Faculty Exchange/Jo Hittner Discusses D2L Checklists

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General Information

  • Audience - All WSU instructors interested in using discussion boards in their courses.
  • Interview Date - 11/2/2011
  • Tools Used - D2L Checklists

Meet the Faculty Member

Dr. Jo Hittner, WSU Assistant Professor within our Counselor Education received her B.A.: Elementary Education, Minor: Philosophy/Theology from University of Mary, Bismarck, N.D., M.A. and Ph.D. in Counseling & Guidance with a Minor in Psychology from the University of North Dakota.

Viewing the Interview Segments

The full interview is divided into five segments. Select play to begin viewing Segment 1. To advance to another segments at any time by using the Next Next button.

Segment Descriptions

  1. Please introduce yourself and your use of checklists in classes. Jo introduces where the idea of using D2L checklists and how she uses them with her assignments.
  2. Describe further exactly how you use this in your classes. Jo describes how the checklist helps her and her students plan, track, and better manage the time required to effectively complete assignments.
  3. How do you see checklists impacting student learning? They are on time! Jo explains that the use of checklist with the calendar allows students to see when things are due and she spends less time answering questions regarding due dates and progress she expects on assignments. She describes the difference in student behavior when compared to other classes where she doesn't use this tool.
  4. What would you tell other faculty about your experience with this tool? Jo's advice is quite frank about the fact that you will want to work with TLT initially, but then talk with your students about specific components of assignments that proved to take more time and adjust your checklists accordingly.
  5. Where did the idea for using checklist come from?In this segment Jo talks about how this tool came up during her preparation for teaching online.

Good Practices

  • Take Care During Setup: Make sure you fully understand what you want on your checklists and the way you want in your checklists and how you want it to appear for your students.
  • Listen to Students: Jo makes sure to ask students if they know what they are responsible for in assignments and then adjusts times and specific expectations on the checklists.

Key Outcomes

  • Students in her classes where checklists are used tend to know the specific components better and seems to plan completion times more effectively than classes that do not uses this tool.
  • Fewer basic questions from students about when and what is due for assignments.

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