Lesson Two: WebCT Orientation

Friday, February 18, 2005

Today the students meet for the first time in the computer lab, where we will meet every Friday for the entire semester. I will project the Internet on the screen and walk the students through the features of the class website.

My objective is to make the instructions as clear and simple as possible so that most or all of the students will be able to log on and use the site successfully outside of class. To ensure this success, I begin with two strategies: I set-up the homepage as simply and logically as possible, so that most students will be able to navigate it intuitively. Second, I include a basic set of instructions for accessing the class website on the second page of the syllabus.

I begin with a brief explanation of the class website. We then follow the instructions on the syllabus and log onto the site together.

On the homepage, the very first icon on the first row of icons is the CALENDAR. I explain to the students that they should always click on the calendar first when they arrive at the homepage. (I emphasize and re-emphasize the simplicity and logic of this so that students will have an immediate “anchor” if they arrive at the homepage and forget all other instructions.) At the calendar, students can find detailed homework instructions. On this occasion only, I allow them to print these instructions in class. We go over the assignments one at a time, emphasizing the clear instructions for using features of the class website.

Then I walk the students through the appropriate icons, paying close attention to the features on the QUIZ page. The students will complete two quizzes for homework, so I allow them to take a short, sample quiz in class to get the hang of it.

I explain that each of the FIVE icons on the first row of icons will be necessary to complete their homework assignments. The icons on the second row are optional for now, but students are free to browse them. It is important to reassure the students that they can browse the site without risk of breaking anything!

During this introduction to the website, I move constantly around the classroom, assisting students, reassuring them, and praising them (“You’re good at technology!”). I encourage them to ask one another for help with the website and, of course, to call on me. I warmly invite any students who have specific questions or general anxiety about the website to stay for a moment after class. I usually get a few takers, and I generally spend 15 minutes or so reviewing the features of the website.