk3 into a given future term ition Date on which retention is measured Monday of week 3 The number of studetns registered as of monday of wk 3 in their first term The number of studetns registered as of monday of wk 3 in a given term Students who register for a course but do not log in to or participate before Monday of wk 3 of the term Students who withdraw their registration from a course before the end of the add drop period Monday of wk 3 Students who withdraw their registration from a course after the end of the add drop period Monday of wk 3 Student has graduated from their program does not count against retention Student has completed their intended goal other than graduation in taking online courses Student who returnt to their program after stopping out for 1 scheduled term or more Admittred never started started in ongoing cohort strarted and remain in same cohort withdrew before y1 ended withdrew before y2 ended graduated early started in cohort late with tranfer credits for cohort classes 99 100 105 106 School of Business CHANGE lonn Administration MAKERS peere YCUR LANE 5 OAN PORTLAND OBE Student Technology Information PSU Technology Tutorials Online Class Support Minimum Specifications for Online Learning PSU Google Apps 107 YCUR L
72. find some suggestions about the design of online media you might create for your courses These suggestions and templates are meant to get started producing high quality teaching materials right from the start Design The method of the following templates is designed to take full advantage of video teaching technologies by exploiting an enriched multimedia delivery to cater to students learning styles and best practices for teaching Kolb s Learning Styles The following templates are best viewed as an instantiation of Kolb s Learning Styles tailored for components of an online training program Materials produced using these templates can be just as well used as course materials in a course with local students As a brief refresher Kolb offered four phases of a learning cycle which has been widely prescribed for effective training programs No particular phase is prescribed as being the beginning or end of a cycle you may begin it at any step in theory You ll see the phases identified in the following figure Concrete Experience A doing having an w experience Active Reflective Experimentation Observation planning trying out reviewing reflecting what you have learned on the experience R Abstract V d Conceptualisation concluding learning from the experience 1 You may learn more about Kolb s Learning Cycle and supporting research at the following websites Wikipedia entry on Lea
73. idge too far for most faculty we used this manual to refresh faculty who did wish to continue doing their own filming and editing and to train student workers to tape and edit video in our studio O Please see attached Training slide decks on storyboarding O There is nothing particularly special about this storyboarding slide deck but we are including it to demonstrate the value we place on preparation for video creation Storyboarding is one great tool to slow faculty down encourage them to consider adding interesting media or images get them to consider their audience and also encourage optimal communication between the videographer and faculty about the vision for the video O Please see attached Online academic advising guide O An advising guide exists for ground campus advising so we wanted to create one for online advising as some of the details are unique to our program This guide is designed to transfer knowledge as the program grows and other advisors take part Please see attached Conference presentation on ePortfolio O We were invited to present at the regional ePortfolio conference The Association for Authentic Experiential and Evidence Based Learning AAEEBL Long Beach on our planned use of the ePortfolio in our fully online business degree program This is the presentation we gave Please see attached Student faculty satisfaction survey results O In spring 2015 at the end of our reThink grant period
74. igital natives but wonder sometimes if they think I m an avatar work very hard to be responsive and that s not always reflected in course evaluations It feels like there is a discrepancy in workload between courses Being glued to my computer It s not harder than face to face but does require more of my time in any given term time intensive Tiny little problems can take awhile to find and fix Most emails require you to go into d2l and look around before you can address them Creating the question library for the online quizzes Statistic Value Total Responses 7 77 3 What do you like best about video chats Text Response flexibility actually work with the students It is great to have face time with the students It creates a connection that is super important in an online class like getting to know their personalities a little bit and make sure they know am fully present in the class think it might be better to start the chats earlier like week 1 because the students became much more settled into the class once we had the first round of chats If teach again in fall think will schedule an intro video chat for groups of 10 during the first week Opportunity to discuss course material via chat format They are community building They allow me to see how well students are doing in the course Connecting with and coaching students These are the best part of the course experience from my perspective Some stude
75. ignments Seeing students progress and knowing that they get it and can apply what s we ve been talking about in discussion forums chats etc Developing new assignments that align with course concepts and work in an online environment Statistic Value Total Responses 7 8 What do you like least about course assignments Text Response they are needed but they are work think having a team research project as the culminating assignment was maybe not the best decision There should be a team assignment but something smaller might be better Students hate working in groups and they don t feel it is the best way to show what they ve learned Obviously they will need to work on a team at some point if they aren t already so there is much to learn but we could achieve that with a smaller assignment N A NA don t like online exams there s too much cheating All the textbook materials are available free online and the students don t consider accessing the test bank cheating We use the exams in class to differentiate mastery levels reducing them to lower impact on total scores only 20 online vs 50 in classroom results in more weight on group assignments and higher average scores in the class Creating new exams every term that are independent of the test banks could solve this however the instructor workload associated with teaching online is already much higher than the classroom experience Grading all the projects is very ti
76. information found on one of the Table of Contents tabs in the Course Content area to review the basics of our Changemaker degree program including academic integrity and technology requirements and support This tab is called Changemaker Program Information Then move to the Course Level material by clicking on tabs for Course Materials When you open the Weekly Topics tabs you Il find two things the Everything You Need page and a personal checklist to use as you work your way through the required tasks for the week The Everything You Need page is set up as a weekly content area housing all the links to videos readings quizzes discussions everything you need to complete the weekly work The Student Check List is a great tool We include it because students told us they love it This tool is for your use only We don t review or look at it so no worries about being evaluated on how you use the tool The checklist is where you can see all the items you are responsible to complete for the week and check them off as you complete them Here s what to do each week 1 Open the Topic Tab for the week on the weekend before if possible 2 Read the topic introduction to get a sense of what the week is about You may also check the News on the Course Home page for any new information about the week 3 Review the Everything page so you know what to prepare for the quiz that is due by Tuesdays and to schedule your
77. ing assignments CH NGE m with random question draw and speed MAKERS Google docs sometimes Google air PORTLAND STATE UNIVERSITY Customizing Course Design Active Engagement Saa oe THREE YEAR PROGRAM J CHANGE YOUR LANE IS OPEN PORTLAND Student Support Video Examples STATE UNIVERSITY Time Management Academic and Career Modules SBAOnlinePSU Academic Integrity Academic and Career Modules SBAOnlinePSU Thinking with Spreadsheets Seminar Academic and Career Modules SBAOnlinePSU Personal Finance Academic and Career Modules SBAOnlinePSU Interview with Brenda Eichelberger Academic and Career Modules SBAOnlinePSU Presentations Live and Online Academic and Career Modules SBAOnlinePSU Project Management for Your Life Academic and Career Modules SBAOnlinePSU CH ANGE MIAN a nes YOUR LANE IS OPEN College Finance Academic and Career Modules SBAOnlinePSU Resumes Academic and Career Modules SBAOnlinePSU SAMPLES Course Video Academic and Career Module Video PORTLAND STATE Burning Questions and AE Crowdsourced Categories Do employers value IDENTITY ePortfolios Ward and Moser 2008 CAREER Will ePortfolios have an enduring value to students PURPOSE beyond graduation L I Labrecque et al 2011 Jenson amp Treuer 2014 BUY IN How do you help students and HOW TO BUILD aR faculty understand different CHANGE audiences and purpos
78. ions for other persons 7 unauthorized disclosure and receipt of academic information and falsification of research data See PSU Student Code of Conduct for a complete list of policies related to student conduct at PSU Video chats are a critical component of academic integrity in our online programs If a professor is concerned because a student is unable to represent his or her work in a chat or neglects to show up for a chat we will cease grading student work until a chat occurs with either the program director or the conduct officer from the Dean of Students Office Support Services Technical Support If you have technical questions problems related to using D2L or obtaining an Odin account contact the PSU Help Desk 503 725 4357 Also review our full technical support section on the course home page at the program tab level We have lots of tips and online support for Google apps PSU support and D2L tutorials For faculty D2L support call 503 725 9111 Disability Services Students with disabilities should register with the PSU Disability Resource Center 503 725 4150 TTY or Relay 503 725 4178 to document their need for accommodations and obtain support services Other Student Support Services Portland State University is rapidly developing services to meet the needs of our new category of fully online students those students who do not come to campus If you are such a student and find there is a service you would like
79. ip Portland State Academic Affairs School of Business Administration Expanding the PSU Sphere of Influence A Vision for Increased Access Through Highly Effective Online Programming in Business Education Project Artifacts BY NC SA reTHINK PSU 2014 15 Project Artifacts Template is licensed under a Creative Commons Attribution lonCommercial ShareAlike 4 0 International License Page 1 Portland State UNIVERSITY 158 Expanding the PSU Sphere of Influence A Vision for Increased Access Through Highly Effective Online Programming in Business Education Project Artifacts Led by Jeanne Enders Executive Director School of Business Online Initiatives School of Business Administration List of Artifacts Many documents processes repositories of information tools courses lists etc were generated in the two years we worked on reThink 158 creating a fully online degree completion program for the School of Business in Management and Leadership and Supply and Logistics Management This list shows a collection of sample artifacts from our two year development process that may be of interest or use to those creating or re designing online programs in the future Courses by Developer and Task O Course developers consisted of faculty staff external industry experts and some external course designers This list shows the courses we designed and the lead course designer responsible for each course It also shows the br
80. irst fully online business course are required to complete a video TEST CHAT with the OBE ff in week one of the term If you have previously taken a fully onli you are still welcome but not required to sign up for a test chat To sign up for a video test chat use ti uestions regarding video test chats ishould be directed to Corey Tigner at tigner pdx edu MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel 119 And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 120 School of Business dp Administration CHANGE BUSINESS PORTLAND STATE UNIVERSITY MAK R DEGREE YOUR LANES N D2L Tutorial UPDATING DOCUMENTS USING MANAGE FILES From your course Homepage select Course Settings Help 7 Course Settings From the Course Administration category Name area select site setup Manage Fi les g Course Offering Information Homepages ro Navigation amp Themes H i Widgets Site Resources Book Management ia Calendar Content a Course Builder z Course Design Accelerator QW External Learning Tools A Frequently Asked Questions Glossary Import Export Copy Components EA Instructional Design Wizard A Learning Activity Library Links am Manage Dates E Manage Files Find the Word Content Manage Files Course Builder ve rsion of the file Location content enforced 492133 sandbox jlucena
81. is likely to appreciate some live feedback from you their live studio audience Not every talent likes this but for most people it s a helpful way to help keep their energy up suggest that you give them visible feedback from behind and just to the side of the camera such as nodding or smiling They may need to be coached to keep their eye contact on the camera rather than looking at you for their feedback they should be able to take advantage of you as a live audience out of their peripheral vision On the other hand if you have a very hard time getting your talent to keep their eye contact on the camera you may need to hide behind the teleprompter and camera Show the talent a sample video It may go without saying but the single most effective way to help the talent understand what they are creating is to show them a sample video in the 27 style you intend to produce It need not be of your own creation find it helpful to make it clear that previously recorded lessons are by no means the end all and be all of interactive video presentations and that they are challenged with improving on what they see in the sample lesson Things to look out for Talent gesturing outside of the green area of the frame Frizzy or whispy hair which shows through with green Microphone cord showing around the edge of the talent Shiny earrings and other jewelry which are reflecting lots of green Sweat on the talent Room lighting being on during
82. istency While some courses and instructors are well suited for an online mode others feel very poorly considered The biggest areas for improvement and notable inconsistencies are the discussion forums and video chats Overall given the intention of the program and mode I d expect course plans to be far more innovative Lastly the groups have been a struggle do not have a solution The video chats understand that 4 are needed to pass the class however it would be nice if the professors allowed the students to have a make up chat Sometimes meeting at work are scheduled last minute and I can t make the video chat time The group projects in the classes Although this term don t have any group projects in any of my classes It s so wonderful can get my OWN work done without having to carry another student think that lazy students really take advantage of the good students with the group projects That isn t fair The cluster classes outside of SBA are not as well organized and are difficult to deal with 85 Wednesday quizzes and a aturday dues dates and the disorganization that occurs when a new instructor takes over a class feel my education is jeopardized and do not learn as much Statistic Value Total Responses 7 3 What do you like best about the video chats Text Response Getting face to face time with professors and students It also gives an opportunity to test our understanding of the materials Getting to
83. izabeth Gibson elgibson pdx edu 2 all technology issues the help desk at 503 725 HELP 4357 A service we offer you and your instructor is to work with you in week one to master the mandatory video chat web conferencing software used heavily in this program IF YOU DON T MASTER VIDEO CHATS YOU WILL NOT PASS THIS CLASS Week one is the only time we train you in this so you need to sign up for the chats as soon as possible Students taking their first fully online business course are required to complete a video test chat If you have previously taken a fully online business course welcome but not required to sign up for a test chat To sign up for a video test chat use t In the Changemaker Program module in your course s content under the Video Chat Information module Video Chat Structure The video chats depicted below are all required to pass this class Think of them as two sets of video chats a TEST CHAT with our technology folks and then a series of four academic video chats with your instructor Access the sign ups through your GROUPS link on your Course Home Page Be sure to sign up early to get a set of times that work for you and then be there on time and ready to roll Successful completion of all these chats is a requirement to pass this class TEST CHAT Chat Block 1 Chat Block 3 Chat Block 4 Separate Sign Up Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 tudents taking their f
84. k about it or make your first post Wednesday Thursday Work on response papers due Sunday Write first drafts or outlines Friday Continue posting in discussion Reply to others posts Saturday Proof read assignments due Sunday compare to assignment rubric and improve Submit early Sunday Submit any assignments due with plenty of time to spare Read ahead for coming week and take quiz or work on other assignments early Work on syllabus design ONGOING ACTIVITIES Prepare for and complete video chats as sche Participate in discussions Work on designing your course Course Policies Course expectations and rules Netiquette Netiquette is the set of rules for how to behave professionally in online environments Here are the basics 1 Even though you are looking at a computer screen remember you are interacting with humans and need to be respectful at all times Avoid personalized conflict 2 Be respectful of other participant time and bandwidth Of course we want lots of online engagement Just be aware that you should always be thoughtful with your posts and comments People will be taking time to read through them and you should see your online posts as your brand a brand that is valuable to you and to others 3 Share your expertise Be sure you share your experience and knowledge when it is relevant to the course content You bring a great deal of knowledge
85. ki Reitenauer Development of BA 495 Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Darin Mathews Development of ISQA 439 Purchasing Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Elizabeth Gibson Development of ISQA 451 Business Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Jeanne Enders Daniel Wong Development of ISQA 479 Objectives Development Topics weeks module development Course sequencing Assignment development Quizzes and exams Quality Matters Review Melissa Pirie Development of MGMT 464 Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Jeanne Enders Development of MGMT 445 Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Start Date 7 28 14 10 9 14 01 01 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 01 12 15 04 01 15 04 01 15 04 01
86. le of planning a unique shoot and unique video every time Videos produced using the steps outlined here are meant to become rich highly immersive media assets capable of working in tandem with other exercises in an online or blended live online curriculum and are meant to be readily shared with colleagues within the PSU SBA for use in their courses as well In this manual you ll find pedagogical templates for planning your video productions tips on storyboarding and planning a video shoot an overview of the equipment available to you standard operating procedures SOPs for a video shoot technical notes about using the camera and audio equipment itself SOPs for storing and using your media assets and guides for integrating your finished products into Desire2Learn D2L Really all of the planning has been done for you and this manual will bear most of the administrative burden allowing you to focus on providing excellent content and teaching Below you ll find contact information for people who may be able to answer some questions about using the video studio and editing computers Ty Marbut ty marbut qmail com Samad Hinton shinton pdx edu Glen Pullen gpullen pdx edu Section 1 Pre Production Planning for Your Media Production You ll be unsurprised to learn that planning is absolutely the most important step in creating good multimedia assets You can create excellent media with any level of equipment or technologi
87. me Teamwork Career Support Modules Body and Brain Goal setting Resumes Professional communication Negotiation Other Coursework Self PORTLAND STATE UNIVERSITY ePortfolio Year One Goal Setti Career Planning Purpose Statement Year Two Develop and Deposit Culminating Assignments LinkedIn Community eMuch better sense of their career plan and purpose CHANGE MAKERS YOUR LANE IS OPEN The Degree Option Model tT f ONLINE BUSINESS CORE Future Options T Research amp Analysis Organizational Behavior Finance Marketing Information Technology Operations and Quality Business Environment ePortfolio Course Strategy Capstone PORTLAND STATE UNIVERSITY Optional Social Entrepreneurship Certificate Only 4 courses Optional Online Internship Course CHANGE MAKERS YOUR LANE IS OPEN Course Development Mission HIGH TECH HIGH TOUCH A learner centric approach that builds accountability rigor and consistency into the course and program design and emphasizes faculty student engagement by applying today s tools to the online teaching amp learning environment PORTLAND Course Development a UNIVERSITY Amy Hofer Development of BA 301 Research and Analysis of Business Problems Julia Freybote Development of BA 303 Business Finance TC Dale Development of BA 311 Marketing Management Samad Hinton Dennis
88. me intensive Although there is an integration with the publisher s quiz platform it does not work consistently Manually entering scores in D2L is not user friendly 80 Grading online takes much longer than on paper Fear that they are too long or difficult to understand Statistic Value Total Responses 7 9 What do you like best about the students Text Response usually motivated For the most part they are engaged and invested in finishing their degrees They care about what they are doing and appreciate the ability to take this class online The online cohort is hardworking dedicated engaged Most of them are very motivated to learn and care about their education love how they share with me and each other feel in some ways know more about these students than those in the classroom enjoy the ah ha moments when they get something and am impressed with their dedication To succeed online you have to be self motivated The ones that really want to learn are super fun to teach When they bring their own experiences personal and professional to an assignment or discussion It really brings the class to life Statistic Value Total Responses 7 10 What do you like least about the students Text Response a small number of students do not make the effort just a small number Nothing so far Oh they don t seem to read the syllabus Those who are not in the online cohort tend to be less engaged Cohort student
89. mfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 126 School of Business dp Administration CHANGE BUSINESS PORTLAND STATE UNIVERSITY MAKERS DEGREE YOUR LANE I5 OFEN D2L Tutorial MANAGE FILES Uploading files to your course Manage Files Introduction However in our program courses you will find Course Administration under Course Settings in the Navbar Help 7 Course Settings wO m MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 127 ip School of Business ca Administration MAKERS BUSINESS YOUR LANE I5 OFEN D2L Tutorial GRADEBOOK ASSOCIATIONS amp POINTS The sequence for arriving at the Gradebook Manage Grades area is Grades red Grades green Manage Grades purple Course Home Course Content Course Settings l Enter Grades Manage Grades Schemes Setup Wizard i Settings Help Rubrics E ere Actions Once in the Manage Grades area you will want to make sure that your Associations are marked with the name of the D2L activity tool that is linked to the grade item shown below in green Enter Grades Manage Grades Schemes Setup Wizard t Settings Help New More Actions v C Bulk Edit Grade Item Video Chats v Test Chat w Video
90. nced automatic modes of both of the cameras you have access to As you ll see elsewhere in this manual encourage the use the the camera s automatic mode except when in front of the green screen The cameras are capable of auto focusing auto white balancing and perhaps most amazingly optical imaging stabilizing which actually moves the lens of the camera to keep an image from shaking or jerking Media Storage You re given a significant amount of storage for your multimedia projects on external hard drives connected to the editing computers Elsewhere in this manual we ll cover SOPs for storing your media projects Importantly external hard drives attached to the production computers will store your project while being edited and for archival purposes when you re finished editing Desire2Learn Desire2Learn D2L is PSU s Learning Management System or LMS It s a web domain for students and faculty which can facilitate an online or blended live online course If you re not familiar with D2L strongly suggest that you contact the Online Faculty Support Specialist for the SBA Online Programs Ally Nguyen Even if you re proficient with the system she d be happy to assist or answer questions should any come up Here is their contact information Prompting Materials The studio is equipped with a teleprompter A teleprompter is a display device which allows 3 White balancing is the process whereby the camera
91. ned To SBA Online Programs Course Design Training CHANGE ONLINE BUSINESS MAKERS peGree Syllabus for Summer 2014 YOUR LANE IS OPEN BA 302 ONL Course Description This course is designed to assist course designers in the Changemaker Online Programs in the School of Business at Portland State University The training touches on grand ideas about theories of adult learning and pedagogy but also gets into nuts and bolts of putting your course up in a learning management system and developing objectives activities and assignments that facilitate an excellent learning environment for students and teachers Courses will be developed according to select benchmarks for online excellence and then evaluated against those benchmarks in a post design consultation An additional benefit from this course includes the opportunity to develop a network with fellow course designers and hear their ideas for outstanding course design Professor Contact Information How Will We Connect Your instructors for this course are Jeanne Enders and Melissa Pirie See our autobiographies at the end of this document Communication is key All course questions should be posted in the discussion forum for course questions Email is the best way to reach us for personal questions or issues specific to you endersj pdx edu or piriem pdx edu PLEASE DO NOT USE D2L EMAIL We will respond within 24 hours in most cases to any email Please put COURSE DESIGN TRAINING into
92. needed Discussions Creating and Managing Topics Instructor MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel comfortable searching Google for help The top sites are University of Colorado Boulder Montana State University 114 MAKERS Seite School of Business dp Administration CHANGE oun ee YOUR LANE IS OEN D2L Tutorial EYN PAGES How to Edit your EYN pages How to Embedding Video into an EYN page in D2L How to Create link in EYN page in D2L 115 School of Business ip Administration CHANGE BUSINESS PORTLAND STATE UNIVERSITY MAK S DEGREE YOUR LANE E OAN D2L Tutorial DROPBOX Updating Dropbox assignment dates From your course Homepage select Activities gt Dropbox Activities v Course Settings I Checklist Surveys Dropbox Folders Hel Click the caret P ea New Folder More Actions then select Edit EE Folder D op Bulk Edit 20 v per page Total Unread Flagged rase Files Files Files gt U P e Final Paper amp Ti O Final Paper v il 0 0 0 Midterm p _View Submissions Midterm Paper f 0 0 0 2015 3 34 PM O amp Bulk Edit 20 v per page Edit Folder Final Paper Make necessary changes to dates and save ae ae Objectives Availability O Has Start Date 3 3 2015 12 37 PM United States Los Angeles O Has Due Date 3 10 2015 3 37 PM United States Los Angeles O Has End Date 3 10 2015 3 37 PM Unite
93. ness of Social Innovation is a flexible experiential and transformative certificate open to undergraduates graduates and professionals of all ages and locations united by the same passion for positive change For more information visit http www pdx edu impactentrepreneurs certificate Post baccalaureate Students Students who have already completed a four year bachelor degree You must meet the Bachelor of Arts or Science requirements This was usually completed during your first degree but your advisor will need to verify this Please ask your advisor to request a post baccalaureate evaluation once you have supplied PSU with all your past transcripts this will add any courses you have completed at another institution that you want to count towards your PSU business degree to your records at PSU You do not need to complete PSU s general education University Studies requirements If any courses you completed at a different school are prerequisites for classes at PSU please see your advisor for overrides EACH TERM BA 101 and BA 205 are waived for post baccalaureate students Please see your advisor for overrides EACH TERM when you register for classes that have either of these prerequisite courses PSU residency requirement 45 credits must be completed at PSU 36 credits if first degree was from PSU PSU business credit requirement 41 business credits must be completed at PSU 56 Students cannot earn a second degree in the same
94. none none none none none CCJ Online none none none MKTG ADMGMT none ACTG NOMS eke Cert Foe ics Cert none none none none none none Currently Active In Cohort Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Stop out not attending Term T6 T8 7 T7 non start non start non start non start T2 T2 A T2 T3 T2 non start non start forT1 non start non start Reason Notes Stop out reason family issue plans to resume last term attended Winter 15 MGMT 422 instead of ISQA 450 R amp C instead of ePortfolio Had baby and wanted to speed up program MGMT 409 online instead of ISQA 450 MGMT 421 MGMT 422 Social Entrep instead of ISQA 450 amp MGMT 410 Will graduate summer 15 taking more credits per term wanted to speed up her grad date Is a post bac student Failed both courses in Winter 14 T2 courses due to personal health issues Plans to graduate summer 15 taking more credits per term wanted to speed up grad date never started Moved to Spring due to dropped courses over the summer never started never started never started completed coursework and degree on campus full time Withdraw from Cohort left after getting married and having baby Withdraw from Cohort left after failing a class completing courses on campus full time Withdraw from Cohort changed majors to something only at Concordia Withdraw from Cohort possible language barrier felt overwh
95. ntrast Active Experimentation The Active Experimentation phase will need to be represented with media outside of the video Clip itself However we address Active Experimentation here because the content of the Active Experimentation activity needs to be closely linked to the topic of the video and in the best of all worlds the activity could be introduced or demonstrated in the video itself thereby building some follow up activity into the video So the recommendation for using the Active Experimentation in your videos and other media is to set up and describe or demonstrate an activity for your students to perform An alternative recommendation for a situation in which Active Experimentation as a student activity becomes impractical is a thought experiment written assignment allowing students to think through a scenario If this option is chosen its recommended that the assignment link contextually to the opening of the next instructional segment That is allow the thought experiment to foreshadow the Concrete Experience phase of the next video or other activity Templates With the above considerations in mind the following templates for teaching videos are offered for your use and adaptation The templates include versions for a video lasting 10 minutes 5mins and for a video lasting 25 minutes 5 minutes Below you ll see the following phases represented 10 minute Video Template Version A ee tes ae ae ee
96. nts have reported more engagement with me in video chats than any other instructor in classroom experiences and think it s because the barriers are lower and it s less intimidating to speak up in this format which feels more personal Meeting students and interacting with them getting a better feel for who is on their game Being able to engage live with a student after only communicating electronically Statistic Value Total Responses 7 4 What do you like least about video chats Text Response problems when the technology does not work 8 video chats in two weeks feels like a lot It may feel that way because am an introvert and it takes energy to be lively and on especially in a week with 6 scheduled chats my own scheduling fault Technology is often a challenge Rescheduling them when students miss their time slot Scheduling them Grading them Having the limited number of participants It s hard to schedule real time interactions and in order to accommodate it ends up feeling like I m teaching multiple night classes Students have the expectation that showing up full points Even though the rubric specifies the required elements get a lot of push back for giving B s and C s on them would like to be able to engage the entire class in an opening chat as we could with Collaborate and also have team presentations in larger groups With all the streaming technology out there it feels like we should be able to do
97. o Boulder Montana State University 123 School of Business dp Administration CHANGE BUSINESS YOUR LANE I5 OFEN PORTLAND STATE UNIVERSITY D2L Tutorial QUIZ SETTINGS From your course e Activities v Homepage select Discussions Activities gt Quizzes See Checklist Surveys Manage Quizzes Question Library Statistics New Quiz Edit Categories More Actions v Then select the quiz you want to review O Bulk Edit Current Quizzes Ad 5 Edit Quiz Quiz 1 Once In the quiz review Restriction Properties Assessment Objectives Submission Views Reports Setup settings by selecting the Restrictions tab Dates and Restrictions Status Be sure to review Status Dates and sce Timing the suggested length is 2 4 Ps O Has Start Date minutes per question 3 4 2015 10 02 AM United States Lo amp Angeles O Has End Date 3 11 2015 10 02 AM United States Lof Angeles Additional Release Conditions Attach Existing Create and Attach if Remove All Conditions There are no conditions attached to this item Optional Advanced Restrictions Collapse optional advanced restrictions Password IP Restriction IPv4 Grace Period 5 minutes before flagged as late 124 Review the quiz assessment by Properties Restrictions Objectives Submission Views Reports Setup selecting the Assessment tab Be sure there is a Grade Item mig associated with the quiz
98. o It s necessary to secure their bases to the floor or shelf so it would be best not to move them To turn them on simply turn on the power strips which power them there is one on each side of the room When you re filming make sure to turn off the overhead lights in the room the ones build into the ceiling They emit a different color light than the soft boxes and can cause color balance problems 21 Wardrobe Be careful to avoid green clothes when you re working on a greenscreen shoot This includes clothing which is close to green greenish yellow or blue Also bright white is to be avoided because splash reflected light from the green screen can color pieces of the white cloth as green Since you were wondering here s what it looks like if you wear green clothing in the studio The Camera The JVC camera may at first seem very complex because it s covered in buttons and 22 switches Don t worry you won t need to use most of them The reason the camera has so many external controls is simply so that the user doesn t have to dig for them in a menu on a tiny screen For a complete reference on using the JVC camera check out its User s Manual in the studio Inserting and Formatting an SD Card The camera records to the SD cards provided It has two SD card bays and you may put a card in either or both of them They are located a the bottom of the side of the camera under the fold out sc
99. oach is that any sub organization of that folder will be eliminated in Premiere so if you have very many slides would suggest the first approach Make a new sequence Inside the Project window in Premiere in the folder you ve created for this new video you ll make a new sequence To do this click on the new folder selecting it and then select File gt New gt Sequence or press Command N A window will pop up asking you to name the sequence and set its settings gnore the settings part and name the sequence according to the content and title of this new video you re creating Open and trim your footage You are now ready to do the first of the two very high value activities that you can do for your editor and the first activity is trimming your footage Trimming simply means selecting parts you want to keep and dropping them onto the timeline To start double click on your first raw file It will open in the Source window If you have trouble opening it make sure to click on its icon rather than its title Now in the source window you may drag the yellow play head to find the point where you begin speaking and you can get close by using the L key to play forward the K key to stop and the J key to play backwards Now move the playhead by dragging it or by playing the footage and find the point where your talk should begin the beginning of the footage you want to keep You will now press the I ke
100. olio Engagement Within the Programs ee i Faculty Satisfaction Survey Results My Report Last Modified 05 11 2015 1 What do you like best about teaching in the fully online Changemaker Program Text Response flexibility The students also really appreciate how responsive the entire OBE team has been It feels great to be supported with so many resources The amazing students The available D2L infrastructure and support staff enjoy interacting with students who otherwise might not be able to take classes especially like working with the cohort students as they are very committed and engaged also appreciate the support from the program administrators and value he thoughtful approach to course design and concern for student success Cohort students know what to expect navigating d2l workload video chats Learning how to use technology that the students already embrace Statistic Value Total Responses 7 2 What do you like least about teaching in the fully online Changemaker Program Text Response problems when the technology does not work can t think of anything Maybe the low adjunct rate Takes longer to get to know the students No face to face engagement with peer instructors and online support staff Feeling on call 24 x 7 Even though set the expectation in my syllabus for response times they seem to already be trained to expect immediate responses by the time see them It may be that many are d
101. on process of video materials from planning a shoot through exporting and publishing your project Software manufacturers The people who made the softwares you re using generally have lots of helpful articles instructional videos and user forums YouTube If you want to know how to do pretty much anything in the production process just search for what you re trying to do on YouTube Almost invariably 5 or 6 people will have already answered your questions in videos which often walk you through using the software cannot recommend this method strongly enough just ask YouTube 30 Post Production Checklist Save raw files in your project folder to o Your own mobile external HDD or o The local external HDD Turn off studio equipment o Camera o Microphone transmitter receiver o Record sign O Prompter Import raw files into editing software Save project o Accept Change sequence settings to match clip settings in Premiere Create any computer graphics Assemble project Project folder including raw files archived Exported final media saved on studio computer 1 Final media uploaded o Use sbavideo account and add to the appropriate playlist for the course Blow by blow editing tips can be found below 31 Saving your Raw Files First create a new project folder on the external editing hard drive you ll be using don t use the computer s internal hard drive On production drives the first level o
102. on to production Here is an image of a storyboard using a combination of text and images to describe the video sequence This was the storyboard used to plan the Studio Overview Video As you ve read above planning is the most critical step in a good video production and creating a storyboard for a video production is a very important step in planning It can be done quickly on a whiteboard or more collaboratively in an online tool such as Google Docs It s not necessary to create a verbatim script for your video and it s not necessary to create a complete mock up of every video frame just use this opportunity to match video scenes to your instructional message Available Equipment Before getting started with planning your first media production you should familiarize yourself with the infrastructure that s available to you In fact you have some truly excellent media production equipment and software at your disposal The equipment you have access to can be categorized as production equipment camera lights audio equipment green screen and post production equipment computers software media storage learning management system Production Equipment Inside the studio you can get access to A pro level camera High fidelity wireless lapel microphone Green screen as well as black and white backdrops Teleprompter best used for speaking points Compact portable camera carrying case microphone and tripod
103. opment Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Julia Freybote Development of BA 303 Business Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review TC Dale Development of BA 311 Marketing Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Dennis Gawlick Development of BA 339 Operations Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Environment Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Transportation and Logistics Management Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Management Objectives Development Topics weeks module development Course sequencing Assignment development Video production Quizzes and exams Quality Matters Review Lena Ulvi Development of MGMT 351 Human Objectives Development Topics weeks module development Course sequencing Assignment development Video production
104. or the topic you would like to edit then select Edit Topic Topic General Questions L View Topic Ask Me View Topic in Reading View i View Topic Statistics First check your syllabus answers Hel h oth tr elp each other answer eo Select Properties Edit Topic General Questions Restrictions Assessment Objectives Edit Topic Details Forum Course Questions Area v New Forum Title General Questions 112 Scroll to find the Availability and Locking Availability section to make your changes then save Hide topic visibility options Visibility Topic is always visible O Hide this topic O Topic is visible for a specific date range Has Start Date 3 3 2015 1 43 PM United States Los Angeles Has End Date 3 10 2015 4 43 PM United States Los Angeles Display in Calendar Locking Options Hide locking options Locking Options Unlock topic O Lock topic QO Unlock topic for a specific date range Has Start Date 3 3 2015 1 43 PM United States Los Angeles Has End Date 3 10 2015 4 43 PM United States Los Angeles Edit Topic General Questions To create and or link a grade item select Assessment Make changes Properties Restrictions and save Assessment Objectives Assessment Grade Item Choose a grade item Y New Grade Item P Score Out Of 113 Create and or update discussion dates and details as
105. ose classes So far all of them have been flexible and understanding of the needs of the students They care about us learning the content Some are great very organized like amy Loved the way the class was set up everything focused on the final research paper quizzes were utilized what they would cover and she responded quick look y to students by email and on the discussion post This has been missing from the reminder of the courses 89 Statistic Value Total Responses 7 10 What do you like least about the professors Text Response None It appears that they aren t asking questions about running online courses for the cohort before starting Lack of skill or experience in working in an online environment feel like some professors did not set up their class to give students adequate information for assignments Collectively they are very nice just made myself laugh using the word collectively It reminds me of a quote from Frederic from the Pirates of Penzance He said Individually love you all with affection unspeakable But collectively look upon you with a disgust that amounts to absolute detestation Oh Pity me my beloved friends for such is my sense of duty that once out of my indentures shall feel myself bound to devote myself heart and soul to your extermination That Fredrick was a real nut job Aren t you glad that don t think of the dear professors at PSU like that have no detestable tho
106. out of the cohort after T2 completing classes on campus full time Joined Fall 14 Cohort Lost job is going full time will likely elect out of program summer 15 never started never started 97 Changemaker Cohort Size over Time Cohort Admitted Initial Starts T2 T3 T4 TS T6 T7 T8 T9 Fall 13 M amp L 21 17 Spring 14 M amp L Fall 14 M amp L Spring 15 M amp L Fall 15 M amp L Fall 15 SLM Key Questions What percentage of cohort members stay in cohort Is individual cohort size overall stable over the three year cycle Are initial cohort sizes increasing over time What term do students begin to deviate from cohort What facotrs lead to studetns deviating ffrom cohort schedule What factors most impact student retention For students who leave online cohort how many of these are re directs to a better fitting program vs students being unsuccesfull i e how do we define success How do we predict how many students will need to take 2nd and 3rd year courses and BA 495 Term Retention global definition Term to Term Retention Cumulative Retention Census Initial Start Term Start Melt Drop Withdrawl Graduate Non graduate completion Resume Student Buckets bucket 1 bucket 2 bucket 3 bucket 4 bucket 5 bucket 6 bucket 7 Defini Ability of an institution to retain a student from admission through graduation Number of students retained from Monday o
107. owever there are some occasions when verbatim prompting will be in order For example quotations that you don t care to memorize or specific phrasing such as in legal text are much easier to handle using a teleprompter In this case the performance has no need to feel especially natural or generative and still frames of text such as on a PowerPoint slide can be very helpful It s probably unnecessary to use a scrolling teleprompter software in these cases If longer segments of verbatim text are desired people typically use a scrolling teleprompter software These softwares allow another person to control the speed of the prompter leaving the talent able to scale the rate of their performance Without a helper a scrolling teleprompter software is nearly impossible to use and again this isn t a method for everyone Outline and Speaking Points Another method of prompting is to display your speaking points on the prompter and to elaborate on them ad lib as you would in a live class This method comes highly recommended and assure you that it will create the most natural and personable speaking style and will also incur the least overhead in preparation on your part Here is an example of the layout of a Microsoft PowerPoint slide for teleprompting Point 1 Statistic Point 2 Point 3 always tried to turn every disaster into an opportunity John D Rockefeller As you see in the design above these prom
108. pting materials should be very bare bones and easy to create In fact you may have plenty of fodder for your prompting materials in existing presentations or documents It is possible that some presentations you already have such as PowerPoint presentations could be used as your prompting materials You ll need to check them on the teleprompter screen for legibility however Because the teleprompter is only so big and because it s some distance away from you you may not be able to see words or images which you could on a screen behind you or in front of you in a classroom particularly around charts tables and graphs If you re lucky you can migrate lots of classroom promoting materials into the video studio with ease but make sure to check them out on the teleprompter screen before you roll tape Working with a Teleprompter With and Without a Production Assistant Something you ll need to consider when building your prompting materials is whether you ll have assistance with your presentation Under ideal circumstances someone else is available to advance your prompting materials as you go helping you to create the pauses between slides which are necessary for intercutting if you decide to start a section again You can learn more about conducting a Modular Shoot elsewhere in this manual However you may need to run a shoot by yourself recording yourself If this happens you ll use a remote slide advancer like you might use in
109. r to build the best courses we possibly can because PSU students deserve only the best endersj pdx edu 503 725 5051 www d2I pdx edu Melissa Shaquid Pirie is currently enrolled in the Postsecondary Education Doctoral Program in the School of Education at Portland State and is serving as the Faculty Professional Development Coordinator for the School of Business Administration Changemaker Online Degree Program She received her B S in Geography Geology and a Masters in Educational Leadership and Policy with a focus on Systems Design from Portland State University She has served in higher education across University and Community College settings for the past 15 years by designing growing and assessing programs that relate to learning support undergraduate research teaching with technology ePortfolio development dual enrollment quality instruction and student services Melissa is passionate about creating better learning experiences for all students and loves permaculture gardening swimming camping and spending time anywhere near water piriem pdx edu www d2l pdx edu Course Schedule for the First Two Weeks of this Course The Schedule for Weeks Three and Four Will Be Distributed at the Face to Face Session 8 25 8 29 Week One Setting a Context for Course Design Content By Learning Objectives Learning Objective One Be able to summarize utilize Three Frameworks for learning into the re design of your
110. rder and no words you don t want to say Timing your slides The other tremendously useful thing you can do for your editor is to drop the slides onto the timeline in the places where you intend them to start Here s how you can do that First double click on your first slide in the Project window That will open it up in the Source viewer so that you can see what it says Now click on the timeline and move the play head to the beginning of your footage Drag the play head or press the Home key Now play your footage until you want your slide to onset At that moment pause the video by pressing K or the spacebar Drag your first slide from the Project window onto the timeline snapping it to the timeline Each subsequent slide you ll also snap to its onset time in the same way play the video until the exact moment you d like the slide to become visible drag the next slide in snap it to the playhead A pro tip Extend the slide you dragged onto the timeline to be a minute or two long so that you can see it on the screen and also open the next slide in the source monitor by double clicking it That way you can see the old slide and new slide while making a decision about where to put the transition 5 The camera can only record files of a certain file size which limits individual video files to about 13 minutes in length If you recorded for more than 13 minutes the recording will be broken into multiple fil
111. reen They may be concealed by a dust cover which you can open Make sure the camera is recording to the card you intend it to record to by pressing BUTTONS to switch between the two card bays If you run out of space on the card you re recording to the camera will automatically and seamlessly switch over to recording on the other card assuming it isn t also full This provides for a total of 3hr 50min of recording time If the card has footage on it it will report that it has Jess than 1hr 55min recording time left this is displayed in the corner of the screen If you re certain that it s OK to delete whatever is on the card you should format the card freeing up all available space for your shoot To format a card press the Menu button on the fold out screen and use the scroll peg on that screen to navigate down to Media Settings There you ll select Format Media and then select the card you d like to format which will completely wipe the data currently on the card and give you the card s full capacity for recording Of course make sure that the card you re formatting is ready to be formatted and doesn t contain critical footage from a previous shoot Focusing It is extremely important to be confident that you have a nice crisp well focused image when you hit the Record button It s difficult to see whether you re out of focus on the camera s tiny screen and it s very disappointing to find out your footage
112. required to pass the class Video chats are graded sessions with your instructor and two other students Each session is 30 minutes long You will need to be ready at the chat five or so minutes before the start time Your instructor will end the chat promptly after 30 minutes You will be graded on your ability to demonstrate you are up to date on readings and projects so come prepared TO PASS ANY COURSE IN THE ONLINE PROGRAM YOU MUST SUCCESSFULLY COMPLETE ALL VIDEO CHATS WITH YOUR INSTRUCTOR Please read the online video chat instructions thoroughly in D2L The main points include the following What s the technology you will need This can be as simple as cell phone headphones and a built in camera on your computer Also Google hangout kits are available on campus Find more description in D2L at the Program Level tabs on the Course Content Page You are responsible to sign up and to be there for the appointment sign ups are first come first served and you must be at each chat ahead of time so you don t miss the chat invitations at the assigned time We ll send you an emailed link about ten minutes ahead of the chat Be sure to have your pdx email interface open at that time to get that email and to receive the chat We use Google hangouts via PSU s Google apps enterprise system so we call your PDX email address Be sure to have that up to date and to use that email address for this course program We don t call private Gmail addr
113. rning Styles including Kolb s Cycle and the entry on David A Kolb Analysis and application of Kolb s theories Deeper explanation and corollary theories Concrete Experience In an online training video Kolb s Concrete Experience stage is best supported with expositional video materials or vignettes Put your student in a place and allow them to see first hand the practical application of or the need for today s topic For example this could be edited B roll footage such as on site footage at a local business If acquiring video footage of the training topic is impractical a thought experiment or scenario supported by more easily available materials such as still photos could server in its place By posing a hypothetical scenario to students especially if they have some way to respond to the scenario could be a more practical alternative to put your student in a place Reflective Observation The Reflective Observation stage is probably the easiest to produce in a video studio Witha clear mental image of the preceding scenario or thought experiment students have opened 1 Retrieved 4 17 13 from lt http www ldu leeds ac uk Idu sddu_multimedia images kolb_cycle gif gt an a priori gap they are ready to receive a message which has been set up and framed by the preceding example This means that we can get away with less graphical effort that is less effort to produce in the studio The Reflectiv
114. rsity of Colorado Boulder Montana State University 129 Elements of the Acceptance Email Notice 1 Acknowledgement a Welcome Student to Cohort 2 Next steps a Orientation b Course Registration i Saori s Contact Information c Degree Map Course Sequence Optional Section 3 Technology Requirements a Online Program Technology Requirements 4 Returning Students a Contacting Help Desk i Login Issue 1 Password Reset ii Help Desk Contact Information Email Template Dear MR MS LAST_NAME Congratulations You have been admitted to the School of Business Online Degree Program with a specialization in Management amp Leadership Supply amp Logistics Management for TERM YEAR Insert language for conditional acceptance for students with a GPA less than 2 75 Allow us to commend you on your achievement Admission into the School of Business Administration s online program is competitive We look forward to working with you as you pursue your academic goals at Portland State University Each entry term all new students are highly encouraged to participate in a one day on campus orientation we call Kick Off Days Your Kick Off Days orientation will take place on MONTH DAY YEAR This orientation represents the only time you are strongly encouraged to come to campus and we find students who attend this event experience a more seamless transition into our online program Please note Kick
115. s can build their own energy and power base That can make it more difficult for the instructor to stay in control of the course It seems much easier to whine when typing than in person How quickly some of them seek my help without trying to figure it out first They come to the teacher first and frequently and seem more impatient online some When they do not participate on line or check out Statistic Value Total Responses 7 11 What do you like best about the level of staff service in the Online Business Education program Text Response helpful 81 Service is fantastic Responsive Professional Supportive They teach me how to fish They are all great as noted in first response above It has been great The support on the D2L system video production team and QM reviewers are all excellent Statistic Value Total Responses 7 12 What do you like least about the level of staff service in the Online Business Education program Text Response N A N A At times the sense of urgency can be low Nothing We just need more of them N A Frequency of OBE team gathering would like to see event every couple of months that involves instructors video producers management etc Statistic Value Total Responses 6 82 13 And finally please select one choice below that best describes your overall experience with the fully online Changemaker business degree program Answer Bar Response Very 1 Satisfied 0 7
116. s follows Management amp Leadership Option Requirements A minimum of 24 credits as follows MGMT 351 Human Resource Management 4 MGMT 428 Team Processes 4 MGMT 445 Organizational Design and Change 4 MGMT 464 Contemporary Leadership Issues 4 MGMT 410 Innovation 4 counts as required management elective ISQA 450 Project Management 4 counts as required management elective Sample Course Sequence for Management amp Leadership Term 1 Year 1 Term 2 Year 1 Term 3 Year 1 BA 301 BA 303 BA 339 BA 302 BA 311 BA 385 Term 1 Year 2 Term 2 Year 2 Term 3 Year 2 MGMT 351 MGMT 428 MGMT 410 Innovation BA 325 Cluster 1 Cluster 2 Term 1 Year 3 Term 2 Year 3 Term 3 Year 3 MGMT 445 MGMT 464 BA 495 6 Cluster 3 ISQA 450 Applied Theories of Career and Work 2 Non business degree requirements for your bachelor s degree can be completed during the summer when the online cohort is not in session or during future terms Supply and Logistics Management Option Requirements A minimum of 24 credits as follows ISQA 429 Transportation and Logistics Management 4 ISQA 439 Purchasing and Supply Chain Management 4 ISQA 479 Integrated Supply and Logistics Management 4 ISQA 450 Project Management 4 ISQA 451 Business Forecasting 4 MGMT 410 Innovation for Shared Value 4 Sample Course Sequence for Supply and Logistics Management Term 1 Year 1 Term 2 Year 1 Term 3 Year 1 BA 301 BA 303 BA 339
117. see some of the classmates in person Video chats are fun engaging and informative when instructors don t treat them like quizzes or on the spot book reports The ability to work directly with the professor understand the purpose of the video chats but don t necessarily enjoy them unless the instructor has a really awesome personality and can bring students out of their shells to talk Otherwise it is just awkward took online classes at another college but they didn t have video chats there But video chats aren t a deal breaker to me or anything They aren t THAT bad Just hit and miss depending on the class Interacting with the instructor and getting real time feedback on class projects and topics like how some of the instructors keep them informal and it is a discussion not a pop quiz enjoy the video chats with these instructors and learn more from them and my fellow students This is the best format for the chats Statistic Value Total Responses 7 4 What do you like least about the video chats Text Response Occasionally the time slots are really bad Of course there are a lot of students and at some point we are all going to have one professors time slots that don t work for us but that it the only think have disliked about them Inexperienced instructors and students in chats make things go very slowly and so time is wasted getting started Watching students freeze and panic when an instructor treats video ch
118. signments Text Response Really depends on the course and the assignment Flexibility on when work on them Immediateness They help to keep me on track like the interesting things that there are to learn about the world understand why people say that a college education makes you well rounded didn t understand that until had the opportunity to attend love it like that they are engaging and are geared towards real life areas also like that the majority of them are constructed in a way to benefit us outside of the school and in our personal lifes If they are organized and the flow of the assignments he p with the final project Statistic Value Total Responses 7 88 8 What do you like least about course assignments Text Response Discussion posts they seem really unnecessary would have to say have probably only learned one maybe two things from discussion posts in the 6 terms we have been doing them Team based projects tend to be difficult as students don t really have time to become a team in the limited semester timeframe In some classes it seems that the team project is put in just to have one not because there is a need for a team based project Size and lack of immediateness Is it really purposeful to have a one semi large paper stand alone paper due three weeks into class That s a heap of material that could have been broken up Further papers are so not real world While understandably nece
119. ssary I d much prefer more reliance on discussions Sometimes they are overwhelming with poor instructions There is nothing wrong with any of the assignments per say But if we get an instructor that is inept at teaching the subject and assignments then that is the bad part The assignments are interesting and fulfilling as long as know what is expected and I m not just thrown to the wolves Group projects can be difficult online but it is mainly with dealing with members of the group not the instructors Radon couse assignments that have not been discussed or pertain to the final project Statistic Value Total Responses 7 9 What do you like best about the professors Text Response They are all pretty incredible Very communicative knowledgeable and credible The online professors have been the best have had in all my university time So far enthusiastic and willing to take advise from cohort members when new to online teaching Those who really thought out how to deliver and educate in an online medium They have a lot of information and are able to answer questions With any school there are really good ones some mediocre ones and a few bad ones I ve had all three flavors since being here And they aren t bad in the sense that they are mean refer to their teaching skills when say bad Some that can t teach well have a LOT of potential though So that is a good thing With some training they will be rocking th
120. student s academic progress toward their degree It utilizes all coursework the student has taken including both PSU and transfer work Visit the following site for more information http www pdx edu sba dars Grades Grade Point Average GPA is the primary factor in staying admitted to the SBA Once you have been admitted to the SBA you must maintain a minimum GPA of 2 5 in all business classes and all PSU classes If either your PSU business or PSU GPA falls below a 2 5 you will be placed on academic probation If you are placed on probation and fail to restore both GPAs to at least 2 5 you will be academically disqualified from the SBA after three terms and must raise your GPAs above 2 50 to re apply to the SBA Remember you must be admitted to the SBA to graduate with a business degree Differential Tuition Students admitted to the Undergraduate School of Business Administration will be assessed differential tuition and fees applied to all credits taken starting the term you begin your upper division business courses 300 level These rates are released prior to the start of fall term 57 each year Beginning approximately Fall Term 2015 all students will be assessed differential tuition regardless of course level taken Graduation Undergraduate students must apply for a degree or certificate two quarters prior to their expected date of completion The application information can be found online at http www pdx edu registr
121. subject for which they earned their first degree no matter where the first degree was completed For example students who have a degree in supply and logistics management cannot earn another degree in supply and logistics management Additional Student Resources and Information Career Services for Business Majors As a business major you have a wealth of information and support available to you as you prepare for a new career path or advancement in your current field Business students can get help with career planning resume cover letter interview prep and many other things related to your future career directly from your SBA academic amp career advisor Visit this page www pdx edu sba career services for information about Job Search Resumes Interviews Networking and Career Tips Internships How to earn credit internships for international students SBA Mentor Program Apply in the final year of your program to be matched with a mentor Student Organizations Develop leadership skills and learn about careers in your major New Student Orientation The Office of Admissions together with SBA advisors offer comprehensive orientation sessions every term for new students Visit www pdx edu orientation to sign up for an orientation To request an online orientation please call the orientation office at 503 725 5511 DARS Report The Degree Audit Reporting System Report DARS is an individualized comprehensive report that reflects a
122. t the two wheels to set the peak volumes of the two tracks as needed While setting your audio levels use the headphone to listen to ambient noise in the room If you can identify any try to eliminate it Keep in mind though that you can mitigate most extraneous noises with good microphone placement on the talent Setting the Frame The video s image is referred to as the frame In the studio you ll set the frame by adjusting the tripod that holds the camera and teleprompter For typical productions the goal is to show as much of the talent as possible while still affording them 6 8 inches of head room In general however the camera s zoom should be set as wide as possible 1x only in specialized studio shoots such as interviews should zoom over 1x be used The camera height should be set such that the lens is exactly at the eye level of the talent Here is a properly set frame 4 Head Room is the distance between the top of the talent s head and the video frame as measured at the distance of the talent from the camera 25 Teleprompter The teleprompter is best used with materials as described above in Section 1 Such graphics may be brought up on the laptop attached to the teleprompter The computer is wireless capable meaning you can transfer your prompting materials via Google Drive and also accepts USB memory sticks and SD cards containing your data A wireless slide advancer is provided with the
123. tand material can watch them when have time Availability Informational love when teachers provide videos Especially if they cover things that they are looking to focus on Sometimes we have to read more than one chapter per week Those chapters cover a lot So it is nice to know what is the most important concepts that the teacher wants us to learn because we can t memorize everything Additionally sometimes the videos are just great to watch in general remember videos that Professor Enders made They were very interesting and memorable In one video she spoke about teamwork She had a cute little dog in it talking about how dogs evolve over time to do jobs and make us feel good Then she went on to explain that teams should do the same She also did a funny active listening video She was just natural and made me want to hear what she had to say because she made practical sense she was funny and she incorporated her life into it How her parents experimented on her with psychology stuff was hilarious watched those videos in my first term here But still remember them and use that information That kind of content video is best Not that every teacher can be like that Basically like the videos They are helpful like that there are lectures to follow that explain the reading and relevant course topics for the week It is better than trying to grasp all the concepts just by reading If the are organized and the weekl
124. that the Quiz 1 v add grade item grade is being exported to Grades Auto Export to Grades gradebook and the student view aa isset Ia en Assessment Review the Submission View by selecting Edit Quiz Quiz 1 Submission Views then select the quiz title Properties Restrictions Assessment Objectives Reports Setup under Additional Views Pefault view The following is the submission view that will be released to users Default View Date immediately Show Questions No Statistics none Additional Views Add Additional View o wW a O quiz1 Date Mar 4 2015 10 04 AM Show Questions Show all questions with user responses Show question answers Yes Statistics none Review Date and Time the submission view will be released this should be 12am following the 11 59pm close of any given quiz Also be sure to review the Show Questions area for the right s ti Perse combination for students to use this feature as a study tool View Restrictions Date 3 4 2015 10 04 AM IP Address O IP Restriction IPv4 Limited Duration O Limit the amount of time in minutes for which this view is View Details Show Questions O Show questions answered incorrectly O Show questions answered correctly O Show all questions without user responses F Show attempt score and overall attempt score 425 MORE VIDEO TUTORIALS CAN BE FOUND AT Brightspace Tutorials Youtube Channel And feel co
125. the shoot only the studio lighting should be on Black cloth drooping into the frame Eye contact with the camera before starting and after stopping give us at least 2 3 seconds of eye contact Shot framing make sure about 6 of green are visible above the talent s head and that they are centered or slightly right of center of the green area of the frame Persistent awkward hand placement such as in pockets or arms crossed Dry mouth sounds in audio encourage your talent to drink preferably water Ambient noises that can be avoided such as a loud airplane overhead Camera being set to full auto mode or auto focus during the shoot should be in manual mode on manual focus 28 29 Section 3 Post Production Organizing Studio Files and Publishing Media It s a priority to keep everything in our studio as organized as possible and this is perhaps most important for files stored on computers and the Internet In this section we ll discuss SOPs for saving your files general workflows for processing your materials and archiving and uploading projects You will have questions about post production that extend well beyond this manual Editing film is an art after all as is teaching in general can recommend three very good sources of information about post production skills that can recommend SBA Video Production Training As of this update of the manual 6 27 13 the SBA will be offering training on the entire producti
126. the subject line for a faster response Course Learning Objectives What Will You Learn When this course is over you will 7 be able to explain theories of adult learning goals of the SBA and the Changemaker program and have a good sense of how your course fits into a larger context at PSU s have completed a rough course design including activities assignments objectives essential concept video plans and a timeline to complete your course design by November 30 2014 7 have most of your course up in D2L and know how to get the remainder completed as well as how to get assistance in learning the necessary D2L knowledge to build out your course 5 know other course designers and faculty and join a community of educators at the cutting edge of online learning Navigating the Platform Called D2L for Our Programs This Course Tips for Finding What You Need and Keeping Up Find our Desire to Learn D2L course at www d2I pdx edu Use your PSU odin username and password to access the course and search for SBA Faculty Development Start with the Course Home page Here you ll find news items a sign up area called GROUPS access to a list of activities that is generated from the course content area and some other summary information This is a good time to set your notifications to forward news items to your own PSU email or cell phone This video will show you how to set these notifications Move on to the Program Level
127. this Evening hours am a morning person and teach earlier classes making my days long 78 Technology can be a bit clunky for collaborative discussions when person speaking changes rapidly Statistic Value Total Responses 7 5 What do you like best about the course videos Text Response efficient a win for the students and for the instructor when properly prepared like recording weekly videos a day or two before the week starts It is a good way to address things that have come up in the prior week and remind students about upcoming assignments They are so easy to record haven t done any course videos but if teach in fall hope to do some Excellent production They are stable and can be used for many years with some minor tweaks Students like that they can stop and replay them to clarify points It puts a face on the course material They recognize me by the time we meet in video chat The students always tell me they are VERY helpful The chapters are long and winded A 10 12 minute video makes it clear to the students what s most important Sharpening presentation skills to make your point clearly and efficiently Video producers mostly Andrew have really helped me develop Statistic Value Total Responses 7 6 What do you like least about the course videos Text Response just need help making them which is provided think multiple short videos 10 min max are more effective than long lecture videos
128. tions to help them stay comfortable through the production process in order to help them give their best performance You don t have to offer them a trailer and makeup crew but do pay special attention to the emotional status of your talent Actively draw a performance from your talent Almost all talent will come across as reserved or nervous on a first try The goal on the other hand is for them to look charismatic and respectable and to portray their persona and enthusiasm for the content in the resulting video One way to draw this performance from your talent is to ask them to over act their part Other techniques include asking them to speak to a specific and articulated audience e g Bill from claims who is a 25 year old male who s been working with us for 18 months and is a little nervous about his first meeting about Even asking the talent to start the module by saying Hi Bill followed by enough of a pause to cut the footage before they continue can help Articulate learning outcomes and audience As mentioned above directly before the shoot starts ask your presenter to articulate both the specific audience of their presentation and the learning outcomes The description of the audience should be a person and specific description of a person like to ask the presenter what their audience ought to recall about their presentation two weeks later Encouraging your talent without drawing their eye contact Your talent
129. to the course The learning community counts on student ideas as part of the benefit of online coursework Wherever possible support your ideas with course material 4 Be forgiving of other people s mistakes Adapted from Netiquette from Virginia Shea Communication Policy 1 Course Questions Discussion Topic Area Use Course Questions in the discussion tool to pose general questions Avoid sending emails for this purpose as your question is likely the question other students also have We may ask you to re submit an emailed question to the discussion area for example if you do send itin an email This helps all of us get the right information into the right place for all students to use 2 Emailing Us For more private matters email us at endersj pdx edu and or piriem pdx edu Avoid D2L email as we can t reply to you as easily via D2L email You should be using only your PDX email address for PSU business and also because we use only that address for all aspects of our online programs including video chats Late Work Policy Due dates are important in this class as we move quickly through the material Also the professional skill of meeting deadlines is of high value for your career goals Please plan ahead as due dates are firm If you need to turn in an assignment late it is possible However a half grade penalty per day of delay is assessed in such cases This means an assignment due to be submitted by 11 59 pm on
130. uch a great relationship with the other students The only reason did this was because am SO eager to graduate and wanted to get it over with N A I m not leaving but would love to be apart of further developing the program So much good needing only minor tweaks am currently in it but may have to leave it because I can t take more classes Statistic Value Total Responses 4 94 OBE Retention Data Artifact Term to Term Retention spring tt ttt tC O Oo oa Fall 14 27 26 Oo Springs od o d S S S S Cumulative Retention based on census date Starting Term Admitted Initial Starts T1 T2 T1 T3 T1 T4 T1 T5 T1 T6 Fall 13 Springt4 J a a a y tt S Fall 14 26 swe a A E ee E eee 95 Student Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35 Student 36 Student 37 Student 38 Student 39 Student 40 Student 41 Student 42 Student 43 Student 44 Student 45 Student 46 Student 47 Student 48 Student 49 Student 50 Student 51 Student 52 Student 53 Student 54 Student 55 Student 56 Student 57 Student 58 Student 59 Student 60 Student
131. ughts about any of them They all try their very best can work with that would like to see them more involved in handling group conflicts during team projects No responses if they are emailed or when they finally respond do not answer the quedtion Statistic Value Total Responses 7 11 What do you like best about a cohort model where you go through the program with the same group of students Text Response Being online it can be hard to actually make friends with people In the cohort have been able to actually learn about some of the other students and become friends with a couple of them offline Sometimes it feels like we are in a secret society when we are with students not in the cohort The technology and class model is so normal to us now that we feel ahead of the game You can form good relationships and teams due to the longer term nature of a cohort Now if we can ensure that cohort members alway have the opportunity to choose their teams Nice know whose in the mix You get to know the other students 90 don t really care whether go through the cohort program with the same group of people or not don t plan on forming any attachments My goal is to finish my degree before I m committed to the raisin farm Also am an adult with an established group of friends Therefore am not interested in the social aspect of college at this point in my life But can see how the younger crowd would appreciate having their
132. using Adobe Premiere Pro as a hub for media productions has two advantages First it s the best single software to use to incorporate a broad set of immersive media and second by exporting from Premiere most of our projects will have the same video properties when they are uploaded to YouTube or other external servers When exporting media from Premiere Pro you will see a list of settings One of the settings for H 264 videos will be a standard SBA setting titled as such which you should use Premiere Pro Workflow Outline Instructor s Role in Editing If you will be working with an editor you will still have some role in editing your footage Your knowledge of the shoot and the content will be critical in creating a video which you can be proud of and which won t need an extensive series of revisions Below you ll find a process which an instructor can take to ensure that your editor will create the best possible video from your footage You may work out a slightly different process with 33 your editor e g doing these steps together but by following the steps outlined below you ll give your editor everything they need to complete your video Please note that organization is extremely important here take care to save your files in the exact places described below Save your footage Take your SD card insert it into an editing computer and open the new drive which appears on the desktop likely called Untitled N
133. y course information us correct This did not happen this trrm Check list that has everything listed 87 Statistic Value Total Responses 7 6 What do you like least about the course content videos Text Response They can be VERY long Some are treated like lectures and only go over already assigned material prefer videos that go over new information or show a different take on the content instead of reading slides or rehashing Length Again use the mode to deliver material in a fashion not afforded to in class courses Lectures can easily be broken into daily bite size morsels or three morsels a week Sometimes they drag and being redundant don t like when there aren t any videos at all Then the instructor gives a discussion topic or homework assignment and it s impossible to know what he or she wants us to focus on It feels like not having a teacher at all think people want to feel connected to the instructor in some visual way It doesn t need to be in person but we want to at least see him her speaking to us in some form It gives a feel like we are actually in the classroom instead of each class being a remote self study on your own good luck with that kind of thing There is nothing that do not like abut the course content videos Unorganized format and guessing what the quize d cover when the syllabus states they are on the reading Statistic Value Total Responses 7 7 What do you like best about course as
134. y to set an In point this is the beginning of your selection Then find the first place where you want to exclude footage This might be at the end of your entire talk or it might be in the middle of the footage if you made a mistake Once you find that point you ll press the O key to set an Out point If your footage appears to all be good until the end of the video 35 file don t add an Out point it ll automatically select through the end of the first file You now have selected some footage you want to keep Click on the actual video image itself and drag it down to the timeline placing it on the track called Video 3 Once it s sitting on the timeline scroll to the end of the new footage using the scroll bar at the bottom so you ll have space to drop any future footage Pressing the button can be helpful for Zooming your window to see the end of the footage Now you ll repeat this for the rest of your footage Note that if you gave a talk that was under about 13 mins and never stopped while recording you ll only have to drag down one piece of footage If you exceeded 13 minutes or created any footage in the middle of your talk which you don t want to keep you ll have to make several selections of footage and assemble them in order on the timeline The process of trimming the video is complete when you have the complete narrative of your video on the timeline all the words you want to say in o
135. you at the beginning of each class 55 Online Program Kick Off Days The Online Business Program also has a program specific orientation we call Kick Off Days Kick Off Days typically occur on the weekend two weeks prior to the start of your first term This program orientation is the one time we ask that you come to campus It is an opportunity for you to meet fellow cohort students faculty and staff It is also a chance to learn and get comfortable with the program technology and expectations We find that students who attend Kick Off Days experience a more seamless transition into PSU and the Online Business Program After you have been admitted we will contact you with more specific information regarding your Kick Off Days Fully Online Business Certificate in Social Innovation While not required for your degree you may be interested in adding one of several available business certificates to your studies The SBA certificate in Social Innovation is offered fully online Join an intergenerational global cohort of changemakers using new tools and approaches to tackle the world s most challenging social and environmental problems In less than a year you will emerge with a set of skills designed to enable you to launch lead or manage a high impact social change initiative Online lectures and content enable you to take the courses from anywhere while peer mentoring and personalized instructor feedback provide deep engagement The Busi

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