| Improve
distribution of course materials and course presence |
Eliminate
trips to the copy shop to deliver master copies
Avoid
freezing course materials at the beginning of the course
Establish
course presence on the Web
|
Put
syllabi and other course materials on the web (with proprietary
materials behind passwords in
accordance with the Regents'
Guide to Understanding Copyright and Educational Fair Use):
Select the formats of web pages depending on the intended uses,
e.g., html, pdf, doc
|
| Develop
students' fluency with information resources |
Identify
information needs
Determine
what resources meet the needs
Instruct
students in using/evaluating information resources
|
|
| Improve
communication among course participants |
Avoid
being deluged by student email
|
Guide
students to post questions, responses to others' questions, and
comments to bulletin boards, e.g., in WebCT.
In
multi-section courses, send students to the same bulletin board.
|
| Promote
collaboration and facilitate students learning from each other |
Provide
ways for students to answer each other's questions
|
Give
students access to a bulletin board, e.g., in WebCT,
with appropriate discussion topics |
Have
students analyze and comment on each other's work
|
- Require
students to publish their work in WebCT and evaluate other students'
work
- Require
students to develop learning portfolios
in the form of web
texts
and publish them on the web, e.g., in WebCT
|
Enable
teams to assess their processes
|
Provide
team process self-assessments in WebCT
on a per team basis and make results available in WebCT |
| Enable
active, learner-centered approaches to learning |
Support
problem-based learning (PBL)
|
Guide
students to develop and publish learning
plans
(examples: learning
plan phases,
plan
template)
on the web, e.g., in WebCT |
Support
constructivist approaches to learning
|
Stage
problems and team process guides on the web, in WebCT
or on a web site (example ) |
Make
students responsible for their own learning
|
Prompt
students to identify what they need to learn in order to demonstrate
mastery of learning objectives |
Ensure
students reflect on what they learn
|
Require
students to develop learning portfolios
in the form of web
texts
and publish them on the web, e.g., in WebCT |
Provide
self-assessments of mastery for learning objectives
|
Make
practice exercises and mastery assessments (with appropriate feedback)
available in WebCT
|
| Support
administrative aspects of instruction |
Ensure
quality of teaching and learning in multi-section courses
|
|
Reduce
course administrative burden
|
Use
online capabilities of WebCT
for distributing course materials, maintaining gradebooks, receiving
student submissions, grading objective questions, returning graded
work |
| Stay
aware of students that might not be making progress |
Monitor
students' use of course materials
|
Track
student postings to bulletin board topics, access to content (in WebCT),
and trajectory on self-assessments |
| Deter
plagiarism
(more
strategies) |
Decrease
likelihood of receiving plagiarized work
|
- Make
assignments that are too new to have accumulated plagiarizable
files by selecting contexts from current events and putting them
on the web only at the beginning of the preparation period
- Require
progress submissions, e.g., outline and successive drafts
|
Decrease
likelihood of not detecting plagiarized work
|
Use
web services to compare student work with preexisting texts |