elearning in Postsecondary Education: Questions for Professors who use elearning

Size: px
Start display at page:

Download "elearning in Postsecondary Education: Questions for Professors who use elearning"

Transcription

1 elearning in Postsecondary Education: Questions for Professors who use elearning Section 1 Demographics A. What is the name of the postsecondary institution where you work? B. Sex (select one) Male Female C. What discipline(s) do you teach? D. How many years have you used elearning in the courses you teach? E. Approximately how many students with all types of disabilities (including learning disabilities) have you taught during the last three years? Section 2 Accessibility of Specific Types of elearning Rate the degree of accessibility for each of the following types of elearning to students with disabilities whom you have taught. Rate accessibility only for elearning that you have used and for impairments that your students had. A. WebCT, Blackboard, First Class or other course / learning management system Students who are totally blind Students who have a visual / Low Vision

2 Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / B. Class presentations using software such as PowerPoint Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / C. Downloadable course-related files in PDF (e.g., Adobe Acrobat) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / D. Downloadable course-related files in Word, Excel, PowerPoint, HTML, etc. Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / E. Course web pages Students who are totally blind Students who have a visual / Low Vision

3 Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / F. (e.g., listservs, to submit assignments) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / G. Web-based threaded discussion / bulletin boards Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / H. Online tests, quizzes, exams or other forms of online evaluation Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / I. epack or additional online content/resources (e.g., CD-ROMs or web sites) that accompany textbooks Students who are totally blind Students who have a visual / Low Vision

4 Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / J. Live online text-based chat (typing and reading) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / K. Live online voice-based chat (speaking and listening) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / L. CD-ROM tutorials used in class or computer labs Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / M. Web-based lectures / presentations that use video Students who are totally blind Students who have a visual / Low Vision

5 Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / N. Online content that uses Flash Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / O. PowerPoint presentations viewed online using a browser Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / P. Videoconferencing Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / Q. Video clips / DVDs Students who are totally blind Students who have a visual / Low Vision

6 Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / R. Audio clips / files (e.g., recorded class lectures) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / S. Other (specify) Students who are totally blind Students who have a visual / Low Vision Students who have LD/ADD/ADHD Students who use a Wheelchair / Have a Mobility / Section 3 Experiences with Computer Technologies and elearning Rate your level of agreement with each of the following statements. Our definition of elearning. ELearning refers to the range of information and communication technologies that professors use when teaching their courses entirely in the classroom, entirely online, or partially in the classroom and partially online. elearning includes (but is not limited to) the use of the Internet (e.g., course web pages, lectures delivered live online), CD-ROMs, and presentation tools (e.g., PowerPoint, electronic whiteboards). A. I was aware of the elearning accessibility needs of students with disabilities whom I have taught. B. C. I Problems am knowledgeable related to the about accessibility how to improve of elearning are accessibility usually identified to students only after with a disabilities. student with a disability has already begun taking my course.

7 C. Problems related to the accessibility of elearning are usually identified only after a student with a disability has already begun taking my course. D. When I used elearning in my courses (e.g., PowerPoint in the classroom, downloadable PDF files, CD-ROMs, WebCT), it was accessible to my students with disabilities. E. When I used elearning in the classroom (e.g., PowerPoint, CD-ROMs, simulation software), it was accessible to my students with disabilities. F. When I used elearning over the Internet (e.g., downloadable PDF files, course web pages, threaded discussion boards), it was accessible to my students with disabilities. Section 4 elearning Actual/Desired Situations Rate your level of agreement with each of the following statements. (note, for each item, part B will change, depending on your response to Part A) 1a. At my school, I generally play an important role in ensuring that elearning is accessible to students with disabilities in my courses. 1b. 2a. 2b. 3a. 3b. 4a. 4b. 5a. 5b. 6a. 6b. Problems It At My Having works my school school, guidelines well related has when/it professors accessibility there guidelines works to that is the would someone well/would explicitly accessibility are that to when/would when/it work taught students explicitly address (a well work department) would about of if with problems well address the work elearning disabilities if accessibility well well who the related if to if I students makes play/played professors someone accessibilityrelated are/were department) for students elearning using issues. with elearning to role accessible to be of makes/were students my disabilities taught elearning ensuring courses products. to about with students is/were usually to that disabilities. make elearning students to come with elearning be with at disabilities a accessibility-related to criterion my me school accessible for for resolution. (e.g., works using to adds my to well/would elearning students issues. courses alt tags with to is to a to criterion the with (a an of important disabilities accessibility disabilities come/came web with products. work disabilities pages, well. in produces to my me (e.g., courses. for adds resolution. captioning alt tags for to online web pages, audio files). produces captioning for online audio files).

8 6b. Having guidelines that explicitly address the accessibility of elearning to students with disabilities at my school works well/would work well. Section 5 elearning Problems/Solutions Indicate 3 problems students with disabilities have encountered using elearning in their courses. How was each resolved? (if not resolved, write unresolved ) Problem 1 Solution 1 Problem 2 Solution 2 Problem 3 Solution 3 Section 6 Indicate any other issues related to the accessibility of elearning in higher education to students with disabilities that are important to you.

9 SUBMIT RESET

Ten Simple Steps Toward Universal Design of Online Courses

Ten 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 information

Accessibility of e-learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education

Accessibility of e-learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education Accessibility of e-learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education Catherine S. Fichten, Jennison V. Asuncion, Maria Barile, Vittoria

More information

GUIDE TO ONLINE COURSE DESIGN AND QUALITY STANDARDS

GUIDE TO ONLINE COURSE DESIGN AND QUALITY STANDARDS GUIDE TO ONLINE COURSE DESIGN AND QUALITY STANDARDS CELT and DCS have adapted the 2003-2006 (public domain) versions of the Quality Matters online course design rubric, developed by Maryland Online with

More information

As a self-evaluation tool, simply apply the quality standards in the rubric to your own course.

As a self-evaluation tool, simply apply the quality standards in the rubric to your own course. Online Course Evaluation Rubric This evaluation tool specifically focuses on course design, rather than on course delivery or course academic content. The rubric is intended to be used for courses that

More information

Action Bar. Action Link. Action Links Icon. Add Content Link Button. Administration Area. Adobe Presenter. Alt Text.

Action Bar. Action Link. Action Links Icon. Add Content Link Button. Administration Area. Adobe Presenter. Alt Text. Term Action Bar Action Link Action Links Icon Add Content Link Button Administration Area Adobe Presenter Alt Text Alternate Text Application Administrator Announcements Archive Assessments Assessment

More information

A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures

A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures Issues Ashley in Ann Teacher SkylarEducation, Fall 2009 69 A Comparison of Asynchronous Online Text-Based Lectures and Synchronous Interactive Web Conferencing Lectures Ashley Ann Skylar California State

More information

Guidelines Online Course Design Rubric Based on the Quality Matters 05/06 Rubric NMSU Teaching Academy

Guidelines Online Course Design Rubric Based on the Quality Matters 05/06 Rubric NMSU Teaching Academy Guidelines Online Course Design Rubric Based on the Quality Matters 05/06 Rubric NMSU Teaching Academy As a form of self-review, you may want to apply this rubric yourself to your online course. Your written

More information

Keep good Web design basics

Keep good Web design basics Redesigning class handouts and educational materials for Web delivery April 2003 Ed Garay UIC Instructional Technology Lab http://www.accc.uic.edu/itl Academic Computing and Communications Center University

More information

Student Technology Survey

Student Technology Survey Student Technology Survey Select a page to view below or view all pages: > 1. Alabama State University College of Education NOTE: Please state how you are preparing

More information

Increasing the Use of Horizon Wimba. Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student

Increasing the Use of Horizon Wimba. Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Increasing the Use of Horizon Wimba Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Submitted to: Dean of Information Technology Systems Division University

More information

RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning

RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning Emergency Response Preparedness Continuity of Class Meetings and Instructional Delivery This document has been created to assist faculty in making

More information

HCC ONLINE COURSE REVIEW RUBRIC

HCC 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 information

Blackboard Development Checklist for Online Courses

Blackboard 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 information

A SUCCESSFUL STAND ALONE BRIDGE COURSE

A SUCCESSFUL STAND ALONE BRIDGE COURSE A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: segovia@mnstate.edu James Hansen

More information

WESTERN KENTUCKY UNIVERSITY. Web Accessibility. Objective

WESTERN KENTUCKY UNIVERSITY. Web Accessibility. Objective WESTERN KENTUCKY UNIVERSITY Web Accessibility Objective This document includes research on policies and procedures, how many employees working on ADA Compliance, audit procedures, and tracking content

More information

Online Design & elearning, Compressed Video & Online Meetings, Introduction to Blackboard

Online Design & elearning, Compressed Video & Online Meetings, Introduction to Blackboard Online Design & elearning, Compressed Video & Online Meetings, Introduction to Blackboard NEW FACULTY ORIENTATION 2013 PENNY RICE, FAYE WALTER, AND ANNE KLINGEN Ole Miss Online Online Design and elearning

More information

Instructional Design For elearning Courseware: The It-Plus System

Instructional Design For elearning Courseware: The It-Plus System Instructional Design For elearning Courseware:The It-Plus System Instructional Design For elearning Courseware: The It-Plus System Nuttaphong Kanchanachaya and Dr. Taminee Shinasharkey College of Internet

More information

MODULE 5: Teaching with Technology

MODULE 5: Teaching with Technology MODULE 5: Teaching with Technology Explore two aspects of technology: technology used to teach and technology that students will use in the workplace. Table of Contents Module 5: Teaching with Technology

More information

Virtual Classroom (VCR)

Virtual Classroom (VCR) Virtual Classroom (VCR) Indian Institute of Technology Indore 1 Contents What is a Virtual Classroom (VCR)? Objective of the VCR Accessories of VCR Features of the VCR Why VCR? Typical Class Activities

More information

Participate in an Adobe Connect Meeting For Meeting Participants

Participate in an Adobe Connect Meeting For Meeting Participants Participate in an Adobe Connect Meeting For Meeting Participants Contents Contents... 1 Connection Test:... 2 Join a meeting:... 3 Change your status:... 3 Meeting Audio:... 3 Audio Setup Wizard:... 3

More information

South Georgia State College Distance Learning Policy

South 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 information

Real Connections: Making Distance Learning Accessible to Everyone

Real Connections: Making Distance Learning Accessible to Everyone Real Connections: Making Distance Learning Accessible to Everyone By Sheryl Burgstahler, Ph.D. Distance learning has been around for a long time. For hundreds of years instructors have taught students

More information

Economics: New Ways of Thinking. Student Resources. User Guide

Economics: New Ways of Thinking. Student Resources. User Guide Economics: New Ways of Thinking Student Resources User Guide Call: 800-328-1452 Fax: 800-328-4564 Email: educate@emcp.com Website: www.emcschool.com End User License Agreement EMC Publishing, Inc. ( EMC

More information

Using Blackboard Collaborate WithOUT Blackboard

Using Blackboard Collaborate WithOUT Blackboard Using Blackboard Collaborate WithOUT Blackboard Blackboard (Bb) Collaborate is a web conferencing tool similar to AdobeConnect. It can be used separately without Bb and it can be embedded within Bb. This

More information

In this topic we discuss a number of design decisions you can make to help ensure your course is accessible to all users.

In 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 information

Flinders University Faculty of Science and Engineering. Online Teaching and Learning Strategic Plan and Implementation Strategy

Flinders University Faculty of Science and Engineering. Online Teaching and Learning Strategic Plan and Implementation Strategy Flinders University Faculty of Science and Engineering Online Teaching and Learning Strategic Plan and Implementation Strategy Introduction This document outlines the Faculty s strategic plan for online.

More information

UNIVERSAL DESIGN OF DISTANCE LEARNING

UNIVERSAL DESIGN OF DISTANCE LEARNING UNIVERSAL DESIGN OF DISTANCE LEARNING Sheryl Burgstahler, Ph.D. University of Washington Distance learning has been around for a long time. For hundreds of years instructors have taught students across

More information

Course Website Design- Leverage Learning in Your Classes

Course Website Design- Leverage Learning in Your Classes Course Website Design- Leverage Learning in Your Classes 2004 League for Innovation Conference Susan V. Crosson Santa Fe Community College Why Add the Web to On Campus and Online Courses? Content Knowledge

More information

Monterey Institute for Technology and Education

Monterey Institute for Technology and Education OCEP Overview The Online Course Evaluation Project (OCEP) identifies and evaluates existing online courses in higher education, Advanced Placement, and high school. The goal of OCEP is to provide the academic

More information

Adobe Solutions for Learning Management Systems (LMS)

Adobe Solutions for Learning Management Systems (LMS) Solution Brief for Education Adobe Solutions for Learning Management Systems (LMS) Discover exciting, new ways to create and deliver high-impact elearning content and provide interactive online learning

More information

General Procedures for Developing an Online Course

General Procedures for Developing an Online Course General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners

More information

Collin College Business and Computer Systems

Collin College Business and Computer Systems Collin College Business and Computer Systems COURSE INFORMATION Course Number: ITSW 1304.P70 CRN 17101 Course Title: Introduction to Spreadsheets - Excel Course Description: Instruction in the concepts,

More information

Angie Millman Director, Disability Support Services Seton Hall University April 5, 2013

Angie Millman Director, Disability Support Services Seton Hall University April 5, 2013 Angie Millman Director, Disability Support Services Seton Hall University April 5, 2013 Mission The mission of Disability Support Services (DSS) is to provide students with disabilities equal access to

More information

Best Practices in Online Course Design and Delivery

Best Practices in Online Course Design and Delivery Southern Oregon University Best Practices in Online Course Design and Delivery Provided by the SOU Distance Education Center 9/10/2009 Online Course Design and Delivery Southern Oregon University is committed

More information

Confused about Adobe Captivate vs. Adobe Presenter?

Confused about Adobe Captivate vs. Adobe Presenter? Confused about Adobe Captivate vs. Adobe Presenter? Silke Fleischer Sr. Product Marketing Manager 1 Rapid elearning authoring tools Adobe Captivate Adobe Presenter enables anyone to rapidly create powerful

More information

Gallaudet University OSWD Policy Guidelines: Accommodations for Distance Learners, for Students & Faculty

Gallaudet University OSWD Policy Guidelines: Accommodations for Distance Learners, for Students & Faculty OSWD Policy: Accommodation for Distance Learners (FPD-130826) page 1 of 6 Gallaudet University OSWD Policy Guidelines: Accommodations for Distance Learners, for Students & Faculty 1. Statement on Accessibility

More information

Getting Started with WebCT

Getting 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 information

Five Technological Considerations When Choosing an E-Learning Solution

Five Technological Considerations When Choosing an E-Learning Solution Five Technological Considerations When Choosing an E-Learning Solution By By Karl M. Kapp, Assistant Director and Associate Professor of the Institute for Interactive Technologies, Bloomsburg University,

More information

VPAT Voluntary Product Accessibility Template Version 1.3

VPAT Voluntary Product Accessibility Template Version 1.3 ADA COMPLIANCE 1. Does database support ADA compliant browsers? Yes X No If no, does the database make any accommodations in its visual display for visually impaired users? Yes No 2. Voluntary Product

More information

IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System

IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System IMPLEMENTATION GUIDE for MEDICAL TERMINOLOGY ONLINE for MASTERING HEALTHCARE TERMINOLOGY, Third Edition Module 7: Male Reproductive System OVERVIEW Module 7 in Medical Terminology Online accompanies Chapter

More information

Simon Ting Zach Szafran Cathy Clarke Regina Kiperman Kiselgof

Simon Ting Zach Szafran Cathy Clarke Regina Kiperman Kiselgof Simon Ting Zach Szafran Cathy Clarke Regina Kiperman Kiselgof Project Goal Build a low cost system using Free open source software components ASP, PHP to integrate components HTML, CSS, JavaScript for

More information

Basics of Accessible Design

Basics of Accessible Design Basics of Accessible Design Font Consider using a sans serif type font such as Arial or Veranda. The sans serif fonts are easier for people with reading disorders and visual impairments to read. This document

More information

Web-Based Education in Secondary Schools in Cyprus A National Project

Web-Based Education in Secondary Schools in Cyprus A National Project Web-Based Education in Secondary Schools in Cyprus A National Project Aimilia Tzanavari, George A. Papadopoulos Department of Computer Science University Of Cyprus Nicosia, CYPRUS {aimilia, george}@cs.ucy.ac.cy

More information

Quality Matters Online Course Development and Guidelines

Quality Matters Online Course Development and Guidelines Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development

More information

Your Use of Technology

Your Use of Technology UNIVERSITY OF WASHINGTON Faculty Survey on Instructional Technology 2001: Business School Frequencies About You Survey Mode: 2. Rank: Online 30 33.3 Paper 60 66.7 1) Full Professor 19 21.3 2) Associate

More information

Getting Started In Your Davidson College Blackboard Course

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 information

Psychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15

Psychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15 Psychology 41 Life-Span Psychology from infancy to old age - Development Emily Bill for Winter 2016 Reviewed 10-5-15 and 10-6-15 Los Angeles Mission College Distance Education Technical Review Rubric of

More information

GGR272: GEOGRAPHIC INFORMATION AND MAPPING I. Course Outline

GGR272: GEOGRAPHIC INFORMATION AND MAPPING I. Course Outline DESCRIPTION GGR272: GEOGRAPHIC INFORMATION AND MAPPING I Course Outline This course is an introduction to digital mapping and spatial analysis using a geographic information system (GIS). Students learn

More information

Wiley PLUS Student User Guide

Wiley 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 information

Course Management Resources

Course 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 information

DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE?

DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE? DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE? Gaurav Kumar Assistant Professor Department of Accounting, College of Business University of Arkansas at Little Rock 2801 S University

More information

ACCESSIBILITY FOR ONLINE STUDENTS WITH DISABILITIES: RECOMMENDATIONS FOR EDUCATORS

ACCESSIBILITY FOR ONLINE STUDENTS WITH DISABILITIES: RECOMMENDATIONS FOR EDUCATORS ACCESSIBILITY FOR ONLINE STUDENTS WITH DISABILITIES: RECOMMENDATIONS FOR EDUCATORS Jane Lang, Marketing & Supply Chain Management, East Carolina University, Greenville, NC Laurie Eakins, Management Information

More information

User Manual. Learning Management System COMSATS Virtual Campus

User 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 information

Online Course Development Guide and Review Rubric

Online 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 information

8.38.1.2.4 Online Program. An academic program that contains only online courses.

8.38.1.2.4 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 information

Online/Hybrid Course Proposal Form Chabot College Committee On Online Learning (COOL) 2014-2015

Online/Hybrid Course Proposal Form Chabot College Committee On Online Learning (COOL) 2014-2015 Directions: Complete all sections. Submit the form via email attachment as directed in the last section. For information on the complete proposal process, visit http://www.chabotcollege.edu/cool/. Course

More information

UNIVERSITY OF MICHIGAN-DEARBORN COLLEGE OF BUSINESS CREATION, MAINTENANCE, AND QUALITY MANAGEMENT OF ONLINE COURSES

UNIVERSITY OF MICHIGAN-DEARBORN COLLEGE OF BUSINESS CREATION, MAINTENANCE, AND QUALITY MANAGEMENT OF ONLINE COURSES UNIVERSITY OF MICHIGAN-DEARBORN COLLEGE OF BUSINESS CREATION, MAINTENANCE, AND QUALITY MANAGEMENT OF ONLINE COURSES OCTOBER 28, 2014 The details that follow concern the pedagogy of online teaching and

More information

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES:

King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE

More information

Blackboard Collaborate Ultra

Blackboard Collaborate Ultra Blackboard Collaborate Ultra These instructions are accurate as of 10/21/2015. The Collaborate Ultra program has not been rolled out to the campus community as of yet. To use Ultra with any of your classes

More information

Enhance Your Course in Blackboard Learn

Enhance Your Course in Blackboard Learn Enhance Your Course in Blackboard Learn Today s workshop Enhancing Your Course BB Learn Tools Slideshare Groups Videos & Surveys Lecture Captures & Response Systems Instructional Videos (Jing) Surveys

More information

Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices

Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices Ted J. Branoff 1 and Richard A. Totten 2 Abstract This paper discusses some of the tools available that can be used

More information

RUBRIC for Evaluating Online Courses

RUBRIC for Evaluating Online Courses RUBRIC for Evaluating Online Courses Instructor Name: Course (DEPT, number, title): When using this rubric to evaluate your course, use this guideline and the rubric below to award points. 0 Component

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

Incorporating Speaking & Listening Activities for the Online ESL Course

Incorporating Speaking & Listening Activities for the Online ESL Course Incorporating Speaking & Listening Activities for the Online ESL Course By Sharon Clampitt, Ed. D. Workshop Objective: By the end of the workshop, participants will be able to use at least one of four

More information

Best Practices in Online Course Design

Best Practices in Online Course Design Best Practices in Online Course Design For the Instructor Mark Timbrook Minot State University, Office of Instructional Technology 4/24/2014 Best Practices in Online Course Design Best Practices in Online

More information

COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009

COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009 COLLEGE of CHARLESTON EDFS 345: Introduction to the Education of Exceptional Children and Youth Summer 2009 Instructor: Marie L. Manning, Ph.D. Class Hours: Online Office: 86 Wentworth office no. 316 Classroom:

More information

3D Anatomical Models, Adobe Flash Animation and Online Communities

3D Anatomical Models, Adobe Flash Animation and Online Communities 3D Anatomical Models, Adobe Flash Animation and Online Communities Chris Paton Health Informatics Programme, University of Otago, New Zealand New Media Medicine Ltd, Dunedin, New Zealand Correspondence

More information

Social Work Statistics Spring 2000

Social Work Statistics Spring 2000 The University of Texas at Austin School Of Social Work Social Work Statistics Spring 2000 Instructor: Jim Schwab Office: SSW 3.106b Phone Number: 471-9816 Office hours: Tuesday/Thursday, 2:00pm 4:00pm,

More information

Distributing Course Materials Through Online Assistance

Distributing Course Materials Through Online Assistance Distributing Course Materials Through Online Assistance Stephan A. Durham 1, W. Micah Hale 2, Seamus Freyne 3 1 University of Colorado at Denver and Health Sciences Center / 2 University of Arkansas /

More information

Adobe Certified Expert Program

Adobe Certified Expert Program Adobe Certified Expert Program Product Proficiency Exam Bulletin Adobe Captivate 5.5 Exam # 9A0-164 ACE Certification Checklist The checklist below will help guide you through the process of obtaining

More information

Quality Guidelines for Online Courses

Quality Guidelines for Online Courses Quality Guidelines for Online Courses The quality of an online course is determined by several factors, some of which can only be assessed while the course is in progress. These Quality Guidelines are

More information

Website Accessibility Under Title II of the ADA

Website Accessibility Under Title II of the ADA Chapter 5 Website Accessibility Under Title II of the ADA In this chapter, you will learn how the nondiscrimination requirements of Title II of 1 the ADA apply to state and local government websites. Chapter

More information

Is the online environment appropriate for all Counseling courses? ACES Guidelines. ACES Guidelines, cont. ACES Guidelines, cont.

Is the online environment appropriate for all Counseling courses? ACES Guidelines. ACES Guidelines, cont. ACES Guidelines, cont. Teaching Counseling Courses on the Web: Pointers and Examples from an Online Career Counseling Course Is the online environment appropriate for all Counseling courses? Charles L. Guest, Jr., Ph.D., NCC,

More information

Piedmont Community College Accessibility Procedure for Online Courses

Piedmont Community College Accessibility Procedure for Online Courses Piedmont Community College Accessibility Procedure for Online Courses I. Goals It is the goal of the College that all course material be as accessible as possible to all students. The purpose of the College

More information

ISBN: Custom Textbook + MindTap Access Card: 9781305034884

ISBN: Custom Textbook + MindTap Access Card: 9781305034884 COURSE SYLLABUS MGMT 310 Business Management Law Spring 2015 Class Information: MGMT 310 Classroom Instructor: Amelia P. Nelson, Esq. E-Mail: nelson@unm.edu Phone: 277-3237 (email preferred) Fax: 277-7108

More information

Ensuring our online information meets Web Content Accessibility Guidelines 2.0(WCAG) Jason J Johnson Guilford Technical Community College

Ensuring our online information meets Web Content Accessibility Guidelines 2.0(WCAG) Jason J Johnson Guilford Technical Community College Ensuring our online information meets Web Content Accessibility Guidelines 2.0(WCAG) Jason J Johnson Guilford Technical Community College General Information about the population of people with disabilities

More information

Speech Communications Online SPC 2608

Speech Communications Online SPC 2608 Speech Communications Online SPC 2608 Instructor: Terri Moore Telephone: 321-433-5536 E-mail: mooret@brevardcc.edu Office: 1/220 - O This is a 3 credit hour online course in the Fundamentals of Speech

More information

Blackboard Learning System: Student Instructional Guide

Blackboard 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 information

Student s Guide to Blackboard

Student 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 information

A Hybrid Accounting Principles Course: The Best of Both Worlds

A Hybrid Accounting Principles Course: The Best of Both Worlds A Hybrid Accounting Principles Course: The Best of Both Worlds Paul J. Jep Robertson, DBA Associate Professor of Accounting Renae K. Clark, MBA Assistant Professor of Business Michael P. Watters, DBA Professor

More information

WEB 2300 - Javascript 3 Credit Hours

WEB 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 information

Web Conferencing Product Comparison

Web Conferencing Product Comparison Web Conferencing Product Comparison There are a variety of web conferencing solutions designed for use with different types of meetings: from less formal on-the-fly get-togethers to carefully structured

More information

Inclusion and online learning opportunities: designing for accessibility

Inclusion and online learning opportunities: designing for accessibility Inclusion and online learning opportunities: designing for accessibility Efaine J. Pearson* and Tony Koppi** *Special Needs Computing Research Unit, University of Teesside **Director, Educational Development

More information

Regents Online Degree Program Standards and Template Guidelines

Regents Online Degree Program Standards and Template Guidelines Regents Online Degree Program Standards and Template Guidelines Courses submitted for acceptance to the Tennessee Board of Regents Online Degree Program must meet the following standards. 1. The course

More information

E-learning: Intro. Elearning is the answer, but what was the question? Februar 06 Dipl.-Päd. Mag. (FH) Frank Weber Tempus-MMTP Meeting Egypt

E-learning: Intro. Elearning is the answer, but what was the question? Februar 06 Dipl.-Päd. Mag. (FH) Frank Weber Tempus-MMTP Meeting Egypt 1 Something about us E-learning: Intro A presentation for the Tempus-MMTP Project Egypt, November 2005 Dipl.-Päd. Mag. (FH) Frank Weber University of Applied Sciences Vorarlberg (Vorarlberg? Where is that?)

More information

Faculty Questionnaire on the Use of Information Technology in Teaching

Faculty Questionnaire on the Use of Information Technology in Teaching Faculty Questionnaire on the Use of Information Technology in Teaching The Office of Information Technology (OIT) has developed this questionnaire to assess faculty use, satisfaction and needs in instructional

More information

Tenured faculty 68.2% 60. Tenure track but un-tenured faculty 15.9% 14. Arts and Sciences 44.3% 39. Williams College of Business 19.

Tenured faculty 68.2% 60. Tenure track but un-tenured faculty 15.9% 14. Arts and Sciences 44.3% 39. Williams College of Business 19. Academic Technology 1. Which best describes your current position at Xavier? Percent Tenured faculty 68.2% 60 Tenure track but un-tenured faculty 15.9% 14 Non-tenure track instructor, clinical, lab, etc.

More information

Blackboard IM for Virtual Office Hours and Collaborative Group Work

Blackboard IM for Virtual Office Hours and Collaborative Group Work Blackboard IM for Virtual Office Hours and Collaborative Group Work Blackboard IM is an instant collaboration solution designed to promote learning through group work and academic and administrative help.

More information

LANCASTER BIBLE COLLEGE ACADEMIC AFFAIRS POLICY

LANCASTER BIBLE COLLEGE ACADEMIC AFFAIRS POLICY 1 LANCASTER BIBLE COLLEGE ACADEMIC AFFAIRS POLICY TITLE: STATEMENT: Course Delivery and Credit Hour Equivalency Policy [Rev. 5/24/11] This policy has been established to define the delivery options for

More information

Tools@WORK. Web Meeting. User Guide

Tools@WORK. Web Meeting. User Guide Tools@WORK Web Meeting User Guide Table of Contents 1 Manage your meeting - The basics - Schedule your first meeting - Inviting people to your meeting - View meeting details - Change meeting details -

More information

Transitioning from Brick and Mortar to Online: A Faculty Perspective

Transitioning from Brick and Mortar to Online: A Faculty Perspective 1 of 9 Transitioning from Brick and Mortar to Online: A Faculty Perspective Amanda Carroll-Barefield, MSA, RHIA, LNHA Assistant Professor acarroll@mail.mcg.edu Sherry P. Smith, MSA, RHIA, CPHIMS Assistant

More information

Training for faculty who teach online

Training for faculty who teach online Training for faculty who teach online David Batts Leslie Pagliari William Mallett Cheryl McFadden Dr. Batts is an Assistant Professor in the College of Technology and Computer Science at East Carolina

More information

E-LEARNING: USIU s EXPERIENCE

E-LEARNING: USIU s EXPERIENCE E-LEARNING: USIU s EXPERIENCE Gerald W. Chege, Ph.D. Assistant Professor, Information Systems & Technology, United States International University COL Training Workshop, Pan Afric Hotel 23rd Nov 2006 1

More information

SAM Brief Student User Guide

SAM Brief Student User Guide SAM Assessment, Training and Projects for Microsoft Office December 2015 SAM Brief Student User Guide Contents Introduction 1 How to Use SAM 2 Logging in the First Time as a Pre-registered Student 2 Profile

More information

Student Guide to Blackboard

Student Guide to Blackboard Table of Contents for Blackboard Username Information & Password... 2 Updating Your Email Address... 2 Browser Test for Blackboard & Related Plug-ins... 2 Navigating Blackboard... 2 Viewing My Grades...

More information

The 2010 21st-Century Campus Report: Campus 2.0. July 19, 2010. 2010 CDW Government LLC

The 2010 21st-Century Campus Report: Campus 2.0. July 19, 2010. 2010 CDW Government LLC The 2010 21st-Century Campus Report: Campus 2.0 July 19, 2010 2010 CDW Government LLC 1 Study Focus and Objectives Now in its third year, the CDW-G 21st-Century Campus Report examines the role of technology

More information

Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale

Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University martinf@uncw.edu

More information

Improving Distance Education Through Student Online Orientation Classes

Improving Distance Education Through Student Online Orientation Classes Abstract Improving Distance Education Through Student Online Orientation Classes Scott Mensch Indiana University of Pennsylvania When offering an online class the academic institution s major concern should

More information

ON-LINE TRAINING AND EDUCATION IN EMERGENCY MANAGEMENT: PERSPECTIVES BASED ON EXPERIENCE

ON-LINE TRAINING AND EDUCATION IN EMERGENCY MANAGEMENT: PERSPECTIVES BASED ON EXPERIENCE ON-LINE TRAINING AND EDUCATION IN EMERGENCY MANAGEMENT: PERSPECTIVES BASED ON EXPERIENCE by Walter G. Green III, Ph.D., CEM Assistant Professor of Emergency Management University of Richmond A Paper Provided

More information