/99/$ IEEE
|
|
- Gabriel Goodwin
- 8 years ago
- Views:
Transcription
1 Design of a Web-Based Education Environment Session 12a3 Thomas G. Cleaver and Robert L. Toole Department of Electrical Engineering University of Louisville Louisville, KY Abstract - Delivery of online education requires a robust environment for development of Web-based courses. Although commercial solutions for online course management exist, many universities choose to develop their own environments. The engineering school of the University of Louisville has developed such an environment. At the minimum, any online education system requires a Web server equipped with a database. Due to the authors familiarity with the PC, Windows NT Server and Access 97 were used. The database is used to store student names, user IDs, passwords, addresses, and grades. It also holds pointers to Web pages, arranged by course. Active Server Pages are used to communicate with the database, so that user HTML can be generated on the fly. Using the above as a baseline, the RAISE (Remote Asynchronous Instruction in Science and Engineering) environment was developed that provides such features as course registration, password-protected logins, announcements, calendar, gradebook, class notes, syllabi, threaded conferences, interactive tutorials, and automated tools for creating online courses. This manuscript describes the design process and discusses those elements of the environment that are most and least effective in educational delivery, particularly with respect to using the environment as an adjunct to existing lecture-based engineering classes. The focus is on practical ideas and methods for design of online education environments. Introduction A university has three choices for selection of an online education environment: rent, buy, or build. That is, a university can choose to use an existing commercial service, purchase a software suite, or design its own environment. Each approach has its advantages and disadvantages. Commercial services are, perhaps, the easiest way to get into online education [1, 2, 3, 4]. These services frequently use their own web servers for storage of all course materials and student records. They provide system administration for setting up and maintaining courses, and software tools for instructors to use to create courseware. These services often provide training in the use of their software tools. These are very valuable assets, and will save the instructor a lot of time. The disadvantages are cost and flexibility. The commercial service typically sets up fees either on a per-student basis, or through a contract with the university. This can be expensive and, unless the administration of the university is committed to online education, may be impracticable for the instructor to arrange. The inflexibility issue arises because the instructor must use the format of the online service. Also, if a desired feature, say an online chat room, is not in the suite of features the service provides, it may be impossible for the instructor to include it. Several commercial organizations and universities have developed their own online learning environments and tools, and make them available to others [5, 6, 7, 8, 9, 10, 11, 12]. Some of these are distributed for free, while others are available for purchase. Frequently the instructor must be prepared to install and maintain the environment selected. Again, the problem of flexibility arises as the available learning environments may not meet all of the instructor s needs. For maximum flexibility, the instructor may choose to design and build a learning environment using the servers available and targeted at the specific needs of the students. This approach is frequently the least expensive, but it requires the highest resources in terms of the instructor s time. Also, this approach has the highest technical risk; it may not be possible to meet design requirements within reasonable time frames. The authors chose the third approach. It was decided to design and implement a learning environment that would serve students in engineering and science. It was called RAISE (Remote Asynchronous Instruction in Science and Engineering). This asynchronous learning network (ALN) would be designed not as a mechanism for delivering standalone distance education courses, but as an adjunct to faceto-face lecture-based classes. This paper describes the process of building the ALN, and which features of the ALN were most useful. 12a3-1
2 Resources Needed for an ALN The primary focus in the development of RAISE has been to provide an easy to use, browser independent system for supplying dynamic, data-driven information. In general, we've found that the majority of the content used in online learning environments, whether as a supplement to a course or content related to an entire course, has been essentially static. To create a richer and more useful online system requires the use of programs running on a server that can dynamically generate Web pages based on user interaction and information stored on the server. Unfortunately, without detailed knowledge of Web servers and database systems, most people are limited to such static content, which in general, must be regularly maintained in order to be useful. Consequently, one of the main goals in the development of RAISE has been to design a system that easily incorporates new and existing Web content, both static and dynamic, into a common, easy-to-use framework. One of the first things considered in the design of RAISE was the choice of the hardware architecture, the Web server software, and a database management system (DBMS). In the early design phase of the system, January, 1997, there were two dominant technologies being used to dynamically generate web content. They were Common Gateway Interface (CGI) compiled programs and Microsoft's Active Server Pages. While both technologies were capable of providing server-side processing, the mechanisms used in CGI programs to pass information around on the server (such as the use of environment variables, text-based command-line arguments, etc.), are difficult to maintain and scale. Additionally, the requirement of recompiling CGI applications for changes or additions to the system was not very appealing. Microsoft has developed a different architecture for providing server-side processing called Active Server Pages [13]. This architecture allows web designers to incorporate server-side scripts directly into HTML documents. The Active Server Page (ASP) consists of standard HTML tags along with inline server script tags containing code that is executed on the server. When a user requests an ASP page, the server processes the file, from top to bottom, executing any scripts, and then sends the results back to the user's browser as HTML. The most appealing aspect of ASP is its mechanisms for interfacing with various database management systems. With less than 10 lines of scripting code, we were able to query information from a database and present this information in a standard HTML format readable by any Web browser. The choice of ASP technology for on-the-fly HTML generation made it necessary to use an operating system compatible with ASPs. This precluded the use of UNIX, and suggested the use of a Microsoft operating system. Microsoft Windows NT Server Version 4.0 met our requirements, and Microsoft Internet Information Server (IIS) was chosen as Web server software. This is currently running on a Compaq PC with a 200 Mhz Pentium processor and 48 MB of RAM. When deciding on the database management system to be used for storing course content, Microsoft Access 97 was chosen. Initially, it was thought that a larger database management system, such as Oracle, Sybase, or Microsoft SQL Server, would be required to service multiple simultaneous database requests. Nevertheless, it was found that Microsoft Access is capable of handling the small to medium group of users our system was initially designed for. Ultimately, Microsoft Access 97 was picked due to our previous choice of the Microsoft operating system, and due to its low cost and relatively low maintenance. Online Features The online features listed below are typical of a full-featured ALN, but they are not necessarily exhaustive. Many ALNs contain a subset of these features. Security: RAISE was designed to accommodate multiple online courses capable of handling multiple, simultaneous users. As with any large online system, the immediate need for security arises. RAISE provides security on a course-by-course basis controlled by the instructor hosting the course. In order for a student to use the RAISE system, a student must first create an account with RAISE through a simple registration process. The registration process consists of gathering basic information about the student, such as a name, address, phone, address, and a password, and then generating an account that the student will use for all courses hosted by RAISE. Once a user obtains an account with RAISE, the student may then proceed to register for one or more courses hosted on the system. After a student registers for a course, the professor hosting the course is responsible for validating the account giving the student access to the course material. Calendar: This feature provides a way for the instructor to schedule quiz, test, and homework due dates. The student can access the entire calendar, but the student will also receive reminders of upcoming assignments due. Announcements: This works like the calendar but the announcement list is not accessible by the student. Instead, any current announcements are automatically displayed to the student, until the announcements expire. Syllabus: This is a standard syllabus, consisting of information such as the instructor s name, office hours, and grading policy. It is a standard HTML page. Gradebook: The gradebook allows the instructor to enter each student s grades online in tabular form, much like a spreadsheet. Statistics (high, low, mean, and standard deviation) are available for each quiz, homework, etc. Sums for each type of exercise, e.g. the sum of all quizzes, are available for ease in grading. Each student can view his own grades online. 12a3-2
3 Class Notes: A course is broken into segments, typically covering a week s work. For each segment there is an online lesson consisting of textbook reading assignment, homework assignment, summary of important ideas, and links. These lesson pages are ASP pages rather than HTML pages, but their content is mostly static; there is little need to generate on-the-fly HTML. Interactive Tutorials: One of the links in each lesson is to an interactive tutorial. Each tutorial is a progressive set of HTML pages that teaches a single concept, or gives the student practice with problem solving. Each page of a tutorial presents the student with a single question. When the student enters an answer, JavaScript checks the answer, and provides a hint if the answer is wrong. The instructor includes any number of hints. If the student fails to answer correctly, even after all the hints are given, the correct answer is displayed. Interested individuals are invited to download a template of the tutorial at htm. Conference: A threaded public conference (forum) is available to the students and the instructor. Its purpose is to allow student-student and student-instructor interaction outside of class. The user can begin a topic, or respond to an existing topic. All users have access to all posts. The instructor may delete selected posts. Automated Quizzes and Homeworks: This module would allow students to take quizzes online and submit answers to homework. In both cases, the student would be instantly graded and would be provided with feedback. This module is still in the design stages. Course Creation Tools: Again, one of the main goals in the design of RAISE has been to provide a common framework for providing dynamic, data-driven content in a Web environment, without requiring the users or administrators to have extensive knowledge of Web servers and database management systems. RAISE accomplishes this through the use of an automated course creation and configuration tool. From the perspective of a professor hosting a course, basic knowledge of HTML is the only skill required to start hosting a rich, dynamic online course. In most cases this is not usually a problem due to the wide availability of HTML generation tools. For most, general knowledge of a word processor program that exports to HTML is the only tool required to use RAISE. RAISE basically provides the framework to encapsulate existing Web content along with security, user forums, grade books, calendars, announcements and so on. Every aspect of the online course environment is completely configurable through the use of the course configuration tool. This tool is a presented to the professor, for a specific course, through a Web browser using a series of simple questions. Should a professor choose not to include a grade book or message forum for a specific class, this option is easily turned off. RAISE was designed to be flexible enough also to accommodate the creation of new areas, or sections, within a course. Such sections could include tutorials, labs, or virtually anything a professor would like to define. As of this writing, this module is currently under development, but is not yet deployed. features such as a whiteboard, streaming video, or online chat may be included in an ALN. They are not included in RAISE because we consider them more important for distance education courses, rather than as an adjunct to face-to-face classes. Integration and Structure Users enter RAISE through the homepage, as shown in Figure 1. At this point, a fully registered and approved student will select Enter Classroom. Next, the student will enter USERID and password, select a class, and click the Submit button. This will take the user to the homepage for the class, EE 220 in Figure1. This page will display information such as dates for upcoming quizzes and homework and notification if the user has had a response to a Forum post. The student may navigate among Syllabus, Grades (the student s own grades, plus class statistics), Lessons (class notes), Forum, and Calendar. If a student selects Lessons, he will be allowed to navigate among the various weekly lessons (14, in the case of EE 220, Network Analysis I). The student can read the class notes associated with the selected lesson, print out the homework problems, and activate links to ancillary material, including the interactive tutorial. Effectiveness in Education The ALN has been analyzed to determine how well its various features work. Student feedback, student performance, and anecdotal evidence have been used in this analysis. Overall, the ALN works well, and is easy to use for both instructors and students. The structure is intuitive. The Announcements, Calendar, and Gradebook modules are serviceable and valuable. The Registration and Login modules work well and assure that only an approved student has access to course materials and the student s grades. The Syllabus and Class Notes modules are essential, if mundane, parts of an ALN. They provide basic information that the student needs. The Conference module (Forum) worked as it was intended, but was used infrequently by the students. Feedback indicated that students preferred face-to-face interaction to leaving online posts. They found the former faster and easier. It is our conclusion that an online conference is of limited value in support of small lecture-based classes. Nevertheless, off- 12a3-3
4 campus students and students in large classes may rely on the online conference. The interactive tutorials were popular with the students who used them. But a significant problem with the tutorials in particular, and the entire ALN in general, was lack of tracking. With the present system, there is no way to tell which, or even if, students access which modules. Therefore, use of the ALN cannot be required, and no online activities can be graded. At the present, we are working on a correction of this serious flaw. The absence of automated quizzes and homework is also a serious problem. We expect that the addition of this module would greatly improve the value of the ALN. Another issue, not to be ignored, is that designing and building an online learning environment, no matter how good it might be, does not guarantee that other instructors will wish to use it. RAISE Home About Register Student Handbook Student Services Academic Programs Enter Classroom Student Login/in Class Selection Instructor Login/ Class Selection Classes Classes EE 220 Student Home EE 220 Instructor Home Syllabus Forum Course Manager Students Calendar Calendar Lesson 1 Grades Forum Manager Gradebook Announcements Lessons Tutorial 1 Figure 1. RAISE Structure Conclusions The RAISE ALN is now in use, and is a successful adjunct to the teaching of face-to-face engineering classes [14]. Nevertheless, the ALN has several flaws, the most notable of which are the lack of tracking and the absence of an online testing module. References a3-4
5 Swafford, Michael, et al, Mallard: Asynchronous Learning in Two Engineering Courses, FIE 96 Frontiers in Education Conference, Nov Raineri, Deanna M., Mehrtens, Bradley G., and Hubler, Alfred W., CyberProf - An Intelligent Human-Computer Interface for Interactive Instruction on the World Wide Web, Journal of Asynchronous Learning Networks, Vol. 1, Issue 2 - August, Barker, D. Steven, CHARLIE: A Computer- Manager Homework, Assignment and Response, Learning and Instruction Environment, FIE 97 Frontiers in Education Conference, Nov ver.asp a3-5
Getting Started In Your Davidson College Blackboard Course
Getting Started In Your Davidson College Blackboard Course Course Name: Course ID: Instructor(s): URL: Http://blackboard.davidson.edu Username: (Davidson College network username) Password: (same as username)
More informationCity Tech Instructional Technology & Media Services. Blackboard Tutorial for Students
City Tech Instructional Technology & Media Services Blackboard Tutorial for Students How to find your courses After you log-in to Blackboard by visiting CUNY website at http://www.cuny.edu=>portal Login/Blackboard/eSIMS=>Blackboard
More informationGetting Started with WebCT
Getting Started with WebCT Tanya Goette Assistant Professor ISC Dept CBX 12 Georgia College & State University Milledgeville, GA 31061 tgoette@mail.gcsu.edu 478-445-5721 fax: 478-445-5249 Abstract This
More informationMathXL Getting Started Guide for Instructors
MathXL Getting Started Guide for Instructors Copyright Notice Copyright 2013 by Pearson Education. All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form
More informationFor further support information, refer to the Help Resources appendix. To comment on the documentation, send an email to support@tk20.com.
Technical Support and Product Information tk20.com Tk20 Corporate Headquarters 10801 MoPac Expressway, Suite 740, Austin, Texas 78759 USA Tel: 512-401-2000 For further support information, refer to the
More informationWEB 2300 - Javascript 3 Credit Hours
WEB 2300 - Javascript 3 Credit Hours Course Description: This course teaches developers how to use the features of the JavaScript language to design client-side, platform-independent solutions. Students
More informationStudent User Guide for BioPortal Biochemistry, Seventh Edition
Student User Guide for BioPortal Biochemistry, Seventh Edition Berg, Tymoczko, & Stryer Getting Started with BioPortal for Berg, Tymoczko, & Stryer Biochemistry, 7e Table of Contents Overview... 1 Getting
More informationONLINE COURSES: GETTING STARTED GUIDE
ONLINE COURSES: GETTING STARTED GUIDE Setting Expectations The differences between traditional classroom learning and distance or online learning are well documented. They have been described in the literature
More informationStudent User Guide for PsychPortal Fundamentals of Abnormal Psychology, Sixth Edition
Student User Guide for PsychPortal Fundamentals of Abnormal Psychology, Sixth Edition Comer Getting Started with PsychPortal for Comer Fundamentals of Abnormal Psychology, 6e Table of Contents Overview...
More information8.38.1.2.4 Online Program. An academic program that contains only online courses.
8.38 ONLINE COURSE POLICIES [Administrative Updates 9/9/14] 8.38.1 Institutional Context 8.38.1.1 Introduction. Online courses and programming involving significant online delivery can be educationally
More informationPELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS CIW JAVASCRIPT FUNDAMENTALS WEB 2300
PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS CIW JAVASCRIPT FUNDAMENTALS WEB 2300 Class Hours: 3.0 Credit Hours: 3.0 Laboratory Hours: 0.0 Revised: Spring 08 NOTE: This course is not designed
More informationFire Service Training, LLC LMS Student User Manual
Fire Service Training, LLC LMS Student User Manual 2013 1 Fire Service Training, LLC Rev. 12/28/2013 Table of Contents Technical Requirements... 4 How to Log in... 4 Editing your Profile... 4 Basic Profile
More informationA WEB-BASED QUIZ GENERATION TOOL USING ACTIVE SERVER PAGES
A WEB-BASED QUIZ GENERATION TOOL USING ACTIVE SERVER PAGES Gerald F. Braun Department of Information Systems, Xavier University Cincinnati, Ohio 45207-5161 braun@xu.edu Debbie B. Tesch Department of Information
More informationOnline Student Orientation
Online Student Orientation A Virtual Walk to Class Online Student Orientation Script Slide Slide Title Script 1 Online Student Orientation Welcome to Aurora University! This virtual walk to class is designed
More informationWiley PLUS Student User Guide
Wiley PLUS Student User Guide Table Of Contents egrade Plus... 1 egrade Plus Help... 1 Getting Additional Help and Technical Support... 1 System Requirements... 2 Getting Started... 5 Logging in and Registering
More informationCompleting Online WIC Training Modules
State of Nevada / ITCN Women, Infants, and Children (WIC) Online Training Program Completing Online WIC Training Modules Updated: September 2015 Nevada State WIC Program 4126 Technology Way, Suite 102
More informationA Web-Based Course-Support Environment
A Web-Based Course-Support Environment A. A. VEGLIS and C. A. BARBARGIRES Department of Journalism and Mass Communication Aristotle University of Thessaloniki 39, Leoforos Nikis, 546 22, Thessaloniki GREECE
More informationLoudCloud Student Walk to Class Tutorial
LoudCloud Student Walk to Class Tutorial Welcome to the GCU Student Walk to Class Tutorial for LoudCloud. The Walk to Class tutorial series consists of several short tutorials that will allow you to view
More informationINTEGRATED VIRTUAL LEARNING ENVIRONMENT (IVLE)
INTEGRATED VIRTUAL LEARNING ENVIRONMENT (IVLE) http://ivle.nus.edu.sg IVLE is a learning management system, designed to manage and support training and education over the Internet. IVLE provides numerous
More informationOnline College Algebra (MATH 1302-D10) Fall 2011
Online College Algebra (MATH 1302-D10) Fall 2011 This course will utilize the online interactive website for delivery of course materials. You may purchase access materials for this course from the ASU
More informationCREATING A COURSE? Courses at SNHP
CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet
More informationD2L STUDENT MANUAL. Prepared by KAMEL SMIDA. Head of E-Learning Unit at the. Applied Medical Sciences College. Majmaah University 5/10/2014
2014 D2L STUDENT MANUAL Prepared by KAMEL SMIDA Head of E-Learning Unit at the Applied Medical Sciences College Majmaah University 5/10/2014 M U u n i v e r s i t y D e a n s h i p O f E - L e a r n i
More informationMathXL Getting Started Guide for Students
MathXL Getting Started Guide for Students Copyright Notice Copyright 2013 by Pearson Education. All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form or
More informationCourse Syllabus: RIA Programming for Magic xpa 2.x Developers
Course Syllabus: RIA Programming for Magic xpa 2.x Developers TABLE OF CONTENTS: 1. Course Objectives and Goals... 1 2. General Course Details... 2 3. Lesson Outline... 2 4. Technical Material... 3 5.
More informationBest Practices with MyMathLab/ Faculty Instruction Manual
Best Practices with MyMathLab/ Faculty Instruction Manual Help when you need it: MyMath Lab Professor Support 1-888-695-6577 Mon-Thu, 9am to 10pm Fri, 9am to 5pm Sun, 5pm to 10pm all times EST. Your Tech
More informationBillQuick Web i Time and Expense User Guide
BillQuick Web i Time and Expense User Guide BQE Software Inc. 1852 Lomita Boulevard Lomita, California 90717 USA http://www.bqe.com Table of Contents INTRODUCTION TO BILLQUICK... 3 INTRODUCTION TO BILLQUICK
More informationGetting Started Guide For Students
Blackboard Learn 9.1 Getting Started Guide For Students Created by the Oregon Tech Online staff Opening Blackboard Web Address: Login to MyOIT or go directly to Blackboard at http://online.oit.edu Username
More informationCourse Syllabus: RIA Programming for unipaas V1.x Developers
TABLE OF CONTENTS: Course Syllabus: RIA Programming for unipaas V1.x Developers Course Objectives and Goals Course Objectives and Goals... 1 General Course Details... 1 Lesson Outline... 2 Technical Material...
More informationPELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS MICROSOFT OUTLOOK CBT OST 1010
PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS MICROSOFT OUTLOOK CBT OST 1010 Class Hours: 0.0 Credit Hours: 1.0 Laboratory Hours: 3.0 Revised: Spring 03 NOTE: This course is not designed
More informationAn Evaluation of Open Source Learning Management Systems According to Learners Tools
An Evaluation of Open Source Learning Management Systems According to Learners Tools Hüseyin Uzunboylu, Ph.D *, Fezile Özdamlı ** and Zehra Özçınar, PhD *** * Associate Professor of Educational Technology,
More informationWriting effective student learning outcomes
Writing effective student learning outcomes Attached are three excerpts and sources to help you to develop effective and assessable learning outcomes. Also attached are two syllabi templates: the first
More informationPenn State Online Faculty Competencies for Online Teaching
Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a
More informationOnline Course Development Guide and Review Rubric
Online Course Development Guide and Review Rubric Thank you for participating in our online course review process! Your input is extremely valuable to us, and we appreciate the time you are taking to help
More informationUser Manual for School Administrators
User Manual for School Administrators Online Solutions for Educators is a service of Penchina Web Design LLC info@os4e.com www.os4e.com 1-914-762-0687 September 2002 Table of Contents Introduction... 3
More informationI ve logged in! Now where do I start?
I ve logged in! Now where do I start? Instructor s Quick Start Guide Introduction: Up and Running with OpenClass We ve created this Quick Start Guide to help you, the instructor, get up and running with
More informationWelcome to the North Carolina Virtual Public School Getting Started module. This module will take you through what online is, how to be successful in
Welcome to the North Carolina Virtual Public School Getting Started module. This module will take you through what online is, how to be successful in an online course, and how to work in your course. 1
More informationCourse Management Resources
Course Management Resources Mary Kleps Instructional Support Specialist Computing & Network Services Available Technologies StagWeb WebCT Faculty Web eportfolio StagWeb When To Use StagWeb You want an
More informationStudent Quick Start Guide
Student Quick Start Guide Copyright 2012, Blackboard Inc. Student Quick Start Guide 1 Part 1: Requesting Enrollment and Accessing the Course 1.1 1.2 1.3 Accepting a Course Invitation and Accessing the
More informationSouth Georgia State College Distance Learning Policy
South Georgia State College Distance Learning Policy Mission The South Georgia College Mission remains that of a commitment to excellence in education to promote critical thinking and higher levels of
More informationThe Course Navigator also allows instructors to assess students' work, track progress, download results, and view upcoming events.
Introduction About the Course Navigator This Web-based learning management system enhances students' understanding of core Exploring Electronic Health Records content through flashcards, quizzes, and activities,
More informationCOURSE NAVIGATOR DEMO QUICK GUIDE
COURSE NAVIGATOR DEMO QUICK GUIDE INTRODUCTION The Course Navigator is a web-based learning management system that contains the EHR Navigator activities and assessments, as well as flash cards, quizzes,
More informationIn this topic we discuss a number of design decisions you can make to help ensure your course is accessible to all users.
Accessible Course Design As a course designer you hold a pivotal role in ensuring that Learning Environment is accessible to all users, regardless of their learning needs. It is your content that students
More informationDevelopment of a Learning Content Management Systems
Development of a Learning Content Management Systems Lejla Abazi-Bexheti Abstract Change appears to be the only constant in the field of ICT and what was treated as advanced feature few years ago is today
More informationMGSC 290 Computer Information Systems in Business SYLLABUS Spring 2008
INSTRUCTOR: MGSC 290 Computer Information Systems in Business SYLLABUS Spring 2008 Phil Marshall Office: BA 728 Phone: 803-777-2303 / On campus, you can dial 7-2303. E-mail: Website: Office Hours: Section
More informationMyMathLab/MyStatLab Student User Guide
MyMathLab/MyStatLab Student User Guide Copyright Notice Copyright 2012 by Pearson Education. All rights reserved. No part of the contents of this book may be reproduced or transmitted in any form or by
More informationelearning FAQ for Faculty
elearning FAQ for Faculty How do I log into elearning? Where do I go for help? How do I request space in elearning for my class? How do I add/remove course tools in my elearning class? How do I edit the
More informationIT Academy Lesson Plan
10 IT Academy Lesson Plan Microsoft Sharepoint Turn potential into success Microsoft Office SharePoint 2010: Lesson Plans Introduction Preparing to teach courses on Microsoft SharePoint 2010 for the first
More informationAccess to Moodle. The first session of this document will show you how to access your Lasell Moodle course, how to login, and how to logout.
Access to Moodle The first session of this document will show you how to access your Lasell Moodle course, how to login, and how to logout. 1. The homepage of Lasell Learning Management System Moodle is
More informationAsta Powerproject Enterprise
Asta Powerproject Enterprise Overview and System Requirements Guide Asta Development plc Kingston House Goodsons Mews Wellington Street Thame Oxfordshire OX9 3BX United Kingdom Tel: +44 (0)1844 261700
More informationBlackboard Development Checklist for Online Courses
Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.
More informationGetting Started with WebEx Training Center
Getting Started with WebEx Training Center About this guide This guide introduces you to Training Center and provides basic information about using its many features. For more information about using these
More informationFlexTraining vs Other LMS Products
FlexTraining vs Other LMS Products Technical Requirements FT Other Notes Is the software web-native? Standard web architecture from top to bottom. Do the standard browsers support this software? IE 5+,
More informationDel Mar College - Mathematics Department SYLLABUS for the Online Calculus for Business and Social Science - Math 1325.709fa
Del Mar College - Mathematics Department SYLLABUS for the Online Calculus for Business and Social Science - Math 1325.709fa INSTRUCTOR: Timothy Precella Course: Calculus for Business and Social Sciences,
More informationetroy Abnormal Psychology 3304 TERM 1, 2015
etroy Abnormal Psychology 3304 TERM 1, 2015 For course syllabus posted prior to the beginning of the term, the instructor reserves the right to make minor changes prior to or during the term. The instructor
More informationHTML-eZ: The Easy Way to Create a Class Website
For more resources click here -> HTML-eZ: The Easy Way to Create a Class Website Henry Borysewicz Director, AeroSpace Network / Scientific Computing Center John D. Odegard School for Aerospace Sciences,
More informationCOURSE SYLLABUS MRKG 1311 (3:3:0) PRINCIPLES OF MARKETING. Business. Business Administration Department. Technical Education Division
COURSE SYLLABUS MRKG 1311 (3:3:0) PRINCIPLES OF MARKETING Business Business Administration Department Technical Education Division Lauren Gregory-- Assistant Professor, Business Administration SOUTH PLAINS
More informationOnline programs conform to established standards for online learning. Face-to-face programs do not complete this Form.
Requirement III: Academic and Learning Outcomes 3.2 Online Course Readiness (Online Programs Only) Online programs conform to established standards for online learning. Face-to-face programs do not complete
More informationStudent ANGEL FAQs. General Issues: System Requirements:
Student ANGEL FAQs General Issues: What is ANGEL? How do I log in? What is my username and password? How do I activate my account? I forgot my C number/password, what do I do? I registered after the first
More informationHCC ONLINE COURSE REVIEW RUBRIC
HCC ONLINE COURSE REVIEW RUBRIC Adapted from Maryland Online FIPSE Project and Lake Superior College I. COURSE OVERVIEW AND INTRODUCTION General Review Standard: The overall design of the course, navigational
More informationRichmond Systems. SupportDesk Web Interface User Guide
Richmond Systems SupportDesk Web Interface User Guide 1 Contents SUPPORTDESK WEB INTERFACE...3 INTRODUCTION TO THE WEB INTERFACE...3 FEATURES OF THE WEB INTERFACE...3 HELPDESK SPECIALIST LOGIN...4 SEARCHING
More informationWebEx. Remote Support. User s Guide
WebEx Remote Support User s Guide Version 6.5 Copyright WebEx Communications, Inc. reserves the right to make changes in the information contained in this publication without prior notice. The reader should
More informationAngel Learning Management System
Angel Learning Management System Introductory Tutorial for Students 2008-2009 Academic Year Center for Distance and Professional Education, (800) 222-4978 distance@wsu.edu Introduction Welcome to Angel!
More informationmba international eduportal
June 2015 mba international eduportal Student Manual Author: Tagalaki Vasiliki, Special Technical Laboratorial Staff Department of Management Science and Technology Athens University of Economics and Business
More informationStudent s Guide to Blackboard
Student s Guide to Blackboard MADONNA UNIVERSITY 2007 What is Blackboard? Blackboard delivers the course management tools that enable instructors to provide their students with course materials, discussion
More informationThis paper was presented at CUMREC 98, The College and University Computer Users Association Conference. It is the intellectual property of the
This paper was presented at CUMREC 98, The College and University Computer Users Association Conference. It is the intellectual property of the author(s). Permission to print out or disseminate all or
More informationGetting Started with Moodle: Student Guide
Getting Started with Moodle: Student Guide Introduction Moodle is a Learning Management System (LMS) software developed to augment traditional learning methods, enabling instructors to enhance their students
More informationONLINE FACULTY HANDBOOK
ONLINE FACULTY HANDBOOK Online Faculty Support Guide The Online Faculty Handbook was created to inform faculty on college procedures for developing, managing, and requesting online courses whether they
More informationChecklist for Evaluating Online Courses
Educational Technology Cooperative Checklist for Evaluating Online Courses November 2006 Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org This publication
More informationEDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Faculty Bio button Contact Policy:
EDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Kristin Machac The Faculty Bio button in Blackboard also contains your instructor s contact information, office
More informationAssuring flexibility to educational platforms Case study: UniBuc Virtual Campus
The 1 st International Conference on Virtual Learning, ICVL 2006 253 Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus Bogdan Logofatu 1 Alina Boboc-Corcotoi 1 Michaela Logofatu
More informationContinuing Education. Online Student Guidebook
Continuing Education Online Student Guidebook Student Manual 2 Contents Table of Contents... Error! Bookmark not defined. Welcome!... 3 Prospective Students... 3 Orientation to Online Learning at CEP at
More informationSAP Digital CRM. Getting Started Guide. All-in-one customer engagement built for teams. Run Simple
SAP Digital CRM Getting Started Guide All-in-one customer engagement built for teams Run Simple 3 Powerful Tools at Your Fingertips 4 Get Started Now Log on Choose your features Explore your home page
More informationIntroduction. Editions
Introduction TRAIN TRACK Employee Training Management Software gives you the tools you need to make sure employee training requirements are met. Assign required training for groups or individuals. Easily
More informationWeb Portal for Basic Engineering Courses with a Problem Database and Integrated Communication
ASEE Annual Conf. Proc., Montreal, Quebec, Canada, 16-19 Jun 2002 Session 2368 Web Portal for Basic Engineering Courses with a Problem Database and Integrated Communication Mandeep Thukral and Kurt Gramoll
More informationTechnology and Online Computer Access Requirements: Lake-Sumter State College Course Syllabus
Lake-Sumter State College Course Syllabus Course / Prefix Number CTS1832 Course Title: Web Authoring II CRN: 10009 Credit: 3 Term: Fall 2015 This course is a continuation of skills and concepts introduced
More informationMyMathLab / MyStatLab Beginning Interactive Training Guide
MyMathLab / MyStatLab Beginning Interactive Training Guide MYMATHLAB/MYSTATLAB BEGINNING Lesson 1 Set Up Your First Course... 5 Lesson 2 Explore Your Course... 13 Lesson 3 Customize the Home Page... 24
More informationKaspersky Password Manager
Kaspersky Password Manager User Guide Dear User, Thank you for choosing our product. We hope that you will find this documentation useful and that it will provide answers to most questions that may arise.
More informationWeb Hosting Features. Small Office Premium. Small Office. Basic Premium. Enterprise. Basic. General
General Basic Basic Small Office Small Office Enterprise Enterprise RAID Web Storage 200 MB 1.5 MB 3 GB 6 GB 12 GB 42 GB Web Transfer Limit 36 GB 192 GB 288 GB 480 GB 960 GB 1200 GB Mail boxes 0 23 30
More informationThe Suitability of Native Application for University E-Learning Compared to Web-Based Application
The Suitability of Native Application for University E-Learning Compared to Web-Based Application Maya Novia Sari 1, Noor Azian Bt. Mohamad Ali 2 Department of Information Systems, Kulliyyah of Information
More informationSTUDENT Quick Start Guide
Faith Academy Learning Management System (LMS) vclassroom STUDENT Quick Start Guide Special Note: It can take up to 48 hours (school days - not weekends) for your vclassroom account to be created by Faith
More information52. Audio/ Videoconferencing Packages: High cost
International Review of Research in Open and Distance Learning Volume 6, Number 3. ISSN: 1492-3831 November 2005 Technical Evaluation Report 52. Sonia Murillo, Mary Rizzuto and Urel Sawyers Masters of
More informationClient/server is a network architecture that divides functions into client and server
Page 1 A. Title Client/Server Technology B. Introduction Client/server is a network architecture that divides functions into client and server subsystems, with standard communication methods to facilitate
More informationBlackboard Version 9.1 - Interactive Tools Contents
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Creating a Blog... 4 Creating Blog Posts... 4 How to Comment on a Blog
More informationBlackboard Learning System: Student Instructional Guide
Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management
More informationYour Assistant Collaboration Module
MITEL Your Assistant Collaboration Module User Guide Notice This guide is released by Mitel Networks Corporation and provides information necessary to use the Mitel Your Assistant Collaboration Module.
More informationOnline Master of Science in Information Technology Degree Program User s Guide for Students
Online Master of Science in Information Technology Degree Program User s Guide for Students Copyright 2006, Bisk Education, Inc., and Florida Tech. All rights reserved. i Online User s Guide for Students
More informationTen Simple Steps Toward Universal Design of Online Courses
Ten Simple Steps Toward Universal Design of Online Courses Implementing the principles of universal design in online learning means anticipating the diversity of students that may enroll in your course
More informationNorthern Virginia Community College: Hybrid Course Template
Northern Virginia Community College: Hybrid Course Template Section I: Blackboard Design This section includes a table that provides a template for setting up a hybrid course s Blackboard site. The guidelines
More informationFaculty Development Course Registration and Course Access Manual
Registration and Course Access Manual Academic Affairs May 2013 Version 2.0 As part of Palm Beach State College's efforts to improve student learning, an online faculty development course has been developed.
More informationGOMEMBERS. GOMEMBERS OVERVIEW Membership driven solution to help you fulfill your mission. www.aptean.com
GOMEMBERS association management system GOMEMBERS OVERVIEW Membership driven solution to help you fulfill your mission. brochure gomembers overview 2 MEMBERSHIP MANAGEMENT FINANCIAL MANAGEMENT ONLINE SOLUTIONS
More informationBishop State Community College Distance Education Policy
Bishop State Community College Distance Education Policy Purpose of Distance Education The goal of distance education at Bishop State Community College (BSCC or the College) is to provide students with
More informationCRM Navigation Guide. Department of Developmental Disabilities. June, 2015
CRM Navigation Guide Department of Developmental Disabilities June, 2015 1. Introduction Welcome to the LOC Tool which was developed using Microsoft Dynamics CRM 2013. Over the past several years CRM (Customer
More informationLast Revised: 2/16/2010. Microsoft Office SharePoint 2007 User Guide
Last Revised: 2/16/2010 Microsoft Office SharePoint 2007 User Guide Table of Contents OVERVIEW...3 Accessing SharePoint Site...4 Document Library...5 Viewing a File...5 Uploading File(s)...8 Check Document
More informationQuick Reference Guide
Simplified Web Interface for Teachers Quick Reference Guide Online Development Center Site Profile 5 These fields will be pre-populated with your information { 1 2 3 4 Key 1) Website Title: Enter the name
More informationUser Manual. Learning Management System COMSATS Virtual Campus
User Manual Learning Management System COMSATS Virtual Campus Table of Contents Overview... 3 The LMS Home Screen... 4 The Main Menu bar... 4 1. LMS Home:... 4 2. About LMS:... 4 3. Contacts:... 4 4. Login
More informationethink Education Moodle Faculty Quick Reference Guide
Introduction... 2 Editing Your Profile... 4 Opening Your Course... 6 Course Settings... 8 Editing Your Course... 11 Cross-Tallied Courses... 15 Simulate Student Role... 16 Grades... 17 Course Evaluation...
More informationGetting credit for completing this lab
Lab Exercise: Introduction to Microsoft SharePoint The purpose of this lab is to give you an introduction to Microsoft SharePoint, a team collaboration software technology. As the use of SharePoint grows
More informationMendocino College Online Math Orientation presented by Susan Bell & Jason Edington
Volcano Fractal, by Philippe de Courcy Mendocino College Online Math Orientation presented by Susan Bell & Jason Edington What is a fractal? Answer given at end of presentation. 1 Table of Contents Part
More informationMyMathLab / MyStatLab Advanced Interactive Training Guide
MyMathLab / MyStatLab Advanced Interactive Training Guide MYMATHLAB/MYSTATLAB ADVANCED Lesson 1 Manage Multiple Courses... 129 Lesson 2 Export Grades... 135 Lesson 3 Transfer Students... 139 Lesson 4 Design
More information