1. No category

Online Teaching Resource Manual
University of Illinois at Chicago
College of Nursing
Online Task Force
Chicago, IL
i. Preface
ii. Contributors
iii. Acknowledgements
Table of Contents
1. Introduction
2. Role of the Online Faculty
3. Web Terminology
4. Suggested Faculty Support
5. Faculty Compensation
6. Working with the Virtual Student
7. Teaching Anywhere, Anytime
8. Promotion and Tenure
9. Creating a Learning Environment
10. Learning Management Program Instructions
11. Web Management Tools
12. Websites for Orientation to Online Education (examples from Illinois)
13. Websites for Technical Assistance (examples from Illinois)
14. Search Engines
15. Copyright Process
A. For Illustrations, Pictures, and Graphics for Web Based Courses
B. For Written Materials and Articles in Web Based Courses
C. Copyright permissions
16. Intellectual Property
17. Online Course Evaluation
A. Course and Instructor Components
B. Course Coordinator
C. Instructors (list all instructors)
D. Web Course Technology
18. Online Course Evaluation System for Curricular Decisions
19. References for Online Teaching
A. Articles and Books
B. Outline
20. Conclusion
21. Appendix
22. Bibliography
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i. Preface
University of Illinois at Chicago College of Nursing (UIC CON) Online Task Force created this guide. It’s
aim is to assist those interested in or already teaching online whether in an academic or healthcare
institution. This resource booklet is in an easy to use format that also provides tips to person who may be
responsible for putting online learning systems in place. Many print and web resources are included so
faculty wherever they may be that have a specific need for more in-depth information had a place to start
the search. While this manual is based on the “Chicago” experience it is applicable and adaptable to any
clinical or educational institution with an interest in online teaching.
ii. Contributors
University of Illinois at Chicago College of Nursing (UIC CON) Online Task Force
Marguerite Degenhardt, ND, RN
Marquis Foreman, PhD, RN, FAAN
Janet Larson, PhD, RN, FAAN
Margaret Noyes, PhD, FNP, RN
Carole Kenner, DNS, RNC, FAAN
iii. Acknowledgements
This guide could not have been completed without Teresa Holzinger-Smolin's dedication to detail.
Technical information and assistance with online resources came from two main sources: The Center for
Advancement of Distance Education (CADE) under the direction of Colleen Monahan and the UIC
Academic Communication and Computer Center (ACCC) and Ed Garay. The UIC CON Online Task Force
took on the task of creating this manual first out of our own need and then decided they wanted to share it
with others.
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1. Introduction
This manual is just a brief reference guide for those teaching or wishing to teach online. It does not matter
if you are in an academic or healthcare setting. The principles of providing education online are the same.
Many healthcare institutions are purchasing ready made educational programs to give staff 24/7 access to
health updates and continuing education to maintain competencies. Lately many of us in both academe
and clinical situations have undergone HIPAA training (Health Information Portability and Accountability
Act). Blood borne pathogens training is another computerized program. In these instances most digital
programs are static-the learner reads and completes the material without interaction from any outside
source. But most of us that have done any teaching realize that to really have actual learning take place an
exchange must transpire. This interaction occurs in face-to-face (f2f) classrooms as well as in the online
environment if there is structure to the learning experience and opportunity to exchange ideas. This
exchange can be defined in many ways and the learning delivered via CD-Rom programs,
videoconferencing, web based courses, or combinations. All of these may constitute distance or
distributive education.
There are many resources available to support distance education if you know whom to ask. One of the
first tasks is to define distance education. For the purposes of this text we are referring to online educationfully online or web-based courses. We believe that the role of teaching-learning online is an interactive one
where both parties share in the exchange of information and the learning. The faculty role is one of
facilitator not “talking head” or leader. We also believe that conversion of face-to-face (f2f) teaching
materials to an online one requires more than just putting the lecture notes online. With that philosophy in
mind let’s begin our journey of online teaching-learning.
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2. Role of the Online Faculty
The role of online faculty is far different than in a face-to-face (f2f) class. You are not a talking head
anymore who is control of the discussion. You do not impart knowledge as the expert. You engage in an
interactive exchange of information. Each participant-faculty or student is accountable for the learning.
The role of online faculty is more of a facilitator. You present lectures, usually in modules each week, and
then you guide online discussions. These can be either synchronous or asynchronous. Courses can be
taught a variety of ways and the media use will change your teaching style. There are distance education
courses that may rely on video or teleconferencing. There are web-enhanced courses that may only have a
syllabus or a discussion board used in them. Or there is the fully web based course where all materials,
lectures, and discussions take place online.
To effective teach online course materials should be short-can be fully text based or some text with videoor audio- streaming added. Some of the newer learning management platforms encourage a combination
of modalities i.e. video-real-time discussion along with slides and texts. The nice feature of using a system
like this is that as the teacher you can teach a f2f class and use the learning platform to broadcast
simultaneously to other sites and/or archive the materials (including the video portions) for use or
distribution at a later time. When I teach online I create a text-based lecture of no more than 1,000 words.
I then post weekly critical thinking questions that form the basis of the dialog and learning among the
students. These are usually application questions. For I have prepared a lecture on nursing workforce
issues. This lecture covers what professional nursing is today, historical roots, and then shortage figuresstaff and faculty. Then I pose a few questions in the discussion board. 1. In your work setting what are
the biggest workforce issues you face?; 2. Within the context of the workforce shortage in nursing, discuss
the role nursing leadership plays in correcting this situation?; and, 3. How would you personally go about
changing nursing’s position in healthcare delivery? If one student posts I cannot do anything personally to
correct the situation it is up to nursing leadership to do that. I might response. Why do you feel that way?
What do you mean by leadership? (By the way any of you in the class can respond.) If the person comes
back and states they are powerless to change a broken system. Then I usually talk about the victim role,
powerlessness, nursepower, and remind everyone that each of us is a leader in our own right. This
dialogue will reveal many facets of the shortage. There will be some anger come out and frustrations that
5
can be turned around into a discussion about work environments and the impact on productivity and patient
safety. I can also guide the students depending on their postings to various Internet resources such as
American Hospital Association, American Organization of Nurse Executives, American Academy of
Nursing, as well as the American Nurses Association websites to obtain the most current information that
the organizations offer on the topic. The dialog, in my experience, is much richer than happens in a f2f
class. No one can hide online but they sure can in a classroom. However, for faculty the exchange can be
exhausting. For a six-week class with 12 students it is not uncommon to receive over 2,500 postings. The
number of students and how the class is managed depend on how the course is delivered. Generally there
will be more postings in the first and last weeks of class depending on when the final assignment is due.
Lazarus (2003) in a recent study found that on average a facilitator spends 3-7 hours per week in actual
teaching online.
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3. Web Terminology
There are many varieties of web based courses or distance learning courses. Web courses can be
distance-learning courses but they are not always. A web course can be one of three types:
1. Web Centric Course: generally has its teaching, testing, and evaluation on the web. It may or may not
meet in real time either on the web or in person.
2. Web Enhanced Course: general makes use of the web to support a few aspects of the course. This may
be the syllabus posted on the web, or specific assignments on the web, or an asynchronous chat.
3. Web Course (Web Based): one that is fully on the web.
Distance learning courses may or may not be web based. They may use videoconferencing systems that
utilize an ISDN (Internet Service Dial Up Network) connection or a digital, fiber optic connection through IP
or Internet Provider.
The selection of the medium for the course should be based on the content, the student’s level of
education, computer savvy, and geographic distribution. Another consideration is that for every hour of web
class offered about 18 hours of faculty time is used to develop this material (Boettcher & Conrad, 1999). So
when the issues of support, copyright permission, electronic reserves, the average course takes 1,000
hours to develop. Some institutions are now examining release time for faculty averaging about 198 hours
per semester (Boettcher & Conrad, 1999). Moving a class from f2f to web usually take about 60 to 80 hours
per week for the time it takes to complete the task.
The average time spent per student is 2 hours. This is the calculation per semester course. So if there were
10 students it would be 20 hours per student of interaction time
(discussions and papers). This time is not including preparation time, etc.
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4. Suggested Faculty Support
These are only suggestions that have come from Boettcher and Conrad (1999) and researchers that they
have cited. They admit that not many institutions can provide all these supports but that these are the ones
that should be considered when grant proposals are being developed. These include provision for:
1. Release time-one semester minimum.
2. Training and learning time to gain new skills in teaching and developing course materials.
3. Support for curricular changes.
4. Funds for researchers who can gather support materials for the course.
5. Training in web course or learning management tools.
6. Assign web support personnel.
5. Faculty Compensation
There is much debate about how to compensate faculty who teach in a web course. The following are just
figures that have been used. Each institution has to develop policies and guidelines. Southern Utah uses
$150.00 per student to the faculty (this is over the usual fees) with another $50.00 going directly to the
departmental budget. Another institution gave faculty $100.00 for every student over 25 (Boettcher &
Conrad, 1999).
Course Redesign Guide
Types of
Types of Dialog
Teaching and
Learning
Learning
Objectives
Strategies
Technology
Assessment
8
KNOW
Instructor-
Notetaking,
Videoconference
Printed or online
This type of
Student
Summarizing,
or videotape;
test
objective is
Lecture,
Questioning
Audio; Online
useful for core
Discussion,
office hours; E-
concepts and
Consultation;
mail, Chatroom,
principles. It is
Group
Online seminars,
also important for
Mentoring;
Online content
student-
Feedback on
generated
assignments;
knowledge
objectives.
One of my
objectives for my
course is:
9
Student-Student
Synchronous
Audiotapes,
Project (group or
and
videoconference,
individual);
asynchronous
Chat, E-mail;
Journal
collaborative
Database of
discussions and
concepts built
projects
collaboratively;
Online seminars;
Discussion lists;
Newsgroups
Student-
Readings and
Online or printed
Concept paper;
Resources
experiences,
course guide;
Concept map
interviews and
Books, journals;
discussions with
Visiting experts;
experts,
Digital and
exercises and
analogue
experiences in all
resources (i.e.,
varieties of digital
CDs, simulations,
and analogue
databases,
resources
tutorials)
DO
Instructor-
Feedback on
Audio-, Video-
E-Mail;
This type of
objective is best
for skill
objectives.
“What do I
Student
assignments;
conference;
Chatroom;
Lecture,
Notetaking,
Videotape,
Online seminars
demonstration;
summarizing;
Audiotape;
Project (group or
want the
Discussion,
Questioning
Online office
individual)
student to be
consultation;
able to do as a
Group
result of this
mentoring;
hours;
10
instruction?”
analogue
Student-Student
resources
Field experience
One of the
Audio-,
objectives for my
Video-
Demonstration of
course is:
conference;
skill
Chatrooms;
E-Mail;
Database of
concepts built
collaboratively;
Online seminars;
Discussion lists;
Newsgroups
Student-
Simulations of
Interactive
Resources
authentic
computer
experiences;
programs;
Field trips;
Online
Internships;
discussions with
Interviews and
experts;
discussions with
Electronic field
experts;
trips
Exercises and
experiences in
digital and
Portfolio
11
Summary paper
THINK
Instructor-
Lecture,
Audio-, video-
This is an
attitude
objective. It
includes building
a research
though process
and respect for
types of
knowledge,
thinking, and
people.
Student
demonstration;
conferencing or
Discussion;
audio- or video-
Project
Consultation;
tape;
(individual)
Group
Online office
mentoring;
hours;
Feedback on
Online seminars
assignments;
One of the
objectives for my
course is:
Notetaking;
Summarizing;
Questioning
Student-Student
Role plays;
Audio-, video-
Concept maps;
Collaborative
conference;
Field experience;
activities;
Chatrooms; E-
Student opinion
Student-led
Mail;
surveys
discussions
Bulletin board;
Threaded
discussions
Student-
Reflective
Online
Case study;
Resources
journals;
discussions with
Community
Interviews with
experts in the
service feedback
experts;
field
Internships;
Community
service
experiences
Source: Boettcher, J.V., & Conrad, R-M. (1999). Faculty guide for moving teaching and
learning to the web. Mission Viejo, CA: League for Innovation in the Community College, pp.53-54.
Other issues that must be considered are Intellectual Property rights that will be discussed later in this book.
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6. Working with the Virtual Student
Most of us rely on body language or voice inflection to determine how we are getting our
message across. In the online environment you must rely on your intuitive sense of “reading” between the
electronic lines. You must develop a rapport with the student. You must guide and direct the discussion and
engage the student in active learning. This means use some of the same skills that you use in your f2f
class. However, you must build an online community.
Palloff and Pratt (2001) offer the following tips:
Tips for Successfully Working with the Virtual Student
•
Do not assume that students will automatically know how to learn online. Do welcome them to this new
learning experience and create a warm, supportive environment in which they can learn.
•
Provide some form of orientation to students as they embark on an online learning experience. If the
institution does not provide an orientation course for students, an instructor can include some tips and
guidelines for success on the course site.
•
Construct a course that is varied and addresses different learning styles. This does not mean using
complex forms of technology, but instead designing assignments and approaches that require both
action and reflection.
•
Encourage and empower students to take charge of the learning process. Provide them with
assignments that allow them to explore, research, and work collaboratively.
•
Pay attention to changes in participation levels and address them promptly.
•
Stay present and be responsive to student needs and concerns. The instructor
should engage in a balanced level of participation so students know that he or she is
there. (p. 124).
Palloff and Pratt (2001) offer the following tips:
Tips for Working with Online Classroom Dynamics
•
Be clear about the instructor role as a facilitator. Making this explicit at the beginning of an online
class can prevent confusion and create agreement between the instructor and students about
expectations.
•
Be clear about group tasks and expectations. The clearer the instructor is about what is to be
accomplished in the course, the less likely that students will become confused and flounder.
•
Expect students to move through phases as they develop their working group.
•
Asking questions about group development-such as, “How comfortable are you feeling with one
another as a group?”-as well as about their comfort level with the process can help.
•
Facilitate the process. Although we strongly support the empowerment of students to take on their
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own learning process, instructor guidance and intervention is necessary to keep things moving and
on track. Chaos can ensue when students lack appropriate instructor input.
•
As Howard Rheingold (1993) states, always assume good intent. If a student flames another
student or the instructor, assume that it is inadvertent and came out of good intentions, and
respond accordingly.
•
Wait twenty-four before responding to what you may consider to be a personal attack; advise
students to do the same. The intensity of the message always seems to wane with time.
•
Always address flaming. A skilled online facilitator put it well: “One voice can be much louder online
than off-line….As a facilitator one must decide if they will protect the right of anyone to say
anything, or to draw a line or embrace a certain set of norms which, at some point, pulls that one
voice back out of the spotlight to allow others back in. For me, this balance between control and
emergence is the most difficult, artful, and when it happens, glorious moment for an online group
facilitator when they can hold a space for both” (White, 2000).
•
Expect conflict. Instead of viewing it as unhealthy, welcome it as a sign that the group is
developing. Facilitate movement through conflict so that students can create norms for working
with one another and successfully complete their tasks.
•
Don’t mistake confusion for conflict. Sometimes students do become confused about course
expectations, guidelines, and assignments, and a simple explanation on the part of the instructor is
all that is needed to move the process forward.
•
Ask for support and help when necessary and especially when dealing with difficult students. We
have no problems doing that when teaching face-to-face; the same should be true online. Having
individual meetings, by phone or in person, are appropriate when dealing with a difficult student. It
is important also for instructors to know that they have the support of administration to remove a
difficult student from their online classes should that become necessary.
•
As an instructor, use sidebar conversations carefully to avoid having all communication move
through the instructor. Encourage students to use sidebars only for personal exchanges unrelated
to the course. Concerns and comments about the course should be made on the course site, and
whenever possible, conflict resolution with difficult students should occur there as well. (pp. 150151).
Palloff and Pratt (2001) offer the following tips:
Tips for a Successful Online Course
•
Establish guidelines for the class and participation that provide enough structure for the learners
but allow for flexibility and negotiation.
•
Mandate participation and incorporate it into student evaluation and grading. A good idea is to
mandate at least two posts per week. Another good idea is to equate posting with the number of
credit hours for the course-for example a standard three-credit course would require three posts
per week.
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•
Promote collaborative learning through small group assignments case studies, simulations, and
group discussion of readings and assignments.
•
Have students post their assignments and encourage feedback to one another on their work.
Although some instructors and students feel comfortable having grades shared on the course site,
we feel that grades should be shared privately. Whether grades are shared or kept private can be
discussed along with the guidelines at the beginning of a course; this also may be regulated or
controlled by university rules and requirements.
•
Set up a well-organized course site that includes a place for students to socialize.
•
Include an area where students can reflect on what it is like to learn online; we call these Electronic
Reflections.
•
Encourage students to bring real-life examples into the online classroom. The more relevant the
material is to their lives, the more likely they are to integrate it.
•
Don’t lecture! An outline lecture becomes just another article that students are required to read.
•
Stay present! Let your students know you are there by commenting on their posts and asking
additional questions for them to consider. But also avoid being intrusive or overbearing. Balance is
key to successful participation.
•
Become comfortable enough with the technology to be able to answer students’ questions about its
use and assist them when they run into difficulty.
•
Act like a learning facilitator rather than a professor.
•
Most of all, have fun and open yourself to learning as much from your students as they will learn
form one another from you! (p. 36).
It is important to take into account cultural differences when communicating online. Also
word usage. For example if I write “I resent the message.” The reader may think I am upset about their
posting while really meant but typed too quick re-sent as in sent again the message to them. Short cuts in
our postings can lead to unclear communication. If there is a cultural difference the intent of the message
may not be clear secondary to language or values. If I make the statement: “I would advise you not to take
that action”, a student from North American Western society would probably think okay, I will consider your
opinion. For a student of Eastern society the message may be received as a mandate to action. The
reason is you as the authority figure are advising an action that they feel some degree of obligation to
follow. The use of jargon in an online environment can be difficult for anyone but especially if English is a
second language. So sensitive to the wording of a message and consideration of the diverse backgrounds
of the receivers are imperative to clear communication.
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7. Teaching Anywhere, Anytime
Teaching can be done anywhere and anytime. This means that how we envision teaching and where must
change. Point and click courses can be an advantage to faculty and students. Some hints though, if you
decide to teach in your office, then put a sign on your door “In Class” otherwise no one tends to take you
seriously about not wanting to be disturbed while you are teaching. Yet no one would think of coming into
your f2f classroom and asking you a question or to take a break. You may want to use a laptop versus a
desktop computer. If so then administration must decide if it is feasible to change the PC (Personal
Computer) for a laptop or notebook computer. Wireless access and use of even Personal Digital
Assistants (PDAs) that have Internet connection open up the possibilities of how and where you teach
without lugging around heavy pieces of equipment. Some mobile phones also have Internet capabilities
giving you access to the classroom 24/7 via the web. Not all learning platforms will work this way but many
do. So for example I had a student communicating with me from the Middle East as she was deployed with
her husband who served in the military. She feared having to drop the course but thanks to technology her
access was seamless. The down side is that unless you and the students carve out dedicated personal
time you can be on-call 24/7.
8. Promotion and Tenure
University of Illinois at Chicago College of Nursing (UIC CON), for example is a research intensive
university. The promotion and tenure system is based on research and publications. When faculty take on
web based classes the time consumed in creating these courses usually take away from other scholarly
activities. The publishing of a course is not viewed as a publication yet it may take many times more effort
to create than an article. If there is a criterion for innovation in the appointment, promotion, and tenure
document then web based teaching might definitely count.
In the healthcare delivery setting online course development for staff or patient education can be
considered in a clinical ladders or promotion/merit system. Teaching via the web in this environment may
also be desirable to combine a clinical with a teaching position. Educational institutions oftentimes can tap
wonderful clinical expertise by creatively figuring out an incentives package that rewards online education
no matter what the setting. This activity can be a good retention tool for both healthcare delivery setting as
well the educational side of healthcare.
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9. Creating a Learning Environment
It is helpful if you start the class with clear instructions about how to navigate the class.
This can be the tour that most of the learning management programs offers or one of the examples that we
include in this guide. You may want to make this available prior to the start of class. There is a computer
competency checklist that can be used too to evaluate the student’s ability or comfort level with
equipment/computer/course itself.
Start the class with an Icebreaker activity. It can be a short biography. If that is what you want, as the
facilitator, put one up online as well. There are a variety of ways you can break the ice. When I use this
activity I generally put it in a separate discussion thread or portion of the classroom. My reasoning is that it
gives the students an opportunity to informally interact, socialize without the pressure of being graded on
their wording or postings. Often these water cooler, ice breaker activities generate topics and discussions
that need to be moved to the main classroom threads.
Chat rooms are a nice addition to the class where “water cooler” discussions can take place that allow the
students to socialize. Sometimes topics start here and you may want to move them to the main classroom
so the whole group participates. These chat rooms often reveal more information about individual students
than you would ever get in a f2f classroom. Posted messages in this room often serve as stress busters as
the course progresses. Faculty can enter the chat room to share some personal or outside class
information/strategies/tips. Chat rooms can be asynchronous or synchronous. The “water cooler” for
socialization purposes is generally asynchronous. If the class is working on a project or divided into
learning teams, then a scheduled synchronous chat with or without faculty can facilitate movement of the
project forward. These can be scheduled either by the student or faculty.
Set up Rubrics for grading and learning team or written exercises. There are samples that can be obtained
from faculty currently teaching courses online. The rubrics should be specific enough that they would serve
as guides to an outsider who might be asked to assign a grade for participation or projects. Using
individualized course-specific rubrics or generic participation (across online courses) can facilitate use of
17
Teaching Assistances or external faculty to grade assignments. This strategy is sometimes used in f2f
classes but often is overlooked in the online environment.
Learning Teams are the new buzzword for work groups. These teams function in the same manner as any
group process however the emphasis is not on the group but on the learning. It is just a reframing of an old
concept. Make sure the student knows how to get technical support. They should also be clear how to
report a major technical glitch if they cannot get into the classroom. Make sure they know the hours that
supports are available. Use of these teams is way that faculty can divide high volume classes into
workable numbers. It is easy for students and faculty to get overwhelmed if you have 25 or more students
all responding in one main online classroom but if divided into work groups or learning teams, they can be
asked to interact only within the team. In other cases, especially with small numbers there may be a main
classroom with all students and then learning teams assigned for group projects. Faculty must be clear as
to the expectations of both the main classroom and learning team in terms of participation and interaction.
To assist the student in working in teams, especially if they are either an over- or under-achiever, the
learning team grade can be based on peer evaluations. The peer evaluations often helps the student that
is concerned about the team grade when at least one member is not fully participating as some
equalization of individual team member grades can be seriously affected if all other team members feel
they did not do their share of work. For the under-achiever or the person that does not enjoy group work
there is a motivating factor-peer evaluation that will help them to interact more than they possibly would
otherwise.
As in any team, there is often intra-group conflict. As a faculty member it is best to guide the student that
comes to you with the concern about how to address the issue first within the team. Reassure the student
you are “watching” the group process and will intervene if needed. Oftentimes it is a lack of clear
communication among team members that can be easily settled if they know faculty is watching but does
not intervene too early in the process. The team needs to confront the issues directly and then if these
efforts fail faculty can and should get involved.
18
Netiquette
Rules for classroom behavior in the online environment are just as important as in a face-to-face class.
There are many excellent websites for information on “rules of the net”. Please remember the following:
•
Nothing sent to a classroom or via email is protected or completely private; materials can be
forwarded to others whether or not this was the senders intent
•
Use of all CAPS in a message is viewed as “yelling” at the reader-so this practice should be
avoided
•
Consider the tone of your message-we don’t have visual cues to guide our interpretation of
messages-only the written word, so consider that when you send your message
•
Include emoticons ☺ as this helps the reader understand or be more interested in reading your
message :)
•
Refer to some of the following websites for more information
www.albion.com/netiquette/corerules.html
www.fau.edu/netiquette/netiquette.html
www.primenet.com/~vez/neti.html
jade.wabash.edu/wabnet/info/netiquet.htm
www.bearjests.com/cyberpet/netiquette.html
The tone of the message is very important in an online environment. Oftentimes a key word may be
misunderstood when written as the reader does not have benefit of vocal inflections or body language.
Teaching students to ask each other for clarification of a message before reacting is important. Model this
behavior for them. Faculty too need to be cognizant of this issue as if we have taught the content many
times before in this environment we may take for granted that the students understand our message.
10. Learning Management Program Instructions
Any learning management program has specific instructions for various functions. Each has its quirks and
benefits. Some key aspects that you should consider when trying a system for the first time are the
following:
A. How to Add A Student, Teaching Assistant or Instructor To A Class
19
B. How to Reset a Student or Guest Facilitator’s Password
C. How to Get Technical Support
Consider too what content you want to teach and how you want to cover this content. Some platforms are
better than others for using slides, videoclips than others. Some have features that allow you to determine
the rate of response of each individual student. Some will limit your ability to follow a discussion. If you
have a certain platform that your institution uses then you need to play with the system, consult technical
support either there or through the learning platform company to see what the capabilities and limitations
are of your system. If you are the one making the decision as to which platform to use you can visit the
learning platform program’s websites-usually run through a demonstration or you can call a technical
representative or sales person to ask about their system. A good reference for comparisons of learning
platforms is a book by Diane Billings (2003), Conversations in e-learning. Pensacola, FL: Pohl Publishing.
11. Web Management Tools
The following are just a beginning list of the many web management tools available to educators today.
AppsToGo
http://appstogo.com
Convene (Convene)
www.convene.com/overview.htm
CourseInfo (Blackboard)
http://www.blackboard.com
CourseInfo
http://courseinfo.uic.edu/?bbatt=Y
Education to Go
www.educationtogo.com
eCollege
www.ecollege.com
Embanet
www.embanet.com
FirstClass Collaborative Classroom (SoftArc)
www.education.softarc.com
IntraKal (Anlon)
http://www.anlon.com/aboutsethtml
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Jones Knowledge
www.e-education.com
LearningSpace Anytime (Lotus)
www.lotus.com/home.nsf.tabs/learnspace
Ninth House
www.ninthhouse.com
Quisic
www.quisic.com
Pensare
www.pensare.com
University Online Publishing
www.uol.com
WebCT (Developed at University of British Columbia)
http://www.Webct.com
WebCourse in a Box (MadDuck)
www.madduck.com
Publishers’ Resources
Archipelago (A Harcourt Brace Company)
www.archipelago.com
Addison Wesley Longman Higher Education Publishing Group ( A Pearson Education Company)
www.awl.com/corp
Benjamin Cummings (A Pearson Education Company)
www.awlonline.com
ADAM (A Pearson Education Company)
http://www.education.adam.com/products/p_edu.htm
Prentice Hall (A Pearson Education Company)
www.prenhall.com
Harcourt E-Learning
www.e-learning.com
12. Websites for Orientation to Online Education
Sites for medical school orientation:
Med Ed orient to online education
http://www.uic.edu/com/mcme/mhpeweb/Home.html
Applications needed to use course info more effectively
http://www.uic.edu/com/mcme/mhpeweb/CourseSoft.html
UIC College of Nursing's orientation to online learning environment:
http://www.uic.edu/nursing/onlinecourses/
FAQ's when using CourseInfo® Blackboard based
http://www.uic.edu/depts/accc/itl/courseinfo/index.html
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13. Websites for Technical Assistance (examples from Illinois)
Academic Computer and Communications Center (ACCC)
http://www.uic.edu/depts/accc/index.html/
Administrative Information Technology Services at the University of Illinois at Chicago
http://www.aits.uillinois.edu/
Center for Advancement of Distance Education (CADE)
http://www.uic.edu/sph/cade
Illinois Virtual Campus
http://www.ivc.illinois.edu/
(Student resource center for learning how to navigate through computer programs as well
as online)
Information Technology Services (ITS) through the University of Illinois Hospital Medical
Center
http://www.hospital.uic.edu/
Instructional Technology Lab (ITL)
http://www.uic.edu/depts/accc/itl/
Office of Information Technology through College of Business Administration
http://www.uic.edu/cba/itc/
University of Illinois OnLine
http://www.online.uillinois.edu
14. Search Engines
AltaVista
www.altavista.com
Argus Clearinghouse
www.clearinghouse.net
Ask Jeeves
www.ask.com
Beaucoup
www.beaucoup.com
Dogpile
www.dogpile.com
Excite
www.excite.com
Fast
www.alltheweb.com
FirstGov
www.firstgov.gov
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Google
www.google.com
HotBot
www.hotbot.com
InfoJump
www.infojump.com
LookSmart
www.lloksmart.com
Lycos
www.lycos.com
MetaCrawler
www.metacrawler.com
Moreover
www.moreover.com
Northern Light
www.northernlight.com
SearchAbility
www.searchability.com
Search Engine Guide
www.searchenginerguide.com
Usgovsearch
www.Usgovserach.northernlight.com
Yahoo
www.yahoo.com
15. Copyright Process
A. Copyright Process: For Illustrations, Pictures, and Graphics for Web Based Courses
When a faculty member is going to adapt illustrations, pictures, or graphics in their web courses the Office
of Intellectual Properties (OIP) suggests the following:
1. Fair use requires minimal adaptation of illustrations to be used without copyright, provided it does
not interfere with its original purpose. This is primarily for anatomical pictures or those associated
with physiology. Others may need to be submitted to the University Office of Intellectual Properties
for a review.
2. If illustration is composed from scratch, or if created from a public domain such as clip art, College
does not need a copy for review.
3. If illustration is a “copy”, College will review. In the case of a review, the faculty must submit a copy
23
of the original illustration, picture, or graphic along with the adaptation. Please cite the complete
source: author(s), journal or book, Volume and Number of the Issue, page numbers, year,
publisher, city and state.
4. A copy of the copyright clearance should be submitted to the College 6 to 10 weeks in advance for
file. [College informs if a clearance is needed, they do not perform the clearance]
5. The College will send copyright clearance to either the publisher or if an interpretation of fair use
needs to be done, to the University Office of Intellectual Properties.
6. The College will also check on the price of the copyright (as will the library) so the faculty member
can make an informed decision of whether or not to use the material.
7. Once the copyright permission is obtained, the College will notify the faculty and if there is a
statement from the publisher that needs to accompany the material on the web that will be
forwarded to the faculty of record.
8. All copyright permission originals will be kept in the College.
9. Written materials or articles that are to be adapted for use will fall under a separate process.
B. Copyright Process: For Written Materials and Articles in Web Based Courses
When a faculty member is going to uses electronic articles in their web courses the Health
Sciences Library suggests the following:
1. Faculty send a list of required and suggested readings to College at least 6 to 10 weeks in
advance.
1. The College will send the list to Health Sciences Library.
2. Health Sciences Library staff will determine:
a. Which articles are available in electronic format
b. If current license agreement allow us to link to these articles in full text.
3. Health Sciences Library will return the list to the College. For those articles not in electronic format,
the College will provide copyright permission forms to faculty and consult with faculty so that forms
are submitted as necessary. The College will provide the library with a good clean copy of the
article, plus a copy of the copyright permission from the publisher.
4. These materials should be submitted at least 3 weeks before the course begins.
24
5. Health Sciences Library (LHSL) staff will scan the materials and place on a secure site.
6. Nursing faculty are responsible for linking to the secure e-reserve site from their course page.
7.
Health Sciences Library (information services) staff can provide instructions for making a direct link
to the secure e-reserve page.
8. The College will check on the price of the copyright (as will the library) so the faculty member can
make an informed decision of whether or not to use the material.
10. All copyright permission originals will be kept in the College.
11. Illustration, pictures, graphics that are to be adapted for use will fall under a separate process.
C. Copyright Permissions
Copyright Issues
[Date]
[Address]
Re: [Identify requested work for which permission is sought]
Dear Sir or Madam:
I am creating a _______ [Book, article, course, web page, etc., and purpose]. The above captioned work
would be an important and meaningful contribution to my _____ [book, web page, article, etc.] as well as to
the field of _______ [field of your work]. As the copyright holder, I seek your permission to include excerpts
of this work in _________
[product/work, purpose].
Our _____ [work} is intended to _______________________ [publisher/publication, distribution method,
size of audience] will publish {display} this [test, photo, article, etc.]
_____ [when]. _____ copies will be initially printed and the book will sell for approximately $ ____.
I have enclosed two copies of a Copyright Release for your consideration. If these terms are acceptable,
please sign one copy and return it as soon as possible in the self-addressed, stamped envelope.
I appreciate your cooperation and assistance in this matter. If you have any questions or concerns about
my use of your work, please do not hesitate to contact me at the address or at _______ [phone and email].
Sincerely,
[Signature]
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16.
Intellectual Property
An issue that is hotly debated today is that of intellectual property. For many faculty this gets at the heart of
the matter of academic freedom. As we move from a written medium to a digital one the concept of
copyright and what is “owned” and by whom is a gray one. The United States Congress in 2002 passed the
“TEACH ACT”. This is the Technology, Education, and Copyright Harmonization Act of 2001. It addresses
online usage of materials by accredited non-profit educational institutions and governmental agencies. This
act amended Section 110 of title 17 of the United States Code regarding copyright. Key elements of this act
are:
o
except with respect to a work produced or marketed primarily for performance or display as
part of mediated instructional activities transmitted via digital networks, or a performance
display that is given by means of a copy or phonorecord that is not lawfully made and
acquired under this title, and the transmitting government body or accredited nonprofit
educational institutional knew or had reason to believe was not lawfully made and
acquired, the performance of a nondramatic literary or musical work or reasonable and
limited portions of any other work, or display of a work in an amount comparable to that
which is typically displayed in the course of a live classroom session, by or in the course of
a transmission, if—
i. (a) the performance or display is made by, at the direction of, or under the actual
supervision of an instructor as an integral part of a class session offered as a
regular part of the systematic mediated instructional activities of a governmental
body or an accredited nonprofit educational institution;
ii. (b) the performance or display is directly related and of material assistance to the
teaching content of the transmission;
iii. the transmission is made solely for, and, to the extent technologically feasible, the
reception of such transmission is made; or
1. students officially enrolled in the course for which the transmission is
made; or
2. officers or employees of governmental bodies as a part of their official
duties or employment; and
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iv. the transmitting body or institution—
1. institutes polices regarding copyright, provides informational materials to
faculty, students, and relevant staff members that accurately describe, and
promote compliance with, the laws of the United States relating to
copyright, and provides notice to students that materials used in
connection with the course may be subject to copyright protection; and
2. in the case of digital transmissions—
a. applies technological measures that reasonably prevent—
i. retention of the work in accessible form by recipients of
the transmission from the transmitting body or institution
for longer than the class session; and
1. unauthorized further dissemination of the work in
accessible form by such recipients to others; and
2. does not engage in conduct that could reasonably
be expected to interfere with technological
measures used by copyright owners to prevent
such retention or unauthorized further
dissemination; and
ii. by adding at the end of the following: ….the term
‘mediated instructional activities’ with respect to the
performance or display of a work by digital transmission
under this section refers to activities that use such work as
an integral part of the class experience, controlled by or
under the actual supervision of the instructor and
analogous to the type of performance or display that
would take place in a live classroom setting. The term
does not refer to activities that use, in 1 or more class
sessions of a single course, such works as textbooks,
course packs, or other material in any media, copies or
27
phonorecords of which are typically purchased or acquired
by the students in higher education for their independent
use and retention or are typically purchased or acquired
for elementary and secondary students for their
possession and independent use.
v. Accreditation
1. with respect to an institution providing post-secondary education, shall be
as determined by a regional or national accrediting agency recognized by
the Council on Higher Education Accreditation or the United States
Department of Education; and
2. with respect to an institution providing elementary or secondary education,
shall be as recognized by the applicable state certification or licensing
procedures.
3. …no governmental body or accredited nonprofit educational institution
shall be liable for infringement by reason of the transient or temporary
storage of material carried out through the automatic technical process of
a digital transmission of the performance or display of that material as
authorized under paragraph (2-referring to Copyright Law of 1976). No
such material stored on the system or network controlled or operated by
the transmitting body or institution under this paragraph shall be
maintained on such system or network in a manner ordinarily accessible to
anyone other than anticipated recipients. No such copy shall be
maintained on the system or network in a manner ordinarily accessible to
such anticipated recipients for a longer period than is reasonably
necessary to facilitate the transmission for which it was made.
o
Ephemeral Recordings
i. …it is not an infringement of copyright for a governmental body or other nonprofit
educational institution entitled under section 110(2) to transmit a performance or
display to make copies or phonorecords of a work that is in digital form and, solely
28
to the extent permitted in paragraph (2), of a work that is in analog form,
embodying the performance or display to be used for making transmissions
authorized under section 110(2), if—
1. such copies or phonorecords are retained and used solely by the body or
institution that made them, and no further copies or phonorecords are
reproduced from them, except as authorized under section 110(2); and
2. such copies or phonorecords are used solely for transmissions authorized
under section 110(2).
ii. This subsection does not authorize the conversion of print or other analog versions
of works into digital formats, except that such conversion is permitted here-under,
only with respect to the amount of such works authorized to be performed or
displayed under section 110(2), if—
1. no digital version of the work is available to the institution; or
2. the digital version of the work that is available to the institution is subject to
technological protection measures that prevent its use for section 110(2).
(107th Congress, 1st Session, S. 487 to amend chapter 1 of title 17, United
States Code, relating to the exemption of certain performances or displays
for educational uses from copyright infringement provisions, 2002).
Most of the discussions about intellectual property revolve around ownership. It is a mixed playing field as
to whether an institution believes the faculty own the course developed for online teaching or the institution
owns it. Both models are used across the country and neither is completely without controversy. In most
instances there is some shared ownership arrangement reached. The key point is that institutions need to
have policies in place that guide faculty and administration in their decisions about intellectual property
rights. The terms “usual and customary” are often used to define the ownership. The phrase denotes those
supports that are normally provided to faculty to do their job. Office space, access to library resources,
computers, Internet access, copy machine and supplies constitutes customary supports but can be modified
by the institution. Any institutional intellectual property policy needs to address at minimum the following:
ownership, rights of faculty, students, staff, and the institution, what happens to the materials if the creative
29
developer leaves the institution, revenues and how these revenues are divided between development and
implementation if there is a division, and if the product/web based course is commercialized how the
revenue is distributed among faculty, departments, and parent institution. The best to avoid conflicts in this
area is to be proactive and have clear guideline set that discusses the issues of ownership (faculty,
institution, shared), revenue if course/educational product is sold, and what happens if the developer leaves
the institution. There are sample templates guidelines available through most educational institutions’
offices of technology or Intellectual Property or Office of Technology Management such as the University of
Illinois at Chicago http://www.uic.edu/depts/ovcr/otm/ Otherwise a national repository for information on elearning including resources for copyright guidelines is Educause www.educause.edu
17.
Online Course Evaluation
There are many components to a course evaluation. For online classes it is important to include the
medium of delivery. Solicit information about what works and what does not. For example were there so
many students in the main discussion that students and faculty felt overwhelmed by postings? If learning
teams were used were they effective for the assigned activities? Other aspects of the evaluation should
include the following:
I. Course Components
1. Course was well organized.
2. Help was readily available if needed.
3. Course objectives clearly stated.
4. Course content relevant to objectives
5. Course content built upon knowledge from previous courses.
6. Textbook and/or required readings were informative and useful.
7. Workload appropriate to course level and credit hours.
8. Evaluation methods were fair and appropriate
9. Rate the quality of the course. (High.......Low)
10. Course materials enhanced my understanding of the content.
11. Assignment and learning activities clearly explained.
12. Assignment and learning activities were effective
30
II. Course Coordinator
13. Readily available and helpful
14. Responsive to students' comments about the course
15. Feedback was timely and adequate.
16. Knowledgeable and enthusiastic about subject matter
17. Helped identify important learning concepts.
18. Facilitated critical thinking.
IV. Web Course Technology
19. Readily able to access the course
20. Technical support available (when needed.)
21. Able to submit assignments without difficulties
22. Interaction between student & faculty was adequate
23. Student to student interaction enhanced understanding of the content
24. Discussion is facilitated through technology
25. I would enroll in another on-line course
26. Compared to face-to-face courses, rate this course (high...Low)
27. On-line learning fits my schedule well
Instructors (list all instructors)
We suggest that there needs separate section for this/or, ask after each lecture.
18. Online Course Evaluation System for Curricular Decisions
University of Illinois at Chicago College of Nursing (UIC CON) instituted an online course evaluation system
in 2002. This system was to replace use of the old scanable forms with online evaluation sheets. These
online forms were created so the data would be stored in a retrievable format-access based. This system
was anonymous as it was deployed to the students from an outside vendor who sent email reminders to
the students as to which evaluations they needed to complete and the timeframe for completion. No one at
the CON could trace who filled out what form or even if one was completed. In the first few classes where
the system was trailed, the completion rate was approximately 95%. This was better than our old system.
The distinct advantages to this system are: ability to follow a cohort of students throughout their program;
31
compare different sections of students within the same class; track changes in the curriculum and compare
evaluative data from before and after the change, and demonstrate to accrediting bodies how evaluation
feedback was used to make curriculum changes.
Standardized forms for faculty evaluations of courses as well as exit survey information was placed in this
online format so that it would be easily retrievable for the myriad of reports that institutions are required to
complete. We share information from these evaluations via web links to the data. So there is no more
hours of copying reams of paper for distribution among faculty, department heads, or committees. Of
course you need to make sure that your system is backed up so that evaluation data does not disappear. It
also must be secured through password protection. We separated out narrative comments from general
evaluations so that only select people can view comments about a particular faculty or preceptor or
institution.
19. References for Online Teaching
Corporation for Research and Educational Networking (CREN)
Non-profit organization that assists organizations or individuals provide knowledge services
and internet tools for research and education.
www.cren.net
Phone: 202-331-5366
Advisory Committee on Student Financial Assistance
http://www.ed.gov/office/AC/ACSFA
American Association for Higher Education
http://wwwashe.org
American Center for the Study of Distance Education at Pennsylvania State University
http://www.ed.psu/edu/ACSDE
American Distance Education Consortium
http://www.adec.edu
Asynchronous Learning Networks
http://www.aln.org
32
AT&T Virtual Academy
http://www.att.com/learningnetor/virtualacademy/
Center for Distance Learning Research at Texas A & M University
http://www.cdlr.tamu.edu
College Board
http://www.collegeboard.org
Concord University School of Law
http://www.concordlawschool.com
Council for Higher Education Accreditation (CHEA)
http://ww.chea.org
Disney Institute
http://www.disney.com/disneyworld/disneyinstitute
Distance Education & Training Council
http://www.derc.org
Distance Educator
http://www.distance-educator.com
Distance Learning
http://www.ed.x.com
EDUCAUSE
http://www.educause.edu
Fielding Institute
http://www.fielding.edu
Global Alliance for Transnational Education
http://www.edugate.org
iCopyright
http://www.iCopyright.com
Institute for Higher Education Policy
http://www.ihep.com
International Council for Distance Education
33
http://www.icde.org
Internet2
http://www.internet2.org
Journals & Newsletters for Distance Education
http://webster.commnet.edu/HP/pages/darling/journals.htm
Library of Congress
http://lcweb.loc.gov/copyright/legislation/hr2281.pdf
http://lcwe .loc.gov/copyright/legislation/dmca.pdf
Motorola University
http://www.mu.motorola.com
National Technological University
http://www.ntu.edu
Next Generation Internet (NGI) Initiative
http://ww.ngi.gov
Nova Southeastern University
http://www.nova.edu
Online Chronicle of Distance Education and Communication
http://www.fcae.nova.edu/disted/resources.html
Online Directory of R 1 University Courses
http://www.r1.org
Online Educational Delivery Applications
http://www.ctt.bc.ca/landonline
Open University-United Kingdom
http://wwwopen.ac.uk
Pennsylvania State University World Campus
http://www.worldcampus.psu.edu
TLT Group
http://www.tltgrou.org
United States Distance Learning Association
34
http://wwwusdla.org
United States National Center for Education Statistics
http://www.nces.ed.gov/pubsearch
United States National Telecommunications and Information Administration (NTIA)
http://www.ntia.doc.gov
University Corporation for Advanced Internet Development (UCAID)
http://www.ucaid.edu/ucaid
Web-based Education Commission
http://www.hpcnet.org/webcommission
Western Cooperative for Educational Telecommunications
http://www.wiche.edu/telecom/resources/electronicresources
http://www.wiche.edu/telecom/projects
Faculty Compensation
http://www.chronicle.com/freev47/i29/29a04101.htm
http://www.ivc.illinois.edu/Internal/DE_faculty_comp.htm
Student Readiness for Online Education
http://nautilus.outreach.uic.edu/ipic/
Student Support Center
http://www.ivc.illinois.edu/Students/map.htm
OASIS (online applications resource center for students)
http://nautilus.outreach.uiuc.edu/ipic/
Indiana University Center for Teaching and Lifelong Learning
www.tltgroup.org
www.aahe.org/technology/elephant.htm
Issues of Plagiarism
www.cheathouse.com
www.ezwrite.com
www.geniuspapers.com
www.schoolpapers.com
35
www.schoolsucks.com
www.termpapers-on-file.com
Web Design Accessibility Resources part of Americans with Disabilities Act
Illinois Center on Instructional Technology Accessibility (CITA)
http://cita.rehab.uiuc.edu
W3C Web Accessibility Initiative
http://www.w3.org/wai
W3C Web Content Accessibility Guidelines
http://www.w3.org/wai/gl
Trace Research and Development Center
http://www.trace.wisc.edu
Browser Technologies
Opera Browser
http://www.opera.com (Implements W3C technologies)
IBM Home Page Reader
http://www-3.ibm.com/able/hpr.html (Voice Browser)
Web Accessibility Evaluation Tools
Bobby
http://www.cast.org/bobby/
WAVE
http://www.temple.edu/inst_disabilities/piat/wave/
SSB Technologies
http://www.ssbtechnologies.com/accessibility.php
Authoring Tools
HotMetal Pro
http://www.softquad.com
Macromedia Dreamweaver
http://www.macromedia.com
Powerpoint Accessibility Plug-in
36
http://www.rehabi.uiuc.edu/ppt
Interpretation of ADA Current Laws and Regulations in U.S. regarding web
technology
http://www.w3.org/WAI/References/Policy#US
Jon Gunderson, Ph.D., ATP
Coordinator of Assistive Communication and Information Technology
Division of Rehabilitation-Education Services
MC-574
College of Applied Life Studies
University of Illinois at Urbana/Champaign
1207 S. Oak Street
Champaign, IL 61820
Phone: 217-244-5870
FAX: 217-333-0248
Email: [email protected]
www.http://www.staff.uiuc.edu~jongund
www.http://www.w3.org/wai.ua
Help with Proctoring Exams?
http://www.ivc.illinois.edu/Students/Lakeland.htm
Online Evaluation
http://wind.cc.whencn.edu/~gnelson/index.html
Online Education
http://www.ivc.illinois.edu/
Key Elements of an Online Program
http://illinois.online.uillinois.edu/model/keyelements.htm
Strengths and Weaknesses of Online Learning
http://illinois.online.uillinois.edu/IONresources/proandcon.html
What Makes a Successful Online Student?
http://illinois.online.uillinois.edu/IONresources/StudentProfile.html
37
Building that Human Touch into Your Web-Based Course. Carlson, R.D., & Repman, C.
(2000). Webnet Journal
http://illinois.online.uillinois.edu/MVCR/OO/Resources/resources.htm
Extending the Classroom Walls Electronically, T. Creed
http://www.uswers.csbsju.edu/%7Etcreed/techno3.html
A Guide to Online Education, G. Kearsley
http://gwis.circ.gwu.edu/~etl/online.html
What Every Student Should Know About Online Learning, J. E. Reid, Jr.
http://illinois.online.uillinois.edu/online/course1/reid.htm
Source for Online Articles
http://illinois.online.uillinois.edu/mvcr/oo/resources1.htm
The Virtual Professor: A Personal Case Study, G. Kearsley
http://pignc-ispi.com/articles/distance/kearsley-virtualprofessor.htm
Whose Line Is It Anyway? The Instructor’s Role in Course Listservs, R. Lewis & R. Hunt.
http://horizon.unc.edu/TS/case/1999-02.asp
Weaving a Syllaweb” Considerations Before Constructing an Online Syllabus, J. Johnson
http://leahi.kcc.hawaii.edu/org/tcc_conf97/pres/johnston.html
Creating Powerful Online Courses Using Multiple Instructional Strategies, T. Pitt & A. Clark
http://leahi.kcc.hawaii.edu/org/tcc_conf97/pes/pitt.htm
Why Teams Don’t Work, H. Robbins & M. Finlay
http://www.esb.utexas.edu/drnrm/ClassTopics/teams/WhyTeamsDont.htm
Online Evaluation: Multiple Choice, Discussion Questions, Essay and Authentic Projects, J.
Nelson
http://leahi.kcc.hawaii.edu/org/tcon98/paper/nelsonhtml
Putting a Class Up On the Web, S.G. Gabany.
http://illinois.online.uillinois.edu/onlin course1/gabany.htm
WWW.2Cheat.com, C.D. Rooks
http://leahi.kcc.hawaii.edu/org/tcon98/paper rooks.html
Facilitator Role
38
http://jan.ucc.nau.edu/~mpc3/moderate/teach_online.html
http://www.emoderators.com/moderators/teach_online.html
http://illinois.online.uillinois.edu/IONresources/facilitatorprofil.html
Information Flow in the Classroom
http://online.edcc.edu/managing.html
Copyright Issues, J.Palattella
http://www.linguafranca.com/print/0103/feature_strikes.html
Copyright Resources
Copyright Office
www.lcWeb.loc.gov/copyright/
Consortium of College and University Media Centers
www.indiana.edu/~ccumc/copyright.html
Intellectual Property
www.utsystem.edu/OGC/Intellectualproperty/cprtpol.htm
http://wwwipmall.fplc.edu/
Conference on Fair Use
www.indiana.edu/~ccumc/mmfairuse.html
General Copyright
www.public.iastate.edu/~mikealbr/links/copyright.html
Papers
http://www.nea.org/he/techno.html
Publish or Perish
www.arl.org/scomm/pew/pewrept.html
Legal Resources
www.copyrights-attorney.com
Copyright and Distance Education
http://library.cmsu.edu/paa/
Technology Planning and Clearinghouse
http://www.mcli.dist.maricopa.edu/ocotillo/technoplan/
39
http://www.celtedge.celt.org/
http://www.mde.state.mi.us
http://rohan.sdsu.edu/dept/senate/sendoc/distanceed.apr2000.html
http://www.usdla.org/
http://www.uwex.edu/disted/home.html
http://wwwuwex.edu/disted/lobother.htm
http://ccism/pc.athabascau.ca/html/ccism/deresrce/institut.htm
http://webster.commnet.edu/NP/pages/darling/distance.htm
http://dir.yahoo.com/Education/Distance_Learning/
Virtual Campuses
Excelsior College
www.excelsior.edu
Jones International University
www.jonesinternational.edu
Kaplan College
http://www.kaplancollege.com
Penn State’s World Campus
www.worldcampus.psu.edu
University of Phoenix
www.uophx.edu
Western Governor’s University
www.wgu.edu
Southern Regional Electronic Campus
www.srec.sreb.org
Other Media
CAVE (Computer Automatic Virtual Environment)
There is one at the School of Public Health, UIC.
This is a three dimensional classroom usually room sized that creates an emersion
experience. Used to teach surgical techniques among other things.
40
www.ncsa.uiuc.edu/VR/cavernus
Aviation Industry Computer-Based Training Committee (AICC) standards setting.
SCORM (Sharable Content Object Reference Model)-new standard setter for industry of elearning.
Extensible Markup Language (basis of Xp version of Microsoft Office)
Other Resources for Handheld PDA’s
www.MyMedEd.com
www.lexicom.com
www.iscribe.com
www.epochrites.com
www.trg-pro-medical.com
www.RNPalm.com
Web Page Design
http://wsupsy.psy.twsu.edu/optimalweb/position.htm
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45
20. Conclusion
Distance education via an online course format has its own unique set of opportunities and challenges. The
UIC College of Nursing faculty are committed to providing the best educational opportunities using both
online and face-to-face instructional methods. We are available to assist you with both content and
technology issues for a positive learning experience. Feeling comfortable with technology learning will
further enhance your information seeking capabilities both in school and in professional clinical practice.
46
21. Appendix
A. Guide for Family Nurse Practitioner (FNP) Online Courses University of Illinois at Chicago College of
Nursing Family Nurse Practitioner Option Spring 2001
This guide is just a sample one that can be adapted to your institution.
Outline
I. Introduction
II. Recommended Prerequisite Computer Capabilities
III. Recommended Prerequisite Student Skills
IV. FNP Courses with Online Components
V. Access to Courseinfo® Site
VI. Navigating the Courseinfo® Site
VII. Downloading Information from Courseinfo®
VIII. Communication Capabilities through Courseinfo®
IX. Conclusion
Introduction
Distance learning through videotapes, audio-conferencing, and videoconferencing has been a wellestablished teaching methodology to connect teachers and students across the five regional University of
Illinois at Chicago College of Nursing programs. Each of these distance learning modalities have enabled
access to high quality graduate nursing education throughout the Rockford, Urbana, Peoria, and Quad
Cities regions as well as at the main campus in Chicago. The five sites have brought students together on
their respective campuses for joint classroom opportunities.
The development of distance learning through computer technology (online format) has minimized barriers
to graduate education across the state of Illinois and beyond. Online education meets the scheduling needs
of graduate students by decreasing time and distance barriers. The accessibility of “anytime, anywhere”
course content and addition of supplementary web-based resources maintains flexibility and relevance of
course materials. These online educational methods are combined with face-to-face mentoring by regional
faculty, in addition to group student interaction and real time online chat opportunities. Online courses
utilize alternate learning methods from traditional lecture- based instruction. Students are encouraged to
explore both primary and supplemental literature sources and web-based references. Understanding of
47
course material is guided using study questions and small group case study format. Interactive
opportunities enhance many of the units. Faculty-student interaction is available in face-to-face meetings
and through email, discussion board, and chat room formats.
Recommended prerequisite computer capabilities
•
The faster the computer and modem, the more efficiently you can move among documents and
pages on
•
the net.
•
This link is helpful with all online computer related problems and helpful phone numbers or
resources:
•
http://www.uic.edu/depts/accc/itl/uionline/
•
This is a minimum suggestion taken from the above link:
•
PC-compatible Configuration
•
Processor: Pentium with MMX (Pentium II preferred)
•
Memory: 32MBstrongly recommended, 64MB preferred
•
Hard Drive: 1GB hard drive with 300MB minimum (2GB or more 500MB free preferred)
•
Modem: 33.5K modem (56K, ISDN, or cable modem preferred)
•
CD-ROM: 4X/QuadSpeed minimum speed or better
•
Sound Card: built in
•
Video Card: with 1MB Video RAM or better
•
Monitor: 15" SVGA color mo nitor or better
•
Other: 3.5" Floppy drive, keyboard, mouse, speakers.
•
Software: Microsoft Windows 95, word processing, the latest browser
•
Apple Macintosh Configuration
•
Processor: Power Macintosh 7100 or above with similar hardware and software of PC.
•
For uniformity, most documents will be in Microsoft Word. But all programs can read Microsoft
Word or allow documents to be saved as Microsoft Word files.
Recommended prerequisite student skills
1. Students involved in online courses need to have basic word processing and file management
skills. This includes typing, saving and recalling documents, copying text, cutting and pasting text,
48
and printing.
2. Students should be familiar with Internet access, searches, and accessing URL sites.
3. Students need the ability to send and receive email: includes getting and sending file attachments.
4. Students require the ability to read and print Adobe Acrobat files. It requires having Adobe Reader.
Most computers have Reader preinstalled or it is available as a free download. It will be needed in
NUPH 524.
FNP Courses with Online Components
Online instruction is utilized in the FNP clinical courses ranging from supportive materials to extensive
online interaction and teaching.
NUPH 500: Online materials limited to syllabus, selected announcements, email capacity and gradebook.
NUPH 524 and NUPH 525: Online education includes syllabus, announcements, study question formats
including primary and secondary references for each didactic unit, periodic handouts and interactive
quizzes, case study scenarios for small group interaction, discussion board postings of case study
answers, chat room accessibility, email capacity and gradebook.
NUPH 528: Online materials limited to syllabus, selected announcements, email capacity, optional
discussion board and chat room capability, and gradebook.
Information Regarding CourseInfo®/Blackboard Access
Students do not need to have a Blackboard CourseInfo® account in order to view
the on-line manuals and support pages for the system. By visiting:
http://blackboard.uic.edu they can easily click on links to the Blackboard ®Support pages, the Student
Frequently Asked Question Page, and the Blackboard® Student Manual. Each of these resources provide
excellent overviews of how to use the system. In addition these pages have valuable information that
make students aware of our system wide policies. In most cases, if a student was having trouble logging in
to their course the documentation and information in these publicly available resources would instruct them
of exactly what to do in order to gain access.
Our enrollment policy for semester-based courses has been to run 3 batch uploads per semester, one
upload the Friday before classes begin, one upload the Friday after classes have begun, and another on
49
the Tuesday of the 3rd week of classes (in order to capture all late registrants). Our data is based upon
student registration information in the Office of Academic Records (OAR) database; we are only given
access to updated snapshots of this data twice per week.
If students are not in the Office of Academic Records’ database then they will not be enrolled into the
system, but instead will need to be enrolled manually by the instructors of the course. The reason being,
the instructors know better than we do who is enrolled in their courses since all of our knowledge is based
upon the limited access we have to the OAR database. Additionally, students that have not registered via
the phone/web registration system, but instead register through the department are often not added into the
registration database in a timely fashion. This further exacerbates the problem - the data we need to
successfully complete our batch enrollments is being delayed by the departmental registration.
If your department needs students to access the system outside of the semester based date range our
policy has always been to oblige these requests at all costs. In order to do this all an instructor needs to do
is indicate these special conditions and special enrollment periods when they submit their site request form.
There is a date range section on the request form that is directly correlated to when the course site is
available to students. We would be more than happy to set up sites for your department that would allow
students to access them early. All we ask is that you indicate this on your site request forms, as well as the
specific date that you would like us to enroll your students by.
Navigating the Courseinfo® site
Most of the information is contained in four areas:
Course Information = Syllabus
Course Documents = Overview of weekly activities
Communication = email, chat, and discussion board.
Student Tools = Grade book
Click on any button then the link to view the information you seek.
Downloading information from Courseinfo®
Downloading information from Courseinfo® occurs primarily in two ways:
1. You may select the Print option from Courseinfo®. This is the more convenient option, but also
50
potentially more costly. If you select this option, you will likely have more wasted space on the
page, as some of the Courseinfo® headings will be printed along with your text. This will result in
use of more paper and ink.
2. You may highlight, copy, and paste text from the courseinfo site into your word-processing
program.
3. While this will take an extra minute to accomplish, you can better control print size, and margins, so
will
4. Use less paper and ink in recovering the text material from courseinfo.
Communication capabilities through Courseinfo®
There are several communication options between the student and instructor. They are described as
follows:
•
Announcements: Found on the main courseinfo page. You have the option of showing all the
announcements for the course, or limiting shown announcements to a limited period of time.
Checking these regularly can help you feel current with any updated information announced to the
class
The other three options are located under the "Communication" button on the left column of the main
courseinfo page.
•
Email: You have the ability to send emails to any combination of instructors and classmates.
Likewise, your instructor will use this communication method to keep in regular contact with you.
•
Discussion Board: You are able to enter comments and text in an asynchronous format. This is
where in NUPH 524 and NUPH 525 the small group case study answers will be posted. For longer
text items, it may be more efficient to type those answers into your word processing program, and
copy and paste into the text box in the discussion board thread submission area. This will minimize
the amount of time you will spend online and the possibility of being "kicked off" in the middle of a
long answer.
•
Chat Room: The capability for communicating with classmates and instructors online in "real time"
is available through the chat room format. Go to Chat Room, under the Communication button. The
chatroom will often take a few minutes to load. Previous chat room discussions are archived for
51
reference. The chatroom can be used for small student groups and for instructor-student
discussions. Specific directions for chatroom use will be discussed in class.
B. Documentation of Computer Literacy
Sample from University of Illinois College of Nursing
All students admitted to the College of Nursing must have basic computer skills. Please complete and sign
this computer competency verification form.
Part I. Computer Competency: Basic Skills
Please place a check mark in the box that most clearly describes your competency for each of the following
basic computer skills.
Hardware
Yes
No Can use CPU, monitor, keyboard, mouse and printer.
Desktop
Yes
No Can identify and use components of the Windows desktop.
Yes
No Can empty the Recycle Bin.
Folder/File Management Using Windows Explorer
Yes
No Can create folders and subfolders.
Yes
No Can find folders, subfolders and files.
Yes
No Can open, copy, rename, move and delete folders, subfolders and files.
Yes
No Can use functions of right click mouse button.
Programs
Yes
No Know the difference between word processing, database and spreadsheet
applications.
Yes
No Can open and exit a software application.
Yes
No Can use the following buttons to perform their respective functions:
Yes
No Can resize and move a window.
Yes
No Can use menu bar and tool bars to facilitate the application’s options.
Yes
No Can create new document, format, spell check and print a finished
document/file.
Yes
No Can use the clipboard to copy, cut and paste in editing documents and
52
between applications.
Yes
No Can save and back-up application files.
Yes
No Can open and work in multiple windows/documents within primary
application.
Yes
No Can open multiple applications and navigate between them.
Internet
Yes
No Can connect to my internet server provider (ISP).
Yes
No Can use selected browser and navigate the Web.
Yes
No Can conduct a search on the Web.
Yes
No Can add bookmarks/favorites to browser.
Email
Yes
No Can receive and read incoming mail messages including attached files.
Yes
No Can reply to received mail messages.
Yes
No Can address and send outgoing mail messages.
Yes
No Can attach files to outgoing mail messages.
Trouble Shooting
Yes
No Can identify resources available to help solve computer hardware and/or
software problems.
Part II: Computer Competency: Software Literacy
Respond to the following by selecting the response that best describes your level of competency:
1) Cannot Respond, Not Sure What this Software Does
2) Never used
3) Beginning User, need further Training
4) Skilled User have a Working Knowledge
5) Expert/Advanced User
1. WordProcessing (e.g. WordPerfect, Word) 1 2 3 4 5
2. Library Databases (Medline, CINAHL etc.) 1 2 3 4 5
3. Communications (with modem, E-Mail) 1 2 3 4 5
4. Internet—WEB searches 1 2 3 4 5
53
5. Graphics (e.g. PowerPoint) 1 2 3 4 5
6. Computer Assisted Instruction (CAI, Interactive Video) 1 2 3 4 5
7. WEB-based instruction using Blackboard CourseInfo 1 2 3 4 5
Part III. Computer Courses
I have taken the following computer courses in high school, college, adult education, etc.
Course Number & Name Location Course Taken
______________________________ _____________________________
______________________________ _____________________________
I _____________________verify that the information provided in this document reflects
(Print name) my current level of computer literacy.
Signed____________________________
Student Signature
Note: This questionnaire adapted from Vanderbilt University School of Nursing and University of Cincinnati
College of Nursing with permission.
54
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