Introduction to
Online Teaching & Learning
@One Winter Institute
January, 2010
Michelle L. Pilati, Instructor
Patricia James, Instructor
Table of Contents
Workshop Outline .......................................................................................... 3
Defining Distance Education ........................................................................... 5
MSJC Regular Effective Contact Policy .............................................................. 6
ADEC Guiding Principles for Distance Teaching and Learning ............................... 9
Gagne’s Nine Steps of Instruction .................................................................. 11
Checklist for Designing and Evaluating Interactive Materials for Adult Learners ... 12
Facilitating Cognitive Learning Styles ............................................................. 13
Visiting Courses; Content Research; Internet Based Activities ........................... 14
Peer Evaluation Guidelines for Online Instruction ............................................. 15
Activity: Developing Objectives and Instructional Strategies ............................ 16
Effective Course Structure and Navigation Tips ............................................... 17
Virtual Classroom Structure Models ............................................................... 18
Activity: Decisions-Selecting Elements for Your Course ................................... 19
Activity: Designing the Course Structure ....................................................... 20
Activity: Outlining the First Unit ................................................................... 21
Basic Tips, Instructional Strategies & Maintaining Your Sanity ........................... 22
Successful Design Check-list ......................................................................... 23
Blodget’s Rules for Teaching Online ............................................................... 25
Developing Good Discussion Questions .......................................................... 26
Activity: Discussion Questions...................................................................... 28
Guidelines for Students Participating in Online Discussions ............................... 29
Discussion Board Rubric and Etiquette Samples .............................................. 30
Retention Tips ............................................................................................ 32
Assessments............................................................................................... 33
Podcast Search Engines ............................................................................... 35
Style Sheet for Online Text Content ............................................................... 36
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Workshop Outline:
Introduction to Online Teaching and Learning
Michelle Pilati, Workshop Facilitator
mpilati@riohondo.edu
Day 1: Defining Distance Education
I. Discovering the real world of Online Teaching and Learning:
A. Comparing face-to-face with online courses.
1. When does a course become distance education?
a. Title 5 and the DE Guidelines
b. Blended or “hybrid” classes.
2. Time commitments in DE
3. Defining “Regular Effective Contact”
4. Curriculum approval issues
B. Who are your online students?
C. Discussion of learning theories as they pertain to distance education.
D. Online challenges and opportunities
II. Essential Elements of an Online Course:
A. Visiting actual online courses
1. Evaluation criteria for DE vs ftf
2. Establishing a criteria for excellence
B. Considering the course management system
1. Essential elements of a CMS
2. Additional technical needs (html authoring, graphics, etc.)
C. Determining structure and making sure students understand
1. Developing DE course guidelines and teacher expectations
2. Understanding student expectations
III. Planning your course: Developing a Structure
A. Selecting the areas of your course shell.
B. Developing your “Welcome Letter” and first announcements.
C. Discovering Merlot
IV. Planning your course: What Type of Online Instructor Will You Be?
A. Memorable learning experiences
B. What will be your greatest challenge?
Product: Create a detailed list of the areas that will form the structure of your course.
Create a sample welcome letter and first announcement for your students.
Day 2: Nuts and Bolts of Creating a DE Course
I. Orienting the student
A. Technical requirements
B. Becoming a good online student
1. Characteristics of successful online students
2. Retention
a. Tips for keeping students engaged
b. Planning for retention
II. Developing Units and Lessons:
A. Structure of units
1. Planning and Timelines for Content Delivery
2. Technical design issues.
a. Teacher prepared materials
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1. E-Lectures
2. Activities
3. Learning Objects
b. Publisher Materials
1. Pros and Cons of course cartridges
2. Use of text books and companion digital materials
2. Strategies and timelines
B. Creating E-Lectures that work
1. Design Elements
2. Content Considerations: Infusing Personality
C. Developing Activities and Learning Objects
1. Software Review and Recommendations.
a. Purchasing authoring tools
b. Use of commonly available software for LO development
Product: Create a course design outline that includes a timeline and assignment schedule
template for a DE course. Select possible learning objects and websites that already exist
online, for use in your course. Complete a sample of a portion of an E-lecture.
Day 3: Defining and Developing Interactivity in Distance Education
I. Interacting with your students.
A. Instructor initiated interaction and student to student interaction.
B. Announcements: Creating announcements that engage students
C. Use of asynchronous communication tools.
1. The art of conducting threaded discussions
a. Types of discussion forums
b. Developing good discussion questions and evaluation rubrics
c. Teacher participation in discussion forums
1. Strategies for managing instructor’s time
2. Strategies for keeping students engaged
2. Email use within your course
D. Use of synchronous communication tools
1. Course management systems and chat
2. Web chat tools (instant messaging)
3. E-conferencing via CCCConfer (content delivery and office hours)
4. When to use the phone.
II. Evaluating your course
A. Developing mentor relationships
B. Usability testing and peer evaluation
C. Student evaluation of your course
III. Reflection and planning next steps
Products: Develop three sample discussion questions and a discussion forum evaluation
rubric. Set up a CCCConfer account and an online meeting. Create a timeline for
completing the development of an online course including a list of required resources and
plan for continuing education regarding online teaching.
CCCConfer: http://www.cccconfer.edu
@ONE: http://www.cccone.edu
Accreditation Commission: http://www.accjc.org
Academic Senate for the California Community Colleges: http://www.asccc.org
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Defining Distance Education (DE)
Definition of DE:
Title 5 § 55200 (formerly 55205) Definitions and Application.
Distance education means instruction in which the instructor and student are separated by
distance and interact through the assistance of communication technology. All distance
education is subject to the general requirements of this chapter as well as the specific
requirements of this article. In addition, instruction provided as distance education is subject
to the requirements that may be imposed by the Americans with Disabilities Act ( 42 U.S.C.
§12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended, ( 29 U.S.C.
§794d).
Forms of DE:
1. Online
2. Hybrid/blended
3. Virtual Hybrid
4. Web-enhanced
5. Web-mediated
6. Technology Enhanced
7. Others?
Sample Definitions
While Distance Education for reporting purposes is defined as anything that is 51% or
more online, local definitions may exist at the college level that clarify the use of terms like
“fully online” and “hybrid”. For example:
1. Hybrid – Any course that substitutes face-to-face hours with online work and has some
regularly scheduled class meetings.
2. Fully Online -- Courses that are completely online, may have proctored testing set-up,
but students do not have to come to campus.
3. Web Mediated – Courses that require the student to do assignments online.
4. Technology Enhanced – Courses which may use the web in face-to-face presentations,
students may be asked to do online/library research, presentations may be digital.
5. Virtual Hybrid - Fully online courses that combine asynchronous activities and
synchronous activities by specifying synchronous online meetings in a class schedule.
Per 55200 – All DE “rules” apply when “the instructor and student are separated by
distance and interact through the assistance of communication technology”. Local
definitions of the various forms of DE do not dictate when the DE requirements apply.
Title 5 § 55202. Course Quality Standards.
The same standards of course quality shall be applied to any portion of a course conducted
through distance education as are applied to traditional classroom courses, in regard to the
course quality judgment made pursuant to the requirements of section 55002, and in regard
to any local course quality determination or review process. Determinations and judgments
about the quality of distance education under the course quality standards shall be made
with the full involvement of faculty in accordance with the provisions of subchapter 2
(commencing with section 53200) of chapter 2.
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MSJC Regular Effective Contact Policy
http://www.msjc.edu/currcomm/docs/Regular%20Effective%20Contactv4.doc
MSJC Regular Effective Contact Policy
Regulations:
Title 5 and the Distance Education Guidelines for the California Community Colleges state:
55202. Course Quality Standards.
The same standards of course quality shall be applied to any portion of a course conducted through
distance education as are applied to traditional classroom courses, in regard to the course quality
judgment made pursuant to the requirements of section 55002, and in regard to any local course
quality determination or review process. Determinations and judgments about the quality of
distance education under the course quality standards shall be made with the full involvement of
faculty in accordance with the provisions of subchapter 2 (commencing with section 53200) of
chapter 2.
NOTE: Authority cited: Section 66700 and 70901, Education Code.
References: Sections 70901 and 70902, Education Code.
Guideline for Section 55202
This section emphasizes the extent to which course quality depends upon the full involvement of
faculty in the design and application of DE courses. It discusses course quality standards for
distance education and combines language formerly found in sections 55207 and 55209 which it
replaces. Language is added to clarify that normal course quality standards apply to any portion of
a course conducted through distance education.
55204. Instructor Contact.
In addition to the requirements of section 55002 and any locally established requirements
applicable to all courses, district governing boards shall ensure that:
(a) Any portion of a course conducted through distance education includes regular effective contact
between instructor and students, through group or individual meetings, orientation and review
sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact,
correspondence, voice mail, e-mail, or other activities. Regular effective contact is an academic
and professional matter pursuant to sections 53200 et seq.
(b) Any portion of a course provided through distance education is conducted consistent with
guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders
of the Board of Governors.
NOTE: Authority cited: Sections 66700 and 70901, Education Code.
Reference: Sections 70901 and 70902, Education Code.
Guideline for Section 55204
This section defines what contact must be maintained between instructor and student. It is virtually
identical to section 55211 which it replaces, except that language has been added to clarify that
rules related to conduct of distance education and effective instructor contact apply to any portion of
a course conducted through distance education.
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Subdivision (a) stresses the responsibility of the instructor in a DE course to initiate regular contact
with enrolled students to verify their participation and performance status. The use of the term
“regular effective contact” in this context suggests that students should have frequent opportunities
to ask questions and receive answers from the instructor of record.
The last published Distance Education Guidelines, March 2004, issued by the Chancellor pursuant
to section 409 of the Procedures and Standing Orders of the Board of Governors, as referenced in
subdivision (b), establishes the principle that for DE courses there are a number of acceptable
interactions between instructor and student, not all of which may require in-person contact. Thus,
districts and/or colleges will need to define “effective contact” including how often, and in what
manner instructor-student interaction is achieved. It is important to document regular effective
contact and how it is achieved. Since regular effective contact was declared an academic and
professional matter, this documentation must include demonstration of collegial consultation with
the academic senate, for example through its delegation to the local curriculum committee. A
natural place for this to occur is during the separate course approval process (see section 55206)
as well as during faculty evaluations, student surveys, and program review. Documentation should
consist of the inclusion of information in applicable outlines of record on the type and frequency of
interaction appropriate to each DE course/section or session. Local policies should establish and
monitor minimum standards of regular effective contact.
Background:
In hybrid or fully online courses, ensuring Regular Effective Instructor/Student Contact guarantees that the
student receives the benefit of the instructor’s presence in the learning environment both as a provider of
instructional information and as a facilitator of student learning. In a face to face course the instructor is present at
each class meeting and interacts via all class announcements, lectures, activities and discussions that take a variety
of forms. For example, discussions can be held as part of a lecture format, group work scenarios, or content review
sessions. The instructor also serves as a content advisor when he or she answers questions both as they come up in
class and as they arise in individual situations. These types of questions are dealt with via the telephone, email, or
face to face office visits.
Title 5 regulations do not make a distinction between regular and distance education courses beyond the need to
have a separate curriculum approval process and the need to ensure regular effective contact. Therefore, it is
assumed that those qualities of regular effective contact described above for the face to face environment, should
also be applied to the distance education situation. The DE Guidelines require colleges to develop a policy
regarding regular effective contact that addresses “the type and frequency of interaction appropriate to each DE
course/section or session”.
MSJC Policy:
All DE courses at MSJC, whether hybrid or fully online will include regular effective contact as described below:

Initiated interaction: Instructors will regularly initiate interaction with students to determine that they are
accessing and comprehending course material and that they are participating regularly in the activities in
the course. Providing students with an open ended question forum, although appropriate, does not
constitute the entirety of effective instructor initiated interaction.

Frequency: DE Courses are considered the “virtual equivalent” to face to face courses. Therefore, the
frequency of the contact will be at least the same as would be established in a regular, face to face course.
At the very least, the number of instructor contact hours per week that would be available for face to face
students, will also be available, in asynchronous and/or synchronous mode, with students in the DE format.
Contact shall be distributed in a manner that will ensure that regular contact is maintained, given the nature
of asynchronous instructional methodologies, over the course of a week and should occur as often as is
appropriate for the course.
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
Establishing expectations and managing unexpected instructor absence: An instructor and/or
department established policy describing the frequency and timeliness of instructor initiated contact and
instructor feedback, will be posted in the syllabus and/or other course documents that are made available
for students when the course officially opens each semester. If the instructor must be out of contact briefly
for an unexpected reason (such as illness or a family emergency that takes the instructor offline),
notification to students will be made in the announcements area of the course that includes when the
students can expect regular effective contact to resume. If the offline time results in a lengthy absence (i.e.
more than three or four days) a substitute instructor should be sought who can assist students while the
instructor is unavailable.
Type of Contact: Regarding the type of contact that will exist in all MSJC DE courses,
instructors will, at a minimum, use the following resources to initiate contact with students:

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Threaded discussion forums with appropriate instructor participation. (“Questions for the
instructor” forums are good but should be used in conjunction with other forums.)
General email
Weekly announcements in the Course Management System
Timely feedback for student work.
Instructor prepared e-lectures or introductions in the form of e-lectures to any publisher
created materials (written, recorded, broadcast, etc.) that, combined with other course
materials, creates the “virtual equivalent” of the face to face class.
Suggestions:

Instructors should also choose to use other forms of communication, as mentioned in
section 55204 of Title 5. (“…through group or individual meetings, orientation and
review sessions, supplemental seminar or study sessions, field trips, library workshops,
telephone contact, correspondence, voice mail. e-mail, or other activities.”) and/or
CCCConfer, video conference, pod cast, or other synchronous technologies may also be
included. CCCConfer is a web conferencing tool that is free to the California
Community College System. http://www.cccconfer.org

It is suggested that Instructors should have a threaded discussion that is set aside for
general questions about the course and may wish to have weekly or other timely, question
and answer sessions available to students. This may also be accomplished through virtual
office hours.
Curriculum Committee Approval 05-22-06
8
American Distance Education Consortium Guiding Principles for
Distance Teaching and Learning
http://www.adec.edu/admin/papers/distance-teaching_principles.html
Basic Assumptions

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The principles that lend themselves to quality face-to-face learning environments are
often similar to those found in web-based learning environments.
With all forms of media converging to a digital platform, advanced educational
technology may include a variety of learning environments and information
appliances.
While rapidly emerging technologies offer unlimited potential for virtual learning
environments for both face-to-face as well as distance learners, practical application
of existing technologies may often prove highly effective for various audiences and
objectives.
The following principles are intended to serve as guidelines for identifying and evaluating
web-based courses and non-formal educational programs. Web-based learning
environments may be designed for distance as well as face-to-face students. Principles
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The learning experience must have a clear purpose with tightly focused
outcomes and objectives. Web-based learning designs must consider the nature of
content, specific context, desired learning outcomes and characteristics of the
learner. Learner-centered strategies include modular, stand-alone units that are
compatible with short bursts of learning. Learning modules may also be open,
flexible and self-directing.
The learner is actively engaged. Active, hands-on, concrete experiences are
highly effective. Learning by doing, analogy and assimilation are increasingly
important pedagogical forms. Where possible, learning outcomes should relate to
real-life experiences through simulation and application.
The learning environment makes appropriate use of a variety of media.
Various learning styles are best engaged by using a variety of media to achieve
learning outcomes. Selection of media may also depend on nature of content,
learning goals, access to technology, and the local learning environment.
Learning environments must include problem-based as well as knowledgebased learning. Problem-based learning involves higher order thinking skills such
as analysis, synthesis, and evaluation while knowledge-based learning involves
recall, comprehension and application.
Learning experiences should support interaction and the development of
communities of interest. Learning is social and sensitive to context. Learning
experiences based on interaction and collaboration support learning communities
while building a support network to enhance learning outcomes. Multiple
interactions, group collaboration and cooperative learning may provide increased
levels of interaction and simulation.
The practice of distance learning contributes to the larger social mission of
education and training in a democratic society. Changing mental models and
constructing new knowledge empowers learners and encourages critical thinking.
"Knowledge becomes a function of how the individual creates meaning from his or
9
her experiences; it is not a function of what someone else says is true." (Jonassen,
1995)
Characteristics of quality web-based teaching and learning:
1. Fosters meaning-making, discourse
2. Moves from knowledge transmission to learner-controlled systems
3. Provides for reciprocal teaching
4. Is learner-centered
5. Encourages active participation, knowledge construction
6. Based on higher level thinking skills -- analysis, synthesis, and evaluation
7. Promotes active learning
8. Allows group collaboration and cooperative learning
9. Provides multiple levels of interaction
10. Focuses on real-world, problem solving
References (Edited)
Dede, D. (1996). The evolution of distance education: Emerging technologies and
distributed learning. The American Journal of Distance Education, 10(2), 4-36.
Guiding Principles and Practices for the Design and Development of Effective Distance
Education. A Report of the Faculty Initiative Funded by a grant from the AT&T Foundation.
Penn State University, 1997.
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Hagg, B.B. (1995). Constructivism
and computer-mediated communication. The American Journal of Distance Education, 9(2),
7-26.
Masie, E. (1997). Advice for designer of online learning -- think small. Technology for
Learning.
Principles of Good Practice for Electronically Offered Academic Degree and Certificate
Programs. Western Cooperative for Educational Telecommunications. 1996.
Task Force for the American Council on Education and The Alliance: An Association for
Alternative Programs for Adults. Guiding Principles for Distance Learning in a Learning
Society. 1996.
Turgeon, A. (1997). Implication of web-based technology for engaging students in a
learning society. Journal of Public Service and Outreach, 2(2), 32-37.
10
Gagnes Nine Steps of Instruction:
1. Gain attention. Present a problem or a new situation. Use an "interest device" that
grabs the learner's attention. This can be thought of as a "teaser" (the short
segment shown in a TV show right before the opening credits that is designed to
keep you watching and listening). The ideal is to grab the learners' attention so that
they will watch and listen, while you present the learning point. You can use such
devices as:
Storytelling
Demonstrations
Presenting a problem to be solved
Doing something the wrong way (the instruction would then show how to do
it the right way)
Why it is important
2. Inform learner of Objective. This allows the learner's to organize their thoughts
and around what they are about to see, hear, and/or do. There is a saying in the
training filed to 1) tell them what you're going to tell them, 2) tell them, and 3) tell
them what you told them. This cues them and then provides a review which has
proven to be effective. e.g. describe the goal of a lesson, state what the learners will
be able to accomplish and how they will be able to use the knowledge.
3. Stimulate recall of prior knowledge. This allows the learners to build on their
previous knowledge or skills. Although we are capable of having our "creative"
minutes, it is much easier to build on what we already know. e.g. remind the
learners of prior knowledge relevant to the current lesson, provide the learners with
a framework that helps learning and remembering.
4. Present the material. Chunk the information to avoid memory overload. Blend the
information to aid in information recall. This is directly related to Skinner's
"sequenced learning events." This allows learners to receive feedback on
individualized tasks, thereby correcting isolated problems rather than having little
idea of where the root of the learning challenge lies. Bloom's Taxonomy and Learning
11
Strategies can be used to help sequence the lesson by helping you chunk them into
levels of difficulty.
5. Provide guidance for learning. This is not the presentation of content, but are
instructions on how to learn. This is normally simpler and easier than the subject
matter or content. It uses a different channel or media to avoid mixing it with the
subject matter. The rate of learning increases because learners are less likely to lose
time or become frustrated by basing performance on incorrect facts or poorly
understood concepts.
6. Elicit performance. Practice by letting the learner do something with the newly
acquired behavior, skills, or knowledge.
7. Provide feedback. Show correctness of the learner's response, analyze learner's
behavior. This can be a test, quiz, or verbal comments. The feedback needs to be
specific, not, "you are doing a good job" Tell them "why" they are doing a good job
or provide specific guidance.
8. Assess performance. Test to determine if the lesson has been learned. Can also
give general progress information
9. Enhance retention and transfer. Inform the learner about similar problem
situations, provide additional practice, put the learner in a transfer situation, review
the lesson.
http://www.nwlink.com/%7Edonclark/hrd/learning/development.html#prior
Checklist for Designing and Evaluating Interactive Materials for Adult
Learners
Theory Implication
Applications to Design
Provide adults with opportunities to set
-
their own goals
clear menu structure
- search-and-find function provided
- self-tests included
Establish a need to know and readiness to
- practice with feedback provided
learn
- record-keeping among sessions
- problems established
Provide opportunities to link new
- testimonials included
information with prior knowledge
- relevant examples included
- frequent responses required
Provide adults with individual responsibility
- frequent entry and exit points
for their learning
possible
- learner control of program options
adapted from: Cennamo & Dawley (1995)
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Facilitating Cognitive Learning Styles
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utilize small groups to foster the development of trust, attachment, validation, and
mutuality
focus on global aspects of an object, skill or idea before examining its various parts,
then move back and forth between the two views
use strategies such as: consciousness-raising, journal-keeping, group discussions,
case studies, experiments, simulations, field placements
use cooperative and collaborative learning structures such as learning partnerships,
to equalize the power relationships in the group
use cooperative evaluation techniques such as negotiated learning contracts, peer
evaluation, etc.
set protocols for appropriate discourse styles
shared leadership
When designing interactive materials, in particular:
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increase interactions with embedded practice and feedback sequences
make use of simulations and modeling, where appropriate
embed content in authentic contexts. For example, use a short video clip to show the
Nuremberg Rally, rather than telling about it
require learners to synthesize and problem-solve, using the information in new ways,
before going on
have learners manipulate objects on the screen if appropriate. Provide natural
feedback
provide learning opportunities in a variety of modes, and give learners a choice of
which to access and when
Excerpted from: Learner Characteristics and Instructional Design by Katy Campbell,
Academic Technologies for Learning
http://webxtc.extension.ualberta.ca/documents/articles/idesign/learnchar.cfm#
part2
13
Visiting Some Courses:
Open Learning Initiative: http://oli.web.cmu.edu/openlearning/forstudents/freecourses
MIT Open Courseware: http://ocw.mit.edu/OcwWeb/web/home/home/index.htm
National Repository of Online Courses
http://www.montereyinstitute.org/nroc/nrocdemos.html
Sofia Project: http://sofia.fhda.edu/
Build a Bridge: http://www.pbs.org/wgbh/nova/bridge/build.html
Web Based: http://sites.google.com/site/whworldhistory/Home
Content research:
 Research content by topic: Open Lab Space
http://labspace.open.ac.uk/course/index.php
 Course outlines and more: World Lecture Hall
http://web.austin.utexas.edu/wlh/index.cfm
 Econ 201: Flash based site: http://econ201.uncg.edu/dcl/econ201/
 See the Helpful Links Document for more links
Learning Objects:
 Merlot: http://www.merlot.org
 Interesting project with online learning content uses: http://www.cmu.edu/CSR/
 Teaching and Learning Activities:
http://www.umuc.edu/virtualteaching/module1/strategies.html
A Variety of Internet-based Activities: Below is a selection of several very specific types of
activities that instructors use to deliver content online. Most of these activities and the accompanying
examples were originally developed for K-12 students, but are adaptable.
 Historical Quotes Activity: http://sites.google.com/site/whworldhistory/unit-1-intro-historiography
 Information Exchanges: In these activities teachers and students from around the world
exchange a variety of information from eating habits to weather conditions. for an
example of this activity visit A World Community of Old Trees at
http://www.nyu.edu/projects/julian/toc.html
 Electronic Publishing: Students can be asked to publish electronic magazines (e-zines) or
newsletters. Here's an example: T.H.E. Journal at http://www.thejournal.com
 Virtual Field Trips: Explore how this activity could work by going to the University of
California Museum of Paleontology at http://www.ucmp.berkeley.edu
 Pooled Data Analysis : This activity involves information collected at various sites and
then combined for analysis. For an example go to Monarch Watch at
http://www.MonarchWatch.org
 WebQuest: This is an inquiry oriented activity where most or all of the information is
drawn from the Web. Go to http://webquest.sdsu.edu/webquest.html to learn more.
 Simulations: These activities recreate reality. Visit the Virtual Frog dissection Kit at
http://www-itg.lbl.gov/ITG.hm.pg.docs/dissect/info.html .
 Social Action Projects: These are action-oriented humanitarian projects over the Web.
Visit: http://www.ran.org/action/ to save the rainforests.
 Blogs: http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
More Blogs: http://www.emints.org/ethemes/resources/S00001449.shtml
 Educator's Tips for podcasting - RECAP provides a series of "educator's tips"
covering a range of podcasting topics that are presented in a very concise way. The
items are updated regularly and, where appropriate, they have included links to
other web sites with further advice and information.
 Room 208 - Click on the Bit by Bit icon on the left-hand-side of the screen to listen
to Bob Sprankle's series of podcasts on how to podcast.
14
Peer Evaluation Guidelines for Online instruction
Mt. San Jacinto College
November 2004 -- Created by the members of the
Educational Technology Committee
As you consider the peer evaluation process for the online instructional environment, please
review the items suggested in each area. This document should be considered as a
guideline to assist you in reporting your observation on the Peer Evaluation Form.
Depth and Breadth of Subject Matter Knowledge:

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Do the instructor-created elements of the course demonstrate appropriate depth and
breadth of subject matter knowledge?
Does the instructor provide the students with the necessary information to
accomplish the course objectives both in the presentation and in the communication
areas of the course?
Educational Methods and Techniques (delivering content online and evaluation
methods online)
 Does the instructor encourage student centered learning?
 Does the teacher encourage student/student and teacher/student interaction and
collaboration (such as, Student “lounge” type discussion forum, or a “General
Questions for the Instructor area.)
 Regarding the course content, are there ample discussion opportunities and are
the discussion questions constructed so that meaningful dialog takes place? Do
they allow for a wide range of individual experiences, opinions and ideas to be
expressed?
 Does the instructor utilize a variety of instructional methods and resources to
address multiple learning styles?
Course Design and Structure:
Is the syllabus complete with course objectives, learning guidelines, and methods
of evaluation?
 Is the course well organized and easy to navigate?
 Is the information regarding how to access the course content available at the
beginning, as well as throughout the course?
 Are there well-defined instructor expectations regarding student conduct and
participation in the course that encourage mutual respect and college level
behavior?
Effectiveness of Communication: (discussion, announcements, etc.)
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Is the instructor available for student contact via discussions and email?
Are the announcements tailored to the progress of the class and are they
indicative of the timely presence of the instructor?
In the online course environment, does the written communication style of the
instructor demonstrate a positive tone and attitude?
Overall effectiveness of instruction:

Summarize your observation in terms of the overall success of the course.
15
Activity: Developing Objectives and Instructional Strategies
What is the title of your course?
What is the purpose of your course? (for example, self-enrichment, degree program, core
course, etc)
What are the likely characteristics of students in the class?
What are the general topics students will be expected to learn?
List ONE specific Learning Objective for your course.
Now, list what students would be expected to do to demonstrate they had mastered this
Objective.
1.
2.
3.
What instructional strategies and learning activities do you use in your face-to-face class
to help students organize and learn the material for the objective named above? How do
you provide feedback? How do you assess their learning?
How can technology assist you to perform the same activities or to introduce different
activities to accomplish what you do in the traditional classroom? How would you provide
feedback? How would you assess their learning?
16
Effective Course Structure and Navigation Tips
It is important to remember that every student works in his or her own way and comes
to your course with their own preferences and experiences. The structure and
navigation of your course should be simple – students should be able to orient
themselves quickly and should be provided opportunities to explore your course and
how it works in a stress-free manner. Keep in mind that students will often enter your
course with the intention of accomplishing something in a short period of time – it is
highly likely that activities that you intended to be completed in a 90-minute time period
will be completed over 3 30-minute time periods. Be sure to recognize this in your
structure – permitting a student to easily find their way back to where they left off,
should they be interrupted or choose to leave before completing a task. Where
appropriate, permit activities to be completed outside of the CMS – while your course is
offered online and, most likely, in a CMS, your students need not be prisoners and,
when appropriate, should be encouraged to work outside of the course. Written
assignments, for example, are likely to be of superior quality if completed outside of the
CSM with the benefit of tools such as spell-check..
For effective structure and navigation:
 Minimize the need for the learner to scroll through text. A printed instructional unit
should not exceed two pages.
 When using Course Management System templates remove navigation buttons
that will not be used in your course.
 Use graphics, diagrams, or pictures only when they lend meaning and
clarification to the topic (in some cases, graphics can also be used to get the learner's
attention -- but do not over use them because they can become annoying distractions).
 For ease of navigation, provide a link to the next unit or interactive exercise at the
end of an instructional module.
 Hyperlink all key words, phrases, and/or concepts within the instructional unit
to some type of glossary or reference that provides definitions and additional
clarification as needed by the learner.
Keep in mind that simple, clear navigation will help the learner feel in control, avoiding
distractions and frustrations with the course materials.
Excerpted from The Hitchhiker’s Guide to Course Development
http://hitchhikers.midsolutions.org/course_design/content_development/org_nav.php
17
Virtual Classroom Structure
18
Activity: Decisions!
List the elements you must have in your course:
Assignments
Discussions
Tests
Projects
Research
Activities
Reading
Group Work
Field Trips
Case Studies
Other
19
Activity: Draw Your Own Structure
20
Activity: Outline the First Unit
Objectives:
What will students do first?
Then?
What will you need to know? What will you need to develop?
21
Some Basics:
Find out what your college’s philosophy is for online education.






Is there mandatory student orientation and/or face to face meetings?
Do you want to have proctored testing? And, if so, what services are available?
Will you change the length of your course?
What are the capabilities of the course management system you have available?
Is there web site space available for you somewhere?
Is there an instructional designer available to assist you?
Instructional Strategies




Make use of the wealth of online resources available
Don’t be limited by traditional face-to-face strategies
Educators must first design their curriculum, goals, and objectives and then
consider how the online environment can best serve them.
Don’t let the online environment define you. You can distribute content in many
ways such as CD, books, email attachments, etc. And you can ask students to
engage in activities that require them to leave the computer.
Sanity Maintenance









You don’t have to have everything together the first time out or even at the
beginning of a course; things get better as you go.
Codify and communicate your expectations to students
Take a day or two off each week (let the students know)
Define for students, when to use email as opposed to a discussion Q&A forum
You don’t have to, and shouldn’t, answer every discussion post, but you should
monitor them.
Don’t allow any anonymous discussion posts.
Be yourself, introduce yourself, and put your own voice into the course. Develop
an online personality. Lighten up sometimes. Post a joke. Be as human as you
can.
Let students know when you have difficulties that keep you from being online,
you’re human, too!
Find another person who teaches online well and make them your friend!
22
Successful Design Check-list
For each lesson:
state objectives and timelines
recall prior knowledge
assign a task
include human interaction
provide a "for more information" resource
Things you must do in your course:
Must have before class begins
Syllabus that is a contract between you and your students. Define the parameters of
your online course.
(http://www.onlinelearning.net/InstructorCommunity/tips_dec2000.html?s=124.6010r
575k.061z109170)
Post staff information that provides contact information for you and for technical
support personnel at your college. (phone, email, office location and office hours)
Provide students with a self assessment test for online learners, if you don’t provide
an institutional orientation. Include a list of what a successful online learner must be.
Clearly define the hardware and software requirements and Internet skills your
students will need to be successful.
On the Announcements page have a bold "start here" message that tells students
what to do first and how the course is structured. You may want to have a graphic
chart of how to navigate your course.
Design your courses for your students at risk. Good students will learn with any
design.
Provide a clear overview of what you expect where you include your days off and
your turn-around times for email and discussion responses, grading, and return of
assignments.
Provide a list of materials needed that give urls and ISBN numbers when
appropriate. (Include links to bookstores and libraries as appropriate).
Assignments:
Make the first couple of assignments easier to give students time to adjust to the
online learning environment and to give them confidence.
Establish due dates, but also allow for some limited flexibility. Community college
students need structure, but online students want flexibility.
Allow second chances on difficult assignments.
Provide a forum for peer questions. Students can ask each other for help here and
this can take pressure of you.
Establish a carefully detailed grading rubric explaining what "quality" you expect.
Provide samples of exemplary assignments whenever possible
23
Testing and Quizzes:
Establish the general test and quiz directions at the outset of the course.
Explain your expectations regarding timed tests and reset rules.
Provide samples of exemplary assignments whenever possible
Allow for flexible time schedules for students to take proctored tests, don’t specify a
short window! (By the way, learning centers at most colleges will proctor tests for
any college, but they won’t be happy with restrictive test dates and times.)
Be sure to have additional evaluation methods, not just testing, to ensure that the
student doing the work is the student who has been taking the course.
General Strategies
Establish a FAQ's area. Every time a student asks a question that could pertain to
the whole class, put the question and answer here. This saves you from answering
the same questions over and over. (A Word file works well for this. I copy my
lengthy answers into a Word document and when I find myself copying and pasting it
often, I make it a FAQ)
Keeping Up With Online Education: The field of online education is constantly
changing. To find out about the latest, go to "External Links" and click on the
"Keeping Up With Online Education" folder. Inside you will find links to several online
education sites and magazines. They include articles, news, reviews, grants,
professional development opportunities, case studies, tips and more and more and
more.......
24
Rules for Teaching Online
Jim Blodget
Chemeketa Community College, Salem, Oregon
http://newterra.chemeketa.edu/faculty/bloj/workshops/online99/rules.htm
1.
2.
3.
4.
5.
6.
Go into it for the long haul
Design for yourself - make it a product you yourself would want to use
Underpromise and overdeliver
Give your best stuff away free
Build community - create a sense of ownership
Be a mensch (a person who is admired, respected, and trusted because of a
sense of ethics, fairness, and nobility).
7. Work 1 on 1 - provide constant, immediate, positive feedback; Be indulging
8. Improve / evolve / revise & enhance
9. Eliminate barriers
10. Structure for success
11. Be student centered - Empower students, Do what's right for the student
12. Lay it out completely and clearly
13. Make it dynamic
14. Structure for active learning
15. Provide variety
16. Provide basic skills and vocabulary
17. Provide examples and models
18. Provide a network of expertise and support
A Great Educational site is:
1.
2.
3.
4.
5.
Deep
Indulging
Complete
Elegant
Evocative
25
Developing Good Discussion Questions
Creating good questions is one of the most important factors in designing successful
threaded discussions. And if you think that developing “good” questions is easy, it is
very likely that you will need to re-visit your criteria for what makes a discussion
question “good”. Keep in mind that you want to initiate a discussion – not invite
students to simply state the same facts in slightly different ways. The following are
some question possibilities.
 The open-ended question: Ask for the how’s and the why’s instead of the what’s.
 The controversial question: Take an unpopular stand and get your students riled




up.
The “naiveté” question: Ask the “dumb” question to get your students talking.
The “synthesizer” question: Draw from related reading materials, asking your
students to determine what “person A” would have to say about “Person B”
because of “C”.
The peer facilitator question: Have the students sign up for a facilitation week
and give each student responsibility for addressing a major point/topical
question, soliciting input from their peers, and posting a summary of the
discussion at the end of the week.
The example question: Have students provide unique examples of some course
concept. Where appropriate, have them apply course concepts to themselves.
Another important factor is keeping the discussions on topic. The following suggestions
can assist in accomplishing this goal.
1. Creating well-designed questions that keep students topic focused (see question
possibilities noted above.)
2. Provide a new discussion forum/area for each week or topic. If one forum is used
for the entire term the threads may get rather long and difficult to follow.
3. Provide parameters or guidelines for what constitutes an acceptable response
(rubrics work very well) and be clear as to how unacceptable responses will be
handled.
4. Revise threaded discussion questions when responses are off-target. If a
question is not working well and students are confused, change it immediately
and send out an email to students regarding the change and your intent to post a
new thread with the revised question and associated questions.
5. Bring a thread to closure by summarizing the issues presented and resolved in
the discussion; pinpoint especially interesting and informative responses by your
students. This summary can be emailed to the students, posted to the end of t he
threaded discussion, or posted in the weekly announcements of the course site.
6. Give clear detailed directions to your students on what you want in their
responses at the beginning of each thread.
7. Provide an informal threaded discussion elsewhere in the course. This can be a
good place for students to post non- content related questions or to socialize
online.
26
8. When appropriate, post reminders that students stay on topic. If students begin
to stray from the topic, post an item to the discussion pushing everyone back in
the right direction. If the direction the students have strayed is a good one,
reinforce it and allow the discussion to focus on the new topic. Or initiate a new
discussion on the new topic.
9. Provide incentives for students to participate in the online discussions by
attributing a discernable percentage of the grade to this activity (can be tied to
the rubric noted in item 2.)
10. Privately reprimand and give constructive feedback to students who make off topic postings or fail to meet posting requirements.
11. Include a Q & A Discussion Forum that will save you from having to email answers
to individual students. Let students know what to use email for – personal
communications such as grades, use Q & A discussion forum for most
communication, check it every day, answer it first. Put student email as a priority in
answering your own email.
12. Be sure that the subject line of your responses to questions reflects what the topic is
about. Other students will see the topic and read the response, if they think it will be
useful to them.
13. Make it personal, start each of your replies with the student’s name and end with
yours as a type of signature.
27
Discussion Activity
Use the information above to write a discussion forum that will be used as the first forum in
your course:
Create several discussion forum questions that you may use to give students an opportunity
to analyze or express opinions that relate to your course content.
28
Guidelines for Students Participating in Online Discussions
Overview: Help your students get the most out of online discussions by writing a set of guidelines to
make your expectations clear. Copy and paste the text below and add your own ideas. Consider posting
your version of the guidelines in your syllabus and as an attachment to the opening message of your first
online discussion.
What is an online discussion?
An online discussion is similar to a voice mail or an email conversation with a few important differences,
such as:

An online discussion can involve a number of participants, such as a team of students or an
entire class.

All messages stay posted in the discussion board for participants to read at any time.

A discussion can last for a week or longer.
You will find online discussions as rigorous as any face-to-face classroom discussion. The purpose of a
discussion is dialogue as a means of learning.
Suggestions for students participating in an online discussion: Include clear requirements for your
course discussions. Here are some suggestions:

Use appropriate Netiquette.
Use respectful and appropriate language in your responses.
http://www.albion.com/netiquette/corerules.html

You are expected to read all messages.
You are responsible for reading all of the messages that are posted in the online discussion. Not
reading messages is the equivalent of sleeping in class.

You are expected to respond to each other.
An online discussion resembles a classroom discussion in its entire rigor.

All messages posted are public.
In an in-class discussion, you share ideas with all class members. In an online discussion, you
can expect that everyone in the class will read your messages.

Use email to send a private message.
If you want to send a private message to someone, click on the person's name and use the email
function. Otherwise, all messages are considered public.

Use a person's name when you reply to a message.
It helps to keep all of us oriented. It helps us maintain a clearer sense of who is speaking and
who is being spoken to. As we begin to associate names with tone and ideas, we come to know
each other better.

Change the subject line when you introduce a new topic.
The value of this tip will become apparent as the number of messages grows.
29
Discussion Board Rubric and Etiquette Samples
Full points
The initial response to the teacher’s
question was well thought out and
considered the lecture material
presented with the question.. The
student also replied to other students
as required for the question.
Learning
Outcome
Communicates
Ideas
Understanding of
the Activity
Peer Review
Mechanics of
Messages
Deduction of up to 25%
of points
Reply to other students was
missing—if two replies
were required, only one
was presented. OR the
replies you gave contained
little substance.
Exemplary
(all points)
Deduction of 50% of points
No reply was posted to other
students when requested. In other
words, you only posted your
response and didn't reply to
someone else as required by the
assignment.
Accomplished
(most of the points)
Developing
(minimal points)
The learner communicates ideas
eloquently and thoroughly.
Specific examples from the
activity/resource are provided to
support his/her ideas and
opinions.
The learner is able to provide
additional resources or
applications of the discussion
topic.
The learner’s contribution to the
discussion board demonstrates a
thorough understanding of the
concept being presented, be it
remote sensing, NASA imagery,
Data Slate, or Agriculture.
The learner communicates
ideas, opinions, and
conclusions clearly and
completely.
Specific examples from the
activity/resource are provided
to support his/her ideas and
opinions.
The learner
communicates ideas
well, but fails to
provide evidence to
support his/her ideas,
opinions, and
conclusions.
The learner’s contribution to
the discussion board
demonstrates an
understanding of the concept
being presented.
The learner provides meaningful
feedback on other’s ideas.
Comments include how the idea
could be enhanced, how the idea
might be applied to a different
content area, or personal
experience.
The learner’s response
encourages other group members
to share ideas.
The learner’s response has an
obvious logical/sequential
organization.
The message has been edited for
grammar and spelling.
The student contributes to the
discussion board regularly and on
a timely basis.
The learner provides
meaningful feedback on
other’s ideas.
Comments include personal
reactions and/or experience.
The learner’s response
encourages other group
members to share ideas.
The learner’s
contribution to the
discussion board
demonstrates a
developing
understanding, but
further explanation
and exploration is
needed.
The learner provides
comments on other’s
ideas, but not specific
feedback. The
learner’s response
discourages other
group members to
share ideas.
The learner’s response has an
obvious logical/sequential
organization.
The message has been edited
for grammar and spelling.
The learner’s
response lacks
organization.
The message has not
been edited for
grammar and spelling.
Discussion Board Etiquette:
Discussion forums are used to discuss topics and issues for a class. Participating in
30
discussions is analogous to attending class regularly. So, you should plan to actively
participate in on going discussions.

Your postings should contribute meaningfully to the topic. The following “Yeah, I
agree,” is not an acceptable posting. The following “You make some very good points
in your post. I agree with your interpretation of the text and what you believe the
author is really trying to say. Why didn’t you like the second reading though? I really
enjoyed that one and thought the details helped the writing really come alive. Was it
the topic that you didn’t like or the actual writing? …” is an acceptable posting. The
quality of your post reflects the quality of your work in on line classes.

Avoid sarcasm and inappropriate language in your posts. This type of interaction does
not translate well in this domain.

Be respectful of your classmates and their opinions when you respond to posts. Each
student may have different views and has the right to voice them.

In on line classes, your attendance is participating in the discussions. Many
instructors will consider the number of times that you post as your attendance for a
particular week.

Know the participation/posting policy for your on line class. Some instructors will
require that you post at least 3 times per week/topic. Some instructors will require
that you post at least 1 time by a certain date. Watch for specific instructions for each
discussion board assignment.
31
Some General Communication Tips that Aid in Retention:

Send email out to all students at least a week before the class starts, welcome them and
letting them know what they can do to get ready for the class to start.

Send an encouraging follow up email, about two days into the course, to students who have
not checked in yet.

Respond to EVERY student check-in in the discussion board with a short individual welcome
message.

Have a “Questions for the Instructor” discussion that you check and answer EVERY day.

Participate more in the beginning of the course in all discussions to some degree -sometimes just responding to several postings at once is enough to let students know that
you are there all the time. BE OMNI-Present in the beginning at least!

Answer all student emails from enrolled students immediately during the first few weeks
(while they are still a bit overwhelmed and nervous about being in an online course.)

The initial announcement in the course tells them what to do next. Provide announcements
twice a week (beginning of a new week and mid week at least).

At the end of each unit, or at least regularly, provide a summary of their performance as a
class (Use the Announcements or some other public course area). Use specific student’s
names when you are able to compliment them.

Provide your own lecture materials no matter what. Make them in your own voice, tell the
“stories” you would normally tell. Academics will prevail when needed, but you need to be
the instructor in the virtual classroom.

Set clear expectations along with a syllabus that is as descriptive as possible.

Tell students what they can expect from you regarding your response time to email (e.g.
48 hour turn-around) discussion boards (e.g. “I check the “Questions for the Instructor
Board” every evening and am not online on Sundays). It’s not that you have to have my
turn around time frame, you just have to let your students know what to expect.

Use emoticons and be careful to check your tone as you respond to students.
http://messenger.msn.com/Resource/Emoticons.aspx

Individually contact learners whose levels of participation change drastically to inquire about
their progress, talk with them about what they are experiencing, offer assistance and
support, and reinforce course expectations. Adult students, particularly those who are
returning to the classroom following a protracted absence, have many competing priorities
for their time and often have very valid reasons for changes in levels of participation.

Ensure that activities are purposeful and relevant to curricular content and that their
presentation is timely, organized, and responsive to learner interests. Irrelevant discussions
or brief, mechanical responses frustrate participants and lead to their disengagement; solicit
ongoing ideas about course modifications from learners, and implement their suggestions
visibly in the discussion.

If unclear about someone’s intent, phraseology, purpose, or language, ask for clarification;
this may prevent miscommunications that can escalate quickly in a text-based,
asynchronous environment (ask them to request clarification in the expectations part of
your course).

Forgive mistakes. We all make them.
32
Assessments:
Types of Assessments:
Projects, Essays, Tests, Quizzes, Presentations, Portfolios, Participation, etc.
Authentic Assessment Toolbox: http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
When planning assessments for on-line courses, it is important to think creatively and "out of
the box." This is the time to provide a wide range of opportunities for students to tap into their
own "intelligences." Projects can be created or Power Point presentations can be substituted
for a research paper; both different ways for the student to demonstrate the mastery of the
same content or skill. The on-line student can mail, fax, e-mail or drop off in your office their
final "demonstration."
Following are a few examples of assessments that instructors have used in their online
courses:






In an instructional unit on marketing concepts: A Power Point presentation that
summarizes the environmental analysis for a specific drug company.
In a biology unit: An animation project that demonstrates cell division.
In a social studies program that expected students to become actively involved in
their community: A letter written to a senator stating why nutrition programs in public
schools is important.
In a language arts program which stressed communication skills: A video-tape that
demonstrated the skills needed for public speaking.
In a computers basic course: A web design project that demonstrates understanding
of communication design, accuracy and creativity.
In a business strategies course: A simulation project that shows the interrelationships
between stakeholders, finance, marketing, and regulations on consumer behavior.
Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven
knowledge and skills to real-world challenges
Rubrics: Writing a rubric for the first time can be difficult. However, once you have successfully completed
one or two, it becomes increasingly easy and begins to require less and less time. There are, however, a
few tips for writing good rubrics:
 Review your outcomes and make certain that what you are asking your students to do
in the assessment is congruent with your outcomes.
 Brainstorm a variety of ways students will be able to demonstrate their mastery of the
outcome. Don't get stuck on requiring the traditional paper or exam for
demonstration. Take into consideration the opportunities the ever-growing field of
technology brings to student assessment.
 After deciding on the "context" of the demonstration, list the criteria for what you think
counts for quality work.
 Break the criteria into distinct categories.
 Describe what constitutes a "quality" effort in each category.
 Then describe what constitutes an "OK" effort in each category.
 Third, describe what constitutes a "below average" effort in each category.
 And finally, describe what constitutes a "failing effort" in each category.
 Check to be sure that the language you have used is clear and concise and will not be
misinterpreted or misunderstood.
33
 Avoid unnecessary negative language. We all respond better to being told what is
working and how we can improve than we do to what is wrong.
 Always give the rubric to the student prior to doing the assessment.
 Creating the rubric is the hard part, using them is the fun part. Once they are created
they can be used over and over again, reducing the time involved in evaluation and
assessment.
 External Resources
 Articles
 Understanding Rubrics by Heidi Goodrich http://learnweb.harvard.edu/alps/thinking/
docs/rubricar.htm
Tutorials
 Authentic Assessment Toolbox created by Jon Mueller
 Creating Rubrics - this five-part series explores how one teacher designs, refines, and
implements rubrics in a variety of subject areas.
Maintained by Teacher Vision

34
Podcast Search Engines (resource obtained from A Hitch Hikers Guide to Course Development)
In general, major search engines aren't indexing podcasts in a format that's easy to find, at least.
However, there are podcast-specific search engines that have solved this problem:
 Podscope: Podscope is a specialized search engine that only looks for podcasts,
searching for the spoken words within the podcasts themselves.
 Yahoo Podcasts: Out of all the podcast search engines that I've come across, Yahoo
Podcasts is the one that I've been able to consistently and successfully use to find
good podcasts. Very user-friendly.
 SingingFish: Use the drop-down menu on the top left to specify that you only want to
bring back audio results; conversely, you can also just type in podcast and you'll get a
whole ream of results.
There's also Podzinger, Blinkx, BlogDigger, and Lycos Audio Search in the podcast search
engine arena.
Podcast Directories
Podcast directories are virtual gold mines for finding good podcasts. Here are a few of our
favorites:
 PodcastAlley.com: A podcast lover's dream. Includes the very useful Top Ten Podcasts
of the Month (as voted by listeners).
 Podcast.net: Podcasts here are categorized by tags; thousands of podcasts in a plethora
of subjects are available for free download.
 NPR Podcast Directory: Not a ton of podcasts here, but quality podcasts in a subject
directory format.
 PodcastBunker: Their motto is "quality, not quantity." Some very interesting podcasts
can be found on this site.
In addition, you can find quality podcast directories at PublicRadioFan, Weblogs.com, and
Apple iTunes podcast directory.
More Places to Find Good Podcasts
In addition to podcast search engines and podcast directories, there are a huge variety of podcasts
available in a wide variety of genres:





Sample Podcasts: Interesting use of podcasts for educators
IT Conversations: podcasts from the tech world's movers and shakers.
New York Times Podcasts: Listen to the Gray Lady in audio format.
Podtech.net: Silicon Valley, podcast-style. We have found a few good programs here.
BBC Radio Podcasts: As of this writing, this is in trial form only, but if enough people
sign up they'll keep it going.
A quick search also turned up podcasts from Slate, TWiT.tv, Stanford on iTunes, CNet, science
journal Nature, http://www.scifi.com/battlestar/downloads/podcast/NASA, and PBS.
35
Style Sheet For Online Text Content
Line length: No more than 50 or 60 characters across. This sentence is 60.
You can use tables to accomplish this.
Use San-Serif Fonts, if you think students won’t print the material for reading. (Arial, Verdana)
Pay attention to backgrounds:
 Lots of high contrast is good except for people who may have learning disabilities such as
dyslexia or color blindness. You can use buff colored backgrounds to mitigate any problems.
 Don’t use patterned backgrounds
 Don’t use blue links on blue backgrounds
 Don’t use red or bright blue backgrounds
 Make sure your lectures can be printed reasonably (black backgrounds, for example, may
cause problems).
Chunk Materials: Use bullets, horizontal lines, bold topic headings and images to break up long
passages of text material. Make text documents two screen chunks or less, OR direct students to
print the material (be mindful that not all students will print anything for a variety of reasons).
File Organization: Keep all of your content documentation in folders by unit or by week. Archive
your courses as much as possible, download grade books from CMS software often. Use consistent
file naming structure (eg. unit1/u1directions.htm unit1/u1assignment1.doc)
URL for Style Issues: http://www.lc.capellauniversity.edu/%7E127547/ed722.htm
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